respond to, and differentiate between, different ideological and theoretical positions;

analyse and interpret material from different geographical, cultural, and temporal contexts;

think independently, originally, and self-reflexively;

demonstrate a capacity for critical reflection and judgment in the light of evidence and argument;

identify, collate and organise relevant data and information from a variety of primary and secondary sources in support of their argument;

understand complex tasks and an ability to present appropriate solutions in written form;

work autonomously, manifested in self-direction, objective-setting, prioritising and time-management;

reflect on their own learning, seeking and making use of constructive feedback;

produce intellectually coherent academic analysis within word limits and time deadlines;

apply requisite referencing and presentation formats in the production of written analyses;

Teaching/Learning Methods and Strategies

Class discussion in which analysis and interpretation of texts takes place allows the students to develop a comparative understanding of different approaches to material. It allows for both tutor- and student-led opportunities for the discussion and comprehension of directed reading and secondary source information.

Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Extended essays test their ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect.

In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question. They work towards a number of deadlines for formative and summative work, and for class presentation, thereby learning to prioritise assignments and objectives, and in doing so hone their time management skills.

Methods of Assessment

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.

Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.

Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.

Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.

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

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.

Progress through the degree is one in which the autonomous learning undertaken by students is gradually increased, from lecture/tutorial based teaching at stages 1 and 2, to student-centred learning, through 2- or 3-hour seminars, at stage 3.

Extended essays and the dissertation test students’ ability to order and shape information, and to recognise ways in which the presentation and prioritisation of material is conducive to its rhetorical effect. In all modules, students are encouraged to refer to current critical and theoretical debate in order to form their own judgement of the text or data in question.

Class discussion, in which analysis and interpretation of texts takes place, allows students to develop a comparative understanding of different approaches to material.

Analytical literary-critical exercises – both formative and summative – test students’ ability to engage with, contextualise, and interpret texts.

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

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.

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.

Methods of Assessment

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

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

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

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

manage time efficiently and effectively;

demonstrate basic word-processing and IT skills;

collate and process information from a variety of sources, including electronic media;

use libraries and online resources;

respond positively and productively to feedback on work;

think both creatively and maturely in diverse intellectual situations;

Teaching/Learning Methods and Strategies

Class presentations and student interaction hone communication and rhetorical skills. Student centred learning situations encourage and test the ability to present and summarise knowledge to their peers in a coherent, structured form, and inter-personal skills are developed in seminars and tutorials.

Methods of Assessment

Writing skills tutorials and lectures develop essay writing on stylistic, rhetorical and bibliographical levels. The ability to source and collate information is developed through introductory training in the use of libraries and online resources. IT courses are available through the university and can be used to develop computing skills as required. All students are required to word-process essays, thus testing their acquisition of IT skills.

display interpersonal skills and the ability to work productively in a group context;

demonstrate effective oral and written communication skills;

Teaching/Learning Methods and Strategies

Individual and group presentations; developing skills at stage 1 through a dedicated skills module.


Exchange programmes with international universities

Methods of Assessment

Individual and group presentations; learning portfolio and coursework projects embedded across curriculum.

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

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

respond constructively to criticism;

Teaching/Learning Methods and Strategies

Students receive online feedback on their uploaded assignments and may seek further feedback in one-to-one meetings with tutors.

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

Methods of Assessment

Feedback (on the Virtual Learning Environment, on draft materials, or in class) provides students with an ongoing feedback experience throughout their degree.

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

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

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.

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.

manage their career development (including building a learning
portfolio and developing a CV)

Teaching/Learning Methods and Strategies

placement opportunities available through the programme (internship and placement modules)
Use of the University’s Careers, Employability and Skills services (including in-class training provided by CES)

Methods of Assessment

Placement and internship modules are assessed via policy-research papers and reflective/learning journals.
Personal Tutors and the School’s employability officer highlight career development opportunities available through CES.

demonstrate self-reliance, initiative, adaptability and intercultural awareness.

Teaching/Learning Methods and Strategies

Exchange programmes with international universities.

Methods of Assessment

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

Understand the general methodological and theoretical approaches of the discipline of politics as well as its basic history. This includes knowledge of its specific concepts, issues and vocabulary;

Display a broad knowledge and understanding of different types of institutions and modes of government, their causes and their consequences;

Understand how elections are run, and who the main actors of politics are, and show familiarity with different explanation for voting behaviour;

Show an understanding of the main issues that shape the politics of a range of countries, how institutions address these challenges, including the ways in which policy gets made;

Be able to use appropriate methods to study institutions, citizens’ behaviour, and political issues, including qualitative, quantitative, and comparative methods;

demonstrate an understanding of the nature and extent of human diversity and commonality and account for this using a variety of analytical perspectives;

show an understanding and facility in the use of the repertoire of concepts, theories and key research methods;

Teaching/Learning Methods and Strategies

Knowledge and understanding are developed through lectures, tutorials, seminars (many of which will be enhanced by learning aids such as hand-outs, and key readings available online through Canvas) and through the assessment and feedback process.

Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts.

Seminars offer the more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Extensive background reading is required throughout the pathway, developing students’ specialist knowledge of the politics of specific countries in addition to a broad base of knowledge about methods.

