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BA History and Sociology

Academic Year 2017/18

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

BA History and Sociology

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Bachelor of Arts

Programme Code

MHY-BA-JS

UCAS Code

VL13

JACS Code

L300 (DESCR) 50

Criteria for Admissions

BBB

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Full Time

Type of Programme

Joint Honours Single

Length of Programme

3 Academic Year(s)

Total Credits for Programme

360

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

History, Anthropology, Philosophy and Politics

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 6

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

History (2014)

Accreditations (PSRB)

External Examiner Name:

External Examiner Institution/Organisation

Professor Mary Corcoran

National University of Ireland, Maynooth

Dr D Urquhart

University of Liverpool

Professor T Lockley

WarwickUniversity

Professor J Wolfe

The Open University

Professor J Whittle

University of Exeter

Professor T Parkin

Manchester Universirty

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

Programme Specific Regulations

On completing Level I a Single Honours student in History who has completed 40 CATS at Level I in the other subject and has achieved an average mark across the 40 CATS of 60 or above may be admitted to this Joint Honours programme subject having obtained the approval of the advisor of studies of the subject in which they only have 40CATS.

A Single Honours student wishing to be admitted to the Joint Honours programme must have passed the following modules: HIS1003, HIS1002, SOC1001 and SOC1002.

The admission requirement of BBB is waived provided students have achieved an average mark across the 40 CATS of 60 or above.

Students with protected characteristics

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

This joint Programme brings together the naturally complementary disciplines of History and Sociology. It seeks to enable students to use key concepts, theoretical approaches and methodologies from both disciplines in order to illuminate and critique historical and social processes in different contexts.

To this end, this Programme equips students in identifying historical and contemporary patterns of social change, divisions, diversity and inequality. Students benefit from the opportunity to transfer the skills, ideas, examples and insights they gain from both disciplines between the various modules on this programme.

The programme aims to develop student understanding of key areas of debate and practice in both disciplines, particularly those focusing on Irish and British societies. It also aims to develop students’ ability to critically evaluate and undertake themselves basic historical and sociological research. This includes the development of cross-disciplinary skills such as the ability to draw on a range of primary and secondary sources, and to analyse data.

The Programme aims to foster self-motivated learning and to develop the capacity to undertake independent study. General transferrable skills are also embedded in the design of the Programme, which are aimed at enhancing the employability of graduates. Together, these subjects together equip individuals with the ability to:

• think critically, process and understand complex information;

• write with clarity and fluency;

• evaluate primary and secondary sources;

• interpret a variety of types of data and information;

• pursue independent learning;

• work well in groups and formulate arguments.

The programme will thereby foster an atmosphere of intellectual inquiry by offering modules which encourage a stimulating interchange of ideas between disciplines.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

exercise sound, reasoned judgment;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

think independently and imaginatively

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

demonstrate intellectual integrity and maturity

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

structure, manage and adapt strategies for self-directed independent research.

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

produce intellectually coherent academic analysis under time-managed conditions and within word limits;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

recognise the importance of explicit referencing and the ethical requirements of study, which requires critical and reflective use of information and information technology in the learning process;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

reflect on their own learning and seek and make use of constructive feedback

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

demonstrate clarity and fluency of written expression

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

demonstrate an analytical ability, and have the capacity to consider and solve problems, including complex problems to which there is no single solution

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

synthesise relevant information and exercise critical judgement, primarily through essay writing;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

gather, organise and deploy evidence, data and information; and be familiar with appropriate means of identifying, finding, retrieving, sorting and exchanging information.

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

make judgments on the basis of varied and problematic evidence and according to the persuasiveness of the arguments or the reliability of the evidence used.

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

evaluate sources critically in their context;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

discriminate between what is central and what is peripheral to the issue in question;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

assess and appraise differing views on significant areas of academic debate;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

engage with and interpret layers of meaning within primary sources;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

appreciate a range of sociological, historical and cultural perspectives on academic enquiry;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and workshops develop a student’s ability to structure and write a coherent and lucid essay. Research skills in online bibliographical searches and the use of archives and libraries are developed through research skills workshops. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

They will also understand the issues around the appropriate forms of state, private or informal intervention in relation to social problems.

