Programme Specifications
German / History
Information provided by Department of History and Welsh History:
Information provided by Department of Modern Languages:
n/a
Information provided by Department of History and Welsh History:
History
Information provided by Department of Modern Languages:
Languages and Related Studies
Information provided by Department of History and Welsh History:
September 2023
Information provided by Department of Modern Languages:
April 2013
September 2023
Information provided by Department of History and Welsh History:
The Joint Honours Programme aims to develop learners’ interest in History, and to deepen their knowledge and understanding of the subject in relation to another cognate subject area. It offers learners a wide range of choice with regard to historical periods and themes from prehistory to the present, which include opportunities to study aspects of political, social, cultural or economic history. Other modules focus on the acquisition of fundamental historical research skills and an understanding of historiographical issues. In this way, the Programme aims to produce graduates who possess high level research and interpretative skills, and who have acquired a lifelong appreciation of History’s value to society.
The Joint Honours Programme aims to develop learners’ interest in History, and to deepen their knowledge and understanding of the subject in relation to another cognate subject area. It offers learners a wide range of choice with regard to historical periods and themes from prehistory to the present, which include opportunities to study aspects of political, social, cultural or economic history. Other modules focus on the acquisition of fundamental historical research skills and an understanding of historiographical issues. In this way, the Programme aims to produce graduates who possess high level research and interpretative skills, and who have acquired a lifelong appreciation of History’s value to society.
Information provided by Department of Modern Languages:
- to develop the learner’s interest in and knowledge and understanding of the German-speaking world, past and present, including its language, culture, history and institutions;
- to develop a resource of intellectually trained individuals capable of acting as bridges of understanding and conduits of knowledge between the German-speaking and British cultures;
- to develop and enhance students’ communication skills and their capacity both for independent and co-operative working;
- to release graduates into a wide range of employment contexts as lifelong learners;
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to develop the learner’s interest in and knowledge and understanding of the German-speaking world, past and present, including the language, culture, history and institutions;
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to develop a resource of intellectually-trained individuals capable of acting as bridges of understanding and conduits of knowledge between German-speaking and British cultures;
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to develop and enhance students’ communication skills and their capacity both for independent and co-operative working;
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to release graduates into a wide range of employment contexts as lifelong learners
Information provided by Department of History and Welsh History:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
the programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Information provided by Department of Modern Languages:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Information provided by Department of History and Welsh History:
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A1 Knowledge and understanding of human societies in the past through the study of a range of historical periods and themes in more than one country, and in different cultural contexts
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A2 The ability to frame historical questions, and to search for and locate appropriate secondary and primary evidence in diverse forms, including the electronic.
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A3 The ability to read and use, critically and empathetically, a range of secondary texts and primary sources
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A4 The appreciation of the complexity and diversity of situations, events and ways of thinking in the past.
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A5 The understanding of the difficulties inherent in historical interpretation, and the means whereby historians deal with ambiguity, incomplete evidence and differences of viewpoints
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A6 The appreciation of the basic critical skills of the historian in establishing and using rules of evidence and testing the validity of statements by developing a practical understanding of how established techniques of research and enquiry are used to produce and interpret historical knowledge
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A7 Intellectual independence in the setting and solving of problems, the acquisition of bibliographical skills, the ability to gather, sift, select, organise and synthesise historical evidence, and the ability to formulate appropriate questions and to provide answers to them using valid and relevant evidence and argument.
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A8 Reflexive and critical awareness of the forces of historical change and the ways in which they are explained in historiographical debates
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A9 The marshalling of lucid and coherent arguments in written and oral forms.
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A10 The ability to listen and to respond to the arguments of others.
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A11 The understanding of the social value of History, and the fostering of a life-long enjoyment of History as a subject.
