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1. Admissions/ Management Information
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Title of the programme – including any lower awards
Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.

See guidance on programme titles in:
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https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf
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Masters MA in English Building History
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Postgraduate Diploma PG Diploma in English Building HistoryPlease indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
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Postgraduate Certificate PG Certificate in English Building HistoryPlease indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2020
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department Archaeology
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Other contributing Departments: Lifelong Learning
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Route code
(existing programmes only)
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Admissions criteria
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Normally students will be expected to hold a Bachelor’s Degree in a related subject area. CLL will also favourably consider any student previously awarded a BA/BSc in any subject, and with evidence of recent HE level study.

CLL reserves the right to ask any student for academic work to support their application.

Any student may be called to interview. It is anticipated that students will be largely from an arts and humanities background. The programme will be targeted at students who will already have the required skills to study at M level.

Students will not be accepted to the programme unless they can demonstrate the required skills.
Students must have an IELTS score of 7.0 where appropriate.
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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MA English Building History 3 yearPart-timeSeptemberPlease select Y/NNoPlease select Y/NYes
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Please select Y/NPlease select Y/N
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Please select Y/NPlease select Y/N
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Dr Emma Wells is the programme leader and has overall responsibility for the design of the modules taught in the first two years; Department of Archaeology is responsible for the third year ISM component of the programme.
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the Masters programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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The MA in English Building History covers architectural history from the Anglo-Saxon period to the present day. It considers a range of significant buildings and sites from vernacular dwellings to the Country House, and thus the difference between vernacular and polite. As well as engaging with key themes and debates, students will be trained in the practical skills of analysis - they will learn how to recognise archetypal styles in architecture, and how these were shaped by technological, social, fashion, economic, geographic and cultural forces; different methods of investigation; and the relevance of such buildings today, drawing on examples from across the country but with special emphasis on Yorkshire and the North; and in the presentation of ideas to public and professional audiences through written, visual, and oral forms of presentation, using a range of digital applications.
Modules are largely chronological yet offer an introduction to the topic in its broadest context and in critical and thematic approaches to archaeological built heritage. A variety of practical-based experience is offered via independent weekly activities threaded throughout each module (on-site, research and archival based), including participation in an optional residential school in the summer of the first year within the Yorkshire region and culminating in an independent study project in the final year.
This programme is the first of its kind in the UK thus reflecting York’s innovation in interdisciplinary research, pioneering teaching approaches and assessments. It is innovative in its teaching, employing a wide range of methods and assessments as it not only covers vernacular, polite and ecclesiastical architecture, theory, but also practical applications via distance learning, all within an interdisciplinary context. The MA in English Building History incorporates aspects of the humanities, sciences and social sciences important for careers both within the heritage sector and beyond as it covers a breadth of material without simply being restricted to ‘architectural history’ and instead considers the broader topic of ‘buildings history’. As such, the programme provides students with a range of highly transferrable skills required by postgraduates for future employment and critical to a variety of positions within the archaeology, art and heritage sectors in addition to law, local government planning, chartered surveying and estate/land management, accountancy and financial services, teaching and the police and civil service, as well as providing sound knowledge for further study in the field.
The programme is offered part-time to suit those in employment for early- and mid-career professionals or to offer entry-level learning for those at the beginning of their careers. It can also serve as valuable CPD for numerous professional qualifications and memberships related to English Building History.
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5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme will be able to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements in the sections 5.b.ii and 5.b.iii as appropriate.
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.
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PLOOn successful completion of the programme, graduates will be able to:
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1DEPTH AND BREADTH OF KNOWLEDGE: Demonstrate an applied, systematic, in-depth understanding of essential disciplinary knowledge in English building history and awareness of its breadth and its relevant academic, professional and socio-economic contexts
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2CRITICAL THINKING AND EVALUATION: Engage critically with current debates and advanced interdisciplinary scholarship within building history
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3THEORETICALLY/ METHODOLOGICALLY INFORMED DECISION MAKING: Informed decision making in complex and unpredictable situations by assessing and applying appropriate interdisciplinary theories and methodologies for English building history
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4SYNTHESIS AND COMMUNICATION: Confidently synthesise research findings and key scholarly debates, and communicate (through a variety of forms and media) to peers, public or professional audiences, demonstrating an ability to consider and adapt to their respective needs
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5INDEPENDENCE AND TEAMWORK: Demonstrate originality in rigorous and imaginative independent inquiry, using advanced research skills, and a clear contribution to the work of a team
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6APPLICATION OF KNOWLEDGE: Application of interdisciplinary theories, practices and methodologies of English building history to inform the understanding and interpretation of historic buildings
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7APPLIED METHODOLOGIES: Use interdisciplinary analysis of historic buildings to inform assessment, recording and the production of appropriate forms of written and visual record
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8ESSENTIAL INTERDISCIPLINARY HERITAGE SKILLS: Assess and evaluate historic buildings, their materials and significance in broadly-defined heritage contexts
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5.c. 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:
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i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
