BA (Hons) History and Global Cultural Studies with International Placement

1. 1. Identify History and Modern Languages as broad subject disciplines.
2. 2. Identify and evaluate the variety of approaches and traditions taken within both the study of History and Modern Languages, combining language and culture.
3. 3. Demonstrate knowledge of the recurring themes in History, such as class, gender, ethnicity, religion and war, and of the main themes in particular topics selected for modules; trace the key developments within a topic and relate them to an overall conception of the subject matter; evaluate complex themes in History; and make close specialist evaluation of key developments within particular periods/topics.
4. 4. Use different types of historical source; evaluate different and complex types of historical source; use primary sources in a professional manner.
5. 5. Demonstrate a high level of accuracy and fluency in the production and comprehension of the chosen language, both orally and in writing.
6. 6. Communicate effectively and appropriately with native and other competent speakers of the chosen language, both orally and in writing.
7. 7. Identify and explain the cultural and socio-historic contexts in which the chosen language is spoken.
8. 8. Apply critical terminology and, where appropriate, methodological, linguistic, stylistic, and/or formal terminology to an understanding of both History and Modern Languages; utilise appropriate bibliographical style.

ILOs 1-8 are acquired through lectures, seminars, workshops, study groups, tutorials and other learning activities throughout the programme. The degree of specialisation of subject knowledge increases during the programme. Modules at final stage are most closely related to the research specialism of the staff teaching the module. The precise method of teaching varies according to each module. On team-taught modules you will normally engage in both lectures and seminar groups. In smaller options you will normally spend most of your contact time in seminar groups and workshops.

1, 2 and 3 are developed at stage one in the Making History module, Understanding the Medieval and early Modern World and Understanding the Modern World though lectures, seminars, and written work.

1 is further developed especially in the Uses of the Past module at stage two.

2 and 3 form the backbone of all modules taken at all stages, but the level of complexity and nuance develops.

4 is a requirement of all modules, but there is particular primary source emphasis - developing in complexity as you progress through the stages of the programme - at stage 1 in Sources and Skills, Understanding the Medieval and early Modern World and Understanding the Modern World, at stage 2 Doing History, and at final stage in the Special Subject and Dissertation (if chosen).

Core language modules at Stage 1 include an introduction to language-learning strategies, with subsequent stages requiring you to make systematic use of the self-access material available in the library, in the Language Centre, and via web-based resources. Language modules at each stage use authentic materials in the chosen language/s, both written (texts in a variety of styles and registers) and spoken (oral classes with native speakers, together with use of TV and the electronic media). These forms of target-language material are used in a variety of ways, including reading or listening comprehension, translation, and production of related material in the chosen language/s through exercises such as summarising, essay-writing and oral presentations. Instruction is reinforced by regular formative assessment. Formal grammar is usually taught, both in seminars and through guided study of a textbook, at a level appropriate to each stage of the programmes and to level of achievement at the outset of the programme.

The assessment of these skills is through a combination of presentations and participation in seminars, coursework, log-books, web-based assessments, essays, oral and written exams, other written reports/projects, and (if chosen) a dissertation. Essays, exams and presentations are especially significant within the programme because they assess each of the skills, 1-8. The assessment criteria pay full recognition to the importance of the various skills outlined.

9. Demonstrate understanding of the linguistic principles required to assimilate and analyse the structure of a foreign language.
10. Articulate knowledge and understanding of concepts and theories relating to the study of languages, history and culture.
11. Respond receptively to foreign cultures and demonstrate an ability to see the relativity of one’s own cultural perspective.
12. Demonstrate responsiveness to the central role of language, history and culture in the creation of meaning, and a sensitivity to the affective power of language.
13. Communicate effectively and construct a coherent argument in both oral and written presentations.
14. Command a broad range of vocabulary and an appropriate critical terminology.
15. Apply bibliographic skills appropriate to the disciplines of Modern Languages and History, including accurate citation of sources and consistent use of conventions in the presentation of scholarly work.

These skills are developed throughout the programme in all modules, with the emphasis becoming more complex as students move from stage to stage. They are developed through lectures and seminars, written work, and oral work (both in presentation and seminar discussion), and reinforced through the range of modules across all stages. They will culminate in the substantial and independent research skills demonstrated within the dissertation (if chosen) and special subject modules.

The assessment of these skills is through a combination of presentations and participation in seminars, log-books, web-based assessments, essays, oral and written exams, other written reports/projects, and (if chosen) a dissertation.

16. Apply advanced literacy and communication skills in appropriate contexts including the ability to present sustained and persuasive written and oral arguments.
17. Analyse and critically examine diverse forms of material, both textual and visual.
18. Acquire and interrelate substantial quantities of complex information of diverse kinds, in a structured and systematic way, and involving the use of the distinctive methodological and interpretative skills of the subject areas.
19. Apply research skills for the retrieval of historical material, and gather, sift and organise this material independently and critically, evaluating its significance.
20. Interrogate and apply a variety of theoretical positions, and weigh the importance of alternative perspectives in a critical and self-reflective manner.
21. Exercise independent thought and judgement.
22. Engage with others through the presentation of ideas and information in groups, and work towards the collective negotiation of solutions.
23. Plan and execute written and other forms of project-work over both short and long timescales.
24. Complete tasks under time-constrained conditions and effectively manage deadlines and targets.
25. Employ IT skills, and access and assess electronic data via the internet and through other forms of interactive media.

Personal and key skills are delivered through all modules, and developed in lectures, workshops, study groups, tutorials, work experience and other learning activities throughout the programme.

The assessment of these skills is through a combination of presentations and participation in seminars, log-books, web-based assessments, essays, oral and written exams, other written reports/projects, and a dissertation.

ILOs 16-21 are also strongly developed in the course of the portfolio of assessed essays and other written work produced through all stages of the programme. These assessments work on the principle of offering formative feedback to support the development of your written work within as well as between modules. Feedback on one assignment is intended to inform the next piece of work you undertake on the module; the next piece of work on the programme, or the future learning of graduates.

ILO 22 is associated especially with the range of group presentations taking place in modules. Group presentation assessment brings into focus an important range of skills for students, including sharing workloads, responsibility for tasks, team-working, collaborative and communicative skills. Individual contributions to group work are also assessed individually, most often in the form of a reflective presentation report.

ILOs 23-24 are also accomplished in the course of ‘real-time’ formal assessments such as presentations and end of module exams, which occur in all four levels of the programme.