University of Chester

Programme Specification
History & Heritage BA (Hons) (Combined Honours)
2017 - 2018

Bachelor of Arts (Combined Honours)

History & Heritage

History & Heritage UCM

University of Chester

University College Isle of Man

University College Isle of Man

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory,

3 years (full-time); 6 years (part-time)

7 Years

Annual - September

N/A

N/A

No

17a. Faculty

17b. Department

Arts and Humanities History and Archaeology

History

N/A

History & Archaeology

Monday 18th May 2015

  1. To develop knowledge and understanding of a variety of different historical periods and of the historical development of more than one country.
  2. To encourage critical reflection upon the nature of history as a discipline and to develop a variety of historical skills.
  3. To enable critical engagement with different aspects of heritage, both locally and globally.
  4. To develop a critical understanding of the key issues and current debates in heritage studies.
  5. To develop a range of skills relating to contemporary heritage practice.
  6. To develop a range of transferable and key skills.
  7. To provide a coherent programme of study which will prepare students for employment or further study.

Level 4
On completion of Level 4, students

  • Will be able to describe and evaluate the development of history as a discipline and of the modern heritage industry (HI4116 & HI4050).
  • Will be able to identify and evaluate the fundamental principles and concepts in the study of history and heritage (HI4116, HI4050)
  • Will be able to effectively draw upon information from a prescribed range of primary and secondary sources (all Level 4 modules).

Level 5
On completion of Level 5, students

  • Will be able to identify and explain key issues, including those which have some level of complexity, relating to the study of history and heritage (all Level 5 modules, particularly HI5100, HI5050).
  • Will be able to identify, find, and use effectively, a small range of source materials to supplement those which have been prescribed by the module leader (all Level 5 modules).


Level 6
On completion of Level 6, students

  • Will be able to identify and explain in detail complex issues which are at the forefront of the study of history and heritage (all Level 6 modules, particularly HI6050 and HI6051).
  • Will be able to identify, find, and use effectively, a wide range of source materials to supplement those which have been prescribed by the module leader (all Level 6 modules).

Level 4
On completion of Level 4, students

  • Will be able to relate references to secondary source materials with their own ideas in their work (all Level 4 modules).
  • Will be able to collate and evaluate information and ideas to form a well-reasoned argument (all Level 4 modules).
  • Will be able to interpret aspects of history and heritage within a prescribed context (all Level 4 modules).

Level 5
On completion of Level 5, students

  • Will be able to integrate secondary source material effectively in their own work (all Level 5 modules).
  • Will be able to identify, collate, critically analyse, interpret, and justify the relevance of appropriate source information (all Level 5 modules).
  • Will be able to produce a well-reasoned argument supported by relevant evidence (all Level 5 modules).

Level 6
On completion of Level 6, students

  • Will be able to integrate primary and secondary source materials effectively with their own ideas in their work (all Level 6 modules, particularly HI6050).
  • Will be able to identify, collate, critically evaluate, and justify links between different types of source material (all Level 6 modules, particularly HI6050).
  • Will be able to devise and sustain a coherent argument supported by relevant evidence (all Level 6 modules, particularly HI6050).
  • Will be able to make sophisticated judgements, using critical analysis and evaluation, in relation to a particular argument (all Level 6 modules, particularly HI6050).

 

Level 4
On completion of Level 4, students

  • Will be able to convey information clearly, using accurate English expression (all Level 4 modules).
  • Will be able to adhere to word-count restrictions for assignments (all Level 4 modules).
  • Will be able to reference sources in a consistent manner in line with the guidance provided (all Level 4 modules).
  • Will be able to identify different approaches to the study of history (HI4116).
  • Will be able to identify and explain conflicting arguments within the study of history and heritage (all modules, particularly HI4116 and HI4050).
  • Will be able to use limited methods of historical enquiry (all Level 4 modules, particularly HI4116)
  • Will be able to identify and explain some of the key practices in the heritage industry (HI4050).
  • Will be able to identify basic legal and ethical issues within the heritage industry (HI4050).

