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Undergraduate Programme Specification

BA History and Spanish

Academic Year 2021/22

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 Spanish Final Award
(exit route if applicable for Postgraduate Taught Programmes)
Bachelor of Arts
Programme Code MHY-BA-JS UCAS Code RV41 HECoS Code 100302 - History - 50
100325 - Spanish studies - 50
ATAS Clearance Required No
Mode of Study Full Time
Type of Programme Joint Honours Single Length of Programme 4 Academic Year(s) Total Credits for Programme 480
Exit Awards available

Institute Information

Teaching Institution

Queen's University Belfast

School/Department

History, Anthropology, Philosophy and Politics

Quality Code
https://www.qaa.ac.uk/quality-code

Higher Education Credit Framework for England
https://www.qaa.ac.uk/quality-code/higher-education-credit-framework-for-england

Level 6

Subject Benchmark Statements
https://www.qaa.ac.uk/quality-code/subject-benchmark-statements

The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies
https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf

History (2014)

Accreditations (PSRB)

Regulation Information

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

Yes. All Joint Honours History and Spanish degrees have University permission to be classified as follows: Level 1 - 10% Level 2 - 20% Year Abroad - 10% Level 3 - 60%

Programme Specific Regulations

Unless exempted by the Head of School on the basis of prior learning or exceptional personal/medical circumstances, Joint Honours students will be required to complete a year-long period of residence in a Spanish-speaking country between Level 2 and Level 3. Students will enrol for the MML3040 International Placement module and take the ‘Working and Studying Abroad’ module, SPA3050. Students who are exempted from residence abroad requirements will be required to undertake an alternative form of assessment.

Students may apply for a post as an English Language Assistant through the British Council; alternatively they may choose to spend their residence abroad following an approved course of study at a Spanish university, or to undertake an approved placement in a Spanish-speaking country.

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.

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

The School works with placement providers and partner institutions to ensure that students with disabilities are able to complete residence abroad requirements.

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

Educational Aims Of Programme

The Joint Programme in History and Spanish is designed to provide students with:

• an intellectual training in the separate and overlapping disciplines of History and Spanish which, while discrete subjects, are also complementary and mutually enriching;

• advanced linguistic skills, which are informed by general language awareness, intercultural competence and high levels of critical thinking.

• a discipline-specific perspective enabling the acquisition of knowledge and understanding of the inter-relationship between texts and contexts, a familiarity with debates surrounding culture and identity, both individual and communal, and skills in synthesising and developing ideas and arguments from diverse literary and other contemporary sources;

• 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.

Together, these subjects together equip individuals with the ability to:

• think critically, process and understand complex information;

• evaluate primary and secondary sources;

• interpret a variety of types of data and information;

• pursue independent learning;

• work well in groups and formulate arguments.

Furthermore, students benefit from a multi-disciplinary education which gives them a large skill set and opens a wide range of career options following graduation.

More generally, the Joint Programme in History and Spanish aims to:

• attract students from local, national, and international contexts, through a variety of entry routes, and then provide and deliver the best possible learning and teaching experience, in an environment of equality, tolerance, and mutual respect;

• provide students with the necessary intellectual, practical, and key skills to enable them to develop as independent, reflective lifelong learners and able employees;

• develop a broad context for future employment, in which graduates appreciate the continuing value of an education in these two disciplines.

• The programme will thereby foster an atmosphere of intellectual inquiry in each discipline, by offering modules which encourage a stimulating interchange of ideas.

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 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

think independently, originally and in a constructively critical manner;

Teaching/Learning Methods and Strategies

Seminars 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

appreciate a variety of textual and cultural perspectives on academic enquiry;

Teaching/Learning Methods and Strategies

Seminars 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

engage with and interpret layers of meaning within texts;

Teaching/Learning Methods and Strategies

Seminars 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning 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 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning 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 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning 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 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

synthesise diverse primary evidence and subsequent academic comment;

Teaching/Learning Methods and Strategies

Seminars 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning 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 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

gather, organise and deploy evidence, data and information from a variety of secondary and some primary sources, so as to formulate and support a line of reasoning, or argument;

Teaching/Learning Methods and Strategies

Seminars 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

identify, investigate, analyse, formulate and advocate solutions to problems;

Teaching/Learning Methods and Strategies

Seminars 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning 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 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning 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 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

manage their own learning self critically;

Teaching/Learning Methods and Strategies

Seminars 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning 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 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning 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 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning 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 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.

