UDD BA History and Philosophy 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	Title of the new programme – including any year abroad/ in industry variants
3	History and Philosophy
4	Level of qualification
5	Please select:				Level 6
6	Please indicate if the programme is offered with any year abroad / in industry variants																				Year in Industry Please select Y/N
7																					Year AbroadPlease select Y/N
8	Department(s): Where more than one department is involved, indicate the lead department
9	Lead Department		History
10	Other contributing Departments:		Philosophy
11	Programme Leader
12	Please name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.
13	David Wootton and Barry Lee
14	Purpose and learning outcomes of the programme
15	Statement of purpose for applicants to the programme
16	Studying History and Philosophy will enable you to think through complex problems, both those that relate to fundamental questions about the nature of reality and human experience, and also those relating to the factors that have shaped historical events and transformations. History and Philosophy students are able to move from devising and evaluating solutions for discrete abstract problems to the assessment of the factors that have shaped real life situations. The study of Philosophy provides methods of analysis, and problem-solving techniques that deepen and extend historical enquiry while the study of History will allow you to understand the historical and cultural origins of theories. You will have a wide variety of modules to choose from in History, from the medieval to the modern period, and in Philosophy you will have the chance to study topics such as ethics, the nature of consciousness and metaphysics. This breadth of options will allow to you to learn how to creatively map the range of potential solutions to a problem and engage with the multiple perspectives that may exist on any event or issue. In this joint degree, you will develop the skills of critical thinking so you can interrogate texts and other forms of evidence, and also scrutinize ideas and principles that form the basis of the way we interpret the world, both now and in the past. You will be able to assess a range of potential solutions to problems and evaluate different types of evidence. You will be able to communicate your ideas clearly and make persuasive arguments. The study of History and Philosophy will help you undertake a project and tackle complex problems with confidence and intellectual independence. Your joint expertise in History and Philosophy will provide you with insights into the origins of contemporary society while giving you the tools to analyse issues that arise in the modern world.
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 use of analytical frameworks and concepts derived from philosophy in interpreting the past.
20	2	Understand and explain key problems, issues, and debates across a range of areas of philosophy and its history—including some at the forefront of contemporary work – and apply this understanding to the resolution of new problems.
21	3	Develop and articulate solutions to problems and puzzles, make an evaluation of the merits of different potential solutions and make a measured judgement about what is the best solution in each case, supporting that judgement with a sustained line of argument.
22	4	Demonstrate versatility in their ability to interpret, evaluate and deploy a variety of information types, including digital resources, material culture, visual imagery, texts, databases and statistical information.
23	5	Engage critically and constructively with the arguments and ideas of others, with an awareness of historical and cultural context, and make effective use of feedback and self-evaluation to extend their own skills and improve performance.
24	6	Convey ideas with clarity and precision and make sustained, original and persuasive arguments that utilise evidence and methodologies from history and philosophy.
25	7	Work effectively and productively as thinkers and learners, individually and in collaboration with others—planning and scheduling, seeking help where appropriate, initiating and pursuing projects, and working with others in the pursuit of knowledge and understanding.
26	8	Engage as informed citizens with the political, cultural, social and ethical aspects of contemporary debates and issues by using insights gained through the study of past societies and ideas, theories and analytical methods from philosophy.
27	Programme Learning Outcome for year in industry (where applicable) For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
28	n/a
29	Programme Learning Outcome for year abroad programmes (where applicable) For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
30	Students have the option of applying to spend one term (Autumn or Spring) of Stage Two or the whole year in study abroad. Students studying abroad should develop the same skills as those studying in their home department and also develop sophisticated insights into the origin and value of cultural difference and acquire 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	Joint Honours in History and Philosophy challenges students to develop high level critical skills, be able to devise solutions to complex problems and make eloquent and well substantiated arguments. The PLOs describe students who are critical readers able to master and interrogate large volumes of text, be astute interpreters of evidence, have excellent independent research skills and being fluent conveyors of argument. Graduates are resourceful, creative, flexible, and reflective thinkers, capable of tackling difficult problems in a rigorous and systematic way.
34	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
35	Students with joint honours in History and Philosophy have enormous intellectual independence - they are able to produce their own methods and approaches to tackling a range of different types of problems . They know how to use different types of data and textual information as resources. This ability to find solutions for themselves is highly advantageous. These students have great flexibility - they can move between the analysis of models, theories and real life situations and understand the importance of one for understanding the other.
