Programme And Module Handbook
 
Programme Specification


Date Specification Approved 26/09/2014
College
School History and Cultures
Department Modern History (DNU)
Partner College and School History
Collaborative Organisation and Form of Collaboration
Qualification and Programme Title B.A. History and Russian Studies Full-time
Programme Code 5057
Delivery Location Campus
Language of Study English
Length of Programme 4 Year(s)
Accreditations This programme has no outside accreditations
Aims of the Programme This programme provides students with the opportunity to combine study of the human past with that of another discipline in equal proportions. This specification refers to the credits that a Joint Honours History student will pursue under the jurisdiction of the Department of History during each year of his/her programme (60 in the first year and between 40 and 80 in years 2 and 3). The credits acquired at each level from the other Joint Honours discipline is detailed in the relevant department’s own documentation. The History programme aims to enhance students’ knowledge and understanding of historical events and processes, as well as to develop analytical and critical capacities of a high order. Though the programme concentrates on medieval and modern Europe including Britain and Ireland (c.400-c.2000), considerable attention is also paid to global history, particularly that of Asia, Africa and North America. Students studying History as a joint degree will have the opportunity to study the full range of periods and areas offered by the Department of History. Students will be able to study history of varying types and approaches, including at least some of the following: political, social, economic, cultural, religious, military and diplomatic. Joint Honours graduates will display a broad knowledge over two disciplines and be able to demonstrate intellectual versatility and organisational flexibility. The History half of the Joint Honours programme aims to produce graduates with an enthusiastic appreciation of the past, the skills with which to research and analyse the past, an ability to engage critically with historical debates, and an informed appreciation of the historical context for issues of current interest and concern. The wide range of reasoning, communication and organisational skills acquired from this programme, and practised in the context of two disciplines (including History), equips graduates to pursue historical study at a higher level or to secure employment as historians, but is also readily transferable to a large number of professions and other careers. Programme aims for students who commenced their studies before 2017/18: The programme aims to provide students with the opportunity to develop an in-depth and wide-ranging understanding of Russian culture, literature, society and politics drawing on the cutting edge of research in these fields. You will become familiar with general concepts in the social sciences, literary, cultural and historical studies, and will be able to apply these to the specific cases of Russia. Apart from your knowledge of the region, you will also develop valuable skills, such as giving seminar presentations, use of IT, conducting research projects (through the independent learning module), and the kind of skills that employers really look for in graduates. Programme aims marked with an * apply to new year 1 students entering in 2017/18 *To enable students to achieve the appropriate level of the Common European Framework of Reference for Languages (specified by language under Learning Outcomes) through the systematic integration of language and content teaching. *To enable students to explain and assess critically the multi-disciplinary features and significance of the culture, history and society of their chosen language communities. *To enable students to be digitally literate. Students will be able to use appropriate, up-to-date technology in the effective learning of languages and to understand works of culture (understood in the broadest sense, to include history, society, politics, and other material covered in modules aligned with the Birmingham Languages Graduate). *To enable students to handle and analyse material relating to research projects based in the Department of Modern Languages. *To enable students to engage with appropriately adapted questions derived from research projects based in the Department of Modern Languages. *To enable students t
Programme Outcomes
Students are expected to have Knowledge and Understanding of: Which will be gained through the following Teaching and Learning methods: and assessed using the following methods:
The primary trends in the political, social, economic, cultural and religious development of western Europe during the medieval and/or modern periods;
A body of historical information characterised by geographical range and chronological depth with special attention to western Europe;
A range of sources available to historians (including textual primary evidence) and an awareness of their limitations;
The historiographical development of core debates in history, and an appreciation of the reasons for continued controversies;
Some of the core analytical skills deployed by historians, including skills of interpretation, corroboration and evaluation;
Some of the conceptual, theoretical and ideological influences on historical events and on their interpretation, with particular emphasis on political, cultural and socio-economic development.
One or more languages (in this case, Russian). By final year students should have achieved at least C1 level and normally C2 level within the Common European Framework of Reference for Languages.

*Students should be able to select and use appropriate, up-to-date technology in the effective learning of languages.
The features and significance of the culture, history and society of their chosen language communities. Students should be able to use appropriate, up-to-date technology in such understanding.
Key methods and concepts used in the analysis of a range of fields relating to language and culture.
Advanced knowledge of the society and culture of the countries where the language is spoken.