Methods of Assessment

The dissertation, examinations, essays, portfolios, policy papers, projects, and seminar presentations 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.

Assessment of individual modules

show an appreciation and understanding of the relationship between local social and cultural forms in relation to global processes and broader historical developments;

Teaching/Learning Methods and Strategies

Analysis of anthropological texts incorporated into the curriculum at all levels

Methods of Assessment

Exams, essays, seminar/tutorial contributions and dissertations

indicate a critical awareness of how anthropology is related to other cognate subjects;

Teaching/Learning Methods and Strategies

In lectures and tutorials students are encouraged to reflect on human cultural diversity and to compare different perspectives and methodological debates.

Methods of Assessment

Written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates.

Assessment of dissertations is based on the following: students are expected to provide evidence of field research, to demonstrate an awareness of the secondary literature on their research topic, and to offer a critical analysis of the topic.

In the dissertation submitted in the third year, emphasis is placed on students critically engaging with relevant anthropological debates on the basis of primary field data.

demonstrate knowledge and critical understanding of the potential applications of anthropological knowledge in a variety of contexts;

display an ability to describe and analyse the ways in which human beings shape and are shaped by social, cultural and environmental contexts;

display an ability to identify and question cultural assumptions;

exhibit an understanding of the social and historical processes that influence the objects of anthropological study;

demonstrate an ability interpret and analyse a variety of oral, musical, visual and textual forms.

Teaching/Learning Methods and Strategies

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

The Anthropology curriculum provides students with a wide range of modules to choose from which reflect the different thematic and regional specialisms of members of staff.

At level 3 emphasis is placed on developing students’ ability to interpret anthropological texts and critically engage with anthropological debates.

Methods of Assessment

written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates.

Assessment of dissertations is based on the following: students are expected to provide evidence of field research, to demonstrate an awareness of the secondary literature on their research topic, and to offer a critical analysis of the topic.

In the dissertation submitted in the third year, emphasis is placed on students critically engaging with relevant anthropological debates on the basis of primary field data.

process and prioritise a wide variety of information, and express arguments and positions in oral and written form;

analyse and explain the politics institutions, and policy issues of a number of countries in coherent, structured, and well-researched essays and papers;

find and analyse appropriate original and secondary sources to produce essays, reports, and policy papers

assess critically the strengths and weaknesses of different institutional frameworks

be aware of key theoretical debates in the discipline of politics relevant to the study of institutions, political behaviour, and policy making

Teaching/Learning Methods and Strategies

Lectures provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Tutorials and seminars allow for close reading of texts in a group situation, while developing students’ ability to formulate their own arguments and responses.

Methods of Assessment

These skills will be assessed by a variety of traditional and innovative methods including essays, exams, journals, group-work, portfolios, policy papers, presentations, and tutorial contributions.

solve policy and political problems using appropriate sources and using the comparative method to learn lessons from other countries;

select and utilise primary quotation and secondary critical material in the formulation of an argument;

display familiarity with bibliographic convention and should be able to research, reference and present written work according to the requirements of the subject area;

Teaching/Learning Methods and Strategies

Formative work – both written and oral – enables students to combine the knowledge and skills developed through lectures and tutorials, and to formulate, and receive feedback on, their own independent arguments.

Module and programme information and style sheets guide students in their choice of, access to, and citation of relevant secondary materials.

Methods of Assessment

All assessment methods, whether the dissertation, essays or oral presentations, policy papers, reports, or examinations, require students to demonstrate the subject skills expected of politics students

understand how human beings are shaped by, and interact with, their social, cultural and physical environments, and an appreciation of their social, cultural and biological diversity;

Teaching/Learning Methods and Strategies

Discussions in tutorials encourage students to reflect on the human social and cultural diversity.

Methods of Assessment

In written and oral work, students are expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced.

formulate, investigate and discuss anthropologically informed questions and a competence in using major theoretical perspectives and concepts in anthropology and to critically asses their strengths and limitations;

Teaching/Learning Methods and Strategies

Lectures, seminars and tutorials aim to make students aware of the different cultures and able to critically analyse cultural difference.

Methods of Assessment

In written and oral work, students are expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced.

engage with cultures, populations and groups different from their own, without foregoing a sense of personal judgment. An awareness of cultural assumptions, including their own, and the ways in which these impact on an interpretation of others;

Teaching/Learning Methods and Strategies

Engagement with texts and class discussion to advance cultural self-awareness.

Methods of Assessment

Essays, dissertations, oral presentations.

critically read and interpret texts (for example: print, oral, film, multimedia) within their historical, social and theoretical contexts and acknowledge practical awareness of the strengths and limitations of ethnographic fieldwork and the different stages and requirements of carrying out an anthropological study;

analyse and recognise the politics of language, indirect forms of communication and theoretical statements, forms of power and claims of authority;

apply anthropological knowledge to a variety of practical situations, personal and professional plans, undertake and present scholarly work that demonstrates an understanding of anthropological aims, methods and theoretical considerations;

Teaching/Learning Methods and Strategies

The Anthropology 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 human cultural diversity and different theoretical traditions.

From level 1 through to level 3 students are taught the methods of professional anthropologists.

Methods of Assessment

Essays, dissertations, oral presentations.

Exhibit intellectual independence and the initiative to set tasks and solve problems 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