2019-20 BA History and French 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 and French (with a Year Abroad)
4	Level of qualification
5	Please select:				Level 6 Hons
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								Yes
8	Department(s): Where more than one department is involved, indicate the lead department
9	Lead Department		Language and Linguistic Science
10	Other contributing Departments:		History
11	Programme Leader
12	Please name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.
13	Thomas Jochum-Critchley (Programme Leader) and David Wootton
14	Purpose and learning outcomes of the programme
15	Statement of purpose for applicants to the programme
16	The study of History and French will give you insight into the development of many key features of the modern world, from the perspective of more than one culture, and the ability to read, write and converse fluently in both English and French. You will be adept at making comparisions and connections between the experiences of people from different places across the globe and will develop a deep awareness of the nature and value of cultural difference. Combined Honours in History and French at York offers the opportunity to choose from a wide and exciting range of option courses informed by cutting edge research; these span the history of the medieval to the modern period and include the study of contemporary French culture and politics. The experience of learning a language at this advanced level, including the opportunity to apply your skills in context, will allow you new insights into the forces that have shaped modern societies and cultures as well as the issues and debates that prevail in France today. In addition you will have high level skills in writing, argumentation, and analysis, both in English and French. You will be confident and capable of working through problems on your own and a critical and sophisticated reader of texts and other forms of evidence. York graduates in History and French can navigate international and multilingual environments with confidence and professionalism. Your degree will set you aside when it comes to applying for careers in areas such as business, teaching, policy-making and law, tourism, broadcasting and journalism.
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	Demonstrate broad and deep understandings of historical scholarship, and be able to understand and contextualise aspects of modern French politics, society and culture in relation to the past. .
20	2	Approach arguments and evidence in a critical and questioning fashion.
21	3	Make cross cultural comparisons and connections between societies of different places, both in the contemporary world and in the past, and understand issues and events from a range of cultural perspectives
22	4	Demonstrate versatility in interpreting and deploying a variety of information including digital resources, material culture, visual imagery, texts, databases and statistical information in both English and French.
23	5	Solve problems creatively by taking information learnt in one context and applying it in an unfamiliar one and by developing a range of possible solutions.
24	6	Convey a line of reasoning with clarity and precision in English and French, with sensitivity to linguistic and cultural norms and practices.
25	7	Have the organisational and time-management skills to carry out a project and extend their own knowledge and skills, including their language learning ability.
26	8	contribute to their workplaces and communities using an awareness of the historical origins of diversity in societal norms and practices
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 with a Year Abroad are able to navigate across cultures in a contextually appropriate and culturally sensitive manner, handle new language situations with confidence and apply skills learnt in the classroom to real life problems
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	Combined honours in History and French gives graduates a distinctive set of skills and competencies. They master a language at an advanced level and gain a deep appreciation of French culture and society in the context of historical studies of a range of different time periods and places. Combined honours give students intellectual flexibility - they have the discipline to master a language and also analyse large amounts of text. They can interrogate various types of evidence, develop their own interpretations and solve problems independently. They emerge from the degree with the tools needed to ask productive questions and formulate well informed answers in relation to a wide variety of areas of human activity. The attributes of creativity, curiosity, and interpretation are some of the most important tools students need to be successful professionals and be sensitive and responsible members of an international and multilingual professional environment.
34	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
35	Combined honours in History and French gives students a set of competencies and experiences that set them aside when it comes to pursuing careers in areas such as business, law, policy-making and journalism where the ability to communicate in more than one language, demonstrate a knowledge of different but often inter-related cultural norms and societal processes and an awareness of the historical factors that have shaped the modern world are extremely valuable.
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	In their history options, students undertake research and identify material using the internet and digital databases and repositories. They are adept at finding useful resources but also highly skilled in evaluating the reliability and value of digital material. The distinct focus on language in content engages students in becoming effective in working with IT across the language curriculum (wikis, video, twitter, digital portfolios and quizzes, google documents, blogs and online resources, etc.). Students also gain experience in producing documents and presentations.
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	See 40. In addition, students' spend a year abroad and so are able to develop their language skills and understanding of French culture in context.Going on the Year Abroad will make students highly-sought after by employers, since the experience will give students international exposure, problem-solving skills, adaptability, networking and communication skills.The Year Abroad is divided into two semesters (60 credits each); students have the choice of going to a partner university, work placement or British Council Assistantship. Each term, students get assessed at University of York. The assessment is based on two 2000 word essays in the target languages. The first assessment is due in week 4 Spring term and the second assessment is due in week 12 Summer term. The two semesters are each assessed on a PASS/FAIL basis.
40	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
41	Contact with staff is key, both in academic and pastoral contexts. The department has a host of monitoring and reporting mechanisms in place to identify students who may be in need of further support. Module and Year coordinators liaise directly with supervisors and once a student has been identified a plan of action, in consultation with the university's support services is put in place.
