1.
PROGRAMME INFORMATION
Programme Title
Department and Faculty
BA (Hons) History, Civilisations and Beliefs
Department of Archaeology
Humanities and Social Sciences
Date of most recent (re)validation
12 February 2013
Date(s) when Programme Specification
revised
September 2015
Revalidation due date
Academic year 2018-19
Awarding Institution
University of Winchester
Teaching Institution (if different)
n/a
Programme also accredited by (if
relevant)
n/a
Title of Final Award
Bachelor of Arts (Honours) in History, Civilisations and
Beliefs
Postgraduate Diploma in History, Civilisations and Beliefs
Title(s) of Exit Award(s)
Postgraduate Certificate in History, Civilisations and
Beliefs
Language of Study
English
Mode(s) of Attendance
Full-time; part-time
Mode(s) of Delivery
Taught
Intake start date(s) and number of
intakes per year
September 2013
Normal Period of Study
3 year full-time; six years part-time
UCAS Code
VV16
QAA Subject Benchmarking Group
Archaeology, History, Religious Studies
2.
one intake per year
ADMISSIONS AND ENTRY REQUIREMENTS
Prospective students should consult the latest prospectus and/or course pages online for
programme entry requirements.
Prospective students for Taught programmes should consult the Admissions Policy for Taught
Programmes. Prospective students for Professional Doctorate programmes should consult the
Postgraduate Research Programmes Admissions Policy. Both are available on the University’s public
webpage.
3.
3.1
EDUCATIONAL AIMS AND LEARNING OUTCOMES
The aims of the Programme are:
foster knowledge of, and enthusiasm for, the subject and to stimulate engagement and
participation in the learning process;
1. encourage students to reflect on and take responsibility for their own learning;
2. provide opportunities for the acquisition and development of key skills that will be
applicable to future employability and further advanced study;
3. establish a broad foundation of skills in relation to the study of history, religion and
archaeology;
4. give students the knowledge to study and analyse culture and religion as a significant
dimension in historical and contemporary societies;
5. make students intellectually trained and practically skilled individuals who emerge from the
programmes able to share their learning with the community in a variety of professional and
non-professional contexts.
3.2
The Learning Outcomes of the Programme are:
Level 4
Students will have:
1. a familiarity with the methodologies of History, Theology, Religious Studies and
Archaeology;
2. a familiarity with some key ethical debates relating to religious and cultural traditions;
3. a familiarity with the concepts of continuity and change, with reference to history
from more than one period and context;
4. the ability to identify, locate and distinguish sources in print and on-line and have an
understanding of the importance of critical distance from their sources;
5. developed an awareness and initial understanding of several historical periods,
cultures and religious traditions, from prehistory to the contemporary, as a basis for
more advanced study;
6. started developing skills in critical analysis, oral, presentation, and written
communication;
7. learnt about working independently and in groups.
Level 5:
Students will have:
1. extended their study to new topics, periods, cultures and approaches;
2. critically engaged with values, societies, religious traditions, and cultures different to
their own;
3. developed the ability to present a well-researched and coherent argument over an
extended piece of writing;
4. a sound knowledge of particular religious traditions (or/ and) a number of issues
relating to various or particular religious traditions;
5. strengthened their skills in independent learning and study skills.
6. built transferable/ employability skills while studying;
7. enhanced their skills to analyze, argue, assess and present data in a variety of formats
in relation to Historical, Religious Studies, Theological and Archaeological
methodologies.
Level 6:
Students will have:
1. demonstrated proficiency in using primary sources for study;
2. applied a sophisticated critical terminology and grasp of concepts to the study of
detailed and specific topics in at least one of the fields of History, Religious Studies,
Theology, Archaeology;
3. demonstrated proficiency in intensive research and independent study;
4. an enhanced appreciation of the applicability of the skills acquired on the degree
beyond graduation;
Page 2 of 12
5. sound skills in critical analysis, oral presentation, argumentation and written
communication;
6. a detailed knowledge of various areas and aspects of specific cultures and religions in
various periods.