Teaching/Learning Methods and Strategies

Students are introduced to a broad range of sociological approaches and perspectives in level one. This ensures that students are equipped with knowledge and understand of a broad range of social issues including class, inequalities, race, mental health, disability and welfare provision.
A range of teaching methods are employed including lectures, tutorials, seminars, workshops, field visits, and supervised independent learning. Many of these teaching methods are enhanced by the use of visual technology, such as PowerPoint presentations, dvd clips, handouts, and key materials being made available through Queen’s Online.
The School also promotes student volunteering in local independent sector agencies

Methods of Assessment

Knowledge and understanding are assessed through unseen timed examinations, coursework assignments, oral presentations, seminar and tutorial contribution and multiple choice tests.

be familiar with key concepts and theories associated with the analysis of well-being, social problems and social welfare

Teaching/Learning Methods and Strategies

Students are introduced to a broad range of sociological approaches and perspectives in level one. This ensures that students are equipped with knowledge and understand of a broad range of social issues including class, inequalities, race, mental health, disability and welfare provision.
A range of teaching methods are employed including lectures, tutorials, seminars, workshops, field visits, and supervised independent learning. Many of these teaching methods are enhanced by the use of visual technology, such as PowerPoint presentations, dvd clips, handouts, and key materials being made available through Queen’s Online.
The School also promotes student volunteering in local independent sector agencies

Methods of Assessment

Knowledge and understanding are assessed through unseen timed examinations, coursework assignments, oral presentations, seminar and tutorial contribution and multiple choice tests.

recognise contemporary debates around the definition of needs, social problems, and relate these to social diversity and inequality

Teaching/Learning Methods and Strategies

Students are introduced to a broad range of sociological approaches and perspectives in level one. This ensures that students are equipped with knowledge and understand of a broad range of social issues including class, inequalities, race, mental health, disability and welfare provision.
A range of teaching methods are employed including lectures, tutorials, seminars, workshops, field visits, and supervised independent learning. Many of these teaching methods are enhanced by the use of visual technology, such as PowerPoint presentations, dvd clips, handouts, and key materials being made available through Queen’s Online.
The School also promotes student volunteering in local independent sector agencies

Methods of Assessment

Knowledge and understanding are assessed through unseen timed examinations, coursework assignments, oral presentations, seminar and tutorial contribution and multiple choice tests.

describe a range of key concepts and theoretical approaches within Sociology in a range of national contexts

Teaching/Learning Methods and Strategies

Students are introduced to a broad range of sociological approaches and perspectives in level one. This ensures that students are equipped with knowledge and understand of a broad range of social issues including class, inequalities, race, mental health, disability and welfare provision.
A range of teaching methods are employed including lectures, tutorials, seminars, workshops, field visits, and supervised independent learning. Many of these teaching methods are enhanced by the use of visual technology, such as PowerPoint presentations, dvd clips, handouts, and key materials being made available through Queen’s Online.
The School also promotes student volunteering in local independent sector agencies

Methods of Assessment

Knowledge and understanding are assessed through unseen timed examinations, coursework assignments, oral presentations, seminar and tutorial contribution and multiple choice tests.

Have written an extended piece of work based on contemporary sources or an in-depth historiographical enquiry.

Teaching/Learning Methods and Strategies

At level 3 emphasis is placed on students working on primary sources and writing extended research essays.

Methods of Assessment

Research essays (4-5.000 words).

An appreciation of the role of History in society and the varied ways in which it can be presented to a non-academic audience

Teaching/Learning Methods and Strategies

In levels one and two, all students take modules which focus on public history and the presentation of history in public spaces such as heritage centres, museums, television, film and online.

Methods of Assessment

Group presentations on public history projects.

