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BA History and Philosophy

Academic Year 2019/20

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 processes. All degrees are awarded by Queen's University Belfast.

Programme Title BA History and Philosophy Final Award
(exit route if applicable for Postgraduate Taught Programmes)
Bachelor of Arts
Programme Code MHY-BA-JS UCAS Code VV1M HECoS Code 100302
ATAS Clearance Required No
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

Teaching Institution

Queen's University Belfast

School/Department

History, Anthropology, Philosophy and Politics

Framework for Higher Education Qualification Level 
www.qaa.ac.uk

Level 6

QAA Benchmark Group
www.qaa.ac.uk/quality-code/subject-benchmark-statements

History (2014)

Accreditations (PSRB)

REGULATION INFORMATION

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

Programme Specific Regulations

Students with protected characteristics

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

The programme is designed to provide students with an intellectual training in the disciplines of History and Philosophy which, while discrete subjects, are also complementary and mutually enriching. Its key premise is that understanding the present (and anticipating the future) requires the ability to study and interpret the past and to appreciate how the tools of historical inquiry and the insights of philosophical theory combine to illuminate human societies, including those of the contemporary world. The programme is also designed to equip students with a range of skills which together foster the ability to practise self-motivated learning and increase the capacity to undertake independent learning in a progressive way. Whilst certain skills are subject specific to each discipline, certain of them are mutually reinforcing, including the ability to evaluate critically primary and secondary sources, whilst others are designed to be transferable and thereby enhance the employability of students.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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 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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

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 dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. 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.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

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:

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 Philosophy (including metaphysics, epistemology, philosophy of religion, philosophy of language, and philosophy of mind).

Teaching/Learning Methods and Strategies

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

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

Contemporary philosophy is covered throughout all levels of the programme. At level 3 there is a particular emphasis on the latest, cutting edge research in philosophy.
Practical and applied aspects are covered in each of the value based modules, and there is a specific Applied Ethics module offered at level 3.

Methods of Assessment

Essays, seminar/tutorial contributions and dissertations

In the criteria for assessment of written and oral work particular attention is paid to the student’s familiarity with different methodological approaches and schools of thought.

In the assessment of dissertations, students are expected to demonstrate an awareness of the secondary literature on their research topic and to engage with it in an imaginative as well as critical fashion.

acquired knowledge and understanding of the application of philosophy to practical issues, for example in the area of applied ethics.

Teaching/Learning Methods and Strategies

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

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

Contemporary philosophy is covered throughout all levels of the programme. At level 3 there is a particular emphasis on the latest, cutting edge research in philosophy.
Practical and applied aspects are covered in each of the value based modules, and there is a specific Applied Ethics module offered at level 3.

Methods of Assessment

Essays, seminar/tutorial contributions and dissertations

In the criteria for assessment of written and oral work particular attention is paid to the student’s familiarity with different methodological approaches and schools of thought.

In the assessment of dissertations, students are expected to demonstrate an awareness of the secondary literature on their research topic and to engage with it in an imaginative as well as critical fashion.

acquired knowledge and understanding of some of the central problems and issues in contemporary philosophy.

Teaching/Learning Methods and Strategies

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

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

Contemporary philosophy is covered throughout all levels of the programme. At level 3 there is a particular emphasis on the latest, cutting edge research in philosophy.
Practical and applied aspects are covered in each of the value based modules, and there is a specific Applied Ethics module offered at level 3.

Methods of Assessment

Essays, seminar/tutorial contributions and dissertations

In the criteria for assessment of written and oral work particular attention is paid to the student’s familiarity with different methodological approaches and schools of thought.

In the assessment of dissertations, students are expected to demonstrate an awareness of the secondary literature on their research topic and to engage with it in an imaginative as well as critical fashion.

developed an understanding of the key concepts and tools that are used in philosophical reasoning

Teaching/Learning Methods and Strategies

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

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

Contemporary philosophy is covered throughout all levels of the programme. At level 3 there is a particular emphasis on the latest, cutting edge research in philosophy.
Practical and applied aspects are covered in each of the value based modules, and there is a specific Applied Ethics module offered at level 3.