On successful completion of this programme, students will be able to demonstrate the following
skills of:
A.
Knowledge and Understanding
a) Of the methodologies and skills used in the study of History, Theology, Religious Studies,
and Archaeology;
b) Of a range of cultures and religious traditions from various periods from prehistory to the
contemporary.
B.
Intellectual and Cognitive Skills
a) Critical analysis and argumentation;
b) Problem solving skills;
c) Ability to assess source materials.
C.
Skills and other Attributes
a) Oral communication and presentation skills;
b) Written communication skills;
c) Website development;
d) Cultural empathy and multicultural awareness.
A grid mapping the Modules to the Programme/Level Learning Outcomes is included in Appendix 1
Learning for the Workplace: the programme addresses the graduate employability skills of students
in the following ways:
a) a knowledge of contemporary issues concerning Equality and religion in the UK and
beyond;
b) the ability to use appropriate software for website production;
c) skills in a range of written formats, such as reports, dossiers, etc.
d) knowledge and methodologies applicable to a range of careers from teaching to heritage
management;
e) a sensitivity to cultural differences, and an empathetic understanding and awareness of
diversity
4.
PROGRAMME STRUCTURE, LEVELS, MODULES, CREDIT AND AWARDS
This section outlines the levels of study, modules and credits required for each programme (where
there is more than one) and for final and exit awards.
All modules are 15 credits and Mandatory/Core (except the Dissertation)
Glossary
Core = modules must be taken and passed
Mandatory = modules must be taken but may be eligible for compensation
Optional = modules may be selected by students, subject to availability
Modules with grey shading are optional choices within the mandatory/core element
All other modules are ‘Mandatory’ except the Dissertation preparation module and the
Dissertation (EIS) module.
Page 3 of 12
Year 1
Introduction to
Archaeology (AC1001)
History Introductory
Study
Students choose one
the following:
HS1010A, HS1012,
HS1041, or HS1051
Archaeology of the
Historic Period
(AC1900)
Either:
The Shaping of the
Past (HS1110)
Or:
Understanding Ethics
and Religion (RT1101)
World Pre-History
(AC1901)
Understanding
Religions 1 (RT1104)
Understanding
Religions 2 (RT1105)
Historical Landmarks
(HS1103)
Religion, Spirituality
and Ethics in the UK
(RT2100)
Past Historians and
Current Practice
(HS2206)
Religion, Spirituality
and Ethics in Europe
(RT2101)
Either:
The Archaeology of
Religion and Ritual
(AC2045) *
Or:
The Archaeology and
History of Death
(AC2046) *
Students choose one
of the following
Dissertation (EIS)
preparation module
relevant to their
intended EIS Subject:
Independent Study
Module (RT2026),
Independent Study
Module (HS2207) or
Research Methods
Module (AC2035)
History Civilisation
Study *
Students choose one
of the following:
HS2072A or B;
HS 2073A or B,
HS2074A or B;
HS 2075A or B
Archaeological
Module Option *
Students choose one
of the following:
AC2013,
AC2044,
AC2047,
AC2050
AC2062
Volunteering module,
Work Placement
module or
Optional Module #
Students choose one
of the following:
Volunteering for TRS
(RT2099),
Volunteering in
History (HS2099)
Or another optional
module available to
HCB students #
Year 2
Year 3
Students choose any two of the following
Archaeology modules:
The Celts (AC3012),
Church Archaeology (AC3050),
The Archaeology of Space and Place (AC3021),
Byzantium and Beyond (AC3804),
The Archaeology of Africa (AC3900)
Students choose any two of the following
Theology & Religious Studies modules:
Advanced Studies in Ethics and Spirituality 1
(RT3100),
Advanced Studies in Ethics and Spirituality 2
(RT3101),
Advanced Studies in Religion 1 (RT3102),
Advanced Studies in Religion 2 (RT3103),
Advanced Studies in Theology 1 (RT3104),
Advanced Studies in Theology 2 (RT3105)
Students choose one of the following pairs of
conjoined Depth Study History modules:
Pax Romana (HS3373 and 3374),
Norman Conquest (HS3368 and HS3369),
Wars of the Roses (HS3315 and HS3316),
Japan (HS3329 and HS3330)
Students choose one 30 credit Dissertation (EIS)
module normally in the same Subject as their
Dissertation preparation module (see Year 2
above):
Dissertation (TRS) (RT3002)
Dissertation in History (HS3002)
Page 4 of 12
Dissertation (Archaeology) (AC3002A)
*
One of these modules/module types may be taken as an optional module instead of a
Volunteering Module in year 2 (see # in list of modules for year 2 above)
#
Students may choose any module/module type marked by an ‘*’ in place of a Volunteering
Module in year 2 provided that they have not already taken it.
