approved programme specification(undergraduate) 1. … · 2015-10-09 · status approved programme...

ApprovedStatus PROGRAMME SPECIFICATION(UNDERGRADUATE) 1. TARGET AWARD2. Award 3. TitleBA (Hons) English Literature and History

4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU use only) Version Number (ADQU use only)

14-APR-11

4 5. AWARDING INSTITUTION Edge Hill University 6. TEACHING INSTITUTION

7. ADMINISTRATIVE BASE Faculty of Arts & Sciences 8. PLANNING UNIT English, History and Creative Writing

9. UNIT OF PERIODIC REVIEW English and HistoryQV3D 10. UCAS 11. EHU COURSE CODE BAJ000173

12. ENTRY REQUIREMENTS See current online prospectus at http://www.edgehill.ac.uk/study/courses

13a. ALTERNATIVE AWARD(S) Award Title BADiploma of Higher EducationCertificate of Higher Education

English Literature and HistoryEnglish Literature and History

14. AVAILABLE MODES OF STUDYMode of Study Course Duration Delivery TypeFull TimePart Time

36

ClassroomClassroom

15c. OTHER ACADEMIC & PROFESSIONAL BENCHMARKS The programme is tied to national standards for a degree in this area

through external scrutiny of the programme during development and operation and by reference to nationally agreed standards: QAA Benchmarks QAA History (2007) http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/history.asp QAA English (2007): http://www.qaa.ac.uk/academicinfrastructure/benchmark/.../English07.pdf

13b SUPPLEMENTARY AWARD OPTIONS Award Programme Title Programme

Code Supplementary Award Option

Course Code

8b. SECONDARY PLANNING UNIT (JOINT AWARDS)

15a. PRIMARY QAA SUBJECT BENCHMARK STATEMENT15b. OTHER QAA SUBJECT BENCHMARK STATEMENT

16. Accreditation by Professional, Statutory or Regulatory Bodies (PSRB) Name of PSRB Name of Accreditation / Relationship

17. PRIMARY SUBJECT AREA / JACS Code

18. SECONDARY SUBJECT AREA (if applicable) / JACS Code

19. TERTIARY SUBJECT AREA / JACS Code-

V390-History by topic not elsewhere classified

Q320-English literature

20. PROGRAMME AIMS

The Programme aims to enable students to: *Be academically successful by developing as far as possible their intellectual understanding and expressive abilities, andthe capacity to learn independently and develop their own ideas *Acquire a depth and range of knowledge commensurate with the degree of specialisation in their programme; *Acquire a range of transferable and subject-specific skills; *Relate their subject knowledge to employment and to a range of social and personal contexts; *Acquire key graduate skills including effective learning skills; critical thinking skills; information retrieval and selection skills; communication and presentation skills; and interactive and group skills; *Appreciate the role of value judgements and be able to evaluate different points of view; *Acquire an understanding of cultural diversity and of global responsibilities; *Acquire knowledge across disciplines through an emphasis on the interdisciplinary relationships between English Literature, History and other subjects; *To introduce students to a wide range of historical knowledge as the basis upon which they can develop their subject-specific skills; *To enable students to construct and deliver a thesis / argument in a wide variety of forms, including distinctive forms of delivery such as web-sites and videos *To enable students to study societies over a relatively long time-span; *To enable students to understand the factors affecting change and development within societies of the past; *To enable students to understand the factors affecting the relations between nation states; *To develop students' understanding of how concepts such as, for example, class, gender and discourse can and have been applied to the study of the past; *To enable students to understand that historical debates often have resonance far beyond the confines of academic life;*To enable students to critically engage with the process by which historical interpretations emerge and become established; *To enable students to develop into self-confident, self-motivated independent learners

21. PROGRAMME LEARNING OUTCOMES

The programme learning outcomes shown here describe the knowledge, understanding and skills that students will have demonstrated on achievement of their intended qualification award. Students who do not complete their full programme ofstudy may qualify for an alternative award and the validated exit awards for this programme are listed at the front of this programme specification. For an Honours degree, exit awards are available at level 4 (Certificate of Higher Education), level 5 (Diploma of Higher Education) and level 6 (Ordinary degree on achievement of 60 level 6 credits). The precise learning outcomes of an Ordinary degree are determined by the modules taken and passed at level 6 and can be identified from the table below.

LEVEL 4 Intellectual SkillsArticulate knowledge and understanding of texts and concepts in clear academic English. Read a variety of literary and critical / secondary textscritically, presenting reasoned arguments verbally and in writing. Develop individual responses to literary texts and critical issues. Discriminate between different sources of information and discern, interpret and evaluate the results of research effectively. Deploy a rangeof reference sources effectively in presenting an argumentAn ability to identify and apply the norms of the subject. An ability to synthesise information from a variety of sources. An ability to identify and analyse primary sources. An ability to distinguish between historical narrative and analysis. An ability to recognise the different viewpoints of people of the past.

LIT1012; LIT1013; LIT1010; LIT1011

HIS1012; HIS1013; HIS1016; HIS1017; HIS1010; HIS1011

Mapped to Modules

LEVEL 5

Knowledge and Understanding

Practical Skills

Transferable Skills

Intellectual Skills

Literary texts within their generic and historical contextsAn understanding of key terms and concepts such as, for example, Fascism, Communism, Conservatism, FeminismAn understanding of the role played by History in contemporary societies An understanding of the values and attitudes of Medieval EuopeAn understanding of the defining features of modernityAn understanding of the movements and developments that shaped Europe in the 19th century.An understanding of the key movements and developments which shaped the world in the 20th and 21st centuries.A variety of literary and critical / secondary texts through the use of a range of a broad range of critical approaches and techniques.