Learning/teaching methods and strategies:
Acquisition of 1 is through lectures, seminars (which include formal presentations, directed and student-led discussions), assessed coursework and individual essay tutorials. Additional support is provided by the resources of the University Library and the National Library of Wales. Acquisition of 2-11 is through a combination of Option and Survey modules with a range of skills and historiographical modules in Year 2 and Special Subject, Dissertation and general Historical Problems modules in Year 3. Throughout, learners are required to consolidate and broaden their knowledge by means of independent reading.
Assessment:
Assessment is by coursework (1, 3, 4-9), for which learners are offered regular feed-back, and by a combination of closed unseen examinations (1, 4-10), take-away examination (8) and where appropriate, projects (6) and dissertation (1-9). Trials are currently being conducted for oral assessment by means of formal presentations (9).
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A1 |
Knowledge and understanding of human societies in the past through the study of a range of historical periods and themes in more than one country, and in different cultural contexts |
|
A2 |
The ability to frame historical questions, and to search for and locate appropriate secondary and someprimary evidence in diverse forms, including the electronic. |
|
A3 |
The ability to read and use, critically and empathetically, a range of secondary texts and someprimary sources |
|
A4 |
The appreciation of the complexity and diversity of situations, events and ways of thinking in the past. |
|
A5 |
The understanding of the difficulties inherent in interpreting historical evidence, and the means whereby historians deal with ambiguity, incomplete knowledge and differences of viewpoints |
|
A6 |
The appreciation of the basic critical skills of the historian in establishing and using rules of evidence and testing the validity of statements by developing a practical understanding of how established techniques of research and enquiry are used to produce and interpret historical knowledge |
|
A7 |
Intellectual independence in the setting and solving of problems, the acquisition of bibliographical skills, the ability to gather, sift, select, organise and synthesise historical evidence, and the ability to formulate appropriate questions and to provide answers to them using valid and relevant evidence and argument. |
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A8 |
Reflexive and critical awareness of the forces of historical change and the ways in which they are explained in historiographical debates |
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A9 |
The marshalling of lucid and coherent arguments in written and oral forms, and the ability to listen and to respond to the arguments of others. |
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A10 |
The understanding of the social value of History, and to foster its life-long enjoyment as a subject. |
Learning/teaching methods and strategies:
Acquisition of 1 is through lectures, seminars (which include formal presentations, directed and student-led discussions), assessed coursework and individual essay tutorials. Additional support is provided by the resources of the University Library and the National Library of Wales. Acquisition of 2-10 is through a combination of Option and a choice ofSurvey modules with a range of skills and historiographical modules in Year 2s and 3. Throughout, learners are required to consolidate and broaden their knowledge by means of independent reading.Assessment:
Formative assessment is by coursework (1, 3, 4-9), for which learners are offered regular feed-back. Summative assessment is by a combination of closed unseen examinations (1, 4-10), take-away examination (8)and where appropriate, projects (6). Trials are currently being conducted for oral assessment by means of formal presentations (9).
Information provided by Department of Modern Languages:
Knowledge and understanding
- German language (spoken and written);
- German-language culture in its widest sense (including film, literature and sociolinguistics);
- German history and contemporary German society;
- key methods and concepts of cultural and/or linguistic analysis;
- the position of all of the above in a wider European and world context;
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
Acquisition of 1 is through small-group classes and regular assessed coursework, with emphasis on group discussions/conversations. Additional support is provided through both assisted and self-access facilities for language learning in the Language Resource Centre. The year abroad provides total immersion in the target language and culture. Acquisition of 2-5 is through a combination of lectures/seminars in year/level 1, and subsequently developed through seminar-based teaching in later years. Throughout, the learner is encouraged to undertake independent reading both to supplement and to consolidate what is being taught/learnt and to broaden individual knowledge and understanding of the subject.
Assessment
Testing of the knowledge base is through a combination of unseen written examinations (1-5), assessed coursework (1-5) in the form of essays (1-5) oral examinations and classes (1), other set assignments or tasks undertaken under examination conditions (1-5), extended essays (1-5).