An awareness of the diversity of specialisms within the disciplines of History and Sociology

Teaching/Learning Methods and Strategies

In lectures and tutorials students are encouraged to identify different specialisms and the contribution that they make to our understanding of the past.

The History curriculum provides students with a wide range of modules to choose from which reflect the different specialisms of members of staff. These include economic, gender, intellectual, political, religious and social historians.

The Sociology curriculum focuses on the development of students’ ability to use their sociological knowledge to understand and investigate social phenomena. Students can chose between a range of options that reflect particular topics of importance in contemporary sociology (e.g. conflict, family, religion).

Methods of Assessment

In the criteria for assessment of written and oral work particular attention is paid to the student’s familiarity with the historiography of a topic as well as their awareness of different methodological approaches and debates.

An ability to reflect critically on the nature of History and Sociology as academic disciplines and an awareness of historiographical, sociological and methodological debates

Teaching/Learning Methods and Strategies

In lectures and tutorials students are encouraged to reflect on the historiography of particular topics and to compare different perspectives and methodological debates

Methods of Assessment

In the criteria for assessment of written and oral work particular attention is paid to the student’s familiarity with the historiography of a topic as well as their awareness of different methodological approaches and debates.

Experience of critically evaluating documentary sources in a detailed fashion

Teaching/Learning Methods and Strategies

Analysis of primary sources is incorporated into the curriculum at all levels

Methods of Assessment

Essays, seminar/tutorial contributions and projects.

An understanding of the history and sociological development of a number of different countries and societies

Teaching/Learning Methods and Strategies

The History programme incorporates a wide range of modules that focus on different periods of time and geographical regions

Methods of Assessment

Assessment of individual modules

An awareness of continuity and change over an extended period of time

Teaching/Learning Methods and Strategies

The History programme incorporates a wide range of modules that focus on different periods of time and geographical regions

Methods of Assessment

Assessment of individual modules

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

The programme encourages students to be sensitive to the values and interests of others, taking account of the normative and moral positions of others in understanding how human needs are felt and met.

Teaching/Learning Methods and Strategies

These learning outcomes are consistently addressed across almost all of the modules offered on the programme. As a result a wide range of different teaching methods are employed to promote depth learning, to facilitate consolidation of knowledge and understanding and to support student progression across the three years.
Key to this is the use of interactive teaching methods (discussions, Q&As, quizzes, individual tutor meetings, problem orientated sessions, PRS) to promote student engagement within lectures and tutorials.

Methods of Assessment

A wide range of assessment methods are employed across the three years of study. Highlights include the use of reflective reports, diaries, book and film reviews, peer assessment and feedback

develop a capacity for recognising the relevance of sociological knowledge to social, public and civic policy.

Teaching/Learning Methods and Strategies

These learning outcomes are consistently addressed across almost all of the modules offered on the programme. As a result a wide range of different teaching methods are employed to promote depth learning, to facilitate consolidation of knowledge and understanding and to support student progression across the three years.
Key to this is the use of interactive teaching methods (discussions, Q&As, quizzes, individual tutor meetings, problem orientated sessions, PRS) to promote student engagement within lectures and tutorials.

Methods of Assessment

A wide range of assessment methods are employed across the three years of study. Highlights include the use of reflective reports, diaries, book and film reviews, peer assessment and feedback

Be able to review, summarise and evaluate empirical information and research findings about sociology and social problems

Teaching/Learning Methods and Strategies

These learning outcomes are consistently addressed across almost all of the modules offered on the programme. As a result a wide range of different teaching methods are employed to promote depth learning, to facilitate consolidation of knowledge and understanding and to support student progression across the three years.
Key to this is the use of interactive teaching methods (discussions, Q&As, quizzes, individual tutor meetings, problem orientated sessions, PRS) to promote student engagement within lectures and tutorials.

