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 premise of the History and English Literature degree is to encourage students to explore how the moment is captured and articulated in the present and the past. Given the complementary nature of these two distinct subject areas, students come to benefit from the development of critical thinking, close reading of source material and sustained arguments as a means to enhance their overall performance. Through the investigation of historical and contemporary issues students develop clarity of thought, problem-solving ability and facility in communication, whilst widening their experience and developing qualities of perception and judgment. The distinctive features of the programme are: Its core emphasis on reflexivity, the development of ability to reflect critically on the nature of History and English. This complemented by a concentration on the analysis of a variety of texts and genres across both subject areas. A concentration on the modern and contemporary epochs in the programme provides a foundation for understanding issues in present society. 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 knowledge. Its commitment to internationalisation, both in terms of the broad geographical range of modules but also opportunity to study abroad with partner institutions for 6 months 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 and English Literature. The field of study is guided by the QAA Benchmark Statements for both History and English. To provide students with a sound body of knowledge in History and English Literature as well as giving them access to a diverse range of source material, cultural forms and genres from the sixteenth century to the present. To provide an intellectually challenging programme that develops critical insight into the nature and problems of study in the humanities and the problematics of reading and issues of language, representation and meaning through attention to the dynamics and histories of textual production, reception and interpretation. To offer the opportunity for students to develop 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.

Teaching, Learning and Assessment

Surveys of periods and issues in history and literature, 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, document classes and seminars. The assessment of knowledge is particularly sought through examinations, essays and project portfolios. The testing of understanding is focused on essays and examinations but is also achieved through class presentations and discussions. 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 examinations, essays, projects, source analysis, blogs, and posters, allow the testing of prior cognitive development and develop and measure students’ intellectual skills alongside their knowledge and understanding. Essays 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 arts and humanities subjects, outweighs contact time and students are supported to work independently (guided by tutors and Canvas technology) developing their own ideas and understanding. 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 and L6, 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 modules at each level of the programme (Levels, 4, 5 and 6). Each level of programme should normally be completed in one academic year. Modules are of two types: core or option. Modules are … For more content click the Read More button below.

Structure

Level 5
Level 6

Entry Requirements

A levels
Access awards
Alternative qualifications considered
BTECs
GCSEs and equivalents
IELTS
International Baccalaureate
Interview required
Irish awards
NVQ
Reduced offer scheme
T levels
UCAS points
Welsh awards

Extra Entry Requirements

Can this course be deferred?

Yes

Is a DBS check required?

No

OCR National acceptability

  • National Certificate: Acceptable only when combined with other qualifications
  • National Diploma: Acceptable only when combined with other qualifications
  • National Extended Diploma: Acceptable on its own and combined with other qualifications

HECoS Code(s)

(CAH19-01) English studies
(CAH20-01) history and archaeology