|Date Specification Approved
||College Arts and Law
||Phil, Theology and Religion
||Theology and Religion
|Partner College and School
|Collaborative Organisation and Form of Collaboration
|Qualification and Programme Title
||B.A. History and Theology Full-time
|Language of Study
|Length of Programme
||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.
The year abroad (where applicable to Joint Honours programmes) will provide students with the opportunity to immerse themselves in the society and culture of a foreign country while gaining experience of a different academic environment and way of teaching. The year abroad also provides an opportunity for students to improve their existing language proficiency (where applicable) as well as enhancing their organisation and communication skills and their employability through a proven ability to succeed in a foreign setting.
To provide students with a framework to think critically about theology and religion via a combination of core and optional modules.
No prior knowledge of Theology is required for admission to the programme. Stage I is therefore designed to offer students a broad foundation for the academic study of Theology, and of religion more generally. It therefore primarily consists of one core module, Introduction to the Study of Religion, plus 40 credits of optional modules in Theology and Religion.
At Stage II and III the programme seeks to provide a flexible framework by offering a range of diverse options whereby students can develop their own interests, whether this be, for example, in religion and popular culture, issues of race, gender and sexuality in religious and theological perspective, scriptural languages and study of sacred texts, further Hindu, Jewish, or Islamic studies, philosophical and modern theology, or interfaith studies. JH Students will be required to engage in an extended piece of individual research in a particular area of Theology and Religion (the dissertation) in their final year (unless they are registered for a minimum of 20 credits of independent study in the other half of their programme), or they may prefer to develop their expertise in particular aspects of Theology and Religion by focusi
|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 historical contexts that generated scriptural texts and the continued influence, use and interpretation of those texts in various past and present communities.
A range of approaches to the study of religion which may include sociological, anthropological and socio-political methods of analysis, exegetical skills, and contemporary hermeneutic approaches.
The history, sacred texts, major features and current community manifestations of at least one religious tradition.
Critical methods of studying texts, religious practices and beliefs.
Some of the major issues and controversies relating to Christian theology and the ways in which theologians and communities have responded to these issues in different periods and social and geographical settings.
Awareness of the range of issues confronting Theology, and the varieties of religious expression in the contemporary world with a particular emphasis on the British context.
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.
Lectures, class discussion and/or presentations in seminars and lectures, independent study, placement and participant observation.
Lectures, seminars, group research projects and virtual learning environments
Examinations, essays, portfolio (the latter only applies if certain modules are taken)
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
|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:
The ability to construct a critical argument, deploying relevant evidence and contextual considerations, and present this effectively.
The ability to reflect critically on a range of different kinds of text, primarily those in written form but in some cases those in other media including films, visual arts, performance and monuments.
The ability to plan and carry out an extended piece of individual research that demonstrates the ability to accumulate, organise, synthesise and critically analyse a range of primary and secondary sources (Model A). This may involve detailed library or archival work or research based on social surveys and participant observation among other techniques.
The ability to present information effectively in oral form.
The capacity to be competent and effective users of IT resources for research purposes, word processing. Students will also be able to use IT communication tools effectively.
The ability to organise a personal programme of study in order to attend programme meetings/tutorials and classes regularly and in order to complete assignments, projects, exams, and the dissertation within specified time limits and in a clear and organised manner. Ability to evaluate critically their own academic performance.
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.
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.
Lectures, small group work and/or seminars, individual tutorials, feedback on formative and summative work, dissertation preparation, individual research supervisions and Training sessions in the use of Canvas, electronic databases and the internet, Guidance on effective individual and group presentations
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.
Research essays, written examinations, research proposal and literature review, individual or group presentations for certain modules
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.