University of Chester

Programme Specification
History & Heritage Management with Manx Studies BA (Hons) (Single Honours)
2016 - 2017

Bachelor of Arts (Single Honours)

History & Heritage Management with Manx Studies

History & Heritage Management with Manx Studies

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




17a. Faculty

17b. Department

Arts and Humanities History and Archaeology



History & Archaeology

Tuesday 1st May 2007

  1. To offer students a coherent experience of the contributory disciplines with opportunities to focus on chosen periods of History.
  2. To engage with current debates in the field of Heritage Management.
  3. To explore an associated specialism i.e. Manx Studies.
  4. To encourage students to reflect critically upon the nature of their disciplines and apply themselves to relevant sources.
  5. To facilitate the development of a range of key skills.
  6. To enhance postgraduate opportunities in employment and further study, through systematic attention to learning outcomes applicable to, and transferable to, those contexts.

On completion of this programme, students will have acquired knowledge understanding of:

  • Aspects of Manx, British, European and World history during the second millennium.
  • The investigation and interpretation of human recorded past, with regard to a political, economic and cultural context largely unfamiliar today.

These align to learning outcomes 1 and 2 at each Level (see Section 28). 


On completion of this programme, students will have acquired the ability to: 

  • Plan and conduct various types of assignment, including an extended piece of original research
  • Investigate and analyse diverse data.
  • Critically to assess argument and opinion.
  • Reflect upon the nature of the discipline.

These align to learning outcomes 2, 3, and 4 at each Level (see Section 28). 


On completion of this programme, students will: 

  • Show critical application of historical methodology to a range of sources, problems and issues, with the competent use of appropriate information technology 

This aligns to learning outcomes 2, 4, and 5 at each Level (see Section 28). 

On completion of this programme, students will have acquired the ability to:

  • Communicate information and ideas effectively, both orally and in writing.
  • Work independently and as part of a team.
  • Critically reflect upon their own learning performance.
  • Solve problems.
  • Effectively use a variety of forms of IT.

This aligns to learning outcomes 4, and 5 at each Level (see Section 28). 

This programme offers students a pyramidal structure to their studies, a phased progression from the broad to the particular, the general to the specialist, in line with History Subject Benchmark Statement point 5 on progression. In its learning and teaching strategies, it is informed by (and conforms to) Subject Benchmark Statement point 6, as it does with the diversity of its syllabus (Subject Benchmark point 4) and diversity of its assessment practices (Subject Benchmark point 7). In all, the programme fosters in students the historians' skills and qualities of mind as set out in Subject Benchmark point 3.

At Level 4, students take modules in each of the three subjects of History, Heritage Management and Manx Studies. For the History area, HI4100 Turning Points in History: Europe and the Wider World: 1000-2000 worth 20 credits, introduces students to various themes and turning points from Europe and the World during the last millennium in line with History Subject Benchmark Statement point 4, which recommends the study of continuity and change over an extended span of time, region, society and culture, familiarity with different conceptual approaches and methodologies to studying the past and awareness of different source materials. In the Heritage area, students study HI4001 (Introduction to the Archaeology of the British Isles) and HI4002 (Living with the Past: An Introduction to Archaeological Heritage) which together provide an introduction to Heritage Studies. For Manx Studies, students take MS4208 (An Introduction to the Landscape and the Prehistory of the Isle of Man)

At Level 5, students take the core modules HI5001 (The Archaeology of Material Culture), and MS5202 (A History of the Isle of Man: AD 1000 to Present) both worth 20 credits and taught through a combination of lectures, group seminars and tutorials, which aims to reinforce and extend the skills and knowledge acquired at Level 4 and to advance students as independent learners. The final 20 credits at Level 5 is provided by a Work-Based or Experiential Learning module and the students will normally choose one from HI5105 (Historical Research: Methods and Practice), or MS5200 (Experiential Learning: Manx Studies).

At Level 6, each student undertakes a Dissertation module (worth 40 credits) either in History (HI6100), Heritage/Archaeology (HI6000) or Manx Studies (MS6200), 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 relevant philosophy and practice and to produce an extended piece of written work. There are no lectures or seminars for the Dissertation but students have regular tutorials with a relevant tutor. Students also follow four optional 20 credit modules normally including at least one in each of the three areas of History, Heritage Management and Manx Studies.

