UDD BA History 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	BA (Hons) in History
3	Level of qualification
4	Please select:				Level 6 / Honours
5	Please indicate if the programme is offered with any year abroad / in industry variants																				Year in Industry Please select Y/N								No
6																					Year AbroadPlease select Y/N								Yes
7	Department(s): Where more than one department is involved, indicate the lead department
8	Lead Department		History
9	Other contributing Departments:		N/A
10	Programme Leader
11	David Wootton
12	Purpose and learning outcomes of the programme
13	As a History student at York you can create your own path through your degree by choosing from a wide variety of specialist options that build on our core modules. These options allow you to engage with cutting edge historical research from the medieval to the modern period, and explore the diversity of human and environmental history across a breadth of geographical locations. Our core courses will expose you to the range of process and events that historians investigate and will help you acquire key skills for the study of history. Our programme is distinctive in providing so many opportunities to make connections and comparisons of human society and culture across long periods of historical time and between very different parts of the globe. From your study of History, you will gain insight into the factors that have shaped the contemporary world. You will have the ability to interpret evidence of various types and make persuasive and fluent arguments. You will gain the self-reliance and confidence necessary to make a valuable contribution to your community and workplace. You will have the skills to lead project work and undertake independent research as a critical thinker, eloquent communicator and analytical and creative problem solver. History students from York are valued in the fields of law, teaching, heritage, policy-making and business.
14	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.
15	PLO	On successful completion of the programme, graduates will be able to:
16	1	Communicate broad and deep understandings of historical scholarship, ranging from the medieval to the modern period, and a sophisticated appreciation of the origin and use of different approaches to interpreting the past.
17	2	Approach problems in a critical and questioning fashion, evaluating arguments and assessing the value and significance of different forms of evidence.
18	3	Engage with a range of perspectives on a historical event, and make comparisons and connections between different periods, places and societies.
19	4	Demonstrate highly developed research skills, including identifying useful material, understanding sources in context, producing a research methodology and constructing meaningful and productive research questions.
20	5	Interpret and deploy a variety of different types of information including digital resources, material culture, visual imagery, texts, databases and statistical information.
21	6	Convey ideas with clarity and precision in both written and verbal form and make sophisticated, original and persuasive arguments based on evidence, including the production of an extended piece of writing.
22	7	Manage their time effectively so that they can successfully execute a programme of work.
23	8	Contribute to their communities and workplaces with an appreciation of the origins and value of social, political and cultural diversity and difference.
24	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.
25	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.
26	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.
27	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:
28	i) Why the PLOs are considered ambitious or stretching?
29	The PLOs for History describe the high level cognate skills that students attain through a three year programme of studying history including becoming critical readers who can master and interrogate large volumes of text, becoming astute interpreters of evidence, developing excellent independent research skills and being fluent conveyers of argument.
30	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
31	York History graduates go onto to pursue careers in a large range of different areas because of their facility with texts, their excellent communications skills, their ability to actively engage with a variety of types of information, their critical faculties and their ability to work without supervision. York History graduates have excellent organisational skills and can organise and execute a project with confidence and professionalism.
32	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)?
33	York graduates learn how to find and evaluate evidence from digital locations and carry out a piece of independent research using digital tools and resources. They know how to create carefully referenced and formatted documents and attractive and well-structured presentations.
34	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:
35	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
36	History students from York are valued in the fields of law, teaching, heritage, policy-making and business. History students develop high level skills in time management and are very self-reliant. They also know how to work collaboratively. The study of History helps students develop critical and analytical reading skills and graduates can produce persuasive arguments that are supported by appropriate evidence.
37	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
38	Students have a personal supervisor who oversees academic progress and this supervisor will make recommendations to students if they receive notification from tutors that students require support or if a student identifies such a need themselves. The Disability Officer in the department ensure that student needs are met across the department in terms of teaching and learning.
39	vii) How is teaching informed and led by research in the department/ centre/ University?
