Awards

Target Award

Award Description:Bachelor of Arts with Honours - BAH
Alternative Exit
Alternative Exit
Alternative Exit

Programme Offerings

Full-Time

F2F-JMU-SEP

Educational Aims of the Course

The programme rests on the belief that the study of history is essential for understanding contemporary society and its problems. Investigating historical issues helps develop clarity of thought, problem-solving ability and facility in communication, while the study of the past widens students' experience and develops qualities of perception and judgement. The study of history and obtaining of a degree is a 'public good' as it develops an awareness of differing values, systems and societies; however, it also provides students with a range of valuable transferable skills of great value for future careers. The distinctive features of the programme are: Its core emphasis on reflexivity, the development of ability to reflect critically on the nature of history, the methods used by historians and history's function in society. Its concentration on modern history (from around 1700) as an essential basis for understanding contemporary society and its problems. The close relationship between research and teaching. The fruits of staff research are used actively for learning and teaching and students have direct experience of work taking place at the frontiers of historical knowledge. Its commitment to internationalization, both in terms of the broad geographical range of modules but also opportunity to study abroad with partner institutions and a dedicated field trip module to an overseas destination. Within this context the aims of the programme are: To offer a balanced and coherent programme of study to students from varied backgrounds choosing to study history. The field of study is guided by the QAA Benchmark Statement History. To provide students with a sound body of historical knowledge. To provide an intellectually challenging programme that develops critical insight into the nature and problems of historical study. To offer the opportunity for students to develop historical and transferable skills within a practical and critical environment that progressively encourages increased responsibility for autonomous learning. To encourage students to engage with the development of employability skills.

Learning Outcomes

1.
Command a body of historical knowledge from c.1700 to the present day encompassing an awareness of continuity and change over time.
2.
Illustrate critical yet tolerant personal attitudes.
3.
Demonstrate an ability to work independently.
4.
Demonstrate an ability to work effectively as part of a group.
5.
Marshal an argument in written form.
6.
Use oral techniques to sustain a reasoned line of argument in the face of others, listen to, and engage in sustained debate, and amend views as necessary in the light of evidence and argument.
7.
Demonstrate an ability to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
8.
Demonstrate the knowledge, skills and experience valued by employers, and identify such qualities in oneself.
9.
Demonstrate a range of geographical understanding incorporating the history of Britain, Europe, and the wider world.
10.
Recognise unfamiliar structures, cultures and belief systems.
11.
Locate, gather and critically analyse secondary and contemporary sources.
12.
Locate, gather and critically analyse primary sources.
13.
Demonstrate an understanding of the complex nature of reconstructing the past and then apply those ideas.
14.
Demonstrate intellectual independence, asking questions, pursuing structured enquiries and solving problems.
15.
Criticise the historical record demonstrating awareness of a range of viewpoints.
16.
Apply innovative and creative approaches to learning that harness the potential of technology.

Teaching, Learning and Assessment

Surveys of periods and issues in history, and frameworks for interpreting them, are made in lectures and other tutor-led teaching. Learning is consolidated, exemplified and used in the more student-centred contexts of workshops, seminars, tutorials, individual supervision, online activities, and fieldtrips. Lectures or less formal tutor-led exposition in smaller groups and workshops aim to set cognitive developments in motion. Workshop discussion is the prime place for learning these skills through practice and a structured discussion of historical sources and arguments. Small group settings are used to set appropriate individual goals in relation to writing, research and reading, essay and examination preparation. Varied types of assessment, including essays, examinations (seen and unseen), portfolios (incorporating short written pieces and oral presentations), literature reviews, source analyses, independent research projects, blogs and websites, and posters, allow the testing of prior cognitive development and develop and measure students’ intellectual skills alongside their knowledge and understanding. Essays, portfolios, and exams offer the opportunity to undertake critical analysis and focus directly on an ability to construct rigorous argument. The variety of assessments offered provides a lateral means for students to approach intellectual development, with attention paid to students with particular needs (SENDA compliant). All teaching and learning activities focus on developing and improving communication skills: lectures enable students to become effective listeners who can assimilate ideas and information; discussions in workshops and small group settings develop spoken communication skills, collaboration and interpersonal skills. Preparation and independent study, as with other humanities subjects, outweighs contact time and students are supported to work independently (guided by tutors and Canvas technology) developing their own ideas and understanding of historical events. All assessment utilized on the degree encourages students to develop their communication skills and to present arguments and ideas with precision and clarity. Achievement of good time management and organizational skills is demonstrated by students completing work on time to a satisfactory standard. The programme progression moves students steadily towards accepting more responsibility for independent learning and the various assessment tasks together with workshop activities are the prime place for learning these skills through daily practice. The skills outlined above are central to every activity that is undertaken as part of the degree. The development of transferable skills is a core aim of the programme, with the study of history allowing students to apply their knowledge and aptitude in a variety of employability settings.

Opportunities for work related learning

All LJMU undergraduate programs are required to incorporate into a L4 module an assessment item of the submission of a personal Self Awareness Statement; this is administered through the ‘Exploring History’ module. Students have the opportunity to choose from work-based/related/transferrable skills modules at L5 , while the programme’s PDP system provides opportunities for students to reflect on and document their achievements inside and outside of university and think about future employability paths.

Programme Structure

Programme Structure Description

The programme is taught and assessed within the academic framework. Students must take 120 credits of history modules at each level of the programme (Levels 4, 5, 6). Each programme level should normally be completed in one academic year. Modules are of two types: core or option. Modules are all … For more content click the Read More button below. The programme follows a three-stage progression through L4, L5 and L6. Core modules at L4 introduce students to a variety of geographical and methodological issues that intend, through varied assessments, to develop the key skills and practices necessary for them to advance at L5 & L6 (e.g. understanding and analysis of primary/secondary sources, close reading of texts, ability to work independently and in a group). L5 is a bridge between L4 and L6, building on the cognitive and transferable skills already acquired and preparing students for their final year. It aims to further develop in students an appreciation of the diversity of history by offering a broad range of module options that focus on developing a comparative perspective and historical awareness. In line with the subject benchmark statement for history, students choose modules from thematic strands that ensure a broad exploration of world events and diverse theories and methods in history. L6 is the culmination of the degree, when students take increased initiative and greater personal responsibility over their studies. Students gain a high degree of specialisation in their chosen topics, following intensive research-led modules. Students also draw upon their skills as researchers and independent learners, honed through L4 and L5, to pursue an original, primary source-focused independent research project in the form of the History Dissertation. Students beginning the programme prior to September 2022 will remain on the previous validated versions of the modules listed below:6100HIST6101HIST6106HIST6108HIST6110HIST6115HIST6125HIST6128HIST5101HIST5102HIST5105HIST5106HIST5122HIST5125HIST5126HIST5128HIST5129HISTand the revalidated versions of the following modules:5108HIST5109HIST5111HIST5114HIST5121HIST5127HIST5132HIST6103HIST6107HIST6114HIST6120HIST6126HIST6130HISTunless going on a leave of absence / have been awarded Final Module Attempts by the Board of Examiners, which may require that they move to the new programme version of all modules.

Structure

Level 5

Entry Requirements

A levels
Alternative qualifications considered
BTECs
International Baccalaureate
Other international requirements

HECoS Code(s)

(CAH20-01) history and archaeology