Methods of Assessment

A wide range of assessment methods are employed across the three years of study. Highlights include the use of reflective reports, diaries, book and film reviews, peer assessment and feedback

Intellectual independence and the initiative to set tasks and solve problems

Teaching/Learning Methods and Strategies

In seminars and tutorials students are encouraged to present their own ideas and views on particular topics.

Methods of Assessment

Essays and other written assignments.

A recognition that not all statements are of equal validity

Teaching/Learning Methods and Strategies

The History curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. These include economic, gender, intellectual, political, religious and social historians as well as historians of different geographical regions and varying historiographical backgrounds.

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of historical debate and to encourage consideration of the contrasting ways of interpreting evidence. Students are also encouraged to evaluate critically different types of evidence and recognise the inherent ambiguities and incompleteness of historical interpretation.

From level 1 through to level 3 students are trained in the methods of professional historians

Methods of Assessment

Essays, critical reviews, and oral presentations

An awareness of the rules of evidence utilised by historians to test the validity of documentary evidence

Teaching/Learning Methods and Strategies

The History curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. These include economic, gender, intellectual, political, religious and social historians as well as historians of different geographical regions and varying historiographical backgrounds.

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of historical debate and to encourage consideration of the contrasting ways of interpreting evidence. Students are also encouraged to evaluate critically different types of evidence and recognise the inherent ambiguities and incompleteness of historical interpretation.

From level 1 through to level 3 students are trained in the methods of professional historians

Methods of Assessment

Essays, critical reviews, and oral presentations

An awareness of a range of viewpoints and an appreciation of the problems involved in interpretation of complex, ambiguous, conflicting and often incomplete material

Teaching/Learning Methods and Strategies

The History curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. These include economic, gender, intellectual, political, religious and social historians as well as historians of different geographical regions and varying historiographical backgrounds.

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of historical debate and to encourage consideration of the contrasting ways of interpreting evidence. Students are also encouraged to evaluate critically different types of evidence and recognise the inherent ambiguities and incompleteness of historical interpretation.

From level 1 through to level 3 students are trained in the methods of professional historians

Methods of Assessment

Essays, critical reviews, and oral presentations

An appreciation of the complexity and diversity of situations, events and past mentalities

Teaching/Learning Methods and Strategies

The History curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. These include economic, gender, intellectual, political, religious and social historians as well as historians of different geographical regions and varying historiographical backgrounds.

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of historical debate and to encourage consideration of the contrasting ways of interpreting evidence. Students are also encouraged to evaluate critically different types of evidence and recognise the inherent ambiguities and incompleteness of historical interpretation.

From level 1 through to level 3 students are trained in the methods of professional historians

Methods of Assessment

Essays, critical reviews, and oral presentations

An ability to read and analyse primary sources, both critically and empathetically

Teaching/Learning Methods and Strategies

Work on primary sources is incorporated into the curriculum at every level

Methods of Assessment

Essays, critical reviews, and oral presentations

An ability to understand how people have existed, acted and thought in the always different context of the past

Teaching/Learning Methods and Strategies

Lectures, seminars and tutorials aim to make students aware of the different context of the past

Methods of Assessment

In written and oral work, students are expected to demonstrate an awareness of the different context of the past.

A respect for historical and sociological context and evidence and a greater awareness of the historical and social processes unfolding in our own time

Teaching/Learning Methods and Strategies

Discussions in seminars and tutorials encourage students to reflect on the historical and sociological context of current developments and public discourse

Methods of Assessment

In written and oral work, students are expected to demonstrate an awareness of the different context of the past.

Students develop the ability to identify and critically evaluate a range of social research strategies and methods, and carefully consider the ethical aspects of sociological inquiry.

Teaching/Learning Methods and Strategies

These learning outcomes are consistently addressed across almost all of the modules offered on the programme. As a result a wide range of different teaching methods are employed to promote depth learning, to facilitate consolidation of knowledge and understanding and to support student progression across the three years.
Key to this is the use of interactive teaching methods (discussions, Q&As, quizzes, individual tutor meetings, problem orientated sessions, PRS) to promote student engagement within lectures and tutorials.