Methods of Assessment

Essays, seminar/tutorial contributions and dissertations

In the criteria for assessment of written and oral work particular attention is paid to the student’s familiarity with different methodological approaches and schools of thought.

In the assessment of dissertations, students are expected to demonstrate an awareness of the secondary literature on their research topic and to engage with it in an imaginative as well as critical fashion.

An ability to reflect critically on the nature of History and Philosophy as academic disciplines and an awareness of methodological debates

Teaching/Learning Methods and Strategies

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

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

Contemporary philosophy is covered throughout all levels of the programme. At level 3 there is a particular emphasis on the latest, cutting edge research in philosophy.
Practical and applied aspects are covered in each of the value based modules, and there is a specific Applied Ethics module offered at level 3.

Methods of Assessment

Essays, seminar/tutorial contributions and dissertations

In the criteria for assessment of written and oral work particular attention is paid to the student’s familiarity with different methodological approaches and schools of thought.

In the assessment of dissertations, students are expected to demonstrate an awareness of the secondary literature on their research topic and to engage with it in an imaginative as well as critical fashion.

Experience of critically evaluating documentary sources in a detailed fashion

Teaching/Learning Methods and Strategies

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

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

Contemporary philosophy is covered throughout all levels of the programme. At level 3 there is a particular emphasis on the latest, cutting edge research in philosophy.
Practical and applied aspects are covered in each of the value based modules, and there is a specific Applied Ethics module offered at level 3.

Methods of Assessment

Essays, seminar/tutorial contributions and dissertations

In the criteria for assessment of written and oral work particular attention is paid to the student’s familiarity with different methodological approaches and schools of thought.

In the assessment of dissertations, students are expected to demonstrate an awareness of the secondary literature on their research topic and to engage with it in an imaginative as well as critical fashion.

An understanding of the history 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

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

Contemporary philosophy is covered throughout all levels of the programme. At level 3 there is a particular emphasis on the latest, cutting edge research in philosophy.
Practical and applied aspects are covered in each of the value based modules, and there is a specific Applied Ethics module offered at level 3.

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

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

Contemporary philosophy is covered throughout all levels of the programme. At level 3 there is a particular emphasis on the latest, cutting edge research in philosophy.
Practical and applied aspects are covered in each of the value based modules, and there is a specific Applied Ethics module offered at level 3.

Methods of Assessment

Assessment of individual modules

Learning Outcomes: Subject Specific

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

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.
In dissertations, students are expected to formulate their own research topic and engage in independent research on it.

Methods of Assessment

Essays and dissertations

A recognition that not all statements are of equal validity

Teaching/Learning Methods and Strategies

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

Work on primary and secondary texts is incorporated into the curriculum at every level

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. .

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of intellectual debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

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



Essays, dissertations, oral presentations

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

Teaching/Learning Methods and Strategies

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

Work on primary and secondary texts is incorporated into the curriculum at every level

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. .

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of intellectual debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

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



Essays, dissertations, 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

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

Work on primary and secondary texts is incorporated into the curriculum at every level

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. .

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of intellectual debate and to encourage consideration of the contrasting ways of interpreting evidence.

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

Work on primary and secondary texts is incorporated into the curriculum at every level

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. .

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of intellectual debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

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



Essays, dissertations, oral presentations

expertise in engaging with influential primary and secondary sources in philosophy, according to contemporary canons of academic debate and critical analysis;

Teaching/Learning Methods and Strategies

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

Work on primary and secondary texts is incorporated into the curriculum at every level

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. .

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of intellectual debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

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



Essays, dissertations, oral presentations

a capacity for formulating clear and logical thought concerning fundamental philosophical issues and for expressing this in cogent, well-structured and intellectually rigorous essays;

Teaching/Learning Methods and Strategies

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

Work on primary and secondary texts is incorporated into the curriculum at every level

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. .

