UDD PG Diploma Parish Church Studies: History, Heritage and Fabric 2018/2019 Programme Deisgn Document

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1	1. Admissions/ Management Information
2	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:
3	Postgraduate Diploma				Postgraduate Diploma in Parish Church Studies: History, Heritage and Fabric																									Please 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.																Both
4	Postgraduate Certificate				Postgraduate Certificate in Parish Church Studies: History, Heritage and Fabric																									Please 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
5	Level of qualification				Level 7
6	This document applies to students who commenced the programme(s) in:															2018
7	Awarding institution																							Teaching institution
8	University of York																							University of York
9	Department(s): Where more than one department is involved, indicate the lead department																							Board of Studies
10	Lead Department		Centre for Lifelong Learning
11	Other contributing Departments:
12	Route code (existing programmes only)															PDCLLSPCS1
13	Admissions criteria
14	Normally students are expected to hold a bachelors degree in a related subject area. However CLL will also favourably consider any student previosuy awarded a BA/BSc in any subject, with evidence of recent HE level study in this area. Yet as a centre based on the cornerstone of open access, we will also seek to ensure those without the necessary qualifications but with the obvious ability to succeed have the opportunity to engage. In such instances, the compilation of a critical essay may be requested for consideration of the admissions panel. We welcome applications supplying accredited prior learning, professional experience and a demonstration of the ability to work at postgraduate diploma level in the absence of a first degree, as well as those from students who have been out of formal education for some time or whose qualifications do not fit conventional models. Our principal interest is in those who are able to work at the appropriate level and are motivated and willing to study in an online environment. Applications will be assessed on an individual basis.
15	Length and status of the programme(s) and mode(s) of study
16	Programme					Length (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
17
18																								Face-to-face, campus-based									Distance learning									Other
19	Parish Church Studies: History, Heritage, and Fabric					2				Part-time														Please select Y/N							No		Please select Y/N							Yes
20	Language(s) of study
21	English
22	Language(s) of assessment
23	English
24	2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
25	2.a. Is the programme recognised or accredited by a PSRB
26	Please Select Y/N:		No		if No move to section 3 if Yes complete the following questions
27	3. Additional Professional or Vocational Standards
28	Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
29	Please Select Y/N:		No		if Yes, provide details
30	N/A
31	4. Programme leadership and programme team
32	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.
33	Emma J. Wells - Programme Leader as well as module leader and tutor for all six of the PGDip programme modules; Iain Barr - Head of Centre for Lifelong Learning (technical administration)
34	5. Purpose and learning outcomes of the programme
35	5.a.i Statement of purpose for applicants registering for the Postgraduate Diploma 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 diploma student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
36	The PGDip in Parish Church Studies is an online programme which offers an unparalleled opportunity to gain detailed and practical knowledge of the history, use, care and conservation of the English parish church. The interdisciplinary nature of the diploma will enable you to explore the very complex relationships between setting, building and community from the Anglo-Saxon era to the modern day, and the impacts these have had and continue to have in understanding, using and managing these buildings. It will also introduce you to a wide range of sources, evidence types and approaches from across each period. The online format offers you the opportunity to study in your own home, at your own pace, whilst also being extensively supported by an expert in the field and with the ability to participate in a lively yet scholarly online community. The programme also offers an optional residential weekend at the end of the first year which provides an opportunity to meet tutors, network with fellow students, engage in study activities and hear experts talk about specific topic areas. You will emerge as a well-rounded researcher ready to pursue graduate careers in a variety of sectors including history, heritage, the museums sector, the Church, teaching, public history, archives or Masters/doctoral level research.
37	5.b.ii. Programme Learning Outcomes - Postgraduate Diploma Please provide four to six statements outlining what a graduate of the Postgraduate Diploma programme will be able 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.
38	PLO	On successful completion of the programme, graduates will be able to:
39	1	Articulate an advanced understanding of the development of the parish system and its role, as well as that of liturgy and ritualistic practice from the Anglo-Saxon era to the present day
40	2	Critically engage with and contribute to different perspectives, as well as historical and current debates related to the study of parishes and parish churches
41	3	Conduct focused and rigorous research on the changing nature of the relationship between a parish church and the community it serves across social, historical and archaeological contexts
42	4	Identify, select and employ the analytical and methodological tools necessary to interrogate effectively a variety of source material and interdisciplinary evidence to a construct original responses to specific historical questions
43	5	Collate, manage and communicate a range of information creatively and effectively, across oral, visual, written and online platforms, and a range of specialist and non-specialist audiences
44	6	Act autonomously in planning and implementing an array of tasks and address complex problems and decisions through negotiating effective cooperation and collaboration
45	7
46	8
47	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:
48	i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
49	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.