Methods of Assessment

A wide range of assessment methods are employed across the three years of study. Highlights include the use of reflective reports, diaries, book and film reviews, peer assessment and feedback

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

understand the role and use of feedback in assessing and improving performance;

Teaching/Learning Methods and Strategies

students may seek dedicated feedback sessions with course tutors

Methods of Assessment

Online and Oral Feedback is provided for each type and instance of assessment

work effectively and creatively both independently and in a team setting;

Teaching/Learning Methods and Strategies

Group work on projects, particularly at levels 1 and 2

Methods of Assessment

Individual modules include group work assessment

present ideas and arguments orally in both formal and informal contexts; and the capacity to sustain a reasoned line of argument in the face of others, to listen, engage in sustained debate, and amend views as necessary in the light of evidence of argument

Teaching/Learning Methods and Strategies

Individual and group presentations

Methods of Assessment

Individual and group presentations

use their knowledge in cogent, communicable ways to present arguments and clarify complex issues in both oral and written forms;

Teaching/Learning Methods and Strategies

Individual and group presentations

Methods of Assessment

Individual and group presentations

collate and process information from an array of sources, including electronic media;

Teaching/Learning Methods and Strategies

Student preparation for seminars/tutorials requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations and essays require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.

present high-quality analysis cogently and succinctly;

Teaching/Learning Methods and Strategies

Student preparation for seminars/tutorials requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations and essays require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.

evaluate and judge evidence and the quality of information

Teaching/Learning Methods and Strategies

Student preparation for seminars/tutorials requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations and essays require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.

Manage time efficiently, work under pressure and to deadlines

Teaching/Learning Methods and Strategies

Student preparation for seminars/tutorials requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations and essays require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Understanding Society