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A1 man language (spoken and written);
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A2 German-language culture in its widest sense (including film, literature and linguistics);
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A3 German history and contemporary society;
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A4 key methods and concepts of cultural and/or linguistic analysis;
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A5 the position of all of the above in a wider European and world context
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
Acquisition of 1 is through small-group classes and regular assessed coursework, with emphasis on group discussions/conversations. Additional support is provided through both assisted and self-access facilities for language learning in the Language Resource Centre. The year abroad provides total immersion in the target language and culture. Acquisition of 2-5 is through a combination of lectures/seminars in year/level 1, and subsequently developed through increasingly seminar-based teaching in later years. Throughout, the learner is encouraged to undertake independent reading both to supplement and to consolidate what is being taught/learnt and to broaden individual knowledge and understanding of the subject.
Assessment
Testing of the knowledge base is through a combination of unseen written examinations (1-5), assessed coursework (1-5) in the form of essays (1-5), oral examinations and classes (1), other set assignments or tasks undertaken under examination conditions (1-5), and extended essays (1-5).
Information provided by Department of History and Welsh History:
10.2.1 Intellectual (thinking) skills – able to:
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B1 engage with the complexity and diversity of the subject
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B2 reason critically
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B3 apply historical methods and concepts
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B4 demonstrate independence of mind
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B5 communicate knowledge and ideas to others, in written and spoken forms
Intellectual skills are developed throughout the Programme in a variety of ways. These include the development of listening skills in lectures and comprehension skills in reading and note-taking (1), seminars, tutorials, dissertations and coursework (1-5)
Assessment
All forms of assessment measure learners’ abilities in each of the 5 intellectual skills by means of written responses in a variety of formats. Oral presentation is not yet formally assessed, but is developed in seminar and tutorial work.
10.2.2 Practical skills – able to
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C1 search out, sift, assimilate and deploy bodies of historical evidence from a variety of sources
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C2 demonstrate self-discipline in time-management and an ability to work both independently and collaboratively
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C3 read secondary sources critically
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C4 analyse primary sources in complex ways, including an ability to establish their provenance, analyse their content and language, and cross-reference them with other primary and secondary sources
All learners are introduced to these practical skills in the Year 1 core modules, and each is further developed in Years 2 and 3 in all modules. Module handbooks and Year Guides provide further guidance, especially in relation to essay writing and preparation. Skills modules in Year 2 introduce students to a set of particular historical skills, such as oral testimony, IT, statistical analysis, and the use of a wide range of evidence from field monuments to journalism. A separate Dissertation Handbook is distributed to all Year 3 students, while the Dissertation Module provides detailed advice on how to select a topic, search for sources, and structure and present the completed dissertation.
Assessment
Skills 1-3 are assessed primarily by means of coursework and examinations, whereas 4, though an important element in the assessment of all modules, is assessed principally by means of essays, projects and seen and unseen examinations in the Skills, Special Subject and Dissertation modules.
B. Intellectual (thinking) skills – able to:
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B1 |
engage with the complexity and diversity of more than one subject |
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B2 |
reason critically |
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B3 |
apply historical methods and concepts |
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B4 |
demonstrate independence of mind |
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B5 |
communicate knowledge and ideas to others, in written and spoken forms |
Learning/teaching methods and strategies
Intellectual skills are developed throughout the Programme in a variety of ways. These include the development of listening skills in lectures and comprehension skills in reading and note-taking (1), seminars, tutorials and coursework (1-5)
Assessment
All forms of assessment measure learners’ abilities in each of the 5 intellectual skills by means of written responses in a variety of formats. Oral presentation is not yet formally assessed, but is developed in seminar and tutorial work.
