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Programme Specification

Programme Title:

BA (Hons) English and History Studies

With Exit Awards at:

BADiploma of Higher EducationCertificate of Higher Education

Release Date for this Programme Version:

To be Delivered from: September 2012

Level Date

Level 4 or Cert HE September 2012

Level 5 or Diploma September 2012

Level 6 or Honours September 2012

Contents

Section

Title Page

1 Basic Programme Data 3

2 Programme Description

3 Programme Learning Outcomes

4 Programme Structure and Delivery Pattern

5 Learning and Teaching

6 Assessment

7 Appendix I – Curriculum Map

8 Appendix II – Benchmarking AnalysisSection 1. Basic Programme Data

This document describes one of the University of Lincoln’s programmes using the protocols required by the UK National Qualifications Framework as defined in the publication QAA guidelines for preparing programme specifications.

This programme operates under the policy and regulatory frameworks of the University of Lincoln. The latest versions of all regulations and policies can be found on the Secretariat area of the Portal. Any areas in which the programme varies from these, including: admissions, potential issues for students with disabilities, assessment and progression should be noted in Section 3.3.

Final Award and Programme Title BA (Hons) English and History Studies

Subject English and History

Exit awards and titles Bachelors in English and History Studies

Diploma of Higher Education in English and History Studies

Certificate of Higher |Edcuation in English and Histroy Studies

Other programmes sharing modules with this programme

BA (Hons) English

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BA (Hons) History

BA (Hons) English and Histroy

Mode of delivery Full time Part time Distance or E-learning

Placement/Exchange Yes No

Awarding body University of Lincoln

Teaching institution North Lindsey College

Campus North Lindsey College

School Lincoln School of Humanities

Programme Leader Stephanie Codd

Relevant QAA Subject Benchmark Statement(s) English, History.

Professional, Statutory or Regulatory Body Accreditation

N/A

Section 2. Programme Description

2.1 Overview

The course aims to give students a sound grounding in the knowledge and skills developed by undergraduate programmes in English and History.

In English, at Level 1, students take introductory modules in the study of poetry and narrative, coupled with survey modules covering 1832-1910, one of the principal periods of English literature and one that is both familiar enough to engage students and difficult enough to challenge them. At level 2 the double module Colonial & Postcolonial Literature examines the relationship of literature to the encounter between British culture with non-European peoples from imperial times to the present. Concurrently students study early 20th century modernist literature and in term 2, literary theory. At level 3 students undertake an independent piece of research supported by a tutor within certain prescribed areas in one or other subject, the Advanced Guided Study. At the same time the study of literature in its historical context culminates with the level 3 module, Georgian Literature 1710-1832. Together with this core English module students take either one or two English options

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and three or four history options, depending on which subject they choose for the Advanced Guided Study.

The History element of the programme covers British and European history from the medieval period to the late twentieth century, with particular themes, such as national, local and regional identity, and class, gender and ethnicity, recurring throughout the study modules. There is a particular emphasis on the relationships between state, culture and society and students are encouraged to develop independent, strongly argued ideas and insights in relation to the theories, current discussions and debates within the subject.

2.2 Aims and Objectives

In terms of the aims and objectives of studying English, the intellectual, economic and political life of our society depends upon a use of language which is both critical and creative. Students of English acquire powers of analysis and communication that help them to develop as individuals, as responsible contributors to organisations, and as articulate members of a democratic society. English first became a university subject about a century ago; the course team believes that it continues to be of relevance to succeeding generations of students.

Twentieth-century intellectual history has been dominated by a revolution in which issues such as language, narrative, identity, all vital concerns of English, became major areas of study in the humanities and social studies in general. Ideas that originated in literary studies have become central to the study of human culture and consciousness.

Secondly, a great deal of the collective memory of humanity is stored in the literature we read. These are the stories and other texts that have formed our culture and the way we think. We read them to know who we are, sometimes to interrogate their effects on our humanity, and sometimes to explore how other people in other times and other places have answered the challenge of making meaning in their lives.

Thirdly, English is not just a national but a world literature, and we need more than ever to ponder the implications of this, both for others, and for ourselves, whoever ‘we’ may be.

Finally, the twentieth-century revolution in communications has made the study of English not less but more important. Writing is still the basis of the modern mass media whether in print, film, television or computer mediated communication. The skills and insights learned in literary studies will help students to understand not just literature but all forms of communication in which stories are told and words are used.

English studies are fundamentally concerned with thinking about how we make sense of the world and each other. That self-knowledge is as vital and valuable in the 21st century as it has ever been.

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The History element of the programme aims to:

deepen students’ understanding of past societies and cultures enable students to acquire skills of critical analysis of both primary and

secondary sources foster in students an appreciation of the contested nature of historical

enquiry and interpretation develop in students a range of personal and transferable skills relevant to

employability and lifelong learning

A knowledge of the past is vital for individuals, organisations and society, both as a creative resource, and for a deeper understanding of the building blocks of identity on the regional, national and international level. Rival claims on contemporary power often rest in part on competing interpretations of the past. Knowledge of the past can therefore be used to inform current debates. In addition, students of history acquire skills of analysis, argument and communication which help them to develop as individuals, as responsible contributors to organisations, and as articulate, critical members of a democratic society.