Level 5
On completion of Level 5, students

  • Will be able to convey complex information clearly and accurately, using appropriate English expression, grammar, and vocabulary (all Level 5 modules).
  • Will be able to reference accurately a range of different types of sources, in line with the guidance provided (all Level 5 modules).
  • Will be able to identify, explain, and use appropriately, relevant methods of historical enquiry (all Level 5 modules).
  • Will be able to understand and explore conflicting assertions and arguments, weighing and adjudicating between alternative positions (all Level 5 modules, particularly HI5100).
  • Will be able to describe, understand and carry out some of the relevant practices in the heritage industry (HI5050).
  • Will be able to identify the potential influence of legal and ethical issues within the heritage industry (HI5050).
  • Will be able to analyse and solve straightforward problems by identifying, explaining and selecting appropriate approaches (all Level 5 modules).
  • Will be able to set goals and milestones within a given plan and implement a strategy to achieve several objectives (all Level 5 modules).

Level 6
On completion of Level 6, students

  • Will be able to convey, clearly and accurately, complex information and arguments, using appropriate English expression, grammar, and vocabulary (all Level 6 modules, particularly HI6050).
  • Will be able to structure written work clearly and appropriately such that a clearly defined and sustained argument can be discerned (all Level 6 modules, particularly HI6050).
  • Will be able to identify, critique, and justify the appropriate use of relevant methods of historical enquiry (all Level 6 modules, particularly HI6050).
  • Will be able to critique conflicting assertions and arguments, and present a coherently reasoned, evidence-based evaluation (all Level 6 modules, particularly HI6050).
  • Will be able to demonstrate knowledge, understanding, and ability to evaluate various working practices within the heritage industry (HI6051).
  • Will be able to analyse and evaluate the potential influence of ethical and legal issues within the heritage industry (HI6051).
  • Will be able to identify, analyse, and solve straightforward and complex problems by selecting, justifying, and using appropriate approaches (all Level 6 modules).
  • Will be able to create, implement, monitor, and evaluate a plan to achieve a limited number of agreed objectives (all Level 6 modules, particularly HI6050).

Level 4
On completion of Level 4, students

  • Will be able to communicate information and ideas clearly, in a structured manner, both orally and in writing (all Level 4 modules).
  • Will be able to use specified forms of IT for the purpose of finding relevant sources (all Level 4 modules).
  • Will be able to use specified forms of IT in the presentation of information (all Level 4 modules).
    Will be able to reflect on their own strengths and weaknesses in communication (all Level 4 modules).
  • Will be able to work with others, meeting specified objectives and their own responsibilities (all Level 4 modules, particularly HI4116).

Level 5
On completion of Level 5, students

  • Will be able to communicate information and ideas clearly, orally and in writing, in a structured manner that demonstrates the development of an argument through to a rational conclusion (all Level 5 modules).
  • Will be able to use a range of forms of IT for the purpose of finding relevant sources (all Level 5 modules).
  • Will be able to use specified forms of IT to enhance the communication of information (all Level 5 modules).
  • Will be able to reflect on their own strengths and weaknesses in communication and identify their implications and relevance for personal development (all Level 5 modules, particularly HI5100).

Level 6
On completion of Level 5, students

  • Will be able to communicate more complex information and ideas clearly, both orally and in writing, in a coherent manner.  
  • Will be able to identify and use a range of IT resources for the purpose of finding relevant sources (all Level 6 modules, particularly HI6050).
  • Will present information in a structured manner that demonstrates the development of a sustained argument through to a rational conclusion (all Level 6 modules, particularly HI6050).
  • Will be able to identify and use a range of IT resources to enhance the communication of information (all Level 6 modules).
  • Will be able to identify collective objectives and personal responsibilities within a group situation, and use and evaluate strategies to meet them (all Level 6 modules, particularly HI6051).

The programme, as a whole, offers a phased progression from the broad to the particular, the general to the specialist, in line with §.5 (Progression) of Quality Assurance Agency's (hereafter, QAA) History Subject Benchmark Statement (hereafter, HSBS), 2014.

