Partner Details

Southern Regional College

Awards

Target Award

Award Description:Bachelor of Arts with Honours - BAH

Alternative Exit

Alternative Exit

Alternative Exit

Programme Offerings

Part-Time

F2F-SRC-SEP

Educational Aims of the Course

The premise of the History and English degree is to encourage students to explore how the moment is captured and articulated in the present and also in terms of 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 teaching and subject enhancement activities. The fruits of both staff and student research, conference and festival hosting and, subject societies are used actively to further learning and students can 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 avail of the extensive international activities through Erasmus+. 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. 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 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 by completing a self-awareness statement.

Learning Outcomes

1.
Indicate knowledge of the nature and methods of the disciplines of History and English and the centrality of ‘reflexive' knowledge in their studies.
2.
Show critical use of appropriate theories, models and methods derived from both disciplines of History and English.
3.
Marshal evidence for an argument in written and verbal forms.
4.
Demonstrate an ability to evaluate critically the appropriateness of different approaches to solving problems.
5.
Effectively communicate information in written and oral forms and construct reasoned argument.
6.
Work both independently and as part of a team.
7.
Approach tasks creatively and in a disciplined manner.
8.
Use self-discipline in working methods and critical self-assessment of strengths and weaknesses.
9.
Initiate projects of their own.
10.
Respond creatively and imaginatively to research tasks.
11.
Work with others in a constructive and creative manner.
12.
Show understanding of the implication of literary and historical sources in past and contemporary processes.
13.
Form independent judgements.
14.
Produce timely work within specified guidelines.
15.
Critically analyse evidence using appropriate methodological methods.
16.
Present material with fluency, clarity and reasoned argument.
17.
Appreciate the dynamic means in which History and English can be showcased.
18.
Demonstrate a wide geographical range of knowledge.
19.
Demonstrate a broad frame of reference from 1500 to the present day.
20.
Show knowledge of appropriate concepts, methodologies and terminology which provide a critical and theoretical framework for study.
21.
Critically understand the nature of History and English as a discipline ('reflexive' understanding).
22.
Engage with a series of themes and issues essential to the understanding of society, culture, and the forms of representation that prevail in them.
23.
Evaluate the forces both for continuity and for change and the tensions between them.
24.
Conduct research and make discriminating use of diverse informational materials.

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 including seminars, workshops and field trips. Learning is consolidated, exemplified and used in the more student-centred contexts of workshops, source focussed classes and seminars. The assessment of knowledge is particularly sought through essays, examinations and project portfolios. The testing of understanding is focused on essays and examinations but is also achieved through alternative assessment practices including class presentations and discussions, posters and digital outputs. Lectures and 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 and developing these skills which are achieved through practice and structured discussions of sources and arguments. Small group settings are also 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, 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 analyses 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) developing their own ideas and understanding of literary and historical subjects. All assessment utilised 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 the acceptance of more responsibility for independent learning, while the various assessment tasks, together with workshop activities, are the prime place for learning these skills through daily subject specific 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, allowing students to apply their knowledge and aptitude in a variety of employability settings.

Opportunities for work related learning

 The programme’s e-ILP, an individual learning plan system, provides opportunities for students to reflect on and document their achievements inside and outside of university and think about future employability paths. The associated enhanced activities such as conferences and festivals also offer students the opportunity to manage and facilitate these events and gain further skills and knowledge in related career 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). Modules are all of 20 credits, apart from the 40 credit Dissertation module (6500SRCHEL) (L6). Study trips are offered to all students … For more content click the Read More button below.

Entry Requirements

A levels

Alternative qualifications considered

BTECs

International Baccalaureate

Other international requirements

HECoS Code(s)

(CAH19-01) English studies

(CAH20-01) history and archaeology