SOC1001

1

20

YES

12 weeks

N

YES

50%

50%

0%

The Sociological Imagination

SOC1002

1

20

YES

12 weeks

N

YES

100%

0%

0%

Issues in Contemporary Irish Society

SOC3005

3

20

YES

12 weeks

N

YES

100%

0%

0%

Politics and Society in 19th Century Ireland

HIS2011

2

20

YES

12 weeks

N

YES

90%

10%

0%

The American South 1619-1865

HIS2028

2

20

YES

12 weeks

N

YES

90%

10%

0%

That Vast Catastrophe

HIS3033

3

20

YES

12 weeks

N

YES

90%

10%

0%

The American Civil War and Reconstruction, 1860-1877

HIS3035

3

20

YES

12 weeks

N

YES

90%

10%

0%

Politics and Society in 20th Century Ireland

HIS2012

2

20

YES

12 weeks

N

YES

30%

10%

60%

The American South, 1865-1980

HIS2029

2

20

YES

12 weeks

N

YES

90%

10%

0%

The Origins of Protestantism

HIS3022

3

20

YES

12 weeks

N

YES

90%

10%

0%

Presbyterians in Ulster, 1690-1840

HIS3065

3

20

YES

12 weeks

N

YES

90%

10%

0%

The Development of Social Theory

SOC2001

2

20

YES

12 weeks

N

YES

100%

0%

0%

Northern Ireland: Conflict, Identity, Peace

SOC2032

2

20

YES

12 weeks

N

YES

100%

0%

0%

Comparative Social Inequalities

SOC2002

2

20

YES

12 weeks

N

YES

60%

40%

0%

The Second World War in Europe

HIS3010

3

20

YES

12 weeks

N

YES

90%

10%

0%

The Irish Revolution, 1917-1921

HIS3073

3

20

YES

12 weeks

N

YES

90%

10%

0%

The Roman Origins of the East and West; From Augustus to Charlemagne

HIS2049

2

20

YES

12 weeks

N

YES

90%

10%

0%

Europe between the Wars, 1919-1939

HIS2050

2

20

YES

12 weeks

N

YES

90%

10%

0%

The Peasants' Revolt 1381

HIS3011

3

20

YES

12 weeks

N

YES

90%

10%

0%

Working Class Communities in the UK 1900-1970

HIS3012

3

20

YES

12 weeks

N

YES

90%

10%

0%

Dissertation

HIS3077

3

40

YES

24 weeks

Y

YES

100%

0%

0%

The making of contemporary Britain: 1914 to the present

HIS2018

2

20

YES

12 weeks

N

YES

30%

10%

60%

Exploring History 1

HIS1003

1

20

YES

12 weeks

N

YES

90%

10%

0%

Exploring History 2

HIS1002

1

20

YES

12 weeks

N

YES

30%

10%

60%

Kings, courts and culture in Carolingian Europe

HIS3079

3

20

YES

12 weeks

N

YES

90%

10%

0%

History and Historians: Contested Pasts

HIS1001

1

20

YES

12 weeks

N

YES

90%

10%

0%

Modernity in Missions: Overseas Christian Expansion, 1858-1980s

HIS3099

3

20

YES

12 weeks

N

YES

90%

10%

0%

Global Risk Society: Power and Participation

SOC3048

3

20

YES

12 weeks

N

YES

100%

0%

0%

Revolutionary Europe, 1500-1789

HIS2057

2

20

YES

12 weeks

N

YES

90%

10%

0%

Age of anxiety: Irish culture and society in interwar European context

HIS3109

3

20

YES

12 weeks

N

YES

90%

10%

0%

Sociology of the Family

SOC3028

3

20

YES

12 weeks

N

YES

50%

0%

50%

Nationalism and Liberation in 20th Century Africa

HIS2061

2

20

YES

12 weeks

N

YES

90%

10%

0%

Social Norms, Roles and Identities

SOC3050

3

20

YES

12 weeks

N

YES

100%

0%

0%

Uniting Kingdoms

HIS2064

2

20

YES

12 weeks

N

YES

90%

10%

0%

Alexander The Great and the Creation of the Hellenistic World

HIS2020

2

20

YES

12 weeks

N

YES

90%

10%

0%

Introducing Social Policy

SPY1004

1

20

YES

12 weeks

N

YES

50%

50%

0%

Apocalypse! End of the World.

HIS2065

2

20

YES

12 weeks

N

YES

90%

10%

0%

The Rise of Christianity 2: The Conversion of the Roman Empire

HIS3071

3

20

YES

12 weeks

N

YES

90%

10%

0%

The British republic: Culture, religion and war 1649-1660

HIS3120

3

20

YES

12 weeks

N

YES

90%

10%

0%

The War of Ideas in Seventeenth-Century Ireland

HIS3121

3

20

YES

12 weeks

N

YES

90%

10%

0%

Sociology of Childhood

SOC3051

3

20

YES

12 weeks

N

YES

40%

0%

60%

Interpreting the Voices of the Past: the oral history of Northern Ireland since 1945

HIS3124

3

20

YES

12 weeks

N

YES

90%

10%

0%

Interpreting the Irish Country House

HIS3123

3

20

YES

12 weeks

N

YES

90%

10%

0%

Thatcher's Britain

HIS3127

3

20

YES

12 weeks

N

YES

90%

10%

0%

Sin Cities? Everyday Life in the Modern Metropolis

HIS3128

3

20

YES

12 weeks

N

YES

90%

10%

0%

The Ancient City

HIS3129

3

20

YES

12 weeks

N

YES

90%

10%

0%

History and Society

HIS1005

1

20

YES

12 weeks

N

YES

90%

10%

0%

Notes

Students must take 3 HIS and 3 SOC Level 2 modules.

Students must take 3 HIS and 3 SOC Level 3 modules. The History dissertation module counts as 2 modules.

Students must take the following TWO compulsory modules HIS1003 and HIS1002 plus ONE optional module from HIS1001 and HIS1005. Level 1: Students must have enrolled for SOC1001 to be allowed to enrol for SOC1002