Understand and apply the principles of close reading and practical criticism of texts. Understand the fundamental principles of a range of critical theories and apply them to the reading of a range of literary texts.Research a specified topic in depth using both electronic and other sources. Present the results of research in the form of an argument, referenced according to a specified scholarly style guide

The ability to use ICT for research and presentation. The ability to take notes. The ability to recognise the development of skills and aptitudes through study. The ability to work in a team. The ability to prepare for and work in pressured situations e.g. examinations

Demonstrate the ability to reflect on and self-appraise own study skills, such as reading, notetaking and revision techniques. Demonstrate time management skills by presenting assessment within time constraints. Successfully use appropriate resources and materials, including ICT, to acquire, manage and present information. Gain awareness of and use learning support where appropriate. Demonstrate the development of communication and presentation skills in spoken and written mode, as appropriate. Recognise the subject specific and generic knowledge and skills they possess and will develop during their degree programme , which may be used to enhance employabilityDemonstrate the ability to interact with others to achieve common goals

Demonstrate a range of knowledge of major methodologies and approaches relevant to the study of English Literature. Defend (and / or problematise) critical positions in relation to a range of texts and be able to evaluate critically the appropriateness of different approaches to pursuing particular critical arguments. Engage with a wide range of advanced critical concepts and apply them outside the context in which they were first studied. Recognise the limits of their knowledge, and of how these limits influence analyses and interpretations based on that knowledge. Demonstrate an enthusiasm for enquiry into the discipline and the motivation to sustain itAnalyse information and experiences, formulate independent judgements, and articulate reasoned arguments through reflection, review and evaluation

An ability to analyse a range of primary and secondary materials and recognise their relationship to their historical context. An ability to synthesise information from a variety of sources to construct an historical argument. An ability to understand the people of the past on their own terms. An ability to recognise and apply the concept of anachronism. An ability to identify the defining features of historiographical debates

LIT1010; LIT1012; LIT1013; LIT1011HIS1017

HIS1016; HIS1017

HIS1010HIS1011HIS1012

HIS1013

LIT1010; LIT1012; LIT1013; LIT1011

LIT1012; LIT1013; LIT1010; LIT1011

HIS1013; HIS1012; HIS1016; HIS1017; HIS1010; HIS1011

LIT1012; LIT1013; LIT1010; HIS1012; HIS1013; HIS1016; HIS1017; HIS1010; HIS1011; LIT1011

HIS1013; HIS1016; HIS1017

LIT2020; LIT2021; LIT2022; LIT2023; LIT2024; LIT2025; LIT2026; LIT2027; LIT2028; LIT2029; LIT2030; LIT2031; LIT2032; LIT2033; LIT2034; LIT2035; LIT2036; LIT2037; LIT2038

WRI2010; WRI2011; WRI2012

WRI2010; WRI2011; WRI2012; LIT2020; LIT2021; LIT2022; LIT2023; LIT2024; LIT2025; LIT2026; LIT2027; LIT2028; LIT2029; LIT2030; LIT2031; LIT2032; LIT2033; LIT2034; LIT2036; LIT2037; LIT2038; LIT2035HIS2029; HIS2030; HIS2020; HIS2023; HIS2024; HIS2025; HIS2026; HIS2027; HIS2028; HIS2021; HIS2022

Mapped to Modules

Mapped to Modules

Mapped to Modules

Mapped to Modules


Practical Skills

Debates about the canon of English Literature, and about how these debates have developed. Increasingly sophisticated and demanding critiques of literary texts centred on approaches concerned with gender, sexuality class, race and ethnicity, and of how these critiques have developed. Formal and generic approaches to the study of English Literature (including, to some extent, to each of: the novel, poetry, the short story and drama) and about how these approaches have developedPrepare and annotate designated fiction, poetry and non-fiction and scripts by published authorsThe historical development of poetry in the English language

Reflect upon their own practice and relate that in supplementary discourses to published work being studiedAn understanding of the political and social history of France from 1936 to the present-dayAn understanding of the defining features of American society and politics 1800 – 1941An understanding of the domestic and global impact of the rise and fall of British imperialism.An understanding of the role and nature of Communism in Eastern and Central Europe, 1945 – 1991.An understanding of the values and contexts that informed and shaped attitudes towards crime and punishment in 18th and 19th century Britain.Demonstrate an understanding of different key elements and forms of writing, such as issues of genre, narrative structure, point of view, technical features (script formatting, for example)A broad range of pre-nineteenth-century literature

The impact of cultural contexts on literary production

The historical development of the modern prose novel in English

Apply increasingly sophisticated and demanding critiques of literary texts.

An ability to participate in problem-solving teamwork exercises. An ability to participate in historically-based role-playing exercises. An abilityto prepare effectively to make informed contributions to seminar discussions. The ability to make effective use of ICT for research and presentation.Make increasingly mature use of the writer’s journalWrite with increasing sophistication in a variety of recent and contemporary modes for chosen mediaParticipate in workshop presentations for the development of their written workApply formal and generic approaches to the study of English Literature

Redraft to advanced levels

LIT2020; LIT2021; LIT2022; LIT2023; LIT2024; LIT2025; LIT2028; LIT2029; LIT2030; LIT2031; LIT2032; LIT2033; LIT2034; LIT2035; LIT2036; LIT2037; LIT2038

LIT2022; LIT2023; LIT2024; LIT2025; LIT2020; LIT2021; LIT2026; LIT2027; LIT2031; LIT2032; LIT2034WRI2010; WRI2011; WRI2012