C. Practical skills – able to
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C1 |
search out, sift, assimilate and deploy critically bodies of historical evidence from a variety of secondary sources |
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C2 |
analyse some primary sources in complex ways, including an ability to establish their provenance, analyse their content and language, and cross-reference them with other primary and secondary sources |
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C3 |
demonstrate self-discipline in time-management and an ability to work both independently and collaboratively |
D. Transferable skills – able to:
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D1 |
demonstrate initiative, self-direction and self-motivation |
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D2 |
demonstrate flexibility and independence of mind |
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D3 |
demonstrate effective presentation and communication skills, orally and in writing |
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D4 |
manage time and work to deadlines |
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D5 |
search for and locate information in a wide variety of sources |
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D6 |
contextualise, evaluate and cross-reference diverse forms of (often incomplete) information |
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D7 |
work constructively in groups, and to assess the value and relevance of the ideas and arguments of others. |
Learning/teaching methods and strategies
The Programme develops these qualities cumulatively, and in a number of ways. 1 and 2 are learned principally in essay and seminar preparation and individual essay tutorial and seminar discussion, while 3 and 4 are learned in essay/project writing, tutorial and seminar presentation. 5 is developed in all research-based exercises - from essay and seminar preparation. 6-7 feature strongly in all aspects of the Programme.
AssessmentThe Programme’s marking criteria reward quality demonstrated in 1-3 and 5 and 6 at both formative and summative levels. 4 is not formally assessed, but penalties are imposed on coursework delivered after the agreed submission date. 7 is not formally assessed.
Information provided by Department of Modern Languages:
Intellectual skills
- reason critically;
- apply filmic and/or linguistic and/or literary and/or other cultural concepts;
- identify and solve problems;
- analyse and interpret;
- demonstrate and exercise independence of mind and thought;
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
Intellectual skills are developed through the teaching and learning programme outlined above (and in section 10). Each course, whatever the format of the teaching, involves discussion of key issues, practice in applying concepts both orally and in writing, analysis and interpretation of material, and individual feedback sessions for learners on work produced.
Assessment -
The variety of assessment methods employed places great emphasis (as shown in their assessment criteria) on the learner’s ability to demonstrate skills 1-5 through the production of coherent written and oral responses either to problems or tasks set. Most learners produce at least one extended essay during their studies (specifically for the year abroad) which provides a vehicle for the demonstration of these skills.
Professional practical skills (where appropriate)- retrieve, sift and select information from a variety of sources;
- plan, undertake and report a bibliographically-based piece of research;
- speak, write and read German at high or near-native level of proficiency;
- apply key methods and concepts of cultural and linguistic analysis.
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
All learners receive initial guidance on how to identify, locate and use material available in libraries and elsewhere. Comprehensive bibliographies are provided for each course at the outset, as are guidelines for the production of coursework essays and extended essays. Classes and tutorials are given on cultural, historical and linguistic concepts, and on translation techniques. Students are required to read texts in German for all courses. The year abroad promotes the active learning of language to a high level.
Assessment
Skills 1-5 are primarily assessed through coursework (independently produced essays and translation assignments), which forms an integral part of the assessment for all courses in German culture and linguistics. Additionally, skill 4 is assessed in unseen written examinations in these areas. Language is assessed throughout in oral classes (in which a topic presentation and active participation contribute to the assessment), by coursework and by unseen written examination.
10.2.1 Intellectual Skills
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B1 reason critically;
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B2 apply filmic and/or linguistic and/or literary and/or other cultural concepts;
-
B3 identify and solve problems;
-
B4 analyse and interpret;
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B5 demonstrate and exercise independence of mind and thought.
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
Intellectual skills are developed through the teaching and learning programme outlined above (and in section 10). Each course, whatever the format of the teaching, involves discussion of key issues, practice in applying concepts both orally and in writing, analysis and interpretation of material, and feedback for learners on work produced.
Assessment
The variety of assessment methods employed places great emphasis (as shown in their assessment criteria) on the learner’s ability to demonstrate skills 1-5 through the production of coherent written and oral responses either to problems or tasks set. Most learners produce at least one extended essay during their studies (specifically for the year abroad) which provides a vehicle for the demonstration of these skills.
