Programme And Module Handbook
 
Programme Specification


Date Specification Approved 08/10/2014
College College Social Sciences
School School of Education
Department Education & Social Justice
Partner College and School History
Collaborative Organisation and Form of Collaboration
Qualification and Programme Title B.A. Education and History Full-time
Programme Code 9910
Delivery Location Campus
Language of Study English
Length of Programme 3 Year(s)
Accreditations This programme has no outside accreditations
Aims of the Programme The BA (Hons) Education and History provides students with the opportunity to study Education and History in equal proportions to Honours degree level (60 credits from each subject at each level). Students will combine the study of the human past in one or both of the modern and medieval periods with the study of educational practices, processes and applications in a range of contexts and settings. In the second year of study, students will complete an assessed placement module, which includes a two week vocational placement.

Joint honours graduates will display a broad knowledge over two disciplines and be able to demonstrate intellectual versatility and organisational flexibility. The Programme will allow students to develop a range of skills and gain practical experience, which will enable successful graduates of the Joint Honours Education and History to pursue either historical or educational study at a higher level or to secure employment as historians or educationalists. Reasoning, communication and organisational skills acquired from this programme, and practiced in the context of two disciplines, are readily transferable to a large number of professions and other careers.
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 broad body of historical information characterised by geographical range and chronological depth with special attention to Europe and the wider world
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
the core analytical skills deployed by historians, including skills of interpretation, corroboration and evaluation;
conceptual, theoretical and ideological influences on historical events and on their interpretation, with particular emphasis on political, cultural and socio-economic development
The contribution of psychology, sociology, history and philosophy as foundation disciplines within the field of education, and their utility for understanding local, national and international education
Theories and research than underpin our ideas of human learning and development, and how these are contextualised social and culturally, and in different educational settings.
The production of educational identities, practices and outcomes in social, cultural and economic contexts, and how policy and politics shape educational institutions and address inequalities.
The historical emergence of educational systems and institutional forms, the purposes of education, ideas of what it means to be educated, and the role of education in conditioning character and behaviour and consolidating social groups
The core concepts that define education and fundamental educational questions about the nature of learning, knowledge, and the relation of education to freedom, equality, prosperity, and personal fulfilment.
The construction of professional identities and the relation of values and principles to professional practices in educational settings.
Lectures, seminars, workshop and on-line learning and placement practices.
Formal examinations and assessed coursework taking a variety of formats.
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.
The ability to communicate effectively in a range of settings (seminar discussion, ICT, presentations and in written work) using strategies and genres appropriate to each
Key skills of time and resource management and of communication and reflective practice in a manner consistent with both undergraduate study, and in employment contexts that involve children
The ability to collaborate and plan as part of a team, to carry out roles allocated by the team, and to keep to agreed responsibilities.
To work effectively as part of a learning community to develop and express personal intellectual positions and values
The ability to think critically in all areas of undergraduate study from research, planning, reading and writing, to discussion, debate and problem solving, and to apply these skills to contemporary debates in education.
Lectures, seminars and individual and small-group research projects provide opportunities to develop, practise and demonstrate all the skills specified. Documentary work at all levels develops cognitive and analytical capacities to engage critically with primary and secondary source evidence in order to evaluate historical arguments. Modules that deal explicitly with historical theory and methodology (Practising History A and B) encourage a facility for analytical and conceptual abstraction, while the range of detailed studies on offer (eg. Options, Advanced Options, Special Subject) enhance an awareness of difference and similarity in historical events and processes over time and space. The range of assessment methods listed allow students to focus on problem-solving in a way that develops their interrogative skills, confidence in historical inquiry, facility with relevant analytical concepts, and intellectual autonomy.

Dedicated ‘skills’ modules at levels C and I (Practising History; Group Research) offer explicit guidance and support for all of the named practical and transferable skills. Furthermore, such skills are key to every module at all levels in the programme, and in these appropriate guidance and support are supplied by module convenors and/or module tutors. 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. Regular submission of written work, as well as seminar preparation and discussion, improves reasoning, communication, organisational and time-management skills, while Group Research has particular value in developing the skills necessary for effective teamwork. Progress Review Tutorials provide a regular context for self-evaluation.

Seminar discussions, presentations, ICT.

Personal tutorials, skills profiling and learning diaries
Formal examinations, assessed coursework, group work, seminar presentations, electronic discussions and placement practice.