LIT2021; LIT2022; LIT2023; LIT2024; LIT2025; LIT2028; LIT2032; LIT2033WRI2010; WRI2011; WRI2012

HIS2029; HIS2030

HIS2023; HIS2024; HIS2021; HIS2022

HIS2025; HIS2026

HIS2020

HIS2027; HIS2028

WRI2010; WRI2011; WRI2012

LIT2020; LIT2021; LIT2022; LIT2023; LIT2024; LIT2025; LIT2028LIT2022; LIT2023; LIT2024; LIT2025; LIT2028; LIT2020; LIT2021; LIT2026; LIT2027; LIT2029; LIT2030; LIT2031; LIT2032; LIT2033; LIT2034; LIT2035; LIT2036; LIT2037; LIT2038LIT2022; LIT2023; LIT2024; LIT2025; LIT2028; LIT2029; LIT2030; LIT2034; LIT2035; LIT2036; LIT2037; LIT2038

LIT2020; LIT2021; LIT2022; LIT2023; LIT2024; LIT2025; LIT2028; LIT2029; LIT2030; LIT2031; LIT2032; LIT2033; LIT2034; LIT2035; LIT2036; LIT2037; LIT2038HIS2029; HIS2030; HIS2020; HIS2021; HIS2022; HIS2023; HIS2024; HIS2025; HIS2026; HIS2027; HIS2028

WRI2010; WRI2011; WRI2012WRI2010; WRI2011; WRI2012

WRI2010; WRI2011; WRI2012

LIT2020; LIT2021; LIT2022; LIT2023; LIT2024; LIT2025; LIT2026; LIT2027; LIT2031; LIT2032; LIT2034WRI2010; WRI2011; WRI2012

Mapped to Modules

Mapped to Modules

LEVEL 6

Transferable Skills

Intellectual Skills

Show effective management of own learning, including competence in the planning, execution and timely completion of assignments, including project work. Recognise problems and develop problem-solving strategies. Identify and evaluate the appropriacy of diverse resources and materials (including ICT) in acquiring information.

Both defend and / or contest lines of critical argument, evaluating critically the appropriateness of particular approaches / methodologies for these purposes

Demonstrate appreciation of diversity in group situations and develop skills in negotiation

Formulate reasoned responses to the critical judgements of othersPresent ideas and work to audiences in a range of situationsThink creatively and laterally and find inventive solutions to problemsIdentify personal strengths and needs, and reflect on personal developmentUse the views of others in the development or enhancement of their work

Critically evaluate arguments, assumptions, abstract concepts, and to make judgements and arrive at conclusions, and to adopt appropriate methodologies to arrive at an answer (or a number of possible answers) to a question. Apply methods and techniques learned to review, consolidate, extend and apply their knowledge and understanding. Evaluate the status of recent and contemporary secondary / critical workwithin the field of English Literature, describing and commenting upon particular aspects of current research. Develop informed critical positions based on an extensive contextual reading, and devising / sustaining arguments using ideas and methodologies at the forefront of the discipline. Undertake substantial independent studyDemonstrate an enthusiasm for enquiry into the discipline and the motivation to sustain itAn ability to conduct extended research exercises using a wide range of sources from a wide range of providers.An ability to understand the concept of historiography, and to relate workto the wider body of scholarship in the appropriate area. An ability to synthesise information from a wide variety of texts, recognising the relative importance of the sources used, to produce a coherent and critical account. An ability to present a supported case/argument and relate it to existing historical interpretations.Analyse information and experiences, formulate independent judgements, and articulate reasoned arguments through reflection, review and evaluation

LIT2020; LIT2021; LIT2022; LIT2023; HUM2000; LIT2024; LIT2025; LIT2026; LIT2027; LIT2028; LIT2029; LIT2030; LIT2031; LIT2032; LIT2033; LIT2034; LIT2035; LIT2036; LIT2037; LIT2038; HIS2020; HIS2021; HIS2022; HIS2023; HIS2024; HIS2025; HIS2026; HIS2027; HIS2028; HIS2029; HIS2030LIT2020; LIT2021; LIT2022; LIT2023; LIT2024; LIT2025; LIT2026; LIT2027; LIT2028; LIT2029; LIT2030; LIT2031; LIT2032; LIT2033; LIT2034; LIT2035; LIT2036; LIT2037; LIT2038LIT2020; LIT2021; LIT2022; LIT2023; LIT2024; LIT2025; LIT2026; LIT2027; LIT2028; LIT2029; LIT2030; LIT2031; LIT2032; LIT2033; LIT2034; LIT2035; LIT2036; LIT2037; LIT2038WRI2010; WRI2011; WRI2012WRI2010; WRI2011; WRI2012WRI2010; WRI2011; WRI2012WRI2010; WRI2011; WRI2012

WRI2010; WRI2011; WRI2012

LIT3021; LIT3022; LIT3023; LIT3024; LIT3025; LIT3026; LIT3027; LIT3028; LIT3030; LIT3031; LIT3032; LIT3033; LIT3034; LIT3035; LIT3036; LIT3037; LIT3039; LIT3125; LIT3124

WRI3010; WRI3011; WRI3012; LIT3031WRI3010; WRI3011; WRI3012

HIS3030; HIS3027; HIS3028; HIS3029; HIS3031; HIS3032; HIS3035HIS3031; HIS3020; HIS3021; HIS3023

HIS3030; HIS3020; HIS3021; HIS3022; HIS3023; HIS3024; HIS3025; HIS3027; HIS3028; HIS3029; HIS3031; HIS3032; HIS3035WRI3010; WRI3011; WRI3012; LIT3031

Mapped to Modules

Mapped to Modules


Practical Skills

A range of current theoretical and methodological debates about approaches to the study of English Literature, centred on questions of gender, sexuality, class, race and ethnicity, at least some of which is at, or informed by, the forefront of the disciplineA broad range of Victorian, twentieth-century and contemporary literature.