The History element of the programme is distinctive in that it provides students with the opportunity to engage with a wide range of chronological periods and explore differing territories, whilst providing them with core linking themes. A key component of the programme is the emphasis placed upon primary source analysis.

The undergraduate programme in English and History Studies combines two subjects that in many ways share similar approaches allowing students to develop highly valued intellectual and personal skills. They will be encouraged to make connections between the subjects, explore key differences and develop critical rigour while questioning conventional assumptions.

Within the English element of this combined degree students will build a firm foundation in the skills and knowledge needed for the study of English at university level, with attention to poetry, drama, narrative and literature in its social and cultural contexts.

History modules cover British and European history from the medieval period to the late 20th Century, and consider such issues as national, local and regional identities, gender, class, ethnicity, the relationship between state and society, and representations of the past in literature and film.

A major strength of the degree is the emphasis placed on the examination and interpretation of primary source materials. These include newspapers, census returns and parliamentary papers, as well as fictional texts, works of art and poetry, landscape and oral testimony.

Within the programme, a variety of assessment forms are used – from traditional essays and examinations to presentations, critical book reviews

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and projects. The aim is to provide students with a wide variety of high-level skills which will enhance their employability at the end of their degree studies.

2.2) QAA Subject Benchmark Statements

The English element of the programme responds to the United Kingdom QAA benchmark statement(s) for the subject of English.

The History element of the programme responds to the United Kingdom QAA benchmark statement(s) for the subject of History.

Appendix III provides a detailed specification of the relationship between this programme's curriculum and the relevant QAA benchmarks.

2.3 Variations to Standard Regulations and Guidance

N/A

Section 3. Programme Learning OutcomesThis is a definitive statement of the learning outcomes for the whole programme.

3.1 Knowledge and UnderstandingOn successful completion of this programme a student will have knowledge and understanding of:A1. Literature and language, including a substantial number of authors and texts from different periods of literary history;A2. The distinctive character of texts written in the principal literary genres (fiction, poetry and drama) and of other kinds of writing and communication;A3. The range of literatures in English and of regional and global varieties of the English language;A4. The power of imagination in literary creation;A5. The role of critical traditions in shaping literary history;A6. Linguistic, literary, cultural and socio-historical contexts in which literature is written and read;A7. The relationship between literature and other media including, where appropriate, film, or other forms of cultural production A8. Useful and precise critical terminology and, where appropriate, linguistic and stylistic terminology;A9. The range and variety of approaches to literary study, including creative practice, performance, and critical and/or linguistic theory;

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A10. How literature and language produce and reflect cultural change and difference;A11. The multi-faceted nature of history, and of its complex relationship to other disciplines and forms of knowledge.A12. The otherness of the past, through learning about past social, political and economic structures, cultures and belief systemsA13. Demonstrate an ability to synthesise complex bodies of historical informationA14. Develop reflexivity through critical evaluation of current and past debates within the study of historyA15. Aspects of continuity and change over various time spansA16. The interaction of states and societies in the past

3.2 Subject Specific Intellectual Skills

On successful completion of this programme, a student will be able to:

B1. Demonstrate critical skills in the close reading and analysis of texts;B2. Demonstrate sensitivity to generic conventions and to the shaping effects upon communication of circumstances, authorship, textual production and intended audience;B3. Demonstrate responsiveness to the central role of language in the creation of meaning and a sensitivity to the affective power of language;B4. Demonstrate rhetorical skills of effective communication and argument, both oral and written;B5. Have command of a broad range of vocabulary and an appropriate critical terminology;B6. Have an understanding of how cultural norms and assumptions influence questions of judgement;B7. Develop the ability to interpret critically a range of primary sources, including visual and material cultural productsB8. Explain and evaluate the relationships between primary and secondary materialB9. Engage in independent research using a variety of sources both readily available and more difficult to accessB10. Demonstrate an understanding of different historical approaches and methodsB11. Develop cogent arguments in relation to historical issues and debates, and to support such argumentsB12. Present work using scholarly language and employing appropriate scholarly conventions, deploying appropriate bibliographic and presentational skillsB13. Apply skills of historical analysis across time and/or placeB14. Demonstrate critical skills of summary, synthesis and abstraction in relation to secondary sources and data (written and numerical)

3.4 Transferable Skills and Attributes

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On successful completion of this programme, a student will be able to demonstrate:

D1. Advanced literacy and communication skills and the ability to apply these in appropriate contexts, including the ability to present sustained and persuasive written and oral arguments cogently and coherently;D2. The capacity to analyse and critically examine diverse forms of discourse;D3. The capacity to adapt and transfer the critical methods of the discipline to a variety of working environments;D4. The ability to acquire substantial quantities of complex information of diverse kinds in a structured and systematic way involving the use of the distinctive interpretative skills of the subject;D5. Competence in the planning and execution of essays and project-work;D6. The capacity for independent thought and judgement;D7. Skills in critical reasoning;D8. The ability to comprehend and develop intricate concepts in an open-ended way which involves an understanding of purpose and consequences;D9. The ability to understand, interrogate and apply a variety of theoretical positions and weigh the importance of alternative perspectives;D10. The ability to handle information and argument in a critical and self-reflective manner;D11. Information-technology skills such as word-processing, and the ability to access electronic data;D12. Time-management and organisational skills, as shown by the ability to plan and present conclusions effectively.D13. The ability to be self-reflective and give and receive constructive criticismD14. The ability to work effectively as part of a teamD15. The ability to work independently in pursuit of objectives under their own direction and motivationD16.The ability to develop appropriate levels of analysis to enable problem-solvingD17. The ability to develop in empathy and intellectual maturity.

