PROGRAMME SPECIFICATION
Programme title:
Philosophy and History of Art
Final award (BSc, MA etc):
BA
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
VV53
(where applicable)
Cohort(s) to which this programme
specification is applicable:
From 2014 entry onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Arts and Humanities
Parent Department:
Philosophy
(the department responsible for the administration of
the programme)
Departmental web page address:
www.ucl.ac.uk/philosophy
(if applicable)
Method of study:
Full time
Full-time/Part-time/Other
Criteria for admission to the
programme:
Length of the programme:
A Levels: AAA and a pass in one further AS level subject.
IB: 38. A total of 18 points in three higher level subjects, with no
score below 5.
3 years
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
Level 6
Philosophy
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Board of Examiners:
The programme is a modular programme, on which students
take eight (half-course unit) modules per year for three years. It
is normal for students to take four modules in philosophy and
four in history of art each year. Modules are assessed either by
unseen written examination or by coursework.
Name of Board of Examiners:
Philosophy BA Board of Examiners
Professional body accreditation
(if applicable):
N/A
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
1. To provide the student with an understanding of a representative range of central philosophical debates, and of the
nature of philosophical problems.
2. To enable students to form their own views concerning philosophical problems, to argue for those views and to
defend or amend them in the light of criticism.
3. To provide students with an understanding of central aspects of the history of philosophy.
4. To develop skills which will equip the student for a variety of possible careers.
5. To help prepare students for the workplace, or for post-graduate training of either an academic or a vocational
nature.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
From the Philosopy side:
1. a solid base in philosophy including
contemporary analytic philosophy, a
wide range of the history of
philosophy, including Ancient, Modern
and Recent Philosophy, and the study
of value.
2. elementary symbolic logic.
3. the relatedness of the various
subject matters within philosophy.
From the History of Art side: 1. Visual
cultures of Western Europe
2. an appropriate subsidiary subject,
either: History, Anthropology,
Archaeology or Philosophy
3. the nature of historical argument
4. specific analytical and interpretative
skills associated with the History of Art
5. the history and theory of History of Art
as a discipline
6. larger political and social issues
associated with cultural production.
Teaching/learning methods and strategies:
From the Philosophy side:
Teaching is primarily by lectures and small-group
classes. Optional first year courses introduce students to
a selected range of topics. Lectures and classes over
the three years provide students with the understanding
outlined in (1). First year logic lectures and classes
provide (2). (3) is achieved through a closely related
grouping of courses which reflect the wide research
interests and teaching capacities of the department.
From the History of Art side: The acquisition of 1-6 is
realised through a mixture of illustrated lectures, seminar
discussions, tutorials and visits to galleries, exhibitions,
and architectural sites. The course uses a mix of
lectures and seminars at all stages, but there is a
particular stress on smaller group teaching in Year 3. 2-4
are developed particularly through a 1st Year Core
Course on concepts and methods, and mandatory
methodologies courses in Year 2. 1-6 are also
developed through seminar presentations and essay
work.
Assessment:
Courses are examined by a mixture of examinations and
essays. Other knowledge and understanding is
assessed alongside skills development (see next
section) within the examinations system.
From the History of Art side: The learner’s acquisition
of knowledge is tested through a combination of
classroom participation, unseen written exams,
assessed coursework essays, and an extended essay
which is a mandatory part of the Year 3 programme for
SH students. The element of unseen examination
ensures that students cover the whole syllabus and
commit knowledge to memory, and demonstrate that
they can use their understanding on art-historical
problems not of their choosing.
B: Skills and other attributes
Intellectual (thinking) skills:
From the Philosophy side:
1. Close reading and understanding
of philosophical texts.
2. A critical command of philosophical
terminology.
3. Ability to formulate philosophical
questions with clarity and precision.
4. Ability to summarize philosophical
views and positions.
5. Ability to support and challenge
philosophical views and positions
by constructing arguments and citing
relevant considerations.
From the History of Art side: 1. observe
and describe visual artefacts
2. use appropriate methodologies to
interpret them
3. bring to bear relevant historical
evidence to interpret them
4. produce logical and structured
arguments to justify interpretations
5. evaluate arguments of others and
make critical judgements
6. analyse, synthesise and summarise
information
7. develop memory.
Teaching/learning methods and strategies:
In the first year all students have the option to attend
weekly tutorials (in groups of three). Students are
assigned reading for these tutorials, and, in turn, write
essays which are read to the tutor and group. The tutor
engages all students in a discussion of the philosophical
issues, and in particular provides advice and feedback to
the student who has written the essay on the
philosophical issue of the essay and underlying reading,
and how to develop future work. Those students who do
not opt to take the tutorial course can develop the same
skills in classes associated with lectures. Hence while
lectures primarily improve the student’s knowledge and
understanding the aim of the tutorials and classes is to
develop each students own particular philosophical
skills. In their final year all students have the option of
taking a dissertation, where they have individual tuition
to help them prepare an extended piece of work.