Through a range of modules, students will learn about the process and methods of historical research and the ways in which the past has been interpreted and re-interpreted over time. The primary focus of the programme is on history, with one compulsory heritage module at each Level. Heritage modules explore the development and role of the heritage industry in representing the past, and the ways in which heritage is managed, understood, and used by governments, heritage agencies and communities. HSBS §4.6 advocates a diversity of specialism within the study of history, including the introduction of concepts and methodologies of other, relevant disciplines. Although there is currently no Subject Benchmark Statement for Heritage, this emerging discipline provides an ideal companion to history.

A broad range of skills will be developed through the programme which will equip students for a wide variety of future employment. Close working relationships with the University of Chester, Manx National Heritage, and other heritage agencies in the Isle of Man, provide extensive opportunities for work-based learning in a variety of areas. In particular, placement modules at Level 5 will give students the chance to undertake five weeks of work placement experience, or to develop and carry out an independent research project while working with historical archives. 

The learning and teaching strategy is informed by, and conforms to, HSBS §.6.1-6.10. The diversity of the programme syllabus is informed by HSBS §.4.1-4.7, and the plurality of its assessment practices by HSBS §.6.12-6.17 & 8.1-8.3. The assessment criteria conforms to HSBS, §.7.1-7.3 and also to the Framework for Higher Education Qualifications in England, Wales and Northern Ireland, October 2014 §.4 (Qualification Descriptors). Overall, the programme fosters in students the historians' skills and qualities of mind as set out in HSBS §.3.

Combined Honours students will take 60 credits in each of their chosen subjects at Level 4 and Level 5. Students studying for an Equal Honours degree will then take 60 credits in each of their two subjects at Level 6. Students studying for a Major/Minor degree will take 80 credits in their major subject at Level 6 (normally to include a dissertation) and 40 credits in their minor subject.


LEVEL 4

History & Heritage Combined Honours students take two core modules: HI4116 Constructing History (40 credits), which is designed to encourage and embed a range of key transferable and subject-specific skills and methodologies as set out in HSBS §.3.1-3.2; and HI4050 Understanding Heritage (20 credits), which introduces students to the main concepts and practices in the heritage industry. Although there is no Subject Benchmark Statement for Heritage, the introduction of heritage modules is in line with HSBS § 4.6.

Core Modules

  • HI4116 Constructing History (40 credits)
  • HI4050 Understanding Heritage (20 credits)


LEVEL 5

Level 5 reinforces and extends the skills and knowledge acquired at Level 4 with modules more focused in terms of theme, time and region. The core module, HI5050 The Role of Heritage (20 credits), introduces students to some of the key issues in heritage studies today, through in-depth case studies from around the world. Students have the option of taking HI5100 Debates in History (40 credits), or choosing two optional modules. Optional modules include topics representing broad chronological epochs and themes. This structure recognises the force of the HSBS, §. 3.1-3.3 and 4.2-4.6, including in particular an increasing opportunity for the students to specialise.

Core Modules

  • HI5050 The Role of Heritage (20 credits)

Optional Modules 

Either

  • HI5100 Debates in History (40 credits)

Or two from (a selection of these modules will be available each year):

  • HI5053 Ancient Greece - A Collision of Cultures (20 credits)
  • HI5056 Crime and Poverty: controlling the 19th and early 20th-century city (20 credits)
  • HI5101 Europe in the Age of Revolutions, 1789-1861 (20 credits)
  • HI5110 Seeking the Promised Land: Black America, 1865-1977 (20 credits)
  • HI5113 The Supernatural in the Early Modern World (20 credits)
  • MS5202 A History of the Isle of Man: AD979 to Present (20 credits)


LEVEL 6

At this level, students have the opportunity to develop various transferable and subject-specific skills of method and practice in the study of history and heritage, thereby meeting the recommendations of HSBS, §.4.2-4.4 & 4.6.

At Level 6, History & Heritage Combined Honours students choose to take either 80 credits in History & Heritage (Major), 60 credits in History & Heritage (Equal) or 40 credits in History & Heritage (Minor). 

All History & Heritage Combined Honours students must take the core module HI6051 Heritage in Practice (20 credits), which explores the practical aspects of heritage management. This module will be part-taught through a series of guest lectures by staff of Manx National Heritage, the Isle of Man's statutory heritage agency, and will cover issues such as site and collections management, curation, and managing audiences and visitors. 