Refer to Appendix I Curriculum Map for details of how outcomes are deployed across the programme.

Section 4. Programme Structure and Delivery Pattern

4.1 Programme Structure

The total number of credit points required for achievement of this award are 360The total number of credit points required for achievement of each level and exit award within this programme are 120

Table 1: Programme Structure

Module title Credit points Core/Optional

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Certificate (level 4)Making Modern Europe 1 15 CoreRepresenting the Past 15 CoreMaking Modern Europe 2 15 CoreSocial History of Medicine 15 CoreVictorian Literature 15 CoreEdwardian Literature 15 CoreIntroduction to Poetry 15 CoreIntroduction to Narrative 15 CoreTotal Core Modules 120 8Total Optional Modules 0 0Intermediate (level 5)Radical Cultures 15 CoreNew Directions in History 15 CoreEarly Modern Family 15 CoreThemes in Regional and Local History 15 CoreColonial and Postcolonial Literature 30 CoreMaking It New: An Introduction to Literary Modernism

15 Core

Theory Wars 15 CoreTotal Core Modules 90 5Total Optional Modules 30 2Honours (level 6)Advanced Guided Study 15 CoreThe Making of English Literature: Georgian Literature, 1710-1832

30 Core

Education and the State 15 OptionSocial Construction of Sexuality 15 OptionBritish Youth Culture 1950-1980 15 OptionThe Middle Class in Britain 15 OptionGothic Literature & Film 15 OptionAdaptation 15 OptionAmerican Modernism & Modernity 15 OptionCross Cultural Representations 15 OptionTotal Core Modules 45 2Total Optional Modules 75 8

For details of each module contributing to the programme, please consult the module specification document.

4.2 Programme Delivery PatternTable 2: Programme Delivery Pattern Please copy, paste and adjust this table as appropriate for each alternative delivery mode. Each shaded cell = 15 credits

Full Time Delivery Pattern

Year 1 Making Modern Europe 1

Representing the Past

(15 credits)

Victorian Literature:(15 credits)

Introduction to Poetry

(15 credits)

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(15 credits)

Making Modern Europe 2

(15 credits)

Social History of Medicine

(15 credits)

Edwardian Literature:(15 credits)

Introduction to Narrative

(15 credits)

Year 2Radical Cultures

(15 credits)

Early Modern Family (15

credits) Colonial and Postcolonial

Literature(30 credits)

Making It New: An Introduction

to Literary Modernism(15 credits

New Directions in History (15

credits)

Themes in Regional & Local

History (15 credits)

Theory Wars (15 credits)

Year 3 Advanced Guided Study* or

History option(15 credits)

History option or AGS

(15 credits)

The Making of English

Literature: Georgian

Literature 1710 – 1832

(30 credits)

Advanced Guided Study* or

English option (15 credits)


(15 credits)


(15 credits)

English option or AGS

(15 credits)

*BA (Hons) English and History students will opt to undertake either an English or a History Advanced Guided Study. The AGS replaces ONE of the Level 3 options in that subject. Students are actively encouraged to explore the connections and differences of approach between the two subjects within their Advanced Guided Study.

Part Time Delivery Pattern (indicative):

Year 1Representing the

PastVictorian Literature



Edwardian Literature

Year 2Making Modern

Europe 1 Colonial & Postcolonial

Literature

Introduction to Poetry


Year 3 Radical Cultures Modernism

New Directions in History

Themes in Regional & Local

HistoryTheory Wars

Year 4History option Early Modern

FamilyThe Making of

English Literature: Georgian

History option

10

Literature 1710 – 1832

Year 5History option English option


English option or AGS

OptionsThe options are detailed below. It is not envisaged that all of these options will be delivered in any one academic year. All of the optional modules are 15 credits in value unless indicated otherwise. Full-time students have to undertake 60 credits of study in each semester.

Level Three

Level Three options are detailed below. Some of the options are presented by the American Studies and Media Culture and Communications subject areas. It is not envisaged that all of these options will be delivered in any one academic year.

At level three, English & History Studies Joint Honours students take the core The Making of English Literature: Georgian Literature, 1710-1832 double-semester module (30 credits) together with the Advanced Guided Study (15 credits) in either English or History. If they take the AGS in English they will take one English option and four History options. If they take the AGS in History they will take three History options and two English options.

Level Three English option modules :Gothic in Literature and FilmAmerican Modernism and Modernity Adaptation Cross Cultural Representations

Level Three History option modules:The Middle Class in Urban Britain, 1780-1900 Education and the State The Social Construction of Sexuality 1780-1830 British Youth Culture, 1950-1980

The BA (Hons) English and History Advanced Guided Study is a compulsory module, which students will be able to undertake either associated with English or History. Students are actively encouraged to explore the connections and differences of approach between the two subjects within their Advanced Guided Study.

For details of each module contributing to the programme, please consult the individual module specifications.

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Section 5. Learning and Teaching

5.1 Learning and Teaching Strategy

The learning and teaching strategy adopted within the BA (Hons) English and History programme is set out below.

