BA English Programme Design Document

	A	C	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 English
4	Level of qualification
5	Please select:			Level 6 (H)
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								No
8	Department(s): Where more than one department is involved, indicate the lead department
9	Lead Department		English and Related Literature
10	Other contributing Departments:
11	Programme Leader
12	Nicola McDonald
13	Purpose and learning outcomes of the programme
14	Statement of purpose for applicants to the programme
15	In a complex and changing world, the ability to express and interpret complex ideas is more valuable than ever. Understanding the movement of language and concepts across time and space is at the heart of the BA in English at York. Our innovative and diverse degree programme combines historical depth with geographical breadth, exploring literature from across the globe and in a range of forms from every period – from prose, poetry, and drama to new media, and from classical to contemporary. Supported by world-leading researchers, you will take an active role in determining your course of study, refining your own areas of specialism, managing exciting projects, and developing a sophisticated critical practice. Along the way, you will develop invaluable skills in communication, creativity, leadership, and collaboration, while building expertise in analysis, research, and project management that will serve you in any number of careers. During your degree you will have opportunities to work with partners in industry, including museums and heritage, civic and social campaigns, schools and local enterprise. Our graduates are highly sought after in a range of fields, including journalism, education, arts management, writing and publishing, media, marketing, and business. Studying English at York will challenge you, inspire you, and immerse you in multicultural and multidisciplinary approaches, driven by the role of literature in all lives, and by the ways in which literary production becomes the production of knowledge itself.
16	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.
17	PLO	On successful completion of the programme, graduates will be able to:
18	1	Read diverse texts closely and critically and interpret them with reference to the period and tradition in which they were produced.
19	2	Analyse the affective power of language and narrative, and their cultural and political impact, and use this awareness to better understand the world and influence others.
20	3	Operate in complex multicultural contexts and display an informed awareness of cultural diversity, gained through situating English literature in relation to different varieties of English and/or texts written in other European and world languages.
21	4	Exercise independent thought and judgement and develop well-structured, evidence-based arguments by interrogating their own assumptions and those of others, through self-reflection, peer review, and advice and feedback.
22	5	Initiate, manage and complete original projects of their own, producing both individually formulated essay topics and a dissertation and researching materials from a range of sources, primary and secondary, archival and digital.
23	6	Write clearly, accurately, and persuasively to a deadline and to a professional standard, conveying complex ideas in an accessible way to expert and lay audiences.
24	7	Engage in critical discussion and debate and demonstrate advanced oral communication skills, developed in small-group seminars and collaborative group projects.
25	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.
26	n/a
27	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.
28	n/a
29	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:
30	i) Why the PLOs are considered ambitious or stretching?
31	The PLOs define the key attributes that will benefit our graduates in employment or further study beyond their degree. The PLOs signal an ambition that our graduates will distinguish themselves by their ability to interpret and express complex ideas, in relation to diverse cultural contexts and in effective language. The range of skills captured in the PLOs reflect a multi-disciplinary approach to literary study and the expectation that our graduates will feel confident in their ability to devise, manage, and complete projects independently and collaboratively. Having met the PLOs will identify our graduates by the sophistication of their analysis of cultural texts and objects, and their capacity for independent thought.
32	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
33	The PLOs refer to a wide-ranging and robust set of skills and knowledge with which our graduates will be equipped. They capture the distinctive character of the English degree at York and its emphasis on students’ critical and analytical engagement with texts of a wide historical scope and linguistic range. Students’ highly-developed research, analytical and communication skills will be particularly advantageous as they move forward to a diverse range of careers.
34	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)?
35	The PLOs emphasise a strong focus on research, communication and critical enquiry. In order to achieve these outcomes students make use of a range of digital tools, developing increasing digital literacy over the course of their degree. In their essay research they use databases of critical scholarship, digitised historical texts and cultural artefacts; in their development of presentations and projects they make use of digital recording and editing tools; and in their time and resource management they utilise referencing software and apps. Students engage with technology-enhanced learning through the VLE, making use of lecture recordings, course blogs, discussion groups and online assessment.
36	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:
37	The PLOs make explicit the skills that will prepare graduates for a range of employment and further study. In addition to traditional knowledge acquisition, the revised PLOs also emphasise the management and dissemination of information, to the benefit of students joining the workforce within a changing knowledge economy. PLOs 4 and 5, for instance, are linked in their focus on autonomy and self-direction in relation to projects requiring independent thought and initiative. PLOs 2 and 6, on the other hand, highlight the importance of clear and effective communication, both written and oral. Across the PLOs, this reframing of concrete attributes will help graduates articulate and account for their transferrable skills, while promoting opportunities for work-related learning and ensuring alignment of professional skills development across the curriculum.
38	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
39	All students are allocated a personal supervisor before they arrive for their first term at York. Students meet with their supervisor at least once a term to discuss marks and feedback. Supervisors are thus able to note any problems and direct the student to support services on campus, for instance disability services or library and information services. Attendance at teaching is centrally monitored by the department, which allows the department to identify students who for various reasons are struggling. Student thus identified are invited to meet with the Chair or Deputy Chair of the Board of Studies who in conjunction with supervisors and university services can offer support.
40	vii) How is teaching informed and led by research in the department/ centre/ University?