An extended range of less mainstream and / or marginalised literatures in English, including popular literature, and of associated contemporary debates surrounding the literary canon and associated critical theoryUnderstand, and make confident use of, the potentialities or limitations of the chosen mediumDemonstrate an understanding of the creative process and the body of written works that surrounds itAn understanding of the nature and perceptions of inter-personal violence in late 18th and 19th century Britain. An understanding of social, cultural and politic impact of radical movements in late 20th century Europe.An understanding of the development of Palestine/Israel in the 19th and 20th centuries.An understanding of the African-American experience in the 19th and 20th centuries.An understanding of the contexts within which History developed as an academic subject, and its role within wider society.Articulate a detailed poetics of their written body of workThe rise of the short story during the modern and postmodern period

Apply contemporary debates surrounding the literary canon and associated critical theory. Apply current approaches to the interdisciplinary study of English Literature.Redraft with increasing sophisticationComplete a substantial piece of independent written work of a creative natureWrite autonomously in a variety of recent and contemporary waysApply a range of current theoretical and methodological debates about approaches to the study of English Literature, centred on questions of gender, sexuality, class, race and ethnicity.

Use the writer’s journal with confidence and easeThe ability to use ICT in a discriminating and appropriate fashion for effective research and presentation. The ability to organise and conduct effective research in a variety of locations, PROs, Archives etc. The ability to make effective oral presentation, using equipment appropriately. The ability to manage time effectively, as an independent learner.

LIT3033; LIT3035; LIT3037; LIT3021; LIT3022; LIT3023; LIT3024; LIT3025; LIT3026; LIT3027; LIT3028; LIT3030; LIT3031; LIT3032; LIT3034; LIT3036; LIT3039; LIT3125LIT3021; LIT3022; LIT3023; LIT3024; LIT3025; LIT3030; LIT3031; LIT3033; LIT3035; LIT3036; LIT3037; LIT3039; LIT3125; LIT3124LIT3021; LIT3022; LIT3026; LIT3027; LIT3030; LIT3033; LIT3036; LIT3125

WRI3010; WRI3011; WRI3012

WRI3010; WRI3011; WRI3012

HIS3030

HIS3031

HIS3024; HIS3025; HIS3032

HIS3021; HIS3029; HIS3020

HIS3027; HIS3028

WRI3010; WRI3011; WRI3012LIT3033; LIT3035; LIT3037; LIT3125

LIT3021; LIT3022; LIT3026; LIT3027; LIT3030; LIT3032; LIT3033; LIT3036; LIT3125


WRI3010; WRI3011; WRI3012LIT3021; LIT3022; LIT3023; LIT3024; LIT3025; LIT3026; LIT3027; LIT3028; LIT3030; LIT3031; LIT3032; LIT3033; LIT3034; LIT3035; LIT3036; LIT3037; LIT3039; LIT3125WRI3010; WRI3011; WRI3012HIS3020; HIS3021; HIS3022; HIS3023; HIS3024; HIS3025; HIS3027; HIS3028; HIS3029; HIS3030; HIS3031; HIS3032; HIS3035

Mapped to Modules

Mapped to Modules

22. PROGRAMME STRUCTURE

Transferable SkillsDemonstrate an understanding of a complex body of literary knowledge,some of it at the current boundaries of thinking in their subject. Construct and support complex, reasoned arguments about literature, evaluating and interpreting rival philosophical approaches. Demonstrate an appreciation of the uncertainty, ambiguity and limits of scholarly knowledge about literature. Identify weaknesses in argument and work towards solutions. Communicate complex information, ideas, problems and conclusions to an audience and / or in group situations.Demonstrate the ability to source, navigate, select, retrieve, evaluate, manipulate and manage information from a variety of sourcesDemonstrate an understanding of a complex body of knowledge, some of it at the current boundaries of thinking in their subject. Construct and support complex, reasoned arguments, evaluating and interpreting rival philosophical approaches. Identify weaknesses in argument and work towards solutions. Demonstrate an appreciation of the uncertainty, ambiguity and limits of scholarly knowledge. Communicate complex information, ideas, problems and conclusions to an audience and / or in group situations. The ability to act as an independent researcher. The ability to manage a wide variety of commitments in a systematic and organised manner. The ability to communicate effectively in a variety of forms. The ability to engage with new technologies in a creative and appropriate fashion.Think creatively and laterally and find inventive solutions to problemsEffectively communicate concrete ideas, abstract concepts, and information using the written word, but not excluding other media

LIT3021; LIT3022; LIT3023; LIT3024; LIT3025; LIT3026; LIT3027; LIT3028; LIT3030; LIT3031; LIT3032; LIT3033; LIT3034; LIT3035; LIT3036; LIT3037; LIT3039; LIT3125

WRI3010; WRI3011; WRI3012; LIT3031

HIS3020; HIS3021; HIS3022; HIS3023; HIS3024; HIS3025; HIS3027; HIS3028; HIS3029; HIS3030; HIS3031; HIS3032; HIS3035


Mapped to Modules

LEVEL 4

LEVEL 5

Module Code

Module Code

Module Title

Module Title

Credits

Credits

Module Type

Module Type

Pathway (if applicable)

Pathway (if applicable)

HIS1010HIS1011HIS1012HIS1013HIS1016HIS1017

LIT1010

LIT1011

LIT1012LIT1013

HIS2020

HIS2021

HIS2022

HIS2023

HIS2024


HIS2028

HIS2029HIS2030

THE MEDIEVAL OUTLOOKTHE DAWN OF MODERNITYEUROPE RE-MADEIMPERIALISM, LIBERATION, GLOBALISATIONTIME DETECTIVESHISTORY AND SOCIETY: THEORY, PRACTICE AND IMPACTINTRODUCTION TO LITERARY PERIODS & GENRES1INTRODUCTION TO LITERARY PERIODS & GENRES2PRACTICAL CRITICISMCRITICAL READING