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

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 lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

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.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Extended essays test their ability to 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. Personal Development Planning 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:

detailed knowledge of oral and written forms of Spanish

Teaching/Learning Methods and Strategies

Language classes enable the development of grammatical accuracy, range of vocabulary and idiom, awareness of register, and fluency in Spanish. Language exercises may include comprehension, résumé, essay, prose and translation.

Oral classes in small groups develop spoken-language skills.
The period of residence abroad allows students to improve their linguistic ability and their knowledge of the Spanish language.

Methods of Assessment

Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.
Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.
Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

detailed knowledge of central features of Spanish culture (institutions, discourses, literature, linguistics, historical background and culture) and some knowledge of their interaction/interdependence;

Teaching/Learning Methods and Strategies

Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars 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.

The period of residence abroad allows students to improve their linguistic ability and their knowledge of the Spanish-speaking worlds.

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

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

Learning Outcomes: Subject Specific

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

develop independent insight into different societies and to appreciate and engage with histories and cultures other than their own

Teaching/Learning Methods and Strategies

In the course of their programme, students have the opportunity to study literary, linguistic, historical, visual or cultural topics.

Lectures and seminars together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars 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.

Students are encouraged to develop their own responses to Spanish-speaking cultures, particularly by means of the year spent abroad.

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

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

understand, evaluate and analyse a wide variety of historical and literary texts and ideas

Teaching/Learning Methods and Strategies

In the course of their programme, students have the opportunity to study literary, linguistic, historical, visual or cultural topics.

Lectures and seminars together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars 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.

Students are encouraged to develop their own responses to Spanish-speaking cultures, particularly by means of the year spent abroad.

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

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

demonstrate a high level of understanding of oral and written forms of Spanish;

Teaching/Learning Methods and Strategies

Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in Spanish; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes.

Methods of Assessment

Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.

Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

communicate fluently and effectively with native Spanish speakers in both oral and written contexts;

Teaching/Learning Methods and Strategies

Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in Spanish; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes.

Methods of Assessment

Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.

Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

Learning Outcomes: Knowledge & Understanding

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

An appreciation of the contemporary relevance of the study of both subjects and the varied ways in which this can be presented to a non-academic audience

Teaching/Learning Methods and Strategies

The programme includes consideration of the ways in which academic research can be communicated to the public in drama, film, heritage centres, literature, museums, television and online.

Methods of Assessment

Group and individual presentations

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

Teaching/Learning Methods and Strategies

In lectures and tutorials students are encouraged to identify different specialisms and approaches.
The curriculum provides students with a wide range of modules to choose from which reflect the different specialisms of members of staff.

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.

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 the two academic disciplines and an awareness of methodological debates

Teaching/Learning Methods and Strategies

In lectures and tutorials students are encouraged 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.

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 historical and literary sources in a detailed fashion

Teaching/Learning Methods and Strategies

Analysis of historical and literary texts is incorporated into the curriculum at all levels

Methods of Assessment

Essays, seminar/tutorial contributions and dissertations

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

Teaching/Learning Methods and Strategies

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

Methods of Assessment

Assessment of individual modules

knowledge and understanding of cultural and historical diversity within the world

Teaching/Learning Methods and Strategies

Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars 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.

The period of residence abroad allows students to improve their linguistic ability and their knowledge of the Spanish-speaking worlds.

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

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

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

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 academic debate and to encourage consideration of the contrasting ways of reading texts.

Methods of Assessment

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

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 academic debate and to encourage consideration of the contrasting ways of reading texts.

Methods of Assessment

Essays, dissertations, oral presentations

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

Teaching/Learning Methods and Strategies

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 academic debate and to encourage consideration of the contrasting ways of reading texts.

Methods of Assessment

Essays, dissertations, oral presentations

An ability to read and analyse literary and historical sources, both critically and empathetically

Teaching/Learning Methods and Strategies

Work on sources is incorporated into the curriculum at every level

Methods of Assessment

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

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

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

Placement abroad

Methods of Assessment

Learning journal and reflective report for the Working and Studying Abroad module

take notes and summarise accurately and effectively;

Teaching/Learning Methods and Strategies

Lectures, seminars

Methods of Assessment

Coursework assignments (researching and writing)

use IT skills (word processing, use of internet resources); further development of internet literacy, use of digital technology in editing

Teaching/Learning Methods and Strategies

Seminar preparation, research for presentations

Methods of Assessment

Coursework assignments (researching and writing)

use libraries and online resources;

Teaching/Learning Methods and Strategies

Seminar preparation, research for presentations

Methods of Assessment

Research for essays and presentations

reflect on intellectual and professional priorities;

Teaching/Learning Methods and Strategies

Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Methods of Assessment

Coursework assignments (researching and writing)

respond constructively to criticism;

Teaching/Learning Methods and Strategies

Students may seek dedicated feedback sessions with course tutors.

Methods of Assessment

Feedback is provided for each type and instance of assessment on a customised feedback sheet.

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

Feedback is provided for each type and instance of assessment on a customised feedback sheet.

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

Teaching/Learning Methods and Strategies

Individual and group presentations

Methods of Assessment

Individual and group presentations

present ideas and arguments orally in both formal and informal contexts;

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

Student preparation for seminars 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.
Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

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

Teaching/Learning Methods and Strategies

Student preparation for seminars 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.
Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

present high-quality analysis cogently and succinctly;

Teaching/Learning Methods and Strategies

Student preparation for seminars 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.
Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

evaluate and judge evidence and the quality of information

Teaching/Learning Methods and Strategies

Student preparation for seminars 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.
Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

digest material from various sources;

Teaching/Learning Methods and Strategies

Student preparation for seminars 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.
Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

manage time efficiently, work under pressure and to deadlines;

Teaching/Learning Methods and Strategies

Student preparation for seminars 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.
Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment. They are also aimed at facilitating a broad range of intelligences among the student body and encouraging learning on a variety of levels.