From the History of Art side: Intellectual skills are
developed through the teaching and learning
programme outlined above, both by example and by the
learner’s own experiences with seminar presentations
and essays and tutor feedback. All courses entail
evaluation of different arguments, interpretations and
methodologies, all require the application of research
skills, and nearly all require the learner to engage in
description and analysis of visual artefacts.
Assessment:
Formative assessment for tutorials and the dissertation
course is provided by comments on drafts of tutorial
essays and dissertations. Courses which are assessed
by long essay require students to submit a practice
essay half way through the term, on which feedback is
given. For tutorials, one essay is submitted for the
summative assessment; for the dissertation, a 7500
word piece is submitted at the end of the final year.
From the History of Art side: The range of assessment
methods specified above all require the learner to
demonstrate their competence with regard to skills 1-5
through the production of coherent responses to
specified questions. Unseen examinations test not only
7, but also the ability to identify the really crucial
elements in a body of information to articulate an
argument or interpretation. The mandatory extended
essay provides a space in which the learner’s aptitudes
to 1-6 particularly demonstrated.
C: Skills and other attributes
Practical skills (able to):
1. Retrieve, select and critically
analyse material from a variety of
sources, including electronic
databases and the internet.
2. Learn to read, interpret and assess
historical philosophical texts.
3. Plan and undertake work to
deadline.
4. Orally present their work to a small
group.
From the History of Art side:
1. search out and organise relevant
information from a range of sources
2. work to specified tasks under pressure
3. make decisions about problems with
limited guidance
4. plan and complete their own work and
sustain application to a task
communicate information and ideas in
an effective form, both orally and in written
form.
Teaching/learning methods and strategies:
These practical skills are integral to a teaching system in
which students are given the opportunity to present their
work to other students and tutors in classes (and in the
first year, they have the opportunity to this in tutorials).
From the History of Art side: All learners are given
initial guidance about the use of libraries and art
resources through online documentation and the 1st
Year Core Course. Before taking the Year 3 dissertation,
learners are given specific advice on research methods
for that task. Regarding 2, the department enforces strict
deadlines for production of work. Full course materials
and bibliographies are provided for all courses on
Moodle, and assessment criteria are published on the
website. Essays are returned with full comments, and
usually at an individual tutorial meeting. Learners’
general progress is discussed with them at an end of
year interview.
Assessment:
Feedback is provided on class presentations, and for
those courses whose assessment is by essay, a practice
essay is submitted half way through the term, and
comments are given on this. Grade reflect students’
achievement in (1) (2) and (3) as well as their
philosophical knowledge, understanding and skills.
Those who choose the dissertation option must also
demonstrate (1) and (3) and, in some cases (2).
From the History of Art side: Skills 1-5 are all assessed
primarily through the assessed coursework which is a
required component of all courses, and through the
extended essay. The oral element of 5 is demonstrated
and assessed through seminar presentations which
students make in all years. These are a course
requirement for most courses.
D: Skills and other attributes
Transferable skills (able to):
Teaching/learning methods and strategies:
1. Analyse complex thoughts and
arguments.
2. Complete specified tasks to deadline.
3. Develop independence of judgement
and originality of thought.
4. Engage in critical discussion with
others.
5. Evaluate arguments rigorously, including
identification of logical errors.
6. Read and assess difficult texts.
7. Present views lucidly, both orally and
in writing.
8. Question generally received views.
9. Plan, undertake and complete
independent study.
10. Think about issues from many
different points of view.
From the History of Art side:
1. general cognitive skills
2. research and information gathering
skills
3. communication and presentation
skills
4. self-management skills
5. ability to work diligently, both
independently and as part of a team
6. interpersonal skills
7. assess the ideas of others.
All of these skills are developed by successful
completion of philosophy courses. These courses
require reading and analysis of complex philosophical
material; the critical assessment of the work read;
thinking about and developing a view of the underlying
philosophical issues; presenting one’s findings to others;
defending one’s position against criticism.
From the History of Art side:
All courses require the production of coursework essays
within a specified time-frame, and most require an
unseen exam. Skills 1-3 are inculcated through these
modes of assessment, and also through the extended
essay. Self-management skills are not taught as such,
but are learnt through the requirements of producing
work on time and exam preparation. 6 and 7 are also
learnt rather than taught, in this case through the
seminar and tutorial system. Teamwork (5) is also
encouraged through seminar teaching. IT skills are
required by the department since all essays must be
produced on a word processor (skills developed on an
individual basis, but referencing and other style
guidance is given) and presentations are given in
powerpoint, for which training is provided in Yr 1.
Assessment:
As with other skills these are assessed both through
feedback from the class tutor and for their impact on
exam and essay performance.
From the History of Art side: Skills 1-4 and 7 are
measured in all the assessment methods used in the
department. 5 and 6 are not assessed as such.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Professor Lucy O’Brien
Name(s):
Date of Production:
July 2014
Date of Review:
November 2015
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
November 2015
November 2015