Mod-Code Level Title Credit Single
HI4001 4 Introduction to the Archaeology of the British Isles 20 N/A
HI4002 4 Living with the Past : An Introduction to Archaeological Heritage 20 N/A
HI4100 4 Europe and the Wider World: Turning Points in History, 1000-2000 40 N/A
HI4112 4 The Mystery of History 20 N/A
MS4203 4 Introduction to the Study of the Isle of Man and its People 20 N/A
MS4204 4 The Evolution of the Manx Landscape 20 N/A
MS4208 4 An Introduction to the Landscape and Prehistory of the Isle of Man 40 N/A
HI5001 5 The Archaeology of Material Culture 20 N/A
HI5002 5 Experiential Learning: Archaeology 20 N/A
HI5100 5 Debates in History 40 N/A
MS5200 5 Experiential Learning: Manx Studies 20 N/A
MS5201 5 A History of the Isle of Man: Prehistory to AD 1000 20 N/A
MS5202 5 A History of the Isle of Man: AD 1000 to Present 20 N/A
MS5205 5 Medieval Archaeology of the Isle of Man: AD 1000 to 1500 20 N/A
HI6000 6 Archaeology Dissertation 40 Optional
HI6002 6 Collecting the Past: Museums and Material Culture 20 N/A
HI6007 6 Preserving the Past: Managing Historic Buildings and Ancient Monuments 20 N/A
HI6100 6 History Dissertation 40 Optional
HI6103 6 The English Revolution: Causes, Course and Consequences 20 N/A
HI6107 6 Progressivism, Jazz and FDR 20 N/A
HI6109 6 Historical Sources: The English Revolution 20 N/A
HI6112 6 Historical Sources: The Irish Question 20 N/A
HI6113 6 Historical Sources: Progressivism, Jazz and FDR 20 N/A
HI6122 6 Britain in the Age of Reform, 1867-1929 20 N/A
HI6123 6 Historical Sources: Britain in the Age of Reform 20 N/A
MS6200 6 Manx Studies Dissertation 40 Optional
MS6201 6 Rediscovery and Re-awakenings, 1880-1920: The Birth of the Modern Manx Nation? 20 N/A
MS6202 6 The Political Emergence of the Isle of Man in Early Modern Britain 20 N/A
MS6204 6 Aspects of Manx Culture from 1920 to the Present 20 Optional

120 Credits = Certificate of Higher Education
240 Credits = Diploma of Higher Education
360 Credits = Bachelors Degree with Honours

Traditional entry qualifications

  • Minimum of 240 UCAS points, of which 200 points must be obtained from GCE A2 or Vocational A Level (6 or 12 unit) awards, including grade C or above in a relevant subject. The remaining points may be from GCE and/or VCE A/AS levels.
  • QAA recognised Access Course, Open College Units or Open University credits.
  • Irish/Scottish Highers with B in four subjects.
  • Appropriate BTEC ND or GNVQ with merit profile.
  • International Baccalaureate (30 points inc.4 in a relevant subject)
  • European Baccalaureate (a minimum of 70%)
  • Maturity with motivation and preparedness to study at degree level.

We particularly encourage mature applicants who do not possess the traditional entry qualifications listed below. Entry to the programme will depend upon demonstrated motivation and preparedness for degree study.

This programme is aligned to the History Subject Benchmark Statement with adaptations as relevant. Included below are a list of general competencies or outcomes students should demonstrate at the end of a programme of study and provide a useful guide to the Benchmarking Statements as a whole.

  1. Command of a substantial body of historical, heritage and Manx knowledge.
  2. The ability to develop and sustain arguments in a variety of literary forms, formulating appropriate questions and utilising evidence.
  3. An ability to read, analyse, and reflect critically upon relevant texts.
  4. An appreciation of the complexity of reconstructing the past in the present, the problematic and varied nature of historic, heritage and Manx evidence.
  5. An understanding of the varieties of approaches to understanding, constructing, and interpreting the past in the present.
  6. The ability to read, analyse, and reflect critically and contextually upon History, Heritage and Manx texts and other source materials.
  7. The ability to gather and deploy evidence and data to find, retrieve, sort and exchange new information.
  8. A command of comparative perspectives, which may include the ability to compare the history and heritage of different countries, societies, or cultures.
  9. Awareness of continuity and change over extended time spans.
  10. An understanding of the development of heritage as a discipline and the awareness of different history and heritage methodologies.
  11. An ability to design, research, and present a sustained and independently-conceived piece of history and heritage writing.
  12. The ability to address heritage problems in depth, involving the use of contemporary sources and advanced secondary literature.
  13. Clarity, fluency, and coherence in written expression.
  14. Clarity, fluency, and coherence in oral expression.
  15. The ability to work collaboratively and to participate in group discussion.
  16. Competence in specialist skills which are necessary for some areas of history, heritage and Manx analysis and understanding as appropriate.

History & Heritage Management with Manx Studies is delivered through a planned combination of lectures, seminars, tutorials and, where appropriate, visits to historic and heritage sites and archives, in line with History Subject Benchmark Statement points 6.3-6.6.