Intellectual independence is one of the most important qualities of mind of the BA (Hons) English and History student. By the time students graduate, they will be expected to think of themselves as independent learners. English and History modules will encourage and support them to achieve this by using flexible and varied means of teaching, learning and assessment. Students will learn to work in groups and individually, to produce reports, essays, literature reviews and projects, to assess themselves and their peers and to give presentations. They will learn to find and use a wide variety of primary and secondary reading, books, journals and online sources and to employ a range of different critical approaches for different purposes in different contexts. Students will be encouraged to recognize and develop their own potential as producers of knowledge through the Student as Producer initiative. This will culminate in their own research work in the Level 3 Advanced Guided Study and other Level 3 options. Sources will include visual culture, historical and biographical writing, films, television, multimedia and oral material as well as more traditional definitions of literature. Students reading English and History at Lincoln will also have the opportunity to work extensively with new technologies and digital sources in pursuing their studies.

English and History modules incorporate a wide range of teaching, learning and assessment methods, reflecting the broad nature of the learning outcomes for the subjects. At all levels, lectures with follow-up seminars are the norm in most modules, though there are workshops for more practical, skills-based driven work. The seminar is the core teaching and learning activity, as it is seen as the most effective way of encouraging active debate rather than the passive acquisition of information. Although a good deal of work is tutor-led at first, student independence is encouraged. Student choice is one of the ways in which this is achieved: choice within modules, and, in the final year of study, choice between modules. The Advanced Guided Study at level three is taught through individual tutorials, a teaching method not employed at earlier levels. At this stage, students are expected to be able to manage the process of setting up a research topic, and negotiating the management and completion of the project with the tutor.

Student progression is ensured through a developing set of learning outcomes at each level.

At Level 1, students are expected to:

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develop a grasp of key critical concepts and terms, and some proficiency in the analysis and discussion of poetry and narrative.

develop an understanding of the practices and skills required for literary studies

develop proficiency in the identification, sourcing, and use of books and electronic texts

develop skills of academic writing, including presentation of essays and referencing

show some awareness of the conceptual role of ideology in the study of literary texts

have a good working knowledge of representative texts from the period 1832 to 1910, and be able to relate them to their cultural context

identify and locate appropriate source materials within the university start to evaluate primary source materials show an awareness of theories and concepts of history identify arguments in secondary material identify appropriate forms of analysis and enquiry

In addition, they will make some progress in personal communications skills, group work, presentations, research practice and written work of various kinds.

At Level 2, students are expected to:

develop their ability to manage and successfully carry out more complex research projects

demonstrate capacity for independent learning and reflection

extend the process of assessing group formation, practice and process

demonstrate enhanced skills in group work, presentation, IT , and written work

develop an understanding of the history of critical theory and use critical theory in their own work

develop an understanding of modernist writing and why and how it differs from the established ways of writing it disrupted

develop an understanding of how post-colonial discourses function gather, assimilate and interpret appropriate material from a wider variety

of sources deepen their critical analysis of primary sources, and use them more

extensively identify and analyse key themes and arguments in secondary material recognise and appraise a range of theoretical perspectives design and manage a more complex research project demonstrate capacity for independent learning and reflection demonstrate enhanced skills in group work, presentation, IT and written

work

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In addition, students will make further progress in personal communications skills, group work, presentations, research practice and written work of various kinds, and will continue the process of development towards independent study

At Level 3, students are expected to: engage in independent research using a wide variety of methods and

sources both readily available and more difficult to access

develop cogent arguments of their own in relation to issues and debates, and support such arguments thoroughly

be able to organize and utilize large amounts of information and, if necessary, groups of people and associates

appreciate and critically evaluate current and past debates within critical and cultural theory and the study of history

be aware of different research methodologies, and choose and use them appropriately

show a high level of critical reflection upon their own work

evaluate and apply theoretical frameworks

show high levels of communication skills in writing and presentation

work as a highly effective and independent group member

have a good working knowledge of a representative selection of texts from the period 1710 to 1832, and be able to relate these to their historical and cultural contexts

have chosen from a range of optional modules, and have produced detailed analyses of chosen topics, demonstrating in-depth knowledge and understanding of both the literary qualities and the cultural production of texts

produce a substantial study demonstrating their ability to work as independent learners and to produce writing which is thorough, detailed, well researched, cogently argued, and appropriately referenced

explain and evaluate the relationships between primary and secondary material

be aware of different historical methodologies be aware of continuity and change over various time spans develop a cogent argument of their own in relation to issues and

debates, and to support this argument thoroughly.

The learning outcomes for individual modules encompass these points, as well as outcomes of subject knowledge.

Personal Development Planning (PDP)

As outlined in the QAA documentation relating to PDP processes, these will complement the formal curriculum by: ‘helping students to:

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reflect critically on their own learning, behaviours and achievements; be more independent and effective learners and value their own

capability through improved self-awareness; motivate themselves; be aware of how they can apply their learning in contexts other than the

academic curriculum; enhance their ability to present themselves to others; improve their employability; and encourage a positive attitude to the idea of learning throughout life.