50	ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
51	The PGDip programme at York is designed to maximize its key strength and advance for students: the breadth of skills and ideas with which graduates are confident given its interdisciplinary focus. As the only programme of its king in the UK, as well as engaging with key themes and debates in parish churches, students are trained in the skills required by independent documentary research and analysis as well as the practical aspects of buildings archaeology/art and architectural history; in the design and execution of both independent (practical and research-based tasks) and team projects (through the use of shared blog responses and group virtual debates); in the presentation of developed ideas to a wide range of audiences as well as the optional residential weekend in the summer of Year 1 which allows students to employ the skills learned via the VLE to real-world and face-to-face environments. The PLOs thus ensure that the programme articulates a progression of students throughout the degree to the point at which they graduate as truly independent, critical thinkers, with the ability to cogently analyse church history, issues, sources and situations in all complexities. Throughout the programme particular emphasis is placed on the ability, not just to understand and develop, but to communicate ideas, through written, visual, and oral forms of presentation -- as exemplified in the first-year Objet d’Art and the second-year Church & Churchyard, and Use, Change & Conservation modules. Graduates leave with a diverse range of skills and a critical sensibility that transfers across a wide range of disciplines and professions, and can lead to a host of varied empirically- and theoretically-driven tasks and projects that demonstrate their flexibility to prospective employers or for further graduate study.
52	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
53	The first module, Sources & Issues, lays the intellectual, subject and practical skills groundwork for the other more specialised subject modules in year 2. It introduces students to the skills and resources for work at postgraduate level such as research, methodological and theoretical issues and scholarly apparatus. These are threaded throughout the main body of subject-specific content. It also introduces them to what primary and secondary material is available for parish research, what it will tell you and why it was created.
54	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
55	In the first year, students are taught to understand core historical concepts and methodologies in relation to church 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 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 throughout the first three modules (particularly Sources & Issues) 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 in the second year 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 provided 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. These developments knit together to build on the strengths of the existing programme but have also addressed previous weaknesses – namely the approach to academic skills training in year 1. In year 1, whereby students must complete the first three modules, the PLO focus is on 2,4,5 and 6, although it should be noted that the first module established foundational knowledge across all six PLOS to foreground later work in Year 2.
56	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).
57	The programme has been designed with considered use of technological developments in relation to virtual learning – this programme specifically has been an innovative player in its use of the full functionality of the VLE. Emma, the programme leader/tutor, has made particular advances in best practice for distance learning, and even created a project for her application to Senior Fellowship of the HEA on developing a pedagogy to maximize student engagement and ensure effective and authentic learning experiences for distance learning courses in order to devise new methods and strategies to increase interactivity and active learning, which she has recently been awarded. The degree is delivered entirely online via a flexible, fully-supported modular system degree via the University's Virtual Learning Environment (with the exception of the residential weekend in the summer) and integrates a wide range of digital applications and interactive resources in order to develop students' digital literacy, including spreadsheets, 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/Panopto 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 innovate 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. Particularly, Panopto will be used for online hosted seminars with real-time interaction.
58	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:
59	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
60	Parish Church Studies is an excellent degree for providing 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 six 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. A key focus of the degree 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 but particularly in Sources & Issues (Y1) and Church & Churchyard (Y2) meaning 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 religious and ethical issues in relevant cases, whether that may be a virtual debate with other students on conflicting religious views, and apply the correct procedures and critical responses therefore developing an appreciation of the culture and attitudes of cultures other than their own. 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 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.
61	vii) Consultation with Careers The progamme proposal should be discussed with Careers (tom.banham@york.ac.uk, ext. 2686) Please provide details of Careers' comments and your response.