*The significance of language and languages to our connections to other peoples and places around the globe, and in our own lives. This understanding will (a) span multiple disciplines and (b) extend across times, places, and identities, including with regards to:

1. The historical and contemporary significance of different languages and cultures
2. Cultural responses to the urgent human problems of history and the contemporary period, and to the human condition more widely
Lectures, seminars, group research projects and virtual learning environments
Lectures, seminars, tutorials, project supervision, language classes, guided and independent reading.

Material is developed and delivered by a combination of native and non-native teaching staff, and involving a wide range of registers, contexts and modes (e.g. journalistic, literary, colloquial, translation, correspondence, administration) as well as unassessed assignments. Beginners follow an expanded, intensive course of language study. Extensive supporting material is available through Canvas and self-access facilities on the main campus. The Year Abroad provides students with the opportunity for a period of immersion in the language(s) studied.

*Specialised core modules in all years, taught through the integration of language and content teaching involving plenaries and target language seminars and classes. The use of language learning technology is built in to all new core modules offered in Modern Languages. (1)

Plenaries, seminars, tutorials, project supervision, guided and independent reading.

*All core modules in Modern Languages. This learning outcome is a key criterion through which optional modules can also align with the BLG curriculum. Teaching and learning methods include particularly plenaries, seminars, tutorials, project supervision, guided and independent reading. (2)

Plenaries, seminars, tutorials, project supervision, guided and independent reading.

*All core modules in Modern Languages. This learning outcome is a key criterion through which optional modules can also align with the BLG curriculum. Teaching and learning methods particularly include plenaries. (3)

Plenaries, seminars, tutorials, project supervision, language classes, guided and independent reading. Also through residence abroad.

*All core modules in Modern Languages. This learning outcome is a key criterion through which optional modules can also align with the BLG curriculum. Teaching and learning methods include particularly plenaries, seminars, tutorials, project supervision, guided and independent reading. (4)
Written formative and summative coursework of varying length and type, from short source exercises to essays of up to 3000 words each; unseen timed examinations; collaborative and/or individual research projects
Unseen written examinations, assessed coursework, essays, oral and aural examinations, tasks undertaken under timed conditions, assessments completed during the Year Abroad, and dissertation work including 20 credits of Independent Study.

*Target language projects and e-assessment portfolios. Formative e- assessments and student-led research. (1)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (2)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. (3)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (4)
Students are expected to have attained the following Skills and other Attributes: Which will be gained through the following Teaching and Learning methods: and assessed using the following methods:
Cognitive/intellectual skills:
display awareness of and empathy for historical context;
assimilate and synthesise historical evidence;
understand the process of historical validation and its limitations;
evaluate historical evidence and arguments;
draw reasoned conclusions from contested historical evidence;
formulate questions and hypotheses of interest and importance to historians, including those which entail comparative analysis over time and /or space;
evaluate and apply historical concepts and models;
understand relevant methods and concepts from other related disciplines, such as, for example, archaeology, economics and sociology, and apply them where appropriate to the study of history;
exercise intellectual autonomy.
Practical/transferable skills:
record information accurately and efficiently;
work confidently with elementary IT packages aimed at supporting the retrieval and presentation of information;
interpret and analyse information of various formats and types, including printed and non-printed texts;
identify, collect, synthesise and evaluate information from a range of sources;
plan and execute a collaborative research project;
communicate ideas and arguments effectively both orally and in writing;
exercise disciplined imagination in response to problems;
display intellectual flexibility in the face of reasoned argument;
work effectively under time-constraints;
work constructively as part of a team;
show a capacity for independent working;
engage in self-evaluation in order to construct and pursue individual learning goals and personal development objectives.
Comprehension, analysis, evaluation, distillation and contextualisation of information across a range of subject areas and the application of both generic and subject specific skills.
Skills of oral and written presentation both in English and in the target language(s), and the ability to explain, discuss and debate in smaller and larger groups
Independent study skills (self-organisation, time management, research skills, planning, drafting and editing) and the ability to produce an extended piece of academic writing on the basis of them
Transferable skills relevant to employment, including problem-solving, self-reliance, initiative, adaptability, flexibility, and competences such as note-taking, the ability to work under pressure and meet deadlines, and to use electronic resources and ICT effectively.
The ability to use language in professional contexts.
The ability to apply generic, practical and interpersonal skills to living, studying and/or working in a non-English-speaking country.
Intercultural awareness, understanding and competence, especially the ability to function in another culture, and to engage critically with their own and other cultures
Generic, transferable language-learning skills and the ability to use language reference materials such as grammars, standard and specialised dictionaries, and in some cases corpora to refine knowledge and understanding of register, nuances of meaning and language use.
Cognitive/intellectual skills: Lectures and seminars provide opportunities to demonstrate and practise the intellectual skills specified. Documentary work, introduced at level C and practised at level I via Group Research and the Optional module, and, particularly, in Special Subjects at level H, develops cognitive and analytical capacities to engage critically with primary source evidence in order to evaluate historical arguments. Historical Reflections requires students to reflect on the intellectual and conceptual aspects of historical inquiry. Essays allow for a specific focus on problem-solving as well as an opportunity to develop skills of assimilation, synthesis and analysis. For specific details of the delivery of learning outcomes in individual modules see the appended curriculum map.

