Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
1
Programme Title
History with Dutch
2
Programme Code
HSTU20
3
JACS Code (if applicable)
V100
4
Level of Study
Undergraduate
5a
Final Qualification
BA Hons
5b
QAA FHEQ Level
Honours
6a
Intermediate Qualification(s)
None
6b
QAA FHEQ Level
7
Teaching Institution (if not Sheffield)
Not applicable
8
Faculty
Arts
9
Department
History
10
Other Departments involved in
teaching the programme
Germanic Studies
11
Mode(s) of Attendance
Full-time
12
Duration of the Programme
Four years (including two semesters spent abroad between
levels 2 and 3 of the programme)
13
Accrediting Professional or Statutory
Body
None
14
Date of production/revision
May 2011
15. Background to the programme and subject area
Sheffield is the only institution in the UK offering the combination of History with Dutch at undergraduate level,
so this is a unique programme. Graduates in History with Dutch will have benefited from the experience of a
period of study or work abroad during their third year. Students will spend the whole year following approved
courses in history and Dutch at an exchange partner in the Netherlands or Flanders. This gives them the same
good job prospects as any graduate of a language and history.
Knowledge and understanding of the human past is of incalculable value both to the individual and to society.
Studying history provides a distinctive education by providing a sense of the past and its separation from the
present, together with an awareness of the development over time of different values, systems and societies. At
the same time, history’s reciprocal relationship with other disciplines can have an important influence on the
students’ experience, and this is particularly the case for students combining history with the study of a foreign
language. Degree-level study in history instils a respect for historical context and evidence, a greater awareness
of the historical processes unfolding in our own time, and a deeper understanding of the varied traditions current
today. Such a process also requires an awareness of other approaches to the study of the past, particularly
those adopted in other academic disciplines. Students of History with Dutch have the opportunity to acquire
breadth and comparative range of understanding over the course of their studies. The programme is structured
so as to include core elements from both disciplines but also provide, wherever possible, opportunities for
exploring linkages between the two.
The Department of History at the University of Sheffield is one of the most active centres for teaching and
historical research in the country. In the 2008 Research Assessment Exercise we were in tenth position
nationally ranked by the proportion of our research judged 'world-leading': 35% of our research was judged
to be in this category (4*), and 30% to be internationally excellent (3*). A full-time academic staff
complement of 30 gives the Department both chronological and geographical coverage. All periods are covered
from the late antique to the contemporary, while our geographical expertise extends to British, European, North
American, Central American, African and Indian history. In particular, the Department has among its staff
considerable expertise in Dutch history, esp. the Dutch Golden Age, the Netherlands in the Second World War
and cultural identity in French Flanders, a Dutch dialect area in northern France.
98948790 – ver12-13
1
The Department of History plays a pioneering role in making historical sources available in electronic form.
Several projects demonstrate the way in which teaching and research are inter-linked. These include Connected
Histories: Sources for Building British History 1500-1900, The Proceedings of the Old Bailey: London’s Criminal
Court 1674-1913 [http://www.oldbaileyonline.org/], London Lives, 1690-1800 [http://www.londonlives.org] and
the American History wiki [http://history.dept.shef.ac.uk/wikiamerica/] . The Department is committed to public
history and the wide dissemination of historical scholarship. Staff frequently take part in media work on
television, radio and the print media. They also give public lectures, film talks and school visits. Colleagues also
engage in knowledge
exchange projects with external partners, such asKaren Harvey’s partnership work with Sheffield Museums and
Galleries Trust).
At Sheffield, Dutch is taught within the Department of Germanic Studies, which also offers a large range of
degree programmes in German. The Department is known for the quality, diversity and innovation of its
research and teaching, and at the same time as a lively and friendly place to study. It bases its teaching on a
blending of language learning and cultural studies, where each supports the other. In the study of Dutch, the
emphasis is on the contemporary language in both the Netherlands and Flanders (northern Belgium), and on
cultural and social studies of the modern period in the Dutch language area. Degrees in German with Dutch and
French with Dutch have been in existence in Sheffield since 2002. Since the introduction of these courses the
University has recruited an additional member of academic staff in Dutch.
Graduates of History with Dutch will benefit from the combined advantages of a degree in History and a degree
in a modern language at Sheffield. The course provides many opportunities for acquiring and refining ICT and
communication skills, a high level of historical knowledge and understanding, and profound insights into the
culture of two of Britain’s nearest neighbours and closest allies. In recent years, History graduates have gone on
to follow careers in marketing and retail, accountancy, media, the civil service and the law, as well as in
education, museums and libraries, tourism and the heritage industry. Graduates in languages have always been
highly employable. The extension of the European Union means that they are becoming still more sought after
across the entire spectrum of careers in business, finance, administration, communications and education, and
numerous recent graduates have progressed into careers in all those areas.
For further information, see the departmental web sites: http://www.shef.ac.uk/history and
http://www.shef.ac.uk/german/prospectiveu_g/courses/dutch.