COMMUNISM IN EASTERN & CENTRAL EUROPE AFTER 1945SLAVERY, THE SOUTH & SECTIONAL CONFLICT: THE UNITED STATES, 1800-1877URBANIZATION, IMMIGRATION & ECONOMIC CRISIS: THE UNITED STATES, 1880-1941MISSION & MANIFEST DESTINY: U.S. FOREIGN POLICY & EXPANSIONISM, 1840-1939RISE TO GLOBALISM: U.S. FOREIGN POLICY SINCE1939THE RISE OF THE BRITISH EMPIRETHE FALL OF THE BRITISH EMPIRECRIME & SOCIETY 1: TRANSFORMATIONS IN PUNISHMENT c.1700-1850CRIME & SOCIETY 2: CONTROLLING THE CRIMINALCLASSES 1800-1900FRANCE: THE CLASH OF LEFT & RIGHT, 1934-1968IDENTITY & DIVERSITY: CONTEMPORARY FRANCE

202020202020

20

20

2020

20

20

20

20

20

202020

20

2020

OPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONAL

OPTIONAL

OPTIONAL

COMPULSORYCOMPULSORY

OPTIONAL

OPTIONAL

OPTIONAL

OPTIONAL

OPTIONAL

OPTIONALOPTIONALOPTIONAL

OPTIONAL

OPTIONALOPTIONAL

LEVEL 6Module Code Module Title Credits Module Type Pathway (if

applicable)

HUM2000LIT2020

LIT2021

LIT2022

LIT2023

LIT2024LIT2025LIT2026

LIT2027LIT2028LIT2029LIT2030LIT2031LIT2032LIT2033LIT2034

LIT2035LIT2036LIT2037LIT2038WRI2010WRI2011WRI2012

HIS3020

HIS3021


HIS3025HIS3027

HIS3028HIS3029

HIS3030

HIS3031

HIS3032HIS3035

LIT3021

LIT3022

LIT3023

LIT3024

LIT3025LIT3026LIT3027

FROM 1968 TO THE PRESENTINDEPENDENT PROJECTRENAISSANCE DRAMA

RENAISSANCE PROSE & POETRY

LITERATURE 1660-1760

ROMANTICISM

SPECIAL AUTHOR 1SATIRE IN THE LONG EIGHTEENTH CENTURYTEXTS IN MOTION: APPROPRIATION AND ADAPTATIONTEXTS IN MOTION: FILM ADAPTATIONWRITING THE FEMALE BODYWRITING THE SUPERNATURALTHE SOUTH EAST ASIAN NOVELANGER AND AFTER: POST-WAR BRITISH DRAMATHE BEAT GENERATIONFIRST WORLD WAR POETRYROGUES GALLERY: CRIME AND CRIMINALITY IN THE LONG NINETEENTH CENTURYVAMPIRE FICTIONSTRANS-GOTHICCONTESTED MASCULINITIESIMAGINARY HOMELANDSTHE ART OF POETRYWRITING SHORT STORIESTHE ART OF SCRIPTWRITING

BLACK LIFE AND BLACK PROTEST IN THE UNITED STATES, 1895-1945BLACK LIFE & BLACK PROTEST IN THE UNITED STATES SINCE 1945HISTORY: GROWTH & CONTEXTHISTORY & SOCIETYSEEDS OF CONFLICT IN THE HOLY LAND, 1840-1923BRITISH RULE IN PALESTINEHISTORY & IT: DATABASES & HISTORICAL ENQUIRY AND WEBSITE CONSTRUCTIONVISUALISING DEBATE: HISTORY VIDEO PROJECTSPECIAL SUBJECT 1: AFRICAN AMERICAN LEADERSHIP, 1880-1940SPECIAL SUBJECT 2: INTERPERSONAL VIOLENCE SINCE c.1750SPECIAL SUBJECT III: 1968 AND ALL THAT:: PROTEST IN WESTERN EUROPEISRAEL/PALESTINE, 1948 TO THE PRESENT DAYREAD ALL ABOUT IT: THE HISTORY OF JOURNALISM IN BRITAIN AND AMERICATHE VICTORIAN NOVEL

VICTORIAN POETRY

MODERNISM

THE SENSE OF AN ENDING: LATE TWENTIETH CENTURY LITERATURESPECIAL AUTHOR 2BRITISH WRITERS AND THE FRENCH REVOLUTIONLIFE WRITING IN THE LONG EIGHTEENTH

2020

20

20

20

202020

2020202020202020

20202020202020

20

20

202020

2040

4040

40

40

2040

20

20

20

20

202020

OPTIONALOPTIONAL

OPTIONAL

OPTIONAL

OPTIONAL


OPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONAL

OPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONAL

OPTIONAL

OPTIONAL


OPTIONALOPTIONAL

OPTIONALOPTIONAL

OPTIONAL

OPTIONAL

OPTIONALOPTIONAL

OPTIONAL

OPTIONAL

OPTIONAL

OPTIONAL


2 out of 4 Compulsory2 out of 4 Compulsory2 out of 4 Compulsory2 out of 4 Compulsory

2 out of 4 Compulsory2 out of 4 Compulsory2 out of 4 Compulsory2 out of 4 Compulsory

23ai. STUDENT 'LEARNING JOURNEY'