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of intellectual debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

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



Essays, dissertations, oral presentations

an awareness of key debates arising out of philosophical inquiry, conducted in its various domains;

Teaching/Learning Methods and Strategies

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

Work on primary and secondary texts is incorporated into the curriculum at every level

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. .

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of intellectual debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

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



Essays, dissertations, oral presentations

a familiarity with the forms, function, and development of philosophical discourse and methodology, together with an ability to analyse and utilise these;

Teaching/Learning Methods and Strategies

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

Work on primary and secondary texts is incorporated into the curriculum at every level

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. .

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of intellectual debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

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



Essays, dissertations, oral presentations

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

Teaching/Learning Methods and Strategies

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

Work on primary and secondary texts is incorporated into the curriculum at every level

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. .

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of intellectual debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

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



Essays, dissertations, oral presentations

An ability to read and analyse primary and secondary texts in both disciplines , both critically and empathetically

Teaching/Learning Methods and Strategies

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

Work on primary and secondary texts is incorporated into the curriculum at every level

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. .

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of intellectual debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

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



Essays, dissertations, oral presentations

an ability to conduct constructive critical debate with rigour and objectivity, drawing on, and engaging with, differing critical perspectives when analysing texts;

Teaching/Learning Methods and Strategies

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

Work on primary and secondary texts is incorporated into the curriculum at every level

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. .

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of intellectual debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

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



Essays, dissertations, 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

Work on primary and secondary texts is incorporated into the curriculum at every level

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. .

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of intellectual debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

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



Essays, dissertations, oral presentations

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

Teaching/Learning Methods and Strategies

Discussions in seminars and tutorials encourage students to reflect on the historical 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.



Essays, dissertations, oral presentations

Learning Outcomes: Transferable Skills

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

demonstrate self-reliance, initiative, adaptability and intercultural awareness

Teaching/Learning Methods and Strategies

Erasmus programme and Exchange programmes with international universities

Methods of Assessment

For most international exchanges, students enrol on the host institution’s undergraduate programme.

take notes and summarise accurately and effectively;

Teaching/Learning Methods and Strategies

Students are guided on the use of appropriate online resources and effective presentation of their written and oral work using word processing and presentation slides. At level 1, note taking is discussed in tutorials

Methods of Assessment

Coursework assignments (researching and writing)

use IT skills (word processing, use of internet resources);

Teaching/Learning Methods and Strategies

Students are guided on the use of appropriate online resources and effective presentation of their written and oral work using word processing and presentation slides. At level 1, note taking is discussed in tutorials

Methods of Assessment

Research for essays and presentations

use libraries and online resources

Teaching/Learning Methods and Strategies

Students are guided on the use of appropriate online resources and effective presentation of their written and oral work using word processing and presentation slides. At level 1, note taking is discussed in tutorials

Methods of Assessment

Essays, dissertations and presentations are assessed for presentation skills, appropriate bibliography as well as analysis

reflect on intellectual and professional priorities;

Teaching/Learning Methods and Strategies

Engagement with Personal Tutors promotes student reflection upon academic performance. Personal Tutors also discuss career options with students; and the School works closely with the Careers Liaison Officer to present students with information on possible careers

Methods of Assessment

Each student is allocated a Personal Tutor in level 1 and meets with him/her throughout the duration of the degree programme

respond constructively to criticism;

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

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, essays and dissertations 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, essays and dissertations 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, essays and dissertations 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, essays and dissertations 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