PDP is likely to involve an individual in:

gathering information on learning experiences and achievement; reflecting on learning experiences and achievement; identifying new learning needs and creating development plans; reviewing their progress towards the achievement of goals they have

set.

and develop their capacity to:

recognise, value and evidence their own learning in academic and non-academic contexts;

evaluate and recognise their own strengths and weaknesses and identify ways in which perceived weaknesses might be improved and strengths enhanced;

utilise their own records and evidence of learning to demonstrate to others what they know and can do;

recognise how achievements that are not part of an academic programme might be accredited;

plan and take responsibility for their personal, educational and career development.

Characteristics of effective PDP practice

The key lesson from institutions that have already implemented such policies in higher education is that PDP should be integral to learning. Students do not participate in such processes for altruistic reasons: they have to perceive the investment they make will be valued.

PDP is likely to be most effective when it is

a mainstream academic activity linked to the learning objectives/outcomes of programmes undertaken regularly supported and valued by staff supported by institutional structures, resources and expertise owned by the learner seen to be valued by society (e.g. employers and Professional Bodies)

Students are more likely to value PDP if they see that academic staff themselves are involved in PDP processes, e.g. through appraisal and

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development policies or portfolio building linked to professional accreditation or CPD requirements.’

In order to embed PDP as fully as possible within the History programme, the following measures will be undertaken, in line with the practice outlined in the QAA recommendations:

at the start of a programme, students will be introduced to the opportunities for PDP, through the induction process, and the use of academic tutors. Students will be allocated an academic tutor whom they will be able to contact regarding their academic work throughout their degree studies.

the rationale for PDP at different stages of a programme will be explained for the benefit of students (e.g. in level handbooks and module guides);

On completion of their programme students will have:

participated in PDP in a range of learning contexts at each stage or level of their programme;

demonstrated that they can access and use the aids and tools provided by the institution to help them reflect upon their own learning and achievements and to plan for their own personal, educational and career development;

with support, created their own learning records containing information on the qualities and skills they can evidence which can be drawn upon when applying for a job or further study.

General

The primary responsibility for developing, updating and maintaining their Personal Learning Records rests with the individual student, with staff support.

Students are introduced to PDP its purposes, obligations and anticipated benefits, at an early point in their HE experience.

At the outset of level three, as part of the induction process, careers advice and resources associated with careers are brought to the attention of students at a critical point in their studies.

5.2 Contact Hours

Detail the total number of contact hours per academic year, for each year of the programme.

This total should not include placement or study abroad activities. The proportion of time spent in placements or study abroad activities must be highlighted separately. This information can be provided in terms of days or weeks, and should also be broken down for each year of the programme.

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Programme Year1 2 3 4

Contact Hours10 hrs pw 8 hrs pw 7.5 hrs pw

Proportion of time spent in placements or study abroadN/A N/A N/A

Section 6. Assessment and Feedback

Sections 5 and 6 should both incorporate Student as Producer principles.

Assessment is designed to allow students to demonstrate their achievement of the generic learning outcomes outlined above, and therefore incorporates a variety of methods. Different skills are called for in in-class tests, examinations, presentations, projects, portfolios and essays. Each level offers a range of these assessment methods. Throughout the programme there is increasing emphasis on self-direction and self-responsibility by the student culminating in the Advanced Guided Study at Level 3 following the principles of the Student as Producer programme, but the aim has been to allow students to experience a range of different assessments throughout the programme. A table of assessment in all modules at all 3 levels forms Appendix 3 of this document.

Appendix II- Assessment Map gives a top-level indication of the scheduling and distribution of assessment modes within the programme. Details of module assessment strategy are included with each module specification.

Assessment weightings vary within modules. In assigning weighting to assessment components, due attention has been paid to the number of learning outcomes being tested. Care has been taken to ensure that there is broad comparability between the assessment diets associated with modules at the same level. The programme team members have also sought to ensure that, within the options presented, there is a wide variety of assessment methods from which to select. As a guiding principle, students will have the opportunity throughout the programme to build upon the assessment experiences they have gained earlier in their studies.

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Appendix I - Curriculum MapThis table indicates which modules assume responsibility for delivering (shaded) and assessing () particular programme learning outcomes.

C/O = Core or Optional

MapLevel

Study module

C/O

A1

A2

A3

A4

A5

A6

A7

A8

A9

A10

A11

A12

A13

A14

A15

A16

B1

B2

B3

B4

B5

B6

B7

B8

B9

B10

B11

B12

B13

B14

1 (4) Introduction to Poetry C

Victorian Literature C

Edwardian Literature C

Introduction to Narrative C

Making Modern Europe 1 C

Representing the Past C

Making Modern Europe 2 C

Social History of Medicine C

Level Study moduleD

1

D2

D3

D4

D5

D6

D7

D8

D9

D10

D11

D12

D13

D14

D15

D16

D17

1 (4) Introduction to Poetry

Victorian Literature

Edwardian Literature



Representing the Past



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Level Study module C/O

A1

A2

A3

A4

A5

A6

A7

A8

A9

A10

A11

A12

A13

A14

A15

A16

B1

B2

B3

B4

B5

B6

B7

B8

B9

B10

B11

B12

B13

B14

2 (5) Colonial & Postcolonial Literature C

Making it New: An Introduction to Literary Modernism

C

Theory Wars C

Early Modern Family: Households in England c.1500-1750.

