2019-20 BA History and Politics Programme Design Document

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1	Programme Information & PLOs
2	Title of the new programme – including any year abroad/ in industry variants
3	History and Politics, History and Politics with a Year Abroad, History and Politics with a Year in Industry.
4	Level of qualification
5	Please select:				BA Hons
6	Please indicate if the programme is offered with any year abroad / in industry variants																				Year in Industry Please select Y/N								Yes
7																					Year AbroadPlease select Y/N								Yes
8	Department(s): Where more than one department is involved, indicate the lead department
9	Lead Department		History
10	Other contributing Departments:		Politics
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 Sara van Goozen
14	Purpose and learning outcomes of the programme
15	Statement of purpose for applicants to the programme
16	In this exciting combined degree course you will explore how human society works now and in the past, and how the contemporary political landscape has been transformed by long term processes such as globalisation and imperialism. You will examine closely the historical origins of some of the most pressing contemporary issues – including security, human rights, poverty and environmental change - and their political implications. You will analyse the meaning of ideas such as freedom and democracy, and investigate the factors that have shaped society and culture around the world over time. Our innovative research-led approach makes this degree unique, and we pride ourselves on the world-leading quality of our teaching. You will be working alongside leading international experts engaged in cutting-edge research to make connections and comparisons about human society and culture across long periods of historical time and between very different parts of the globe. In your first year, you will gain a broad understanding of the core issues in history and politics. In subsequent years, you can tailor your degree to your own interests, choosing from a wide breadth of optional modules so that you can understand the relationship between historical processes and contemporary issues. You will gain the knowledge and the practical skills to play your part in tackling some of the world’s most important problems. You will develop the ability to undertake independent research and formulate persuasive arguments. You will be prepared for a variety of different careers, including government, the civil service, research and policy-making, international organisations and NGOs, business and the financial sector. We foster and promote values of tolerance, sustainability and inclusion. We will help you fulfil your potential and become a global citizen.
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 in-depth understandings of historical scholarship, and a sophisticated appreciation of the origin and use of different approaches to interpreting the past.
20	2	Approach problems in a critical and questioning fashion, including the evaluation of the arguments and analytical methods of others and the assessment of the value and significance of different forms of evidence.
21	3	Understand the origins, evolution and contemporary dynamics of politics.
22	4	Undertake independent research by constructing meaningful and productive research questions, applying appropriate theories and concepts, producing a research methodology, understanding sources in context, gathering and interpreting data and arriving at appropriate conclusions.
23	5	Demonstrate versatility in their ability to interpret and deploy a variety of information types, including digital resources, material culture, visual imagery, texts, databases and statistical information.
24	6	Convey ideas with clarity and precision and make sophisticated, distinctive and persuasive arguments based on evidence and the use of analytical frameworks.
25	7	Achieve goals by demonstrating initiative, self-organization, and time management in individual or collaborative work.
26	8	Use insights gained from the study of the factors that have shaped societies and their institutions across history, and around the world, to engage constructively and critically as global citizens with the political, cultural, social and ethical aspects of contemporary debates.
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	To develop a range of practical and workplace-oriented skills such as problem-solving, initiative, planning, organising and self-management, applying the theoretical and substantive knowledge acquired through academic studies. If the year in industry takes place abroad then it will also develop sophisticated insights into the origin and value of cultural difference and the confidence to negotiate unfamiliar working environments.
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 the whole of Stage Two abroad. They may also apply to transfer into the 3+1 year History and Politics with a Year Abroad degree. Learning outcomes as above, plus develop sophisticated insights into the origin and value of cultural difference and the confidence to negotiate unfamiliar working environments.
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 high level cognate skills including critical thinking, textual analysis, research skills and the ability to evaluate evidence, theory and argument . History and Politics graduates are able to describe and analyse the historical origins and development of contemporary political institutions and systems and relate abstract theoretical models to real world examples.
34	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
35	These PLOs describe a set of skills and attributes that allow York History and Politics graduates to pursue successful careers and make a contribution to their communities. History and Politics graduates have great self reliance and the organizational abilities to lead project work. They have the expertise to know how to undertake research in order to identify material, or solutions, to problems. They have high level skills in the analysis of complex problems and are able to use theoretical tools to grasp real world issues.
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 Politics, the new What is Politics? module makes use of student blogs to promote collaborative work and online feedback. The Department of Politics is trialing Lecture Capture in core modules and the Political Enquiry and Dissertation modules now make use of self-lecture capture. Through integrating these changes in the core modules we aim to provide a basis for the wider use of these digital tools throughout the programme. The Department of Politics is also exploring opportunities to build on a trial of a simulation exercise based on preparation activities run through the VLE. In History, York undergraduates learn how to find and evaluate evidence from digital locations in Stage 1 and 2 modules so they can carry out a piece of independent research using digital tools and resources. They become highly skilled in finding material and evaluating its reliability and utility. They know how to create carefully referenced and formatted documents and attractive and well-structured presentations. The department is trialling ResponseWare for use in Stage 1 and 2 lectures.