LIT3028LIT3030LIT3031LIT3032LIT3033

LIT3034LIT3035LIT3036LIT3037LIT3039LIT3124LIT3125WRI3010WRI3011WRI3012

CENTURYBRITISH TELEFANTASYSEXUALITY AND SUBVERSIONPOSTMODERN LITERATURETHE SHAKESPEARE PROBLEMLATE VICTORIAN GOTHIC: DEVIANCE, DECADENCE, DEGENERATIONGOTHIC ROMANTICISMTHE SHORT STORYIMPERIALISM AND TEXTUALITYBOOKS AND BELIEFLITERATURE DISSERTATIONDICKENS AND POPULAR CULTURESPECULATIVE FICTIONPOETRY & INNOVATIVE FORMADVANCED FICTION WRITINGTHE ART OF SCREENWRITING

2020202020

20202020402020202020

OPTIONALOPTIONALOPTIONALOPTIONALOPTIONAL

OPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONALOPTIONAL

23aii. Student Learning Journey

24. TEACHING AND LEARNING AND ASSESSMENT STRATEGIES

23aii. Student Learning Journey

In History, the overall approach to TLA is to provide a coherent package of content, modes of delivery, and forms of assessment that relate closely to the Programme's objectives. The approach is also defined by a clear and progressive structure: *Each level of the programme will identify broad desired outcomes *The modules at each level of the programme will present a coordinated pattern of assessment tasks designed to achieve the level-wide objectives *Teaching and learning tasks will be closely related to the stated outcomes for each level of the programme *Marking will specifically address the outcomes attached to that assessment task. *Feedback will be given to student that directly relates to the success or otherwise, of their work in relation to the desired outcomes. Individual students will be assisted, post-assessment, in the development of courses of action to address particular issues raised by their working practice *At all stages of the Teaching and Learning process students will be made aware of the nature of the tasks in hand, both orally, through the module handbook, and the module specific VLE site *The module handbook will also provide a structured weekly guide to the required reading *The approach of the subject areas is strongly informed by the belief that successful teaching and learning is the product of sympathetic and collaborative interaction between student, tutor and the subject matter. The forms of delivery deployed include: *Lectures These introduce students to the wide-ranging content of the programme. They also introduce students to the issues raised by academics on particular topics. *Seminar Discussions These focus on participation, and are designed to engage students' active engagement and participation, to enhance confidence, and to reinforce a sense of the nature of academic debates. They are also design to enhance students' sense of belonging to and ownership of the discipline. *Primary Source Workshops Primary sources are the raw material of the disciplines. In these sessions interact directly with such material *Individual Tutorials These provide one-to-one sessions that address the progress of specific individuals, commenting on work submitted, discussing approaches to being undertaken *Supervisions These take place at Level 6. In them tutors provide structured support for students as they undertake their own research projects. *VLEs All modules on the programme have dedicated VLEs. These provide module handbooks, lecture and seminar materials, course details and further supporting materials, book reviews, primary sources, web-links. Forms of Assessment include: *Essays, used throughout the programme, these enable students to construct supported arguments, display knowledge, engage with academic debates. *Textual Analyses, of primary sources, developing the ability to engage with the subjects' raw materials, in the process honing crucial research skills. *Journal Summaries, these enable students to engage with academic debates, and develop close reading skills and theability to identify the key elements of an argument. *Book Reviews, these enable students to familiarise themselves with the world of academic discussion, and the interlocking web of scholarship that underpins the world of scholarship *Analyses of Journalistic/Visual/Cultural and TV materials, these enable students to relate academic analyses to the wider world of political, cultural and social debate. *Presentations, these develop students' communication skills and increase their self-confidence. *Dissertations/Video Project/Special subject Long essays, these, at Level 6, enable students to demonstrate their abilityto produce a piece off extended research, and also enables them to demonstrate their ability to work independently In English Literature, delivery of modules involves a range of teaching and learning strategies. The programme deliberately employs a variety of approaches in order to provide a stimulating and challenging experience for students. Specific details of these are provided in the individual module documents. Assessment strategies are similarly / equally varied. The PDP enables each student to reflect on assessed work, and to identify strategies to resolve problems and develop skills. Level 4 assessment prepares students for summative assessment at level 5, as Level 5 assessment does for Level 6. Subject knowledge and understanding will be acquired through lectures, seminars, workshops, small group work, guided reading and VLE activities. In addition to these means, from Level 5, there is more emphasis on guided secondary / critical / theoretical reading and research, and this is developed even more at Level 6. Intellectual skills at Level 4 will be taught explicitly in all modules. Intellectual skills at levels 5 and 6 will be promoted generally through lectures, seminars, small-group work, and individual practice of skills, with feedback. Individual module descriptions

outline which skills will be promoted in particular modules. Key skills at Level 4 will be taught explicitly in all modules, but in particular, in the modules LIT 1012 Practical Criticism and LIT 1013 Critical Reading. At Levels 5 and 6, key skillswill emerge from all modules, e.g. learning and study skills such as effective note taking, project and essay writing skills, and timing and revision skills. Bibliographic and information-search skills will similarly be promoted throughout the programme, together with word-processing skills. Level 4 modules will address these issues explicitly, and they will be reinforced in all level-5 and level-g modules, though especially the period-survey modules (LIT 2020, LIT 2021, LIT 2022, LIT 2023, LIT 3021, LIT 3022, LIT 3023, LIT 3024). Awareness of academic malpractice and how to avoid it is contained in the B.A. English Programme Handbook and will be reinforced in all modules, especially when advice is being given on essay writing. In line with the University's standard procedures, all summative assessments will be uploaded through the Turnitin plagiarism detection software, and guidance will be given from level 4 onwards, and throughout the programme, on howStudents can use Turnitin as a tool for helping to ensure that their work is referenced properly. Oral skills will be promoted formally in modules where presentation, e.g. of research findings, forms part of the module, e.g. at level 4, . Where this is not the case, oral skills will be developed via, e.g. contributions to seminar discussion, or to small group discussion. Written communication skills are possibly the major transferable skill promoted within the English Literature programme, as they are required and assessed at every level of the programme, in every module, in both summative assessment, and sometimes also in formative activities. Organisational skills are developed throughoutthe programme as students are required to learn to manage deadlines, which will necessitate forward planning and time management. Information technology skills are vital components of the work of most modules. All modules use virtual learning environments to enhance and support the student experience. Independent learning and autonomy is increasingly developed. At level 5 the students receive support and guidance in production of extended pieces of work. At Level 6, the choice of topics and approach to a project is expected to be more independent, though general guidance is still provided either prior to project choice, via lectures and seminars, or through individual or small group supervisions. The dissertation involves maximum autonomy as it is not tied to an ongoing taught course, but a minimum level of guidance and supervision is mandatory. There is an instructional session at the beginning of the module on general issues such as the use of ICT and electronic resources, and each student must have a minimum of 6 supervisions with their supervisor. Technology-enhanced Learning All modules on the programme are delivered using face-to-face teaching and learning sessions. An appropriate VLE such as Blackboard 9.1 will be used to support the delivery of all modules and independent learning through, for example, providing module handbooks, assessment details, active learning activities (e.g. quizzes, forums), web-basedand computer-based learning resources, and to share programme-level information. In addition, the provision of feedback through email may be used in some modules. Independent Learning Independent learning strategies will be used in all three levels of the course to supplement tutor delivered activities and other specific learning activities. These will take various forms including directed reading of module texts or journal articles, structured practical projects, video materials, provision of support materials such as digital recordings, and access to reference materials. Independent learning will be supported through the use of an appropriate VLE such as Blackboard. Independent learning activities at each level may be structured as follows: Level 4 At Level 4 independent learning generally takes place within a tutor directed framework. Activities may include directed reading from key module texts, directed learning and study skills activities, completion of directed practical class exercises, and computer-based learning. Level 5 At Level 5 directed reading has an increased emphasis requiring students to consult a wider range of module texts and journal articles. Other activities may include computer-based learning, completion of directed practical class activities, individual and group practical work, associated formative work, and preparing presentations on individual and group projects. Level 6 At Level 6 independent learning will require a significant degree of student autonomy with respect to reading, project work, dissertation research (including planning, execution and completion) and report production. Directed elements willinclude reading, computer-based learning, and the completion of directed workshop exercises. Assessment A typical student might, during the course of a degree programme, produce short and long(er) essays of a traditional type; critical histories, analyses and / or reviews; critical blogs; a dissertation; and other types of writing, including annotated bibliographies. Students will also be required to work under time constraints in examinations and class tests

25. FORMATIVE ASSESSMENT

and to give individual and group oral presentations within time-constrained periods. The effect of this varied assessment diet is that students have the opportunity to demonstrate their ability and understanding in a multiplicity of formats, requiring them to show flexibility and awareness of audience. Furthermore, the assessment strategies provide evidence of the acquisition of knowledge and skills to meet the identified learning outcomes of the individual modules and the programme. The variety of assessments used at Level 4 will provide students with an opportunity to experience most of the main forms of assessment used in Levels 5 and 6 of the programme. The assessment experience of individual students at levels 5 and 6 depends upon the modules chosen and the distribution of the modules in the timetable. All modules include an ILO that requires students to "demonstrate the ability to work to a brief, e.g. employ appropriate academic apparatus, abide by instructions concerning word length, style and content". These skills are absolutely central to success in the subject, as reflected in the Programme Aims and Programme Learning Outcomes, which draw on the The QAA Framework for Higher Education Qualifications in England, Wales and Northern Ireland (August 2008) and itsdescriptors for a Higher Education Qualification at Levels 4, 5 and 6. Most modules employ some sort of summative assessment in the middle of the module and one at the endpoint of the learning process. This is a very deliberate strategy in the light of formal and informal student feedback about their preferences, since students have often made the point (e.g. in Staff-Student Consultative Fora and at Programme Boards) that they appreciate a shorter first summative assessment before a longer, more heavily-weighted summative assessment at the end of a module. For this reason, modules that were validated with one summative assessment weighted at 100% in 2006, and / or at the major modification in 2008, often had to be amended via a minor modificationto include two summative assessments instead, and the programme team are keen to avoid a repetition of this scenario. Most modules do not attempt to assess exactly the same learning outcomes with more than one assessment, although some modules / module leaders take the view that learning should be developmental and that students should therefore have an opportunity to be tested on learning outcomes, to receive feedback on their attempts and then have an opportunity to improve their performance. The specific assessment requirements for each module will be communicated to students at the start of the module, usually through the module handbook and via the VLE. Students receive written feedback on all coursework in the form of constructive and developmental comments and recommendations on assignment coversheets. Students are encouraged to consult module tutors for further verbal feedback should they wish it. At Level 4, the PDP includes an opportunity for the student to consider their assessment feedback with their personal tutor, to identify any particular weaknesses that need to be addressed. The English Literature subject team work closely with the University's Inclusion team. A variety of modified assessment patterns are available for Students with Specific Learning Difficulties, and alternative assessments will be made available for all examinations so that an alternative is in place for all students with SpLD who are unable to take them.

Seminar work, which might consist of oral and written responses, short quizzes, presentations, group work, mock exams, and other activities, might be construed as constituting formative assessment, as modules are always designed to inform the work later produced for summative assessment. Modules provide specific formative exercises in preparation for forthcoming summative assessment, especially where the latter will require students to display new kinds of analysis, or new skills. Module-specific detail is often given in MT1s. English Literature modules always seek to make use of formative exercises in preparation for forthcoming summative assessments. The programme uses a diverse and appropriate range of both formative and summative assessment methods (see below) which are in line with those suggested by the QAA Subject Benchmark Statement for English (2007,section 4.8). The rationale for this is to facilitate learning and understanding, and to allow the student to demonstrate progress and achievement appropriate to their level of study.

