2022-23 BA History and Economics Program 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 History and Economics
4	Level of qualification
5	Please select:				Level 6 / Honours
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		History
10	Other contributing Departments:		Economics
11	Programme Leader
12	Please name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.
13	Gerard McCann
14	Purpose and learning outcomes of the programme
15	Statement of purpose for applicants to the programme
16	The study of History and Economics at York will give you deep insight into the nature of the world around you. It will allow you to see the origins of contemporary economic, political and social institutions and phenomena and raise sophisticated questions about the possibilities for the future. You will be able to use a range of skills and tools to analyse and explore the history of people and economic systems and events from different time periods and across the globe. Through the study of History and Economics you will become skilled in quantitative methods such as statistical analysis while also being able to communicate your ideas with clarity and precision. By moving between the disciplines of History and Economics you will be able to analyse and deploy different forms of evidence, from data to text. Your combined degree will give you a versatility that is valued in fields such as financial journalism, business law and management. You will gain the self-reliance and confidence necessary to make a valuable contribution in your chosen career. You will have the confidence to lead a project and work independently as a critical thinker, eloquent communicator and analytical and creative problem solver.
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, including the historical development of contemporary economic systems and institutions, and apply concepts and principles derived from economics to the interpretation of the past.
20	2	Approach problems in a critical and questioning fashion, including the evaluation of existing arguments, economic models and methods, and the assessment of the value and significance of different forms of data and evidence.
21	3	Engage with a range of theoretical and conceptual perspectives on economic systems and make comparisons and connections between the economic features of different periods, places and societies at a local and global level.
22	4	Explore the causes of a historical or contemporary issue and make predictions, including identifying useful social, economic and financial data, constructing meaningful questions, deploying models, and applying mathematical methods and tools.
23	5	Move at ease between a variety of information types, including material culture, visual imagery and databases with particular strengths in understanding and deploying information from texts and statistical, econometric and computer data.
24	6	Convey complex ideas with clarity and precision and make sophisticated, original and persuasive arguments or predictions based on qualitative evidence, modelling techniques and data analysis.
25	7	manage time and work load effectively in order to complete a project or execute a programme alone or in collaboration with others
26	8	Use insights gained from the study of the factors that have shaped the economic life of different societies across history, and around the world, to engage constructively and critically with the political, cultural, social and economic aspects of contemporary debate and policy making.
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 to apply to spend one term (Autumn or Spring) of Stage Two, or the whole of Stage Two, abroad. Learing outcomes as above, plus develop sophisticated insights into the origin and value of cultural difference and the confidence to negotiate unfamiliar working environments. They may also apply to transfer into the four year History with Year Abroad degree.
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 for History and Economics describe the high level cognate skills that students attain through a three year programme of studying history and economics as a combined degree including the ability to use analytical tools, the ability to interpret both textual and numerical evidence and the development of excellent independent research skills.
34	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
35	Combined honours in History and Economics gives students the ability to critically engage with a wide range of different types of evidence, be able to apply tools and models from economics to make sense of real life situations while also understanding the limitations of theories and abstractions to describe the nature of society, institutions and events.
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	Students develop computational skills in the collation, processing and interrogation of data, including using Excel at a basic level, and more specialist packages at a more advanced level. Within the programme map mention is made of computer-based or online testing etc within some modules. York graduates learn how to find and evaluate evidence from digital locations and carry out a piece of independent research using digital tools and resources. They know how to create carefully referenced and formatted documents and attractive and well-structured 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	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
40	The PLOs support employability as they describe skills and attributes that are valued in wide range of graduate careers. These skills include data handling, modelling and prediction, the selection and deployment of textual evidence in support of an argument, high level communication skills, the ability to work without supervision and good time management and the skills to analyse complex real world situations. These abilities are valued in fields such as policy making, law, journalism, marketing, management, economics, business and teaching.
