Awards
Target Award
Award Description:Bachelor of Arts with Honours (Fnd) - BAHF
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.
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 and a range of geographical understanding.
2.
Criticise the historical record demonstrating awareness of a range of viewpoints.
3.
Demonstrate an understanding of the ways in which specific aspects of identity including race, gender, sexuality and class, and the ways in which these have been understood historically, affect the production and reception of texts.
4.
Be literate in digital forms and content and able to use a range of appropriate digital tools, methods, and resources.
5.
Illustrate critical yet tolerant personal attitudes, including appreciating the value of sensitivity to cultural differences. .
6.
Demonstrate an ability to work independently and as part of a group, developing working relationships with others.
7.
Communicate effectively and persuasively in a variety of written forms, including constructing and marshalling an argument.
8.
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.
9.
Think creatively to identify and solve problems.
10.
Demonstrate an ability to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
11.
Demonstrate the knowledge, skills and experience valued by employers, and identify such qualities in oneself.
12.
Demonstrate knowledge of written texts in the English language from diverse literary and non-literary forms and genres, from the sixteenth century to the present.
13.
Demonstrate awareness of changing literary and cultural forms, themes, and representations in different socio-historical contexts.
14.
Show knowledge of appropriate concepts, methodologies, and terminology which provide a critical and theoretical framework for English Studies
15.
Show understanding of the implications of texts in historical processes.
16.
Locate, gather and critically analyse primary, secondary, and contemporary sources, including the ability to make discriminating use of diverse and appropriate informational materials.
17.
Demonstrate an understanding of the complex nature of reconstructing the past and then apply those ideas.
18.
Demonstrate knowledge of appropriate literary concepts, methodologies and terminology which provide a critical and theoretical framework for the study of English literature.
19.
Demonstrate intellectual independence, asking questions, pursuing structured enquiries and solving problems.
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.
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 3, 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 … For more content click the Read More button below.
Structure
Level 3
Level 4
Level 5
Level 6
Approved variance from Academic Framework Regulations
A variance to the Academic Framework regulation UG.A3.2 which states that modules comprise 10 or 20 credits except for a research project/dissertation module at Level 6 which may comprise 30 or 40 credits has been approved by the Chair of Education Committee on 01.06.17.