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	Students will gain a range of transferable skills including the ability to analyse complex ideas, arguments and theories; problem-solving; intellectual independence and the ability to engage with different types of information and convey ideas with imagination and precision. Combined honours in History and Politics allows students to engage with the unpredictable and contingent character of social reality while also working with abstract models and general principles - and students develop an understanding of the utility of one in allowing the grasp of the other. The study of History and Politics gives students considerable insight into the origin and nature of the modern world and allows them to play a part in solving some of the world’s most pressing problems. Students will be prepared for a variety of different careers, ranging from government, the civil service, research and policy-making, international organisations and NGOs, business and the financial sector. Students undertaking an extra year in industry or an extra year of study abroad will further enhance their employability by gaining confidence and developing sophisticated insights into the origin and value of cultural difference.
40	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
41	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.
42	vii) How is teaching informed and led by research in the department/ centre/ University?
43	Students benefit from our research-led approach to teaching - their tutors are academics that are internationally recognised in their fields and all are actively researchers - and gain knowledge from top academics at the forefront of current debates. Option modules have courses designed by the tutors who teach them and these tutors ensure that the material studies reflects current the state of work and debate in the field. Stage Three modules includes courses that provide an in depth engagement with the cutting edge of research. Each 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. The Chair of Teaching Committee attends fora and training sessions run by the University and liaises with the E-learning team. All History modules are scrutinized by the Teaching Committee, the department operates a system of peer support for teaching including observation of all PGWTS and all members of staff are required to respond to student feedback on courses. New members of staff are required to complete the PGCAP and PGWT are given extensive training to suppport their teaching.
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 1
46	On progression from the first year (Stage 1), students will be able to:											Students have gained important skills in time management, effective note taking, and planning and excuting projects such as essay work by the end of Stage One. They are given examples of materials and problems to work on and models of method and approach. As they progress in their degree, they work increasingly independently.They select their own problems and material to work on, develop their own questions nd metholodogies, apply understandings from Stage 1 and 2 courses to new problems and work on a more challenging selection of material. Their contributions in seminars and essay and project work become more critical, analytical and nuanced and they show greater awareness of theory, context and linkages.
47	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
48	Students will have broad understandings of long term historical change, some insights into the nature of historiographical debate and some In depth understandings.		Studens will be familiar with models of critical engagement presented to them and begin to develop their own skills in this area with tutor support.			By engaging with lecture content and discussing key readings, students will be able to, identify the philosophical, normative and practical origins and evolution of politics with support from tutor and the use of exemplars.					Students will gain an insight into the development of research questions and the selection of appropriate evidence by the study of existing research projects.					Students will know how scholars use different types of evidence and gain some experience in intepreting evidence .					Students will have gained experience in communicating their ideas.					Students will have good time management skills.					Students will see models of how ideas in politics can be applied to real world situations and the historical origins of political institutions.
49	Stage 2
50	On progression from the second year (Stage 2), students will be able to:											Assess the strengths and weaknesses of the concepts, theories and methods of History and Politics, evaluating their coherence and usefulness in addressing problems. Students will demonstrated increased autonomy and ability to think critically about problems and to use different sources in a judicious way.
51	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
52	Students will have deeper understandings of a number of topics and a good grasp of various historiographical issues.		Students will be working more independently than in Stage 1 and be able to make their own evaluation of argument and evidence.			Students will be able to, identify the philosophical, normative and practical origins and evolution of politics with less support from their tutors than in Stage 1.					Students will be able to formulate research questions of their own and select evidence for themselves.					Students will know how to find suitable evidence and be familiar with a broader range of different types thant they did at the end of Stage 1.					Students will be more sophisticated and fluent in communicating their ideas and using analytical frameworks.					Students will have a good idea of how to plan a large project.					Students will have practised applying ideas in politics to real world situations and understand the historical origins of political institutions.
53	Programme Structure
54	Module Structure and Summative Assessment Map SEE MAPS BELOW 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.
55	Stage 1
56	Credits	Module				Autumn Term										Spring Term										Summer Term
57		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
58	20	HIS00001C		Making Histories			S								E	A
59	10	HIS00002C		Thinking Through History 1.													S								E						A
60	30	POL00008C		What is Politics?			S									A													EA
61	30	HIS00004C		From Rome To Renaissance													S													E	A
62	OR	HIS00005C		Citizens, Comrades and Consumers.													S									A				E	A
63	30	POL00002C		Introduction to Democratic Politics.			S									A													E	A
64	OR	POL00003C		Introduction to International Politics.			S									A													E	A
65	OR	POL00004C		Introduction to Political theory.			S									A													E	A
66	For structure and assessment see below
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		Histories and Contexts			S								E	A
71	10	HIS00112I		Disciplines of History 1													S								EA
72	30	Various		Explorations													S								E				A		A
73	30	POL00004I		Contemporary political philosophy.			S									A													E	A
74	OR	POL00005I		History of Political Thought.			S									A													E	A
75	30	POL00006I		State, Economy and Society			S									A													E	A
76	OR	POL00007I		War and Peace			S									A													E	A
77	OR	POL00008I		Politics in the United Kingdom.			S									A													E	A
78	OR	POL00009I		Politics of development			S									A													E	A
79	OR	POL00032I		The European Union			S									A													E	A
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	Various		Special Subject			S																		E				A		A
84	40	HIS00048H		History dissertation																						A
85	OR	POL00016H		Politics dissertation																									A
86	40	Various		Politics option x2			S							E		A	S							EA
87	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.
88	Option List A		Option List B			Option List C					Option List D					Option List E					N/A
89	Histories and Contexts		Explorations			Special Subject					St 3 Autumn Term Politics Option					St 3 Spring term Politics Option					N/A