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 department ensure that student needs are met across the department in terms of teaching and learning.
43	vii) How is teaching informed and led by research in the department/ centre/ University?
44	The modules created by tutors draw upon their specialist research area and will ask students to engage with cutting edge scholarship at the most challenging levels. Tutors create option courses with approval from the Teaching and Assessment Committee . Core courses are overseen by a Convenor who has responsibility for ensuring the course materialsa are kept up to date. Many modules include, on their reading lists, research published by the module teachers.
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 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
47	On progression from the first year (Stage 0), students will be able to:											Global statement
48	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
49	N/A		N/A			N/A					N/A					N/A					N/A					N/A					N/A
50	Stage 1
51	On progression from the first year (Stage 1), students will be able to:											In general - The degree is organised so that 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. Students have repeated opportunities to practice and apply their skills (set out in the PLOs) and the written tasks they are asked to are longer and more demanding in Stage 3 than Stage 1. 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. in Economics students move from simple problems in Stage one to more complex problems in Stage 2 and 3 and utilise key skills and techniques that are acquired in Stage One in the resolution of problems they encounter later on.
52	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
53	N/A		N/A			N/A					N/A					N/A					N/A					N/A					N/A
54	Stage 2
55	On progression from the second year (Stage 2), students will be able to:											Stgge 2 has prepared students to be able to choose relevant secondary and primary materials for themselves and receive less direction and intervention when they formulate their analysis. In their economics modules, students will be able to build on more basic ideas and methods and work towards more difficult problems and techniques.They can broaden their knowledge to new areas of economic thought and experience as they progress through the degree and apply the principles and understandings they have developed in Stage one to new and unfamiliar problems in Stage two and then Stage three.
56	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
57	N/A		N/A			N/A					N/A					N/A					N/A					N/A					N/A
58	Stage 3
59	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:											Global statement
60	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
61	N/A		N/A			N/A					N/A					N/A					N/A					N/A					N/A
62	Programme Structure
63	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.
64	Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
65	Credits	Module				Autumn Term										Spring Term										Summer Term
66		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
67	N/A	N/A		N/A
68	Stage 1
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	HIS00084C		Political Communities in World History			S							E	A
72	OR 20	HIS00086C		Societies and Economies in World History			S							E		A
73	OR 20	HIS00085C		Knowledge and Beliefs			S							E		A
74	20	ECO00007C		Historical perspectives			S																	E					A
75	OR 10	ECO00011C		Probability 1			S								E	A
76	AND 10	ECO00012C		Statistics 1													S																	EA
77	20	HIS00088C		Evidence and Methods													S								E	A
78	20	HIS00087C		Group Projects													S								E			E	A
79	OR			Language for Credit													S												EA			A
80	30	ECO00001C		Economics 1			S																		E			A
81	10	ECO00003C		Mathematics			S								E	A
82	Stage 2
83	Credits	Module				Autumn Term										Spring Term										Summer Term
84		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
85	20	ECO00001I		Economics 2 - Microeconomics			S																									EA
86	20	ECO00002I		Economics 2 - Macroeconomics			S																									EA
87	10	HIS00112I		Disciplines of History 1													S								EA
88	20	Various: Option List A		Histories and Contexts													S								E
89	30	Various: Option List B		Explorations													S												EA				S
90	20	ECO00003I		Econometrics 2
91	OR 20	ECO00024I		Economic Growth and Development
92	Stage 3
93	Credits	Module				Autumn Term										Spring Term										Summer Term
94		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
95	40	Various: Option List D		History Special Subject			S																		E					A			A
96	40	HIS00048H		History dissertation																						EA
97	OR 2x20	Various: Option List E		Third Year Economics Modules
98	2x20	Options List E		Varied but each 20 credits, with students not exceeding a maximum of 4 modules simultaneously			S								E																	A
99	Stage 4
100	Credits	Module				Autumn Term										Spring Term										Summer Term