Part-time structure:
Year 1/ Level 4:
AC1001; RT1004; AC1900; HS1103
Year 2/ Level 4:
AC1901; HIS; RT1105; HS1110 or RT1101
Year 3/ Level 5:
RT2100; RT2101; HS2206; an archaeology choice
Year 4/ Level 5:
An archaeology choice; ISM; HCS; Volunteering or option
Year 5/ Level 6:
HDS + 1 archaeology option & 1 TRS option; or 2 archaeology & 2 TRS options
Year 6/ Level 6:
Dissertation + either HDS or 1 archaeology & 1 TRS option
5. LEARNING, TEACHING AND ASSESSMENT
5.1
Means of delivery:
HCB will be taught by a range of methods which may include, with the Key Information Set (KIS)
activity type is indicated in brackets, :






Lectures, often of an interactive nature (KIS: lecture)
Group seminar and discussion (KIS: seminar)
Individual tutorials in person, by email or phone (KIS: tutorial)
Study skills guidance (KIS: practical skills and workshops/lecture)
Field visits, interviews (KIS: external visits)
Independent research (KIS: guided independent study)
Additional information, which complements this, is available via the Unistats ‘widget’ on the
University’s individual course pages (applicable only for undergraduate programmes).
5.2
Types of assessment employed:
The Key Information Set (KIS) activity type is indicated in brackets.
Essay (KIS: written assignment): generally a 2000 word systematic and analytical exposition on a set
question.
Exams and Timed Essays (KIS: written exam): involves answering one or more essay/ exam questions
within a set period, either under exam conditions or as open timed questions.
Dossier, Reports, etc.(KIS: report): generally 2000 word pieces which do not conform to standard
essay format, may be set out as formal reports, or in other formats. These especially build
employability skills by getting students used to writing ‘report’ or ‘dossier’ type papers that may be
needed in workplace situations.
Fieldwork or Practical Skills (KIS: practical skills assessment): specific pieces of fieldwork or other
practical skills, i.e. library exercises.
Presentation (KIS: oral assessment and presentation): oral presentations, either individual or in
Page 5 of 12
groups.
Extended Project (KIS: dissertation): pieces of writing that are much longer than the standard essay.
Website (KIS: practical skills assessment): creation of a website for assessment, using Dreamweaver
or other software and employing suitable, i.e. non-linear, formats. Builds employability skills.
A grid detailing the assessments by module is available in Appendix 2.
The interests of students with protected characteristics will be taken into consideration and
reasonable adjustments to assessments will be made provided that these do not compromise
academic standards as expressed through the learning outcomes.
5.
QUALITY ASSURANCE AND ENHANCEMENT
6.1
Mechanisms for review and evaluation:
Quality assurance and enhancement at Module Level
Students provide feedback to module tutors through Module Evaluation Forms, reviews and other
responses. The tutor collates the evaluation forms and produces a response for discussion at
Programme Committee. The response identifies good practice and proposes remedies for any points
of concern. The response is made available to students at the next running of the module.
Quality assurance and enhancement at Programme Level
The Programme Committee evaluates the success of the programme, paying particular attention to
student feedback and student representatives. Minutes from the Programme Committee and the
External Examiners report will inform the Annual Programme Evaluation which is submitted for
approval to the Faculty Academic Development Committee. Issues for attention are identified and
included in the action plan for the following year.