C

Radical Cultures, 1750-1830 C

New Directions in History C

Themes in Local and Regional History C


D1

D2

D3

D4

D5

D6

D7

D8

D9

D10

D11

D12

D13

D14

D15

D16

D17

2 (5) Colonial & Postcolonial Literature C

Making it New: An Introduction to Literary Modernism

C

Theory Wars C

Early Modern Family: Households in England c.1500-1750.

C

Radical Cultures, 1750-1830 C

New Directions in History C

Themes in Local and Regional History C

Level Study module C/

A1

A2

A3

A4

A5

A6

A7

A8

A9

A10

A11

A12

A13

A14

A15

A16

B1

B2

B3

B4

B5

B6

B7

B8

B9

B10

B11

B12

B13

B14

3 (6) The Making of English Literature: Georgian Literature 1710 to 1832 (double module)

C

Advanced Guided Study C

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Adaptation (Media, Culture and Communications module)

O

Gothic in Literature and Film O

American Modernism and Modernity (American Studies module)

O

Cross-Cultural Representations O

The Middle Class in Urban Britain O

The Social Construction of Sexuality O

British Youth Culture, 1950-1980 O

Education & the State in the C20th O


D1

D2

D3

D4

D5

D6

D7

D8

D9

D10

D11

D12

D13

D14

D15

D16

D17

3 (6) The Making of English Literature: Georgian Literature 1710 to 1832 (double module)

C

Advanced Guided Study C

Adaptation (Media, Culture and Communications module)

O

Gothic in Literature and Film O American Modernism and Modernity (American Studies module)

O

Cross-Cultural Representations O

The Middle Class in Urban Britain O

The Social Construction of Sexuality O

British Youth Culture, 1950-1980 O

Education and the State in the Twentieth Century

O

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Appendix II - Benchmarking Analysis or National Guidance

This table summarises the key features of BA (Hons) English and History Studies, with the particular aim of demonstrating the mapping between programme learning outcomes and the QAA benchmark statement for the subjects of English and History

Programme outcome

Aspect of the History benchmark statement addressed Aspect of the English benchmark statement addressed

A1 3.1.1A2 3.1.2A3 3.1.3A4 3.1.5A5 3.1.6A6 3.1.7A7 3.1.8A8 3.1.9A9 3.1.10A10 3.1.11A11 3.1.12A12 3.1a; 3.1c; 3.3i; 3.3jA13 3.1g; 3.3e; 3.3iA14 3.1e; 3.1f; 3.3iA15 3.1d; 3.3i; 3.3jA16 3.1c; 3.3i

B1 3.2.1B2 3.2.3B3 3.2.5

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Programme outcome


B4 3.2.6B5 3.2.7B6 3.2.10B7 3.1b; 3.1d; 3.3i 3.3.13B8 3.1d; 3.3iB9 3.1f; 3.3b; 3.3c; 3.3e; 3.3jB10 3.1g; 3.3d; 3.3e; 3.3g; 3.3jB11 3.1g; 3.3e; 3.3f; 3.3gB12 3.1f; 3.3iB13 3.1cB14 3.1d

D1 3.1g; 3.3g 3.3.1D2 3.3.2D3 3.3.4D4 3.3.5D5 3.3.6D6 3.1e; 3.1f; 3.3c; 3.3i 3.3.7D7 3.3.8D8 3.3.9D9 3.3.11D10 3.3.12D11 3.2 3.3.14D12 3.3a; 3.3b; 3.3i 3.3.15D13 3.3i; 3.3j

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Programme outcome


D14 3.3dD15 3.3a; 3.3b; 3.3c; 3.3eD16 3.1f; 3.3b; 3.3fD17 3.1e; 3.1f; 3.3d

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Appendix III : QAA benchmark statementsKey for Benchmark Statement for English

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3.1 Subject knowledgeEnglish incorporates different types of degree programmes with distinctive configurations. While the emphasis given to particular aspects of subject knowledge will vary from institution to institution and from programme to programme, graduates who have studied English as a significant component of their degree should, as appropriate, be able to demonstrate:

1 knowledge of literature and language, which in the case of literature should include a substantial number of authors and texts from different periods of literary history. For single honours literature students this should include knowledge of writing from periods before 1800; for single honours language students this should include a broad knowledge of the history and development of the English language

2 knowledge and understanding of the distinctive character of texts written in the principal literary genres, fiction, poetry and drama, and of other kinds of writing and communication

3 experience of the range of literatures in English and of regional and global varieties of the English language4 knowledge of the structure, levels and discourse functions of the English language5 appreciation of the power of imagination in literary creation6 awareness of the role of critical traditions in shaping literary history7 knowledge of linguistic, literary, cultural and socio-historical contexts in which literature is written and read8 knowledge of the relationship between literature and other media including, where appropriate, film, or other forms of cultural production9 knowledge of useful and precise critical terminology and, where appropriate, linguistic and stylistic terminology10 awareness of the range and variety of approaches to literary study, which may include creative practice, performance, and extensive specialisation in

critical and/or linguistic theory11 awareness of how literature and language produce and reflect cultural change and difference12 recognition of the multi-faceted nature of the discipline, and of its complex relationship to other disciplines and forms of knowledge.