16. Programme aims
The programme has the following general aims consonant with the University of Sheffield’s Mission Statement,
the Learning and Teaching Strategies of the Departments of History and Germanic Studies, and the QAA
Subject Benchmark Statements for History and for Modern Languages:
1. To provide high quality teaching at undergraduate level that is informed and invigorated by research and
scholarship and alert to the benefits of student-centred learning which foster transferable analytical and
communicative skills;
2. To sustain a culture of research and learning that promotes the free pursuit of knowledge, impartial analysis,
the acquisition of intercultural awareness and the acquisition of informed, tolerant and professional attitudes
to the study of the past and to different languages and cultures;
3. To provide the acquisition of high-level practical language skills in Dutch alongside a thorough awareness
and understanding of the associated cultural context;
4. To maintain broad access for students from a wide range of educational and social backgrounds;
5. To respond to the diversity of student interests by offering an appropriate level of student choice at each
level of study, enabling them to pursue diverse fields of study;
6. To equip students with the skills that will prepare them for employment or for further study;
7. To enable students to maximise their potential in all aspects of their studies;
8. To assess students over a range of knowledge, understanding and skills, and to identify and support
academic excellence.
98948790 – ver12-13
2
17. Programme learning outcomes
Knowledge and understanding:
K01
The ability to reflect upon a wide range of historical knowledge about a range of regions in remote and
recent periods of time.
K02
An understanding of the significance of historiographical developments since the professionalisation of
the discipline.
K03
The development of comparative awareness, with a sensitivity to thematic approaches to the study of the
past and an understanding of the delicacy and complexity of this task.
K04
Comprehension of the distinctiveness of the discipline of history, reflecting on its relevance in the
contemporary world.
K05
The ability to read widely and critically within the historical literature and to synthesize a body of literature.
k06
Recognition of the importance of historical debate, with an understanding of historical analysis and an
evaluation of historians’ arguments.
K07
Sound knowledge and critical understanding of the structures and usage of modern Dutch.
K08
Sound knowledge and critical understanding of key aspects of the culture and society of the Dutchspeaking countries through study of the cultural products of those societies.
K09
Sound knowledge and practical and critical understanding of the methodologies used to analyse
language and culture.
K10
Sound knowledge and critical understanding of aspects of the history, politics and institutions of the
Dutch-speaking countries.
K11
Sound knowledge and critical understanding of aspects of Dutch linguistics.
K12
Practical knowledge of contemporary life in the Dutch-speaking countries through experience of the year
abroad.
Skills and other attributes:
S01
The ability to write and speak about the past and about Dutch culture in good English, presenting logical
arguments and providing appropriate evidence (including non-textual evidence) to support them,
referencing the sources used.
S02
Advanced competence in the productive skills of writing and speaking modern Dutch.
S03
Advanced competence in the receptive skills of understanding the written and spoken forms of modern
Dutch.
S04
A high level of intercultural awareness, derived from the study of language and culture and the
experience of the year abroad, and leading to tolerant, professional and informed attitudes to the
language(s) and culture(s) studied.
S05
The ability to use bibliographic and research skills in order to locate and critically evaluate information
sources, including pages on the internet and other internet sources, reflecting a critical appreciation of the
range of sources for historical and cultural study.
S06
The ability to assimilate material from a range of sources and use it to construct and sustain logical
arguments both orally and in written exercises of varying length.
S07
The ability to recognise, critique and analyse different kinds of primary sources so enabling their use in
the construction of analytical arguments on historical and (inter)cultural issues.
S08
The ability to formulate independent and informed historical and cultural judgements.
S09
Skills in acquiring, using, and critically evaluating information about language and culture gained from a
variety of sources, including teachers, native speakers, newspapers, broadcasts, books and works of
reference, and electronic sources.
S10
The ability to carry out individual study and research, and to participate in group activities such as
seminars.
S11
Familiarity with a range of IT skills, encompassing computer programmes and their application, electronic
sources for research and the internet as well as word processing and email.
S12
The development of individual resourcefulness, the ability to identify problems and ways of resolving
them. Skills in effective time-management, including the ability to work productively alone and in groups.
98948790 – ver12-13
3
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
Induction procedures at Level 1 are concentrated mainly in Intro Week and include a meeting with the
Personal Tutor, subject-specific library and ICT induction sessions, general computer training (if needed), and a
half-day programme of talks by key staff members which cover issues such as pastoral care, teaching methods
and learning strategies. Further study skills advice, including a Coursework Style Guide, is available to all
students via the Department’s website (http://www.shef.ac.uk/history/current_students/undergraduate).
Formal lectures introduce students to large bodies of historical material and the principal arguments in
particular fields. They are used extensively at Level I, less frequently at Level 2 and sparingly at Level 3. At all
Levels, lectures are used to impart knowledge in ways that reflect K01-03, K06 and 0K8-11 above.
Regular small-group seminars are used throughout the programme to encourage the oral expression and
exchange of views, the concise summary of complex arguments and the ability to respond constructively to the
presentation of alternative views. Some seminars are discussion classes, whether of a particular historical
problem or period, or of methodological issues; others are dedicated to the interpretation of various kinds of
primary source material (both textual and non-textual). They may be staff or student-led, and encompass group
discussion, small-group work or individual assignments. Seminar teaching thus contributes both to students’
attainment of historical knowledge and understanding (K01-06) and to the acