Cynlluniau Astudio
German / History
Information provided by Department of History and Welsh History
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Information provided by Department of History and Welsh History
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History
Information provided by Department of History and Welsh History
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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 History and Welsh History
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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 |
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A2 |
The ability to frame historical questions, and to search for and locate appropriate secondary and someprimary 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 someprimary 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 interpreting historical evidence, and the means whereby historians deal with ambiguity, incomplete knowledge 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, 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 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 History and Welsh History
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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.
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
BA German / History [RV21]
Blwyddyn Academaidd: 2023/2024Cynllun Anrhydedd Cyfun - ar gael ers 2000/2001
Hyd (astudio Llawn Amser): 4 blwyddynMaking 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