Quality assurance and enhancement at Department Level
The Annual Programme Evaluation is submitted to the Department for discussion and to draw out
department objectives.
Quality assurance and enhancement at Faculty Level
The Annual Programme Evaluation is submitted to the Faculty Academic Development Committee
which has oversight of learning development in the Faculty, including via the Peer Observation of
Teaching.
Quality assurance and enhancement at University Level
The quality of the programme is monitored by an External Examiner appointed by the University’s
Senate Academic Development Committee. The External Examiner’s Report is distributed to the
Vice-Chancellor, First Deputy Vice-Chancellor, Director of Academic Quality and Development, the
Faculty Dean and Faculty Head of Quality. A summary of all external examiner reports is received at
Senate Academic Development Committee. An annual audit of Faculties is conducted by Senate
Academic Development Committee.
Quality assurance and enhancement for Staff
The quality of learning and teaching is supported by the Peer Observation of Teaching and Staff
Development, by Staff Development and Review, by attendance at conferences and curriculumfocused staff development, by external involvement such as external examining and by involvement
in research and knowledge exchange activities.
6.2 Indicators of Quality and Standards
External Examiner Report(s)
Annual Monitoring process
Student feedback including the National Student Survey or Postgraduate Taught Experience Survey
Page 6 of 12
Student representation at Faculty level and University level committees
Programme Revalidation
Higher Education Review
7. THE REGULATORY & POLICY FRAMEWORK
7.1
The programme conforms fully with the University’s:
Academic Regulations for Taught Programmes
7.2
No exemptions from the Academic Regulations are required.
7.3
External Professional Statutory Regulatory Body Accreditation
None
7.4
Engagement with UK Quality Code and Subject Benchmarks
Validation and Revalidation assure the University of the Programme’s continued engagement with
FHEQ and appropriate consideration of subject benchmarks. Between validations external examiners
assure the University that this engagement remains active and evident.
7.5
Engagement with Work Based Learning and Placements Approved Procedures
The programme includes an optional volunteering module at level 5. This experience is defined as
‘work based learning’ in that the learning on this module will take place within the context of
(voluntary) employment.
In all cases learning on these modules will adhere to the latest version of the University’s WorkBased Learning and Placements – Approved Procedures. Approval of work-based learning and
placement opportunities in line with these procedures will be the responsibility of the module tutor
in each case who will act in the role of placement co-ordinator as defined in these procedures. These
module tutors will, where appropriate, work in collaboration with appropriate faculty or central
University staff such as the Volunteering Co-ordinator.
Page 7 of 12
Appendix 1
Grid mapping Modules to Programme/Level Learning Outcomes
Level 4
1. a familiarity with the methodologies of History, Theology, Religious Studies and
Archaeology;
2. a familiarity with some key ethical debates relating to religious and cultural traditions;
3. a familiarity with the concepts of continuity and change, with reference to history
from more than one period and context;
4. the ability to identify, locate and distinguish sources in print and on-line and have an
understanding of the importance of critical distance from their sources;
5. developed an awareness and initial understanding of several historical periods,
cultures and religious traditions, from prehistory to the contemporary, as a basis for
more advanced study;
6. started developing skills in critical analysis, oral, presentation, and written
communication;
7. learnt about working independently and in groups.
LO1
LO2
LO3
LO4
LO5
LO6
LO7
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
LEVEL 4
Introduction to
Archaeology
World Prehistory
Archaeology of the
historic period
x
x
x
British Introductory
Module: English
History 1272 - 1500
x
x
Historical Landmarks
x
Understanding Ethics
and Religion
x
x
x
x
x
Understanding
Religion 1:
x
x
x
x
x
Understanding
Religion 2:
x
x
x
x
x
x
x
Page 8 of 12
x
Level 5
1. extended their study to new topics, periods, cultures and approaches;
2. critically engaged with values, societies, religious traditions, and cultures different to
their own;
3. developed the ability to present a well-researched and coherent argument over an
extended piece of writing;
4. a sound knowledge of particular religious traditions (or/ and) a number of issues
relating to various or particular religious traditions;
5. strengthened their skills in independent learning and study skills.