Stages and Modules

Module Title Module Code Level/ stage Credits

Availability

Duration Pre-requisite

Assessment

S1 S2 Core Option Coursework % Practical % Examination %
Dissertation PHL3099 3 40 YES YES 24 weeks N YES 100% 0% 0%
Philosophy and The Good Life PHL1004 1 20 YES 12 weeks N YES 30% 10% 60%
Moral Theories PHL2000 2 20 YES 12 weeks N YES 90% 10% 0%
Mind and Language PHL2026 2 20 YES 12 weeks N YES 90% 10% 0%
Issues in the Philosophy of Science PHL3001 3 20 YES 12 weeks N YES 100% 0% 0%
Working Class Communities in the UK 1900-1970 HIS3012 3 20 YES 12 weeks N YES 90% 10% 0%
Introduction to the Philosophy of Science PHL2027 2 20 YES 12 weeks N YES 90% 10% 0%
Introductory Logic PHL1003 1 20 YES 12 weeks N YES 30% 10% 60%
Applied Ethics PHL3064 3 20 YES 12 weeks N YES 90% 10% 0%
Practical Philosophy PHL3069 3 20 YES 12 weeks N YES 90% 10% 0%
Philosophy for Children PHL3068 3 20 YES 12 weeks N YES 90% 10% 0%
The Expansion of Medieval Europe, 1000-1300 HIS2047 2 20 YES 12 weeks N YES 90% 10% 0%
Philosophical Theology PHL3034 3 20 YES 12 weeks N YES 40% 0% 60%
The Rise of Christianity 2: The Conversion of the Roman Empire HIS3071 3 20 YES 12 weeks N YES 90% 10% 0%
After Slavery: Race and Labour in the Post-Emancipation US South HIS3082 3 20 YES 12 weeks N YES 90% 10% 0%
Philosophy and Human Nature PHL1001 1 20 YES 12 weeks N YES 90% 10% 0%
The Northern Ireland Conflict and paths to peace HAP2001 2 20 YES 12 weeks N YES 90% 10% 0%
Apocalypse! End of the World. HAP2065 2 20 YES 12 weeks N YES 90% 10% 0%
History and Society HIS1005 1 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%
Knowledge and Reality PHL2001 2 20 YES 12 weeks N YES 100% 0% 0%
History of Philosophy PHL2016 2 20 YES 12 weeks N YES 100% 0% 0%
Recording History HIS2063 2 20 YES 12 weeks N YES 90% 10% 0%
Exploring History 1 HIS1003 1 20 YES 12 weeks N YES 90% 10% 0%
Nationalism and Liberation in 20th Century Africa HIS2061 2 20 YES 12 weeks N YES 90% 10% 0%
Radical Musics: Understanding Sounds of Defiance across Disciplines HAP2000 2 20 YES 12 weeks N YES 100% 0% 0%
The Origins of Protestantism HIS3022 3 20 YES 12 weeks N YES 90% 10% 0%
That Vast Catastrophe HIS3033 3 20 YES 12 weeks N YES 90% 10% 0%
Kings, courts and culture in Carolingian Europe HIS3079 3 20 YES 12 weeks N YES 90% 10% 0%
Cultures of Knowledge in eighteenth-Century Britain and Ireland HIS3135 3 20 YES 12 weeks N YES 70% 30% 0%
Revolutionary Europe, 1500-1789 HIS2057 2 20 YES 12 weeks N YES 90% 10% 0%
Cabinets of Curiosity: Museums Past and Present HIS2067 2 20 YES 12 weeks N YES 90% 10% 0%
Popular Culture in England 1500-1700 HIS3018 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%
Exploring History 2 HIS1002 1 20 YES 12 weeks N YES 30% 10% 60%
Dissertation HIS3077 3 40 YES 12 weeks Y YES 100% 0% 0%
Paths to Independence and Decolonisation in India and East Africa HIS3133 3 20 YES 12 weeks N YES 90% 10% 0%
Life, love, and death in England and Ireland, c.1350-c.1700 HIS2052 2 20 YES 12 weeks N YES 90% 10% 0%
Modern Political Thought PAI2005 2 20 YES 12 weeks N YES 90% 10% 0%
Contemporary Political Philosophy PAI3025 3 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%
Twentieth-Century China HIS3132 3 20 YES 12 weeks N YES 90% 10% 0%
Perspectives on Politics PAI1007 1 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%
The American South, 1865-1980 HIS2029 2 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%
Uniting Kingdoms HIS2064 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%
The Soviet Union 1921-1991 HIS3039 3 20 YES 12 weeks N YES 90% 10% 0%
Evangelical Protestantism in Ulster: From the United Irishmen to Ian Paisley HIS3046 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%
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%
From Slavery to "Say Her Name": Black Women in America HIS3131 3 20 YES 12 weeks N YES 90% 10% 0%
Religion and Empire: Christian Missions ro Africa, Asia and Middle East HIS3099 3 20 YES 12 weeks N YES 90% 10% 0%
Pop Culture and Protest in U.S. History HIS3130 3 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%
Visualising China's encounter with the West HIS2066 2 20 YES 12 weeks N YES 90% 10% 0%
A World on the Move:Historical and Anthropological Approaches to Globalization ANT1003 1 20 YES 12 weeks N YES 90% 10% 0%
The making of contemporary Britain: 1914 to the present HIS2018 2 20 YES 12 weeks N YES 90% 10% 0%
The Second World War in Europe HIS3010 3 20 YES 12 weeks N YES 90% 10% 0%
What is to be done? Sustainability, climate change and just energy transitions in the Anthropocene PAI1010 1 20 YES 12 weeks N YES 100% 0% 0%