3.2 Subject-specific skillsGraduates who have studied English as a significant component of their degree will have acquired a range of complementary literary, linguistic and critical skills. Individual degree programmes will choose to place the emphasis on developing particular abilities and skills. The following subject-specific skills are intended to provide a broad framework for articulating the outcomes of individual programmes

1 critical skills in the close reading, description, analysis, or production of texts or discourses2 ability to articulate knowledge and understanding of texts, concepts and theories relating to English studies3 sensitivity to generic conventions and to the shaping effects upon communication of circumstances, authorship, textual production and intended

audience4 responsiveness to the central role of language in the creation of meaning and a sensitivity to the affective power of language5 rhetorical skills of effective communication and argument, both oral and written6 command of a broad range of vocabulary and an appropriate critical terminology7 bibliographic skills appropriate to the discipline, including accurate citation of sources and consistent use of conventions in the presentation of scholarly

work8 awareness of how different social and cultural contexts affect the nature of language and meaning9 understanding of how cultural norms and assumptions influence questions of judgement

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10 comprehension of the complex nature of literary languages, and an awareness of the relevant research by which they may be better understood.3.3 Generic and graduate skillsEnglish graduates will be able to relate specific analyses to a general picture and understand particular issues in their widest application. The key transferable and cognitive skills which English graduates should possess, and which make them attractive to employers, are

1 advanced literacy and communication skills and the ability to apply these in appropriate contexts, including the ability to present sustained and persuasive written and oral arguments cogently and coherently

2 the capacity to analyse and critically examine diverse forms of discourse3 ability to engage in processes of drafting and redrafting texts to achieve clarity of expression and an appropriate style4 the capacity to adapt and transfer the critical methods of the discipline to a variety of working environments5 the ability to acquire substantial quantities of complex information of diverse kinds in a structured and systematic way involving the use of the distinctive

interpretative skills of the subject6 competence in the planning and execution of essays, presentations, and other writing and project work7 the capacity for independent thought and judgement demonstrated through critical or creative practice8 skills in critical reasoning and analysis9 the ability to comprehend and develop intricate concepts in an open-ended way which involves an understanding of purpose and consequences10 the ability to work with and in relation to others through the presentation of ideas and information and the collective negotiation of solutions11 the ability to understand, interrogate and apply a variety of theoretical positions and weigh the importance of alternative perspectives12 the ability to handle information and argument in a critical and self-reflective manner13 research skills, including the ability to gather, sift and organise material independently and critically, and evaluate its significance14 information technology (IT) skills broadly understood and the ability to access, work with and evaluate electronic resources (such as hypertext,

conferencing, e-publishing, blogs and wikis)15 time management and organisational skills, as shown by the ability to plan and present conclusions effectively.

:

:

Key for Benchmark Statement for History The 2007 History Subject Benchmark statement recommended that all students studying History as part of their degree should undertake programmes which foster and inculcate the following skills and qualities3.1 Skills and Qualities

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a The ability to understand how people have existed, acted and thought in the always different context of the past. History often involves encountering and sensing the past's otherness and of learning to understand unfamiliar structures, cultures and belief systems. These forms of understanding also shed important light on the influence which the past has on the present.

b The ability to read and analyse texts and other primary sources, both critically and empathetically, while addressing questions of genre, content, perspective and purpose. Primary sources include visual and material sources like topographical evidence, paintings, coins, medals, cartoons, photographs and films. (b)

c The appreciation of the complexity and diversity of situations, events and past mentalities. This emphasis is central to history's character as an anti-reductionist discipline fostering intellectual maturity.

d The understanding of the problems inherent in the historical record itself: awareness of a range of viewpoints and the way to cope with this; appreciation of the range of problems involved in the interpretation of complex, ambiguous, conflicting and often incomplete material; a feeling for the limitations of knowledge and the dangers of simplistic explanations. (d)

e Basic critical skills: a recognition that statements are not all of equal validity, that there are ways of testing them, and that historians operate by rules of evidence which, though themselves subject to critical evaluation, are also a component of intellectual integrity and maturity.

f Intellectual independence: a history programme is not simply or even primarily a preparation for research in the subject, but it should incorporate the general skills of the researcher, namely the ability to set tasks and solve problems. This involves: bibliographic skills; the ability to gather, sift, select, organise and synthesise large quantities of evidence; the ability to formulate appropriate questions and to provide answers to them using valid and relevant evidence and argument. It should develop reflexivity, ie an understanding of the nature of the discipline including what questions are asked by historians, and why.

g Marshalling of argument: in written and oral form drawing on and presenting all the above skills. Such argument should have structure; it should be relevant and concise. In the case of written argument it should be expressed in clear, lucid and coherent prose. Orally, it should involve the capacity to sustain a reasoned line of argument in the face of others, to listen, to engage in sustained debate, and amend views as necessary in the light of evidence and argument. It is, of course, recognised that some forms of distance-learning will make it difficult for students to engage in face-to-face discussion or to make oral presentations to a group. Where this is the case, the institution should explain how any such reductions in opportunity for the marshalling of argument are compensated for.

h The ability to understand how people have existed, acted and thought in the always different context of the past. History often involves encountering and sensing the past's otherness and of learning to understand unfamiliar structures, cultures and belief systems. These forms of understanding also shed important light on the influence which the past has on the present.

i The ability to read and analyse texts and other primary sources, both critically and empathetically, while addressing questions of genre, content, perspective and purpose. Primary sources include visual and material sources like topographical evidence, paintings, coins, medals, cartoons, photographs and films.

j The appreciation of the complexity and diversity of situations, events and past mentalities. This emphasis is central to history's character as an anti-reductionist discipline fostering intellectual maturity.

k The understanding of the problems inherent in the historical record itself: awareness of a range of viewpoints and the way to cope with this; appreciation of the range of problems involved in the interpretation of complex, ambiguous, conflicting and often incomplete material; a feeling for the limitations of knowledge and the dangers of simplistic explanations.