10.2.2 Professional Practical Skills (where appropriate)
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C1 retrieve, sift and select information from a variety of sources;
-
C2 plan, undertake and report a bibliographically-based piece of research;
-
C3 speak, write and read German at high or near-native level of proficiency;
-
C4 apply key methods and concepts of cultural and linguistic analysis.
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
All learners receive initial guidance on how to identify, locate and use material available in libraries and elsewhere. Bibliographies are provided for each course at the outset, as are guidelines for the production of coursework essays and extended essays. Classes and tutorials are given on cultural, historical and linguistic concepts, and on translation techniques. Students are required to read texts in German for all courses. The year abroad promotes the active learning of language to a high level as well as the development of intercultural awareness.
Assessment
Skills 1-5 are primarily assessed through coursework (independently produced essays and translation assignments), which forms an integral part of the assessment for all courses in German culture and linguistics. Additionally, skill 4 is assessed in unseen written examinations in these areas. Language is assessed throughout in oral classes (in which a topic presentation and active participation contribute to the assessment), by coursework and by unseen written examination.
Information provided by Department of History and Welsh History:
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D1 demonstrate initiative, self-direction and self-motivation
-
D2 demonstrate flexibility and independence of mind
-
D3 demonstrate effective presentation and communication skills, orally and in writing
-
D4 manage time and work to deadlines
-
D5 search for and locate information in a wide variety of sources
-
D6 contextualise, evaluate and cross-reference diverse forms of (often incomplete) information
-
D7 work constructively in groups, and to assess the value and relevance of the ideas and arguments of others.
The Programme develops these qualities cumulatively, and in a number of ways. 1 and 2 are learned principally in essay and seminar preparation and individual essay tutorial and seminar discussion, while 3 and 4 are learned in essay/project writing, tutorial and seminar presentation. 5 is developed in all research-based exercises, from essay and seminar preparation to the Dissertation, if relevant. 6-7 feature strongly in all aspects of the Programme.
Assessment The Programme’s marking criteria reward quality demonstrated in 1-3 and 5 and 6. 4 is not formally assessed, but penalties are imposed on coursework delivered after the agreed submission date. 7 is not formally assessed. On completion of the programme the student will be able to take responsibility for themselves and their work. S/he will be able to:
- Work independently
- Work in a team
- Respect the views and beliefs of others
- Listen
- Communicate orally
- Communicate in writing
- Communicate electronically
- Word-process
- Use the Web
- Manage time and work to deadlines
- Research issues
- Solve problems
- Adapt to change
- Develop career awareness
Information provided by Department of Modern Languages:
- structure and communicate ideas effectively both orally and in writing;
- manage time and work to deadlines;
- participate constructively in groups;
- work independently;
- find information and use information technology;
- be self-reliant;
- assess the relevance and importance of the ideas of others.
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
All courses except GE10210 require regular written work, usually in the form of essays, and regular feedback on this is given to the learner to develop not only their understanding but also their powers of expression (1). Skill 2 is learnt (rather than taught) through the management of time to meet the various and sometimes conflicting deadlines (all notified at the outset of each course) for submission of coursework. Skills 3 and 7 are developed in classes, seminars and tutorials, which rely on discussion and interaction, as well as presentations given by individuals or groups of learners. Skills 4 and 6 are particularly developed during the year abroad, for which learners are prepared in advance. IT skills are largely developed through individual learning.
Assessment
Effective communication of ideas is an important criterion in assessing all areas of a learner’s work, and the regular feedback as well as the final mark reflect this. Skills 4, 6 and 7 are assessed by both the coursework and extended essays produced, which although supervised, are nevertheless the results of independent thought and work/research by the learner. Skill 5 is assessed through the assembly of necessary information for essays, etc., and their production on PCs. Skill 3 is assessed in oral classes. Skills 2 is not formally assessed.