Notes

Students must take 120 credits - Students must take THREE modules from History and THREE modules from Philosophy Students are required to take: a) HIS3077 – Dissertation (double weighted – Semester 2) and a further ONE module from History, PLUS THREE modules in Philosophy; OR b) PHL3099 Dissertation (double weighted – both semesters) and a further ONE module in Philosophy, PLUS THREE modules from History; OR c) THREE modules from History and THREE modules from Philosophy. PLEASE NOTE: Students MUST consult their Advisor of Studies before enrolling for a Dissertation in both Joint subject areas. “Students will be notified each academic year of the optional modules being offered in the following academic year. Students are advised that not all optional modules will necessarily be offered in each academic year. Also, the delivery of a module may be subject to a minimum number of enrolments as well as unforeseen circumstances (e.g. illness of a member of staff). The range and content of optional modules will change over time as degree programmes develop and students’ choice of optional modules may also be limited due to timetabling constraints.“

Students must take 120 credits - Students must take THREE modules from History and THREE modules from Philosophy. Students are required to take THREE OPTIONAL History modules and THREE OPTIONAL Philosophy modules. “Students will be notified each academic year of the optional modules being offered in the following academic year. Students are advised that not all optional modules will necessarily be offered in each academic year. Also, the delivery of a module may be subject to a minimum number of enrolments as well as unforeseen circumstances (e.g. illness of a member of staff). The range and content of optional modules will change over time as degree programmes develop and students’ choice of optional modules may also be limited due to timetabling constraints.“ Students are encouraged to consider enhancing their undergraduate experience by taking one of the International study options. These are: o Studying for one semester exchange at one of our partner universities in Europe through the ERASMUS student exchange programme • Studying for one semester at one of our partner universities in the United States through our American student exchange programme. For further information about semester abroad opportunities, contact Advisor of Studies or happeducation@qub.ac.uk

Students must take 120 credits - Students must take THREE modules from History and THREE modules from Philosophy. Students are required to take TWO CORE History modules. Students are required to take ONE OPTIONAL History module PLUS THREE OPTIONAL Philosophy modules. “Students will be notified each academic year of the optional modules being offered in the following academic year. Students are advised that not all optional modules will necessarily be offered in each academic year. Also, the delivery of a module may be subject to a minimum number of enrolments as well as unforeseen circumstances (e.g. illness of a member of staff). The range and content of optional modules will change over time as degree programmes develop and students’ choice of optional modules may also be limited due to timetabling constraints.“ Students are encouraged to consider enhancing their undergraduate experience by taking one of the International study options. These are: o Studying for one semester exchange at one of our partner universities in Europe through the ERASMUS student exchange programme • Studying for one semester at one of our partner universities in the United States through our American student exchange programme. For further information about semester abroad opportunities, contact Advisor of Studies or happeducation@qub.ac.uk