41	All of the staff teaching on the BA in English are research active and deliver research-led teaching in their area of specialism. This is delivered from year 1 of the degree onward. Year 2 modules are innovative in terms of both content and pedagogy, led by cutting-edge research from the department’s distinctive research schools. In year 3 all modules are ambitious engagements with the research of the module tutor(s). The department’s teaching committee has oversight and scrutiny of teaching in the department and responds to guidance and directives from the university.
42	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.
43	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
47	Stage 1
48	On progression from the first year (Stage 1), students will be able to:										Students will have acquired a broad understanding of literary history, key concepts, cultural contexts, and critical and theoretical approaches across their core modules in Stage 1. They will also have begun developing critical enquiry skills, in relation to their research and writing, through reading, classroom discussion, and assessment tasks. They will begin to exercise independent thought and judgement in the management of research projects, developing greater confidence in the communication of ideas, both written and orally. Writing skills are a particular focus of Stage 1, where students follow a dedicated year-long writing ‘strand’ which aims to provide them with the groundwork for writing across the degree. Stage 1 will also provide foundational experience in working with texts and ideas, upon which Stages 2 and 3 will build.
49	PLO 1		PLO 2		PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
50	Individual statements
51	Stage 2
52	On progression from the second year (Stage 2), students will be able to:										By the end of Stage 2, students will have reinforced their critical skills and understanding of literature, in the application of concepts and foundational knowledge from Stage 1 to more specific historical periods and non-English language contexts. Students will have developed their capacity for examining relevant critical and cultural contexts within these periods, while having acquired a deeper sense of historical or periodised approaches that will be taken further in Stage 3. They will also have engaged with a wider range of writing tasks, for both specialist and general audiences, building on the formal writing skills gained in Stage 1 and in relation to language study in Stage 2. Finally, students will begin to consolidate the independent research skills that will be the focus of Stage 3.
53	PLO 1		PLO 2		PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
54	Individual statements
55	Stage 3
56	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:										Global statement
57	PLO 1		PLO 2		PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
58	Read diverse texts closely and critically and interpret them with reference to the period and tradition in which they were produced.		Analyse the affective power of language and narrative, and their cultural and political impact, and use this awareness to better understand the world and influence others.		Operate in complex multicultural contexts and display an informed awareness of cultural diversity, gained through situating English literature in relation to different varieties of English and/or texts written in other European and world languages.					Exercise independent thought and judgement and develop well-structured, evidence-based arguments by interrogating their own assumptions and those of others, through self-reflection, peer review, and advice and feedback.					Initiate, manage and complete original projects of their own, producing both individually formulated essay topics and a dissertation and researching materials from a range of sources, primary and secondary, archival and digital.					Write clearly, accurately, and persuasively to a deadline and to a professional standard, conveying complex ideas in an accessible way to expert and lay audiences.					Engage in critical discussion and debate and demonstrate advanced oral communication skills, developed in small-group seminars and collaborative group projects.
59	Programme Structure
60	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.
61	Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
75	Stage 1
76	Credits	Module			Autumn Term										Spring Term										Summer Term
77		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
78	20		Approaches to Literature I		S					A				EA
79	20		A World of Literature I		S				A					EA
80	20		Key Concepts		S																				A				EA
81	20		Approaches to Literature II												S				A					EA
82	20		A World of Literature II												S			A						EA
83	10		Optional 1st year Topic module																						S			E				A
84	10		Optional 1st year Topic module																						S			E				A
85	Stage 2
86	Credits	Module			Autumn Term										Spring Term										Summer Term
87		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
88	20		Intermediate Option		S				A					EA
89	20		Intermediate Option		S			A						EA
90	20		Intermediate Option												S				A					EA
91	20		Critical Practice		S																							E		A
92	30		World Literature Option												S													E	A		A
93	10		Optional 2nd year topic module																						S			E				A
99	Stage 3
100	Credits	Module			Autumn Term										Spring Term										Summer Term
101		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
102	20		Advanced Options		S									E	A
103	20		Advanced Options		S									E	A
104	20		Advanced Options												S									E	A
105	20		Advanced Options												S									E	A
106	40	ENG00059H	Dissertation		S																							E	A
127	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.
128	Option List A		Option List B		Option List C					Option List D					Option List E					Option List F					Option List G					Option List H
129	Stage 1 topic modules		Intermediate Options		Stage 2 Topic modules					World Literature Modules					Advanced Options
130	TBC but indicative list can be found https://www.york.ac.uk/english/students/module-catalogue/introductory/first-year-topic-modules/		The Age of Extremes: Twentieth Century British and Irish Literature		TBC but indicative list can be found https://www.york.ac.uk/english/students/module-catalogue/topic-modules/second-year-topic-modules/					TBC, the list for the current year can be found at https://www.york.ac.uk/english/students/first-year/choices/world-literature/ Indicative modules include:					List for the current year can be found: https://www.york.ac.uk/english/students/module-catalogue/special-modules/
131			American Literature from the First World War to the End of Empire							The Anglo-Saxon World Image
132			Victorians: British Literature 1832 - 1901							Camus
133			The Shock of the New: Medieval Literature							Dante
134			The Renaissance							Eros - The Literature and Philosophy of Love
135			Inventing Britain, 1700 - 1830							The European Avant-Garde
136										Garcia Lorca
137										Introduction to Greek and Latin Literature
138										Muslim Translations of Britain
139										Old Norse Literature