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D1 Structure and communicate ideas effectively both orally and in writing;
-
D2 manage time and work to deadlines;
-
C3 participate constructively in groups;
-
C4 work independently;
-
C5 find information and use information technology;
-
D6 be self-reliant;
-
D7 assess the relevance and importance of the ideas of other
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
All courses except FR10210 require regular written work, usually in the form of essays, and regular feedback on this is given to the learner to develop not only their understanding but also their powers of expression (1). Skill 2 is learnt (rather than taught) through the management of time to meet the various and sometimes conflicting deadlines (all notified at the outset of each course) for submission of coursework. Skills 3 and 7 are developed in classes, seminars and tutorials, which rely on discussion and interaction, as well as presentations given by individuals or groups of learners. Skills 4 and 6 are particularly developed during the year abroad, for which learners are prepared in advance. IT skills are largely developed through individual learning.
Assessment
Effective communication of ideas is an important criterion in assessing all areas of a learner’s work, and the regular feedback as well as the final mark reflect this. Skills 4, 6 and 7 are assessed by both the coursework and extended essays produced, which although supervised, are nevertheless the results of independent thought and work/research by the learner. Skill 5 is assessed through the assembly of necessary information for essays, etc., and their production on PCs. Skill 3 is assessed in oral classes. Skills 2 is not formally assessed.
BA German / History [RV21]
Academic Year: 2023/2024Joint Honours scheme - available from 2000/2001
Duration (studying Full-Time): 4 yearsMaking History
Beirdd a Noddwyr: Llên a Hanes c.1300-1500
Reading a Building
History as myth-Making: the 'Myth of the Blitz'
Interdisciplinary and decolonial history
Seals in Their Context in Medieval England and Wales
Victorian Visions: Exploring Nineteenth-Century Exhibitions
Recounting Racism: Oral History and Modern American Race Relations.
Diwylliant, Cymdeithas a'r Fictoriaid
Cymru a'r Tuduriaid
Famine in Medieval England
War, Politics and People: England in Context in the Fourteenth Century
Between Revolution and Reform: China since 1800
Roads to Modernity: Germany and Japan in the Age of Empires, 1860s-1930s
Environmental History of the Neotropics (Latin America and the Caribbean) in the Capitalocene
Culture, Society and the Victorians
Wales under the Tudors
Concro'r Byd: Twf a Chwymp Ymerodraethau Prydain a Ffrainc
Stori America, 1607-1867, ar Ffilm a Theledu
The British Isles in the Long Eighteenth Century
Medieval England and Germany, c. 1050-1250
The European Reformation
From Poor Law to Welfare State: Poverty and Welfare in Modern Britain, 1815-1948
The Nazi Dictatorship: Regime and Society in Germany 1933-1945
Wales and the Kings of Britain: Conflict, Power and Identities in the British Isles 1039-1417
Diwylliant, Cymdeithas a'r Fictoriaid
Cymru a'r Tuduriaid
Famine in Medieval England
War, Politics and People: England in Context in the Fourteenth Century
Between Revolution and Reform: China since 1800
Roads to Modernity: Germany and Japan in the Age of Empires, 1860s-1930s
Environmental History of the Neotropics (Latin America and the Caribbean) in the Capitalocene
Culture, Society and the Victorians
Wales under the Tudors
Concro'r Byd: Tŵf a Chwymp Ymerodraethau Prydain a Ffrainc
Stori America, 1607-1867, ar Ffilm a Theledu
The British Isles in the Long Eighteenth Century
Medieval England and Germany, c. 1050-1250
The European Reformation
From Poor Law to Welfare State: Poverty and Welfare in Modern Britain, 1815-1948
The Nazi Dictatorship: Regime and Society in Germany 1933-1945
Wales and the Kings of Britain: Conflict, Power and Identities in the British Isles 1039-1417