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The PLOs engage students directly, critically and practically with practice in their disciplinary area at the leading edge of current historical, theoretical and professional approaches and methodologies. Students will develop as effective team members and confident communicators in a range of media and assessed projects, and meet the demands of increasingly challenging areas of independent learning, information management and analysis/interpretation. From the first module, students are engaged with and immersed in challenging debates, varying scholarly perspectives and a range of research types, data and evidence. There is thus a very high degree of independent learning, analysis and writing engaged in which, combined with the former, leads students to graduate into well-rounded critical thinkers.
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ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
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These learning outcomes produce a programme that is distinctively vocational and flexible, allowing students to not only deepen their understanding about a range of theories, policies and practices, but also to develop interests to take their engagement further through supported independent research and study. Students are able to guide their own specialisms and tailor the course in ways that most appropriately prepare them for the future. This will importantly enable graduates to contribute to public, institutional and individual action and take a critical perspective on current cultural issues, and thus facilitate their involvement in decision-making. They will graduate from the MA with a series of transferable skills, including the handling and management of large and complex bodies of information, project planning and assessment techniques, and communication to professional and public audiences. Students are prepared to make a difference within a broad range of related sectors. The programme will seek to develop students as keen interpreters and commentators on the existing scholarship on English Building History. Throughout they will learn to place value on different academics’ arguments and viewpoints, weigh them against each other, and subsequently express their informed assessments of what they have learned in a clear manner. Furthermore, given students will at times utilise primary source material in their written work, they will develop their ability to interpret their findings in light of existing scholarship, build arguments based on their research and communicate these clearly and coherently.
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iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
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Students from diverse disciplinary backgrounds are welcomed onto the MA in English Building History, and successfully transition with the provision of a wide range of support. Core and skills modules progressively challenge students to design and present (orally and visually) projects in groups and individually, developing confidence and competences for the Assessed Lecture (part of the ISM module).
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iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
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Students are taught to understand core concepts and methodologies in relation to English Building History, engage with primary research in core topics and demonstrate that understanding and awareness of the academic field. They do so through working independently making use of current research and, with guidance, use and evaluate a range of data and sources critically through a series of individual blogs, critiques and formative essays that develop independent learning as well as group activities (debates, quizzes, etc.) that encourage collaborative modes of working, producing joint output for feedback (via the Programme Leader/tutor and peers); make short oral presentations both independently and as part of a group using different formats. Above all, however, the emphasis is on incorporating research/academic skills of both a written and visual communicative nature which have an explicit focus on crafting (and developing) academic skills --- i.e. – literature research, evaluating sources, citation skills, using images, making/analysing maps, photography and also written communication such as compiling an annotated bibliography, writing historiography, conference presentations, and blog masterclasses in critical analysis/responses. This is developed further wherein students consolidate their understanding of core and specialist historical concepts, particularly current debates in the discipline, and engage with primary research and consolidate their understanding and awareness of the academic field in a broader sense. These are evidenced through individual assessments and group activities once again, but students are able to undertake greater independent research, develop their own analytical approach and demonstrate increasing confidence in critically evaluating social, cultural, economic and heritage/archaeological issues and situations. In terms of the research skills, these modules teach them through application to a set of projects/case studies with defined steps e.g. practical research/activity, essay planning, aims and objectives, researching sources/literature review, critical evaluation and analysis. Aspects of the ISM are introduced in non-assessed, formative fashion, including preparation of a research proposal, matching of students with dissertation supervisors, and familiarization with the Assessed Lecture component of the ISM. This then leads students into the ISM, where research proposals are confirmed, ethics approved (where necessary), and Assessed Lecture conducted.
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v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classroooms, response 'clickers' in lectures, simulations, etc).
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The programme has been designed with considered use of technological developments in relation to virtual learning to utilise the full functionality of the VLE. The MA is delivered entirely online via a flexible, fully-supported modular system degree via the University's Virtual Learning Environment (with the exception of the optional residential weekend in the summer) and integrates a wide range of digital applications and interactive resources in order to develop students' digital literacy, in creating digital images and visual/audio presentations, module blogs, virtual debates, wikis, online hosted seminars, online quizzes, video tutorials, 3D models, Open Surgeries, Skyping and word processing. We also use technology-enhanced learning such as lecture capture and live seminars using Collaborate and Zoom (at least a handful of synchronous virtual lectures a term plus one to one tutorials) where possible so that students have repeated access to the material and can engage with the tutor and other students for collaborative learning. Moreover, all summative assessments are submitted online. Nonetheless, more interaction can be achieved and so the programme leader will continue to ensure that new and innovative technology-based learning tools are integrated more fully at greater points in the curriculum from an early stage – this will need to include the training of students in such tools which will allow to plan new teaching to address less-developed capabilities.
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vi) ... how this programme (as outlined in these PLOs) will 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:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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The programme places strong emphasis on employability and provides a broad range of skills which are integral to students' employability. Learning to co-operate with others, taking on different roles and debating/collaborating within a team, and problem solving as a team, are developed throughout all seven modules. However, self-management is also a critical skill to learn and students have to develop their self-motivation and time management, particularly when researching their summative essays and ISM. A key focus of the MA is training in oral and written communication: from the first year collaboration via small-group debates is employed and the training of students to develop and upload audio or visual presentations to the VLE and not only provide their own blog post responses but to contribute to the commenting of others’. Students learn to develop research skills and essay writing throughout their degree, engaging directly with questions and presenting independent opinions about them in arguments that are well-written, clearly expressed, coherently organised and effectively supported by relevant evidence is well advanced. Creativity and innovation is important and we encourage students to generate new ideas. Many of our modules encourage social, cultural and national awareness and students learn to identify the complex issues in relevant cases, whether that may be a virtual debate with other students on conflicting s views, and apply the correct procedures and critical responses. We aim to provide opportunities for students to gain an insight into how associated organisations and institutions work so as to prepare students for employment in related sectors, if they so choose. Finally, we aim to encourage students to be mindful of their developing (and particularly academic) skills.