Practical/transferable skills: Appropriate bibliographic guidance and support are supplied at all levels and for all modules by module convenors and/or module tutors. The Research Seminar at level C develops recording skills and information retrieval skills. In addition students are encouraged to take advantage of training offered by the library and information services in the use of bibliographical search tools and applications for IT. Practical research and presentation skills (both oral and written) are developed in most modules (in the context largely of the relevant secondary literature) via preparation for and participation in seminars for knowledge-based modules. The skills required to analyse and interpret documents effectively are introduced in the level C Research Seminar, developed in Group Research and/or level I Optional modules and practised at an advanced level in Special Subjects at level H. Group Research offers opportunities for collaborative and independent study. Regular submission of written work, as well as seminar preparation and discussion, improves reasoning, communication and organisational skills. Repeated exposure to deadlines for formative and summative assessment, as well as seminar deadlines, also encourages acquisition of time-management skills. Progress Review Tutorials provide a regular context for self-evaluation. For specific details of the delivery of learning outcomes in individual modules see the curriculum map.
Attendance at plenaries, reading and contribution to seminars and tutorials, regular written exercises. Use of the University Library, IT and other information sources. (1)

Target language seminars combined with extensive reading and other forms of exposure to and practice in the target language(s). Residence abroad. Attendance at plenaries, reading and contribution to seminars and tutorials, regular written exercises. Use of the University Library, IT and other information sources. (2)

Attendance at plenaries, reading and contribution to seminars and tutorials, regular written exercises. Use of the University Library, IT and other information sources. (3)

By definition, language work and content modules involve new, ‘difficult’ material that requires the independent application and ownership of techniques taught in classes and lectures if it is to be understood fully and mastered. An emphasis on close analysis is intended to broaden the range and sophistication of students’ interpretations of material, and to allow students to produce not so much expositions as substantiated arguments and positions. Problem Based Learning (PBL) exercises, presentations, group project work and other forms of independent learning are germane to all parts of the programme. The Year Abroad offers a particular opportunity for the development of independent capability, personally as well as linguistically and intellectually. A range of formative assessment modes are used throughout the degree. *Coverage of Modern Languages professions is built into all core language modules. Opportunities for work experience may be acquired through non-credit bearing summer placements (Year 2) and/ or placements followed during the Year Abroad. (4)

Target language seminars combined with extensive reading and other forms of exposure to and practice in the target language(s). Residence abroad. Attendance at plenaries, reading and contribution to seminars and tutorials, regular written exercises. Use of the University Library, IT and other information sources.

*Coverage of Modern Languages professions is built into all core language modules. Opportunities for work experience may be acquired through non-credit bearing summer placements (Year 2) and/ or placements followed during the Year Abroad. (5)

Residence abroad. (6)

Target language seminars combined with extensive reading and other forms of exposure to and practice in the target language(s). Residence abroad. Attendance at lectures, reading and contribution to seminars and tutorials, regular written exercises. Use of the University Library, IT and other information sources. (7)

Target language seminars combined with extensive reading and other forms of exposure to and practice in the target language(s). Attendance at lectures, reading and contribution to seminars and tutorials, regular written exercises. Use of the University Library, IT and other information sources. (8)
Cognitive/intellectual skills: Verification strategies employed include written coursework of varying length and type (including essays and contextualisation of documents), oral and written presentation of the group research project, open paper examination, and unseen timed examinations. For specific details of the learning outcomes targeted (and assessed) in individual modules see the curriculum map.

Practical/transferable skills: Verification strategies employed include written coursework of varying length and type (including essays and contextualisation of documents), oral and written reports on the group research project, unseen timed examinations and an open paper examination. For specific details of the learning outcomes targeted (and assessed) in individual modules see the curriculum map.
Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (1)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (2)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (3)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (4)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (5)

Year Abroad coursework. (6)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (7)

Coursework (essays, dissertation, project work, oral presentations, target language projects, e-assessment portfolios), unseen written examinations, oral/aural examinations. Formative e-assessments and student-led research. (8)