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l Basic critical skills: a recognition that statements are not all of equal validity, that there are ways of testing them, and that historians operate by rules of evidence which, though themselves subject to critical evaluation, are also a component of intellectual integrity and maturity.

m Intellectual independence: a history programme is not simply or even primarily a preparation for research in the subject, but it should incorporate the general skills of the researcher, namely the ability to set tasks and solve problems. This involves: bibliographic skills; the ability to gather, sift, select, organise and synthesise large quantities of evidence; the ability to formulate appropriate questions and to provide answers to them using valid and relevant evidence and argument. It should develop reflexivity, ie an understanding of the nature of the discipline including what questions are asked by historians, and why.

n Marshalling of argument: in written and oral form drawing on and presenting all the above skills. Such argument should have structure; it should be relevant and concise. In the case of written argument it should be expressed in clear, lucid and coherent prose. Orally, it should involve the capacity to sustain a reasoned line of argument in the face of others, to listen, to engage in sustained debate, and amend views as necessary in the light of evidence and argument. It is, of course, recognised that some forms of distance-learning will make it difficult for students to engage in face-to-face discussion or to make oral presentations to a group. Where this is the case, the institution should explain how any such reductions in opportunity for the marshalling of argument are compensated for.

3.2 Some programmes, for example economic and social history, incorporate the methodologies of other humanities and social science disciplines. A number of specific skills are thus essential to particular types of programme, and desirable though not obligatory in others. Departments or institutions are strongly recommended to make provision, where appropriate, for the development of at least one of these: visual and material culture; languages; the use of information and communication technology (ICT) in learning or analysis; numeracy and quantitative methods; archaeological fieldwork; archival study; or skills associated with the study of other disciplines with which history has close links. Fieldwork and field trips may play an integral role within a history course or programme. Also, the capacity of overseas exchanges or study-abroad programmes to enrich students' intellectual and personal development is noted.3.3 The generic skills acquired through the study of history are:

a self-discipline (a)b self-direction (b)c independence of mind, and initiative (c)d ability to work with others, and have respect for others' reasoned views (d)e ability to gather, organise and deploy evidence, data and information; and familiarity with appropriate means of identifying, finding, retrieving,

sorting and exchanging information (e)f analytical ability, and the capacity to consider and solve problems, including complex problems to which there is no single solution (f)g structure, coherence, clarity and fluency of oral expression (g)h structure, coherence, clarity and fluency of written expression (h)i intellectual integrity and maturity (i)j imaginative insight and creativity. (j)

Appendix IV - Assessment Map

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The Assessment Map appendix is for presentation at the (re)validation event only. It does not form part of the definitive programme specification and will be removed before documents are made publicly available.

The following tables indicate the spread of assessment activity across the programme. Percentages should be used to indicate assessment weighting. Type of assessment is indicated by a letter as indicated by the following key. Add other methods as required.

Method Code Method Code Method CodeCoursework C Presentation PEssay E Unassessed presentation UPExam X

Where assessment is group based, the entry is indicated by the letter 'G'. Where the assessment may be spread across a number of weeks, such as presentations, the entry is made in italics.

C/O = Core or optional

Level Term Module Title C/O 1 2 3 4 5 6 7 8 9 10 11 121 (4) 1 Making Modern Europe 1 C 10C 10C 10C 40E 30X

1 Representing the Past C UP 100E

2 Making Modern Europe 2 C 10C 10C 10C 40E 30X

2 Social History of Medicine C 75E 25C

1 Victorian Literature: C 100E

2 Edwardian Literature: C 20C 80X

1 Introduction to Poetry C 40C 60E

2 Introduction to Narrative C UP 100E

Level Term Module Title C/O 1 2 3 4 5 6 7 8 9 10 11 12

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2 (5) 1 Radical Cultures C 30C 70E

1 New Directions in History C 40C 60E

1 Colonial and Postcolonial Literature C 50E

1 Making It New: An Introduction to Literary Modernism

C 50X 50E

2 Theory Wars C 100X

2 Early Modern Family C 40P 60E

2 Themes in Regional and Local History C 15C85E

2 Colonial and Postcolonial Literature C 50E

UP

Level Term Module Title C/O 1 2 3 4 5 6 7 8 9 10 11 123 (6) 1 Advanced Guided Study C 100E

1 The Making of English Literature: Georgian Literature, 1710-1832

C 30E

1 The Middle Class in Britain O 10C UP 90E

1 Education and the State O 5 200-word summaries of weekly reading (30) 70E

1 Adaptation O UP 100E

1 American Modernism & Modernity O 100E

2 Advanced Guided Study C 100E

2 The Making of English Literature: Georgian Literature, 1710-1832

C 30E 40X

2 British Youth Culture O 100E

2 Social Construction of Sexuality O 10C 90E

2 Gothic Literature & Film O UP 100E

2 Cross Cultural Representations O UP 100E

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programme specification - north lindsey web viewdevelop an understanding of how post-colonial...

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