26. SUMMATIVE ASSESSMENT

b) LEVEL 4 Assessment Code

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40

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LIT1010

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THE MEDIEVAL OUTLOOK

THE DAWN OF MODERNITY

EUROPE RE-MADE

IMPERIALISM, LIBERATION, GLOBALISATION

TIME DETECTIVES

HISTORY AND SOCIETY: THEORY, PRACTICE AND IMPACT

INTRODUCTION TO LITERARY PERIODS & GENRES 1

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20

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20

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50

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LIT1011

LIT1012

LIT1013

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INTRODUCTION TO LITERARY PERIODS & GENRES 2

PRACTICAL CRITICISM

CRITICAL READING

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20

20

20

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COMMUNISM IN EASTERN & CENTRAL EUROPE AFTER 1945

SLAVERY, THE SOUTH & SECTIONAL CONFLICT: THE UNITED STATES, 1800-1877

URBANIZATION, IMMIGRATION& ECONOMIC CRISIS: THE UNITED STATES, 1880-1941

MISSION & MANIFEST DESTINY: U.S. FOREIGN POLICY & EXPANSIONISM, 1840-1939

RISE TO GLOBALISM: U.S. FOREIGN POLICY SINCE 1939

THE RISE OF THE BRITISH EMPIRE

THE FALL OF THE BRITISH EMPIRE

CRIME & SOCIETY 1: TRANSFORMATIONS IN PUNISHMENT c.1700-1850

CRIME & SOCIETY 2: CONTROLLING THE CRIMINAL CLASSES 1800-1900

FRANCE: THE CLASH OF LEFT& RIGHT, 1934-1968

IDENTITY & DIVERSITY: CONTEMPORARY FRANCE FROM 1968 TO THE PRESENT

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INDEPENDENT PROJECT

RENAISSANCE DRAMA

RENAISSANCE PROSE & POETRY

LITERATURE 1660-1760

ROMANTICISM

SPECIAL AUTHOR 1

SATIRE IN THE LONG EIGHTEENTH CENTURY

TEXTS IN MOTION: APPROPRIATION AND ADAPTATION

TEXTS IN MOTION: FILM ADAPTATION

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WRITING THE FEMALE BODY

WRITING THE SUPERNATURAL

THE SOUTH EAST ASIAN NOVEL

ANGER AND AFTER: POST-WAR BRITISH DRAMA

THE BEAT GENERATION

FIRST WORLD WAR POETRY

ROGUES GALLERY: CRIME AND CRIMINALITY IN THE LONG NINETEENTH CENTURY

VAMPIRE FICTIONS

TRANS-GOTHIC

CONTESTED MASCULINITIES

IMAGINARY HOMELANDS

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15 poems/pages (or equivalent)750 words (not includingbibliography)2000 words

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10

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WRI2010

WRI2011

WRI2012

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THE ART OF POETRY

WRITING SHORT STORIES

THE ART OF SCRIPTWRITING

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20

20

20

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1 portfolio

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BLACK LIFE AND BLACK PROTEST IN THE UNITED STATES, 1895-1945

BLACK LIFE & BLACK PROTEST IN THE UNITED STATES SINCE 1945

HISTORY: GROWTH & CONTEXT

HISTORY & SOCIETY

SEEDS OF CONFLICT IN THE HOLY LAND, 1840-1923

BRITISH RULE IN PALESTINE

HISTORY & IT: DATABASES & HISTORICAL ENQUIRY AND WEBSITE CONSTRUCTION

VISUALISING DEBATE: HISTORY VIDEO PROJECT

SPECIAL SUBJECT 1: AFRICANAMERICAN LEADERSHIP, 1880-1940

SPECIAL SUBJECT 2: INTERPERSONAL VIOLENCE SINCE c.1750

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SPECIAL SUBJECT III: 1968 AND ALL THAT:: PROTEST IN WESTERN EUROPE

ISRAEL/PALESTINE, 1948 TO THE PRESENT DAY

READ ALL ABOUT IT: THE HISTORY OF JOURNALISM IN BRITAIN AND AMERICA

THE VICTORIAN NOVEL

VICTORIAN POETRY

MODERNISM

THE SENSE OF AN ENDING: LATE TWENTIETH CENTURY LITERATURE

SPECIAL AUTHOR 2

BRITISH WRITERS AND THE FRENCH REVOLUTION

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LIFE WRITING IN THE LONG EIGHTEENTH CENTURY

BRITISH TELEFANTASY

SEXUALITY AND SUBVERSION

POSTMODERN LITERATURE

THE SHAKESPEARE PROBLEM

LATE VICTORIAN GOTHIC: DEVIANCE, DECADENCE, DEGENERATION

GOTHIC ROMANTICISM

THE SHORT STORY

IMPERIALISM AND TEXTUALITY

BOOKS AND BELIEF

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27. NON-MODULAR TEACHING AND LEARNING ACTIVITIES

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Weighting

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Written Assessment (inc Essay)Written Assessment (inc Essay)Dissertation










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LITERATURE DISSERTATION

DICKENS AND POPULAR CULTURE

SPECULATIVE FICTION

POETRY & INNOVATIVE FORM

ADVANCED FICTION WRITING

THE ART OF SCREENWRITING

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28. INTENDED MARKET

approved programme specification(undergraduate) 1. … · 2015-10-09 · status approved programme...

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