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	Modules are supported with extensive online resources, including module outlines, lecture notes, seminar guidance, readings, and supplementary notes. Online submission is used regularly and some modules feature online assessments (e.g. Beginning Philosophy). Students use electronic search engines, databases and repositories of material such as government documents or oral history archives as part of their research and in their lectures and seminars across the course they develop skills in the evaluation of the reliability and utility of different types of online material. Students also present their work using software such as Powerpoint.
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 employability objectives should be informed by the University's Employability Strategy:
39	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
40	Students with Joint Honours in History and Philosophy are capable of working without supervision, are able to plan and execute an investigation on their own and can develop solutions to problems independently. They are also skilled in team work as working in a group and resolving questions through listening and debating is one of the core activities of seminars. These students have an ability to understand and interrogate large amounts of information from texts and other sources. They are excellent communicators. They are skilled in interpreting and devising solutions to messy and open-ended problems.
41	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
42	Students have a personal supervisor who oversees academic progress 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 History department ensures that student needs are met in terms of teaching and learning.
43	vii) How is teaching informed and led by research in the department/ centre/ University?
44	The two departments have 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 and all members of staff are required to respond to student feedback on courses. New members of staff are required to complete the PGCAP.
45	Stage-level progression Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules. Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
46	Stage 1
47	On progression from the first year (Stage 1), students will be able to:											Students are expected to work in increasingly sophisticated, complex, and autonomous ways as they progress through the programme. Progressively more difficult materials are addressed; the quantity of basic-level guidance and analysis provided by academic staff is reduced; and expectations of students rise. 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 and model answers to problems.
48	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
49	N/A
50	Stage 2
51	On progression from the second year (Stage 2), students will be able to:											Global statement- As students move into Stage 3 they will increasingly choose relevant secondary and primary materials for themselves and receive less direction and intervention when they formulate their analysis. They are expected to tackle more difficult puzzles and materials and be more creative and ambitious in devising different solutions to problems.In general they will work with fewer interventions from their tutors and be able to to apply skills and knowledge gained earlier on to new and unfamiliar problems. They will greater skill in the the application of theoretical approaches and models to real world problems.
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	20	HIS00001C		Making Histories			S								E	A
60	10	PHI00001C		Beginning Philosophy			S																	A	EA
61	10	PHI00006C		Reason and Argument B		S									E	A
62	10	PHI00002C		Early Modern Philosophy B			S								E	A
63	30	HIS00004C		From Rome to the Renaissance													S												E		A
64	OR	HIS00005C		Citizens, Comrades and Consumers													S									A			E		A
65	10	HIS00002C		Thinking Through History													S								E						A
66	20	PHI00007C		Ethics													S								E						A
67	10	PHI00010C		Ancient Philosophy																						S			E		A
68	Stage 2
69	Credits	Module				Autumn Term										Spring Term										Summer Term
70		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
71	20	various		Histories and Contexts			S							E		A
72	20	various		Key Ideas (Autumn)			S								E	A
73	30	various		Explorations													S												E	A	A
74	10	HIS00112I		Disciplines of History 1													S								EA
75	20	various		Key Ideas (Sp/Su)													S									A			E		A
76	2 x 10	various		Phil Option (Su)																						S			E		A
77		NOTE: Students take two 20-credit Philosophy Key Ideas modules. They take two 10-credit Philosophy Option modules in Summer.
78	Stage 3
79	Credits	Module				Autumn Term										Spring Term										Summer Term
80		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
81	40	various		History Special Subject			S																		E				A		A
82	40	HIS00048H		Dissertation																						EA
83	10	PHI00021H		Phil. of History			S								E		A
84	20	various		Third Year Philosophy Option (Sp)													S								E		A
85	10	various		Advanced Module																						S					EA
86		NOTE: Students take a History Special Subject and the History Dissertation, Philosophy of History, a Third Year Philosophy taught module in Spring, and the Philosophy Advanced Module based on the taught module.
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					Option List F					Option List G					Option List H
89	Histories and Contexts		Explorations			Special Subject					Key ideas					Third year philosophy module
90	www.york.ac.uk/history/undergraduate/courses/histories-and-contexts/		www.york.ac.uk/history/undergraduate/courses/explorations/			www.york.ac.uk/history/undergraduate/courses/special-subject/					https://www.york.ac.uk/students/studying/manage/programmes/module-catalogue/module					https://www.york.ac.uk/students/studying/manage/programmes/module-catalogue/module.