All students are able to access the full services of Careers & Placements, should they wish to research or discuss their long-term professional development, and that the Careers Service can support students via phone/skype/email. Appointments can be booked through the Careers Gateway.
All distance learners will be able to access Careers Planning support that is planned to be made available on the Skills Guide area of the UoY Information Services Website.
Careers and Placements offer a monthly offering to taught postgraduates in a series of twilight sessions that students can attend in person or if appropriate for the session, these will be made available in the form of lecture capture after the event.
Arts and Humanities students may wish to view lecture captured versions of past delivery on the www.york.ac.uk/careers/AH site
If sufficient demand is present and notice given, Careers and Placements staff would be able to attend residential weeks/weekends to offer careers advice and guidance support.
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viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
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Within CLL the programme is developed and designed by Dr Emma Wells and draws on her professional and research expertise in the various fields. Given its interdisciplinary nature the programme engages with the forefront of active research across related departments in the University. Students are invited to attend the Department of Archaeology's YOHRS and York Research seminars, which run across terms 1 and 2 and are also live-streamed and accessible online. All teaching and learning content is designed to reflect and signpost the latest research. Teaching staff are recognised experts in their research and professional fields and use their specialist knowledge to inform their teaching.
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5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
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On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to:
If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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• Demonstrate detailed knowledge and expertise of English building history and of key buildings c.1000-1950
• Demonstrate understanding of buildings as manifestations of complex social, cultural, economic, and political influences characteristic of a particular historical era and an awareness of the associated scholarly themes and debates
• Apply a range of specialised skills required for analysing, understanding, and interpreting English built history
• Assimilate material from a variety of sources and to contextualise information in relation to the history of buildings in various forms
• Identify a range of historic buildings’ developments and analyse their phases, date, materials, style, and function
• Identify, select, and employ appropriate media for communicating ideas clearly on English built history to specialist and non-specialist audiences
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On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to:
If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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As above, but extending the breadth of student knowledge and honing the wider skillset in this field
• Research and develop a critical argument using resources gleaned from a broad spectrum of intellectual fields
• Apply contemporary interpretive and theoretical approaches to the form, function, and meaning of a range of historic building types
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6. Reference points and programme regulations
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6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
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https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf
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http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
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http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements
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http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2843#.VthM1fmLS70
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The programme is aligned to the QAA benchmark statements for Archaeology (2014), History of Art, Architecture and Design [HAAD] (2010) and Architecture (2008). NB: where no PG statement exists, the UG version has been adopted and used accordingly.
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6.b. University award regulations
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The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
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7. Programme Structure
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7.a. 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.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each invidual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

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 teaching delivery for 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).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, 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. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
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http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/
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Full time structure
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ModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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Full-time Route: Please indicate when the Progression Board and Final Exam board will be held and when any reassessments will be submitted.
NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
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Progression BoardSummer Term & Week 5
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Reassessment
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Exam BoardAutumn Term & Week 6
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Part time structures
Please indicate the modules undertaken in each year of the part-time version of the programme. Please use the text box below should any further explanation be required regarding structure of part-time study routes.
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Year 1: Students have some flexibility in the arrangement of their programmes, allowing for family, personal and professional commitments. The ideal models for 2 year and 3 year Masters degrees are outlined below. Students must take 20-credit Core 1 in the Autumn term of Year 1, and ideally Core 2 in Spring term, plus two 5-credit skills modules at some point in Year 1, ideally one in Autumn, one in Spring (as decided in discussion with their personal supervisor and based on their other commitments).
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20An Introduction to the Historic Built Environment
SEAA
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20The Medieval EraSEAE
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20Early Modern Period SEA
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Part-time Route: Please indicate when the Progression Board and Final Exam board will be held and when any reassessments will be submitted.
NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
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Progression Board
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Reassessment5 weeks following confirmed failure on module
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Exam BoardLate August