Those students choosing to Major in History & Heritage must take as core HI6050 History & Heritage Dissertation (40 credits), which further extends and develops their competence as independent learners, requiring students to engage in a sustained period of independent research and engagement with source material, to foster a full understanding of the relevant historiography and to produce an extended piece of written work, thereby meeting in particular, HSBS, §.4.7. Students majoring in History & Heritage will also choose one optional module from an annually prepared list. 

Combined Honours students taking History & Heritage as an Equal subject must take the core module HI6051 Heritage in Practice (20 credits). Additionally, they must choose either two optional 20-credit modules, or HI6050 History & Heritage Dissertation (40 credits)

Combined Honours students taking History & Heritage as a Minor subject must take the core module HI6051 Heritage in Practice (20 credits). Additionally, they must choose one optional 20-credit module from an annually prepared list. 

LEVEL 6: Major (80 credits)

Core Modules

  • HI6050 History & Heritage Dissertation (40 credits)
  • HI6051 Heritage in Practice (20 credits)

Optional Modules

One from (a selection of these modules will be available each year):

  • HI6052 Reconstructing Identity: The Celtic Revival in Britain, Ireland, and the Isle of Man (20 credits)
  • HI6054 Serfs, Soldiers, and Revolutionaries: The People of the Russian Revolution, 1917-1921 (20 credits)
  • HI6055 Critical Reflections on the French Revolution, 1774-1799 (20 credits)
  • HI6056 Ancient Rome – Aspects of Empire (20 credits)
  • HI6057 Land, Poverty, and Conflict: The Scottish Highlands, 1790-1925 (20 credits)
  • HI6058 The New Scandinavia (20 credits)
  • HI6059 The Risorgimento and the Unification of Italy: The Rise of Liberalism and Nationalism in Italy, 1815 – 1871
  • HI6103 The English Revolution: Causes, Course and Consequences (20 credits)


LEVEL 6: Equal (60 credits)

Core Modules

  • HI6051 Heritage in Practice (20 credits)


Optional Modules

Either

  • HI6050 History & Heritage Dissertation (40 credits) 

Or two from (a selection of these modules will be available each year):

  • HI6052 Reconstructing Identity: The Celtic Revival in Britain, Ireland, and the Isle of Man (20 credits)
  • HI6054 Serfs, Soldiers, and Revolutionaries: The People of the Russian Revolution, 1917-1921 (20 credits)
  • HI6055 Critical Reflections on the French Revolution (20 credits)
  • HI6056 Ancient Rome – Aspects of Empire (20 credits)
  • HI6057 Land, Poverty, and Conflict: The Scottish Highlands, 1790-1925  (20 credits)
  • HI6058 The New Scandinavia (20 credits)
  • HI6059 The Risorgimento and the Unification of Italy: The Rise of Liberalism and Nationalism in Italy, 1815 – 1871
  • HI6103 The English Revolution: Causes, Course and Consequences (20 credits)

LEVEL 6: Minor (40 credits)

Core Modules

  • HI6051 Heritage in Practice (20 credits)

Optional Modules

One from (a selection of these modules will be available each year):

  • HI6052 Reconstructing Identity: The Celtic Revival in Britain, Ireland, and the Isle of Man (20 credits)
  • HI6054 Serfs, Soldiers, and Revolutionaries: The People of the Russian Revolution, 1917-1921 (20 credits)
  • HI6055 Critical Reflections on the French Revolution (20 credits)
  • HI6056 Ancient Rome – Aspects of Empire (20 credits)
  • HI6057 Land, Poverty, and Conflict: The Scottish Highlands, 1790-1925  (20 credits)
  • HI6058 The New Scandinavia (20 credits)
  • HI6059 The Risorgimento and the Unification of Italy: The Rise of Liberalism and Nationalism in Italy, 1815 – 1871
  • HI6103 The English Revolution: Causes, Course and Consequences (20 credits)