  • 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/workshops - provide opportunities for more personalised direction and hands-on experience and practice skills
  • Fieldwork/field visits - provide opportunities for first-hand experience of heritage sites and fieldwork
  • Private study

The expansion and development of Portal offers a uniquely helpful teaching aid providing additional support for students through on-line access to information produced by the University such as lecture details and notes, a variety of documents and sources, timelines and chronologies, relevant web sites, on-line articles and for some modules, quizzes, factual tests and a discussion board.

The delivery of the programme is closely monitored through a number of change mechanisms that include annual monitoring and evaluation, staff development and quality assurance.

The Programme Team is committed to a broad and varied assessment regime as central to the student learning experience (Subject Benchmark points 6.12-6.18). In line with Benchmark Statement point 6.13 that sees the written assessment as the ‘central component’, students at all Levels undertake a series of written tasks, from reports and essays (of 1000, 2000 words), a dissertation of 6000-8000 words and examinations of both one and two hours duration, and on the basis of a seen and unseen paper.

The Department recognises the value and skill content (both implicit and explicit) of oral presentations which have become a significant assessment component for students. Oral assessment - either formative or 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. 

Each component of assessment is determined within an established framework of level-related Learning Outcomes (see below) and are collectively designed to encourage students on each module to demonstrate their proficiency across the full range of skills. Learning Outcomes are level-related, increasing proportionately in terms of academic rigour and expectation as a student progresses to Level 5 and then 6, so allowing the team to monitor student progression. The various assessment tasks, and the key skills they address, are mapped across all three levels to ensure student progress is balanced across all assessment requirements and key skills.

Level-related Learning Outcomes

Level Four

  1. Demonstrate knowledge and understanding both of the topics studied and of the basic concepts of, and different approaches to, the discipline.
  2. Adopt an open, critical and enquiring approach to source material and show understanding of how it can be used;
  3. Appreciate the circumstances in which historical interpretations may differ from one another.
  4. Express knowledge and understanding of the subject orally and in writing, clearly and accurately, both independently and as a member of a group
  5. Show awareness of a range of skills appropriate to the discipline in relation to different types of historical evidence and contexts.

Level Five

  1. Demonstrate knowledge and critical understanding of key issues within the areas studied
  2. Question and analyse a range of historical sources, showing application of historical method and capacity for independent enquiry.
  3. Critically assess rival arguments and interpretations recognising personal perspectives and limitations of knowledge.
  4. Communicate information and ideas effectively and coherently; acknowledging subject conventions and offering reasoned arguments based upon analysis of sources.
  5. Develop and applied a range of subject-specific and transferable skills in different historical contexts.


Level Six

  1. Demonstrate depth of knowledge and critical understanding of key issues and current debates within the topics studied.
  2. Question, analyse and draw valid conclusions from a range of sources, largely through independent enquiry and according to recognised principles of historical method.
  3. Apply an investigative approach to the study of topics, discerning the strengths and weaknesses of rival arguments and interpretations, and presenting original conclusions where appropriate.
  4. Communicate information and ideas effectively and coherently, according to recognised conventions, offering reasoned arguments based upon critical analysis of, synthesis of, and reflection upon, sources.
  5. Deployed a full range of skills appropriate to the discipline including some transferable to future employment, and, where appropriate, to postgraduate research.

A successful graduate would command a substantial body of historical and heritage knowledge in the Manx context, understand how people have existed, acted and thought in dissimilar contexts and societies, be able to read and critically analyse texts and various source materials, understand the problems and difficulties inherent in reconstructing the past, be able to independently research, sort, synthesise, and organise a body of evidence in the construction of a sustainable line of argument and then effectively communicate that argument (and evidence) both orally and in written format.

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, business, tourism, and heritage.

The programme respects the standard University policies regarding admissions, widening access and participation, equal opportunities and APL, as applied centrally by the University. Consistent with the University's commitment to widening access and participation, the programme conforms to the University's flexible approach and welcomes applications from mature students and from groups normally under-represented in higher education.

The Programme Team is committed to the equal opportunities policies of the University and of UCM. Disabled students are not expected to undertake field work if their disability prevents this. There are opportunities for other forms of practical work that could suit disabled students.

The programme addresses questions of diversity and equality throughout its syllabus and at all levels of study, such questions and focus having long been the essential core to the study of History and related subjects. UCM is sensitive to the range of different educational needs required by students and thus coordinates its learning and teaching with its Student Support & Guidance, in terms of study plans and various types of developmental advice, while its assessment regime is designed to evaluate a broad range of student skills and competencies rather than focussing exclusively upon just one or two.

Student Support and Guidance

All students are issued with a comprehensive Programme Handbook at the beginning of each level of study and also receive a module handbook at the start of each module.  The Programme Handbook has advice on study skills and the preparation of various forms of assessed work and also sets our clearly the Department's grading criteria.  Students needing further advice are welcome to consult the Programme/Module Leaders, Departmental administrative support staff, or Personal Academic Tutor, as appropriate.


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