Module Information

Stages and Modules

Module Title Module Code Level/ stage Credits

Availability

Duration Pre-requisite

Assessment

S1 S2 Core Option Coursework % Practical % Examination %
International Placement: Languages Year Abroad MML3040 3 100 YES YES 30 weeks Y YES 100% 0% 0%
Working and Studying Abroad SPA3050 3 20 YES YES 30 weeks Y YES 50% 50% 0%
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%
History and Historians: Contested Pasts HIS1001 1 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%
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%
Issues and Culture of the US-Mexico Borderlands SPA2039 2 20 YES 12 weeks N YES 100% 0% 0%
The Sacred made real: Representing Spirituality in Spain's Golden Age SPA3056 4 20 YES 12 weeks N YES 100% 0% 0%
The Fantastic in Latin America SPA2040 2 20 YES 12 weeks Y YES 100% 0% 0%
Rewriting Love in the Renaissance SPA3021 4 20 YES 12 weeks N YES 100% 0% 0%
The Spanish Enlightenment SPA3022 4 20 YES 12 weeks N YES 100% 0% 0%
Spanish 3 SPA3101 4 40 YES YES 24 weeks Y YES 45% 20% 35%
Sin Cities? Everyday Life in the Modern Metropolis HIS3128 4 20 YES 12 weeks N YES 60% 40% 0%
Disease and Society in Colonial Latin America SPA3038 4 20 YES 12 weeks Y YES 100% 0% 0%
Europe between the Wars, 1919-1939 HIS2050 2 20 YES 12 weeks N YES 100% 0% 0%
Spanish Memoirs and Autobiographies of the 20th Century SPA2026 2 20 YES 12 weeks N YES 100% 0% 0%
The Origins of Protestantism HIS3022 4 20 YES 12 weeks N YES 90% 10% 0%
Revolutionary Europe, 1500-1789 HIS2057 2 20 YES 12 weeks N YES 90% 10% 0%
Afterlives of the Empire: Decolonisation in the Portuguese-speaking World SPA3132 4 20 YES 12 weeks N YES 100% 0% 0%
Religion and Empire: Christian Missions ro Africa, Asia and Middle East HIS3099 4 20 YES 12 weeks N YES 90% 10% 0%
Intermediate Spanish SPA1111 1 40 YES YES 24 weeks N YES 45% 20% 35%
Evangelical Protestantism in Ulster: From the United Irishmen to Ian Paisley HIS3046 4 20 YES 12 weeks N YES 100% 0% 0%
The Long Road to Black Lives Matter HIS1005 1 20 YES 12 weeks N YES 60% 40% 0%
Dissertation HIS3077 4 40 YES 12 weeks N YES 100% 0% 0%
Spanish for Beginners SPA1121 1 40 YES YES 24 weeks N YES 45% 20% 35%
Spanish 1 SPA1101 1 40 YES YES 24 weeks N YES 45% 20% 35%
Spanish 2 SPA2101 2 40 YES YES 24 weeks Y YES 45% 20% 35%
Configurations of the Brazilian City SPA2132 2 20 YES 12 weeks N YES 100% 0% 0%
Politics and Society in 20th Century Ireland HIS2012 2 20 YES 12 weeks N YES 30% 10% 60%
Popular Culture in England 1500-1700 HIS3018 4 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%
Cabinets of Curiosity: Museums Past and Present HIS2067 2 20 YES 12 weeks N YES 90% 10% 0%
The Second World War in Europe HIS3010 4 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 American South, 1865-1980 HIS2029 2 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%
Nationalism and Liberation in 20th Century Africa HIS2061 2 20 YES 12 weeks N YES 90% 10% 0%
Recording History HIS2063 2 20 YES 12 weeks N YES 80% 20% 0%
Uniting Kingdoms HIS2064 2 20 YES 12 weeks N YES 100% 0% 0%
That Vast Catastrophe HIS3033 4 20 YES 12 weeks N YES 90% 10% 0%
The Soviet Union 1921-1991 HIS3039 4 20 YES 12 weeks N YES 90% 10% 0%
The Rise of Christianity 2: The Conversion of the Roman Empire HIS3071 4 20 YES 12 weeks N YES 90% 10% 0%
Thatcher's Britain HIS3127 4 20 YES 12 weeks N YES 90% 10% 0%
Paths to Independence and Decolonisation in India and East Africa HIS3133 4 20 YES 12 weeks N YES 90% 10% 0%
The Irish Revolution, 1917-1921 HIS3073 4 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%
Apocalypse! End of the World. HAP2065 2 20 YES 12 weeks N YES 100% 0% 0%
The American South 1619-1865 HIS2028 2 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 Long Sexual Revolution: Family Life in Western Europe, 1945-1970s HIS3023 4 20 YES 12 weeks N YES 100% 0% 0%
Introduction to Latin American Studies SPA1008 1 20 YES 12 weeks N YES 100% 0% 0%
Crime & Punishment 19th Century Ireland HIS3118 4 20 YES 12 weeks N YES 90% 10% 0%
Diaspora: Irish 19th-century migration HIS3137 4 20 YES 12 weeks N YES 90% 10% 0%
Introduction to Iberian Studies SPA1005 1 20 YES 12 weeks N YES 100% 0% 0%
4 20 YES 12 weeks N YES 100% 0% 0%

Notes

Students are required to complete a year long period of residence in a Spanish speaking country between Level 2 and Level 4. Students will enrol for MML3040 International Placement Module (100 CATS) and take the SPA3050 ‘Working and Studying Abroad Module (20 CATS)

Students must take 120 credits - Students must take THREE modules from History and THREE modules from Spanish. Students are required to take ONE core double-weighted full-year Spanish module. Students are required to take THREE OPTIONAL History modules PLUS ONE OPTIONAL Spanish module. Students are required to complete a year long period of residence in a Spanish speaking country between Level 2 and Level 3. Students will enrol for MML3-4 International Placement Module (100 CATS) and take the SPA3050 "Working and Studying Abroad Module" (20 CATS). Students are encouraged to consider enhancing their undergraduate experience by taking one of the International study options. These are: • 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 happexp@qub.ac.uk “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 Spanish. Students are required to take ONE core double-weighted full-year Spanish module. Students are required to take: a) HIS3077 – Dissertation (double weighted – semester 2) and ONE HISTORY module; OR b) THREE History modules PLUS ONE Spanish module. “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 Spanish. Students are required to take TWO CORE History modules PLUS ONE of THREE double-weighted full-year Spanish modules. Students are required to take ONE OPTIONAL History module PLUS ONE OPTIONAL Spanish module. Students are encouraged to consider enhancing their undergraduate experience by taking one of the International study options. These are: • 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 happexperience@qub.ac.uk “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.“