Combined Honours only
Mod-Code Level Title Credit Major Equal Minor
HI4004 4 Greeks, Etruscans, Romans & Celts: Introduction to European Classical Archaeology 20 N/A N/A N/A
HI4050 4 Understanding Heritage 20 Comp Comp Comp
HI4051 4 Introduction to the Isle of Man 20 N/A N/A N/A
HI4052 4 The Celts in History and Heritage 20 N/A N/A N/A
HI4053 4 Britain 1945-1990: Attlee to Thatcher - From Consensus to Conflict 20 N/A N/A N/A
HI4054 4 Introduction to Folklore 20 N/A N/A N/A
HI4055 4 The Roots of State Welfare 1830 - 1946 20 N/A N/A N/A
HI4102 4 The Making of Modern Ireland, 1603-1923 20 N/A N/A N/A
HI4114 4 Turning Points in History: Europe and the Wider World, 1000-2000 20 N/A N/A N/A
HI4116 4 Constructing History 40 Comp Comp Comp
HI4117 4 The Crusades, 1095-1204 20 N/A N/A N/A
HI4118 4 Martyrs, Missionaries and Mystics: The Age of Reformations c.1450 – 1650 20 N/A N/A N/A
HI5050 5 The Role of Heritage 20 Comp Comp Comp
HI5051 5 Researching History and Heritage 20 N/A N/A N/A
HI5053 5 Ancient Greece – A Collision of Cultures 20 Optional Optional Optional
HI5054 5 Oral History 20 N/A N/A N/A
HI5055 5 Key Thinkers of the Eighteenth-Century Enlightenment 20 N/A N/A N/A
HI5056 5 Crime and Poverty: controlling the 19th and early 20th century city 20 Optional Optional Optional
HI5100 5 Debates in History 40 Optional Optional Optional
HI5101 5 Europe in the Age of Revolutions, 1789-1861 20 Optional Optional Optional
HI5110 5 Seeking the Promised Land: Black America, 1865-1977 20 Optional Optional Optional
HI5113 5 The Supernatural in the Early Modern World 20 Optional Optional Optional
MS5202 5 A History of the Isle of Man: AD979 to Present 20 Optional Optional Optional
WB5101 5 Enhancing your Employability through Work Based Learning 20 N/A N/A N/A
HI6050 6 History & Heritage Dissertation 40 Comp Optional N/A
HI6051 6 Heritage in Practice 20 Comp Comp Comp
HI6052 6 Reconstructing Identity: The Celtic Revival in Britain, Ireland and the Isle of Man 20 Optional Optional Optional
HI6053 6 Language, Nationalism, and Identity 20 N/A N/A N/A
HI6054 6 Serfs, Soldiers and Revolutionaries: The People of the Russian Revolution 1917-1921 20 Optional Optional Optional
HI6055 6 Critical Reflections on the French Revolution, 1774-1799 20 Optional Optional Optional
HI6056 6 Ancient Rome - Aspects of Empire 20 Optional Optional Optional
HI6057 6 Land, Poverty and Conflict: The Scottish Highlands, 1790-1925 20 Optional Optional Optional
HI6058 6 The New Scandinavia 20 Optional Optional Optional
HI6059 6 The Risorgimento and the Unification of Italy: The Rise of Liberalism and Nationalism in Italy, 1815 – 1871 20 N/A N/A Optional
HI6103 6 The English Revolution: Causes, Course and Consequences 20 Optional Optional Optional
HI6109 6 Historical Sources: The English Revolution 20 N/A N/A N/A

  • 120 credits at Level 4 entitles the student to a Certificate of Higher Education
  • 240 credits at Level 5 entitles the student to a Diploma of Higher Education
  • 360 credits at Level 6 entitles the student to a Bachelor’s degree

N/A

N/A

96 UCAS points or equivalent. Mature applicants (over 21) will be considered on the basis of their previous academic achievements, work experience, or professional qualifications. 

The design of this programme has been informed by the HSBS 2014, which comprises six substantive sections to guide the design, structure, content, delivery and assessment of History undergraduate degree programmes: Section 3 (The Historian's Skills and Qualities of Mind), Section 4 (Criteria for Content and Approach in Designing a Programme of Undergraduate Study), Section 5 (Progression), Section 6 (Teaching, Learning and Assessment), Section 7 (Assessment Criteria), and Section 8 (Learning Outcomes and Achievement). These recommendations are summarised in Section 9. The text in §.24a, §.26 & §.28 of this programme specification identifies how the programme of study conforms to the HSBS 2014, both generally and specifically, and is summarised below.