62	Parish Church Studies is an excellent degree which provides a range of highly transferrable skills integral to students’ employability. Learning to co-operate with others, taking on different roles within a team, and problem solving are developed through modules such as the Sources & Issues and Church & Churchyard, as well as the residential summer school, virtual debates and online quizzes. However, self-management and independent study are also critical skills learned while students develop self-motivation and time management, particularly when researching their summative assessments. A key focus of our degree is training in oral communication: from the first year we teach in small groups and train students to develop presentations to the other students by audio and visual tools as well as by making consistent contributions to group discussions. By the second year, students have the capability to deliver a high standard of presentation culminating with a heritage report of varying types for the final two modules. Students learn to develop research skills and report writing throughout their degree but particularly in Church & Churchyard and Use, Change & Conservation. Creativity and innovation is important and students are encouraged to generate new and innovative ideas. Many of our modules encourage social, cultural, and global awareness and students learn to identify the ethical and moralistic issues associated with ecclesiastical research and study and in relevant cases, apply the correct procedures. Students also gain an insight into how relevant and associated organisations work so as to prepare students for the world of employment in related fields in they so wish – for example, the programme is critical to a variety of positions within the Church, including being equally valuable for lay staff, volunteers and those simply with a general interest in the parish landscape in addition to the fields of history, archaeology, art, and heritage/conservation sectors to local government planning, chartered surveying and estate/land management, teaching and the civil service, as well as providing sound knowledge for further graduate or doctoral research. Looking forward to September 2018, the future partnership with the Churches Conservation Trust (CCT) will allow students to be sited on placements in order to gain valuable work experience across the many areas covered by the trust from conservation to fundraising, management, maintenance, marketing, traditional skills, regeneration and volunteering to historical research -- this experience can also be translated towards a career in the CCT if the student so wishes. The programme can also serve as valuable CPD for numerous professional qualifications and memberships related to the Church, particularly the IHBC, who has recognised the diploma for such purposes.
63	viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
64	The programme leader/tutor teaches subjects aligned to her research interests in almost all taught modules (though the programme leader is not contracted to be research active), ensuring that students engage with material at the forefront of active research. In the first year this includes modules collaboratively written by experts from various fields of ecclesiastical history, particularly Objet D’Art. In the second year, modules such as Worship & Ritual and Church & Churchyard are all specific to the PL/tutor's interests. Research publications by them are also integrated across modules to ensure the learning activities use evidence-informed approaches and the outcomes from research, scholarship and CPD throughout, which is salient for a programme grounded in current practices and both the historical and contemporary heritage profession.
65	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.
66	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.
67	Work as independent scholars, engaging critically with current ecclesiastical research from a range of disciplines, and analyse and interpret evidence from a broad range of sources with an appreciation of international contexts for longer essays and critiques; design research reports to a good standard informed by key principles, methodologies and digital applications; with an awareness of the importance of leadership, work effectively as confident members of a team to collaboratively produce a detailed critical argument and engage in an associated virtual debate with limited guidance, communicating results and interpretations of historical research in a professional style; make detailed oral and visual presentations independently; make use of a range of digital media and presentation formats; and show a good understanding of contemporary debates in the discipline. To achieve this award, students must complete the three first year modules: Sources and Issues for the History of the Parish and Parish Church; Objet d’art, objects of faith: Exploring past and present challenges and issues; and Worship & Ritual.
68	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.
69	N/A
70	6. Reference points and programme regulations
71	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:
72	QAA Subject Benchmark Statement: History (2014) and the University's Taught Postgraduate Modular Scheme: Framework for Programme Design (2015)
73	6.b. University award regulations
74	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.
75	7. Programme Structure
76	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)
77	Full time structure
78	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.
79	Year 1 (if you offer the programme part-time over either 2 or 3 years, use the toggles to the left to show the hidden rows)
80	Credits	Module					Autumn Term										Spring Term										Summer Term										Summer Vacation
81		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	1	2	3	4	5	6	7	8	9	10	11	12	13
82	20	CED00028M		Sources and Issues for the History of the Parish and Parish Church			S									EA
83	20	CED00025M		Objet d’art, objects of faith: Exploring past and present challenges and issues													S									EA
84	20	CED00030M		Worship & Ritual																							S									EA
85	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
86	Progression Board						Late August 2019
87	Reassessment						Immediately following module failure
88	Exam Board						Late August 2019
89	Year 2
90	Credits	Module					Autumn Term										Spring Term										Summer Term										Summer Vacation
91		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	1	2	3	4	5	6	7	8	9	10	11	12	13
92	20	CED00027M		Parish and Community			S									EA
93	20	CED00026M		Church and Churchyard													S									EA
94	20	CED00029M		The Use, Conservation and Change of Church Buildings																							S									EA
95	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
96	Progression Board						Late August 2020
97	Reassessment						Immediately following module failure
98	Exam Board						Late August 2020
99	Year 3
100	7.b. Optional module lists If 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.