6. built transferable/ employability skills while studying;
7. enhanced their skills to analyse, argue, assess and present data in a variety of formats
in relation to Historical, Religious Studies, Theological and Archaeological
methodologies.
Level 5
LO1
Excavation
x
The Archaeology of
Ritual and Death
x
Independent Study in
History
:LO2
LO3
LO5
LO6
LO7
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Civilisation Studies
(History)
x
x
x
x
x
x
Religion, Spirituality
and Ethics in the UK
Today
x
x
x
x
x
x
x
Religion, Spirituality
and Ethics in Europe
Today
x
x
x
x
x
x
x
Buddhism in Global
Contexts
x
x
x
x
x
x
x
Past Historians and
Current Practice
x
x
x
x
x
x
Page 9 of 12
LO4
Level 6
1. demonstrated proficiency in using primary sources for study;
2. applied a sophisticated critical terminology and grasp of concepts to the study of
detailed and specific topics in at least one of the fields of History, Religious Studies,
Theology, Archaeology;
3. demonstrated proficiency in intensive research and independent study;
4. an enhanced appreciation of the applicability of the skills acquired on the degree
beyond graduation;
5. sound skills in critical analysis, oral presentation, argumentation and written
communication;
6. a detailed knowledge of various areas and aspects of specific cultures and religions in
various periods.
Level 6
LO1
LO2
LO3
LO4
LO5
Dissertation in History
x
x
x
x
x
Church Archaeology
x
x
x
x
x
x
Byzantium and
Beyond
x
x
x
x
x
x
Pax Romana 1
x
x
x
x
x
x
Pax Romana 2
x
x
x
x
x
x
Advanced Studies in
Ethics and Spirituality
1: Interfaith Dialogue
and Social Change
x
x
x
x
x
x
Advanced Studies in
Religion 2: Indigenous
Religion
x
x
x
x
x
x
Page 10 of 12
LO6
Appendix 2
Grid mapping Assessments
Each column is headed by the name of assessment type, as defined by the Programme (not KIS), eg
blog, essay, portfolio.
Module Title
Essay
or Category
Critique,
Report,
Dossier
Exam
or
Timed
Test
Fieldwork
or Practical
or Skills
based
Presentation
X
XG
0
1
1
X
X
Extended
Project
Website
0
0
LEVEL 4
Introduction
to
Archaeology
World
Prehistory
Archaeology
of the historic
period
British
Introductory
Module:
English History
1272 - 1500
Historical
Landmarks
Understanding
Ethics and
Religion
Understanding
Religion 1:
Understanding
Religion 2:
X
X
X
X
X
X
X
X
2X
X
1=F
2X
1=F
X
X
6
3
LEVEL 5
Excavation
The
Archaeology
of Ritual and
Death
Independent
Study in
History
Civilisation
Studies
(History)
Religion,
Spirituality
and Ethics in
the UK Today
X
X
X
X
X
Or X
X
X
Page 11 of 12
Module Title
or Category
Religion,
Spirituality
and Ethics in
Europe Today
Buddhism in
Global
Contexts
Past
Historians and
Current
Practice
Essay
Critique,
Report,
Dossier
Exam
or
Timed
Test
Fieldwork
or Practical
or Skills
based
X
Presentation
Extended
Project
X
Website
X
X
X
2X
4
3
3
1
2
1
2
Level 6
Dissertation in
History
Church
Archaeology
Byzantium
and Beyond
Pax Romana 1
X
X
X
X
X
X
X
Pax Romana 2
X
X
Advanced
Studies in
Ethics and
Spirituality 1:
Interfaith
Dialogue and
Social Change
Advanced
Studies in
Religion 2:
Indigenous
Religion
X
X
2XF
X
5
1
2
0
5
Key:
F = formative
G = group
Page 12 of 12
1
0