The Historian's Skills and Qualities of Mind
The programme has been designed to foster the skills and qualities of mind listed in §.3-1-3.3, through a variety of teaching, learning and assessment methods (see §.28 of this programme specification). The programme structure provides students with a broad base of knowledge at Level 4, which becomes more focused and specialised at Levels 5 and 6.

Generic transferable skills (HSBS §.3.3) are embedded into the programme at every level, with students developing their independence and intellectual maturity as the programme progresses.

The additional skills referred to in HSBS §.3.2 are incorporated through the study of material culture (particularly in the heritage modules, but also in modules such as HI6052) and of language issues (HI6053). The use of databases, digital resources, and archives are embedded throughout the programme. Field trips are an important part of the programme and allow for students to become more actively engaged with the areas studied.

Criteria for Content and Approach in Designing a Programme of Undergraduate Study
The programme is designed to provide students with the opportunity to study a variety of types of history and heritage (HSBS §.4.6) and the history and heritage of more than one society or culture (HSBS §.4.3) over an extended period of historical time (HSBS §.4.2). This is demonstrated in §.24 of this programme specification which details the range of modules on offer. The analysis of source material is an integral part of the programme’s teaching and learning strategy and is formatively and summatively assessed (HSBS §.4.4; see §.28 of this programme specification).

Progression
Students progress through the programme having gained the appropriate range and depth of knowledge and experience at each Level (HSBS §.5.1). Formative and summative assessment at each Level ensures that students acquire the required skills and knowledge to progress to the next Level.

Teaching and Learning
Students are provided with comprehensive module and programme documentation at the beginning of each academic year, through module and programme handbooks (HSBS §.6.1). The teaching and learning environment comprises a variety of settings, including lectures, seminars, workshops, tutorials, field trips, and private study. Student participation is encouraged by tutors and is formatively and summatively assessed (HSBS §.6.2-3). Student participation is particularly encouraged in seminars and workshops which encourage group discussion and debate (HSBS §.6.5). Students receive diagnostic feedback both formatively and summatively, in every module (HSBS §.6.10 and §.7.2). 

Assessment
Students undertake a wide variety of assessments (HSBS §.6.12), including essays (HSBS §.6.13), source analyses (HSBS §.6.14), formal examinations (HSBS §.6.13), and oral presentations and discussions (HSBS §.6.16). A number of assessments include the use of various forms of information technology, such as the inclusion of visual and other media in presentations (HSBS §.6.4 and §.6.7). Written assignments vary from short 1,000-word seminar logs to longer essays. Students undertake an 8,000-10,000-word dissertation in HI6050 (HSBS §.6.15 and §.6.17). Such projects allow students to address historical enquiries and problems in depth (HSBS §.6.15).

Learning Outcomes and Achievement
The programme’s aims and learning outcomes are listed in §.22 and §.23 of this programme specification. The programme aligns with those learning outcomes and achievements detailed in HSBS §.8.1.

Throughout the programme, students will develop a range of generic and subject-specific skills. Through the study of a variety of historical events, both local and global, across a range of time periods, students will build up an awareness of continuity and change over time and of the complex histories of different societies and cultures. Students will accrue a substantial body of historical knowledge during their course of study.

Specific modules will explore the development of history as a discipline and the development and role of different historical methodologies and theories. Specific modules and assessments provide the opportunity for students to address historical problems in depth (e.g. HI5100) and to develop, research, and present research projects of their own choosing (e.g. HI6050).

Students will develop transferable skills, such as oral and written communication, independent thinking, and group working throughout the programme, through participation in seminars, workshops and tutorials, and through formative and summative assessment. Students will also develop analytical skills, such as the ability to read, analyse and reflect critically on primary and secondary source material, and on the complex nature of historical interpretation. Formative and summative assessments will develop their ability to formulate appropriate questions and build and sustain arguments. Such skills are developed throughout the programme in all modules.