42	vii) How is teaching informed and led by research in the department/ centre/ University?
43	Lecturers create options for the degree that draw upon their own area of expertise and are informed by their research. The History 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.
44	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.
45	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
46	Stage 1
47	On progression from the first year (Stage 1), students will be able to:											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. 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 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. At the end of the first year, students have developed sensitivity to different registers and have acquired effective communicative strategies in the target languages. They have acquired language learning processes and strategies in order to become autonomous learners and have begun to develop their analytical and critical skills in the target language under guidance. Students have also developed a broad understanding of the nature and functioning of language in general.
48	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
49	Individual statements
50	Stage 2
51	On progression from the second year (Stage 2), students will be able to:											Global statement At the end of stage 2, students approach complex and unfamiliar language structures and content with self-confidence. They are able to research, synthesise and critically assess culturally sensitive information, developing a clear line of reasoning both in English and the target languages. Students understand the importance of teamwork as well as the necessity to adapt to different roles in various settings. Finally, they engage critically with a wide range of feedback practices (self-reflection and peer feedback).Students have repeated opportunities to practice and apply their skills of historical analysis (and the written tasks they are asked to are longer and more demanding than Stage 1. Students are increasingly able to choose relevant secondary and primary materials for themselves and receive less direction and intervention when they formulate their analysis.
52	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
53	Individual statements
54	Stage 3
55	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:											Global statement
56	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
57	Individual statements
58	Programme Structure
59	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.
60	Stage 1
61	Credits	Module				Autumn Term										Spring Term										Summer Term
62		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
63	20	HIS00001C		Making Histories			S								E	A
64	20	F03C		French Language and Society I			S																		A			A				EA
65	20	F06C		French Grammar			S									A																EA
66	20	Various: Option List A		Linguistics option (List A)			S																		A							EA
67	30	HIS00004C		From Rome to the Renaissance													S												E		A
68	OR 30	HIS00005C		Citizens, Comrades and Consumers													S												E		A
69	10	HIS00002C		Thinking Through History													S								E						A
70	Stage 2
71	Credits	Module				Autumn Term										Spring Term										Summer Term
72		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
73	20	Various: Option List C		Histories and Contexts option			S								E		A
74	20	F03I		French Language & Society II			S																		A			A		EA
75	20	for Module structure and Summative assessement see comments below		French option (List B)
76	20	for Module structure and Summative assessement see comments below		Linguistics (List E) or French elective or option
77	30	Various: Option List D		Explorations option													S								E				A		A
78	10	HIS00112I		Disciplines of History 1													S								EA
79	YEAR ABROAD IN YEAR 3
80	Stage 3
81	Credits	Module				Autumn Term										Spring Term										Summer Term
82		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
83	40	HIS00048H		Dissertation																									E	A
84	40	Various		Special Subject			S																		E				A		A
85	20	for Module structure and Summative assessement see comments below		French Language & Society III			S																						A	EA
86	20	for Module structure and Summative assessement see comments below		French option (List F)
87		OR
88	40	Various: Option List G		Special Subject			S																		E				A		A
89	20	for Module structure and Summative assessement see comments below		French Language & Society III			S																						A	EA
90	20	for Module structure and Summative assessement see comments below		French option (List F)
91	20	for Module structure and Summative assessement see comments below		French option (List F) or Linguistics option (List H)
92	20	for Module structure and Summative assessement see comments below		French option (List F) or Linguistics option (List H)
93	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.
94	Option List A		Option List B			Option List C					Option List D					Option List E					Option List F					Option List G					Option List H
95	Option List A		Option List B (Representative list only – may vary from year to year)			Option List C					Option List D					Option List E (Representative list only – may vary from year to year)					Option List F (Representative list only – may vary from year to year)					Option List G					Option List H (Representative list only – may vary from year to year)
96
97
98	Stage one Linguistics Option		Stage Two Language Option			Histories and contexts					Explorations					Stage Two Linguistics Option					Stage Three Language Option					Special Subject					Stage Three Linguistics Option
99	Introduction to Phonetics and Phonology		Francophone world (year long module)			www.york.ac.uk/history/undergraduate/courses/histories-and-contexts/					www.york.ac.uk/history/undergraduate/courses/explorations/					Intermediate phonetics and phonology (Spring-Summer)					Spring & Summer Terms: France & the Second World War: memory, trauma & identity					www.york.ac.uk/history/undergraduate/courses/special-subject/					Prosody of English (Spring-Summer)
100	Introduction to Syntax		Representations of society and culture in film - (year long module)													Intermediate syntax (Spring-Summer)					Phonetics of a Modern Language										Bilingualism (Spring-Summer)