40	Lecturers in the History Department create options for the degree (Period Topic, Histories and Contexts, Explorations, Comparative Histories, Special Subject) that draw upon their own area of expertise and are informed by their research. The department has a Teaching committee that is responsible with the Chair of the Board of Studies for the development of the curriculum and the quality of teaching. All History modules are scrutinized by the Teaching Committee, the department operates a system of peer support for teaching and all members of staff are required to respond to student feedback on courses. The Chair of Teaching Committee attends fora and training sessions run by the university and liaises with the E-learning team to ensure that teaching in the department 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.
41	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.
42	Stage 1
43	On progression from the first year (Stage 1), students will be able to:											In general - The degree is organised so that students gain broad understandings of historical change in Stage 1 that provide a 'big picture' and then develop deeper understandings of particular historical topics as they progress through the Stages. Students have repeated opportunities to practice and apply their skills (set out in the PLOs) and the written tasks they are asked to are longer and more demanding in Stage 3 than Stage 1. In Stage 1 students are provided with models of scholarly approaches including issues such as how historians deploy evidence.These models are in the texts they read, the lectures they attend and in the nature of tutor-led seminar interactions. In Stage one, tutors give examples and select secondary readings and primary evidence for students. By Stage 3 students choose relevant secondary and primary materials for themselves and receive less direction and intervention when they formulate their analysis. By the end of Stage One students can demonstrate understanding of historical change over long periods, demonstrate knowledge of many topics at an introductory level and some at a deeper level, have familiarity with issues in historiography and an awareness of the value of comparative history. They have some insight into how to evaluate historical argument and be able to formulate coherent arguments of their own using evidence. They can demonstrate a good grasp of the academic apparatus used in writing essays, they will have the ability to work collaboratively and have good independent study skills.
44	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
45	N/A
46	Stage 2
47	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 selected historical fields and topics, show critical engagement with historiography and be able to evaluate historical interpretation and analyse historical events. The will be able to evaluate the uses and significance of a range of 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 including Identifying appropriate primary sources, develop a research methodology and construct a research question. Students will be able to communicate increasingly sophisticated ideas with clarity and precision.
48	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
49	N/A
50	Stage 3
51	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:											engage in sophisticated historical research, analysis and writing, such that they can successfully work at MA level.
52	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
53	N/A
54	Programme Structure
55	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.
56	Stage 1
57	Credits	Module				Autumn Term										Spring Term										Summer Term
58		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
59		SEE DIAGRAMS BELOW
60	20	Various		Period Topic			S							E	A
61	20	HIS00001C		Making Histories			S								E	A
62	30	HIS00004C		From Rome To Renaissance													S									A			E	A	A	A	A
63	30	HIS00005C		Citizens, Comrades and Consumers													S									A			E	A	A	A	A
64	10	HIS00002C		Thinking Through History I												S								E						A	A	A	A
65	10	HIS00003C		Thinking Through History II														S			E									A	A	A	A
66	OR 20			Language for Credit in place of Thinking Through History 1 & 2
67	Stage 2
68	Credits	Module				Autumn Term										Spring Term										Summer Term
69		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
70	20	Various -students take two		Histories and Contexts			S								E	A
71	30	Various -students take two		Explorations													S												E	A	A	A	A
72	10	HIS00112I		Disciplines of History I													S								EA
73	10	HIS00113I		Disciplines of History II																						S			E	A
74		HIS00048H		Dissertation																											S
75	Stage 3
76	Credits	Module				Autumn Term										Spring Term										Summer Term
77		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
78	40	HIS00048H		Dissertation																						EA
79	40	Various		Special Subject			S																						E	A	A	A
80	40	Various		Comparative Histories			S																						E	A	A	A
81	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.
82	Option List A		Option List B			Option List C					Option List D					Option List E					Option List F					Option List G					Option List H
83	Period Topic		Histories and Contexts			Explorations					Special Subject					Comparative Histories					Language for Credit
84	https://www.york.ac.uk/history/undergraduate/courses/period-topic/		https://www.york.ac.uk/history/undergraduate/courses/histories-and-contexts/			https://www.york.ac.uk/history/undergraduate/courses/explorations/					http://www.york.ac.uk/history/undergraduate/courses/special-subject/					http://www.york.ac.uk/history/undergraduate/courses/comparative-special/					https://www.york.ac.uk/history/student-intranet/undergraduates/current-programme/languages-for-all/