Learning and Teaching
In line with the University of Chester’s Learning and Teaching Strategy 2013-2016/7, the programme is designed to support a challenging, but supportive, learning environment for students. Students are encouraged to contribute their own knowledge and experiences during small group teaching sessions, seminars, and field trips, in line with the University’s commitment to ‘students and staff working together in partnership, as active participants’.

Appropriate technology will be used to enhance module delivery and the use of technology in assessment will allow students to develop valuable transferrable skills. Students will actively engage with discipline-related research throughout the programme. UCM’s links with professional practice (including the Island’s heritage agencies and historical records repositories) enable students to tap into the extensive available expertise through guest lectures, site visits, and project-based assessments. 

Acknowledging HSBS §. 6.2-6.6 & 9.2, the programme uses a wide range of learning and teaching methods, including lectures, seminars, workshops, tutorials, field trips and private study. Specifically:

  • Lectures stimulate interest and provide a frame of reference for further study.
  • Seminars facilitate discussion and debate on key ideas and research issues within the discipline.
  • Tutorials provide opportunities for more personalised direction and hands-on experience and practical skills.
  • Field trips provide opportunities for first-hand experience of historical sites and fieldwork.
  • Private study encourages students to take control of their learning experience and to learn those skills which are particularly related to independent learning, such as time management, locating information, note-taking, critical reading, critical thinking, and written communication.

Assessment
The programme incorporates a broad and varied assessment regime which is recognised as central to the student learning experience (HSBS §. 6.11-6.16).

Students at all levels undertake a series of written tasks, including document analyses, book reviews, reports, essays of varying lengths, projects, a dissertation of 8,000 words, and 1-hour examinations (HSBS §. 6.13-15, 6.17, 9.3).

Oral communication is recognised as a key transferable skill and a valuable method of formative and summative assessment (HSBS §. 6.16). Oral assessment, both formative and summative, is now undertaken at all Levels and can take the form of an individual or group presentation of a topic or a reflective dialogue in which the students reflect critically upon their own research.

Group work (HSBS §. 6.17, 9.3), is also assessed in a number of modules, both formatively (through workshops, seminars, and tutorials) and summatively (through oral and written presentations).

Formative assessment is embedded at each level, particularly through workshops, seminars, and individual tutorials.

All assessment is targeted to the learning outcomes of each module and to the programme overall, with assessment feedback specifically addressing these learning outcomes.

Transferable skills are embedded throughout the programme. Students will complete the programme possessing effective skills in written and spoken communication, and the interpretation of texts. Graduates will be self-critical and reflective with a high level of skill in problem-solving, project management, IT and multimedia skills (including word-processing), collaborative learning and working to deadlines. In particular, HI6050 History & Heritage Dissertation helps students to develop skills relating to independent working, including project development and management.

With the knowledge, skills and experience acquired through the programme, graduates will be well qualified to enter a wide range of employment sectors, including education, law, media, marketing, finance, business, tourism, and heritage.

UCM has a flexible admissions policy, and encourages applications from mature students and from groups historically under-represented in Higher Education. The general policy is to look for a good level of literacy, together with proven interest and/or expertise in an appropriate subject.

UCM has considerable experience in successfully addressing the practical and learning needs of a wide range of students. These include mature students, those entering education with a non-standard academic background, and those with a wide range of disabilities and specific needs. UCM's Academic Support Service and Student Services provide additional support to students where necessary.

Through the nature and content of the subjects studied, the programme addresses questions of race, gender, disability and age throughout its syllabus and at all levels of study. The assessment regime is designed to evaluate a broad range of student skills and competencies.

Students studying on the programme will benefit from both the operational and academic experience of staff in history and heritage and related disciplines. Students will benefit from a number of key visits to heritage sites and organisations. UCM has very strong links with Manx National Heritage (MNH), the Isle of Man’s statutory heritage agency, and students will benefit from guest lectures from MNH staff and from local experts on various aspects of Manx history and heritage.

UCM fully endorses and adheres to the established Personal Academic Tutorial scheme. All students are allocated a personal tutor and are required to attend regular meetings throughout their studies. Personal tutors will assist with both academic and non-academic matters. In addition, and where necessary, students will be directed to the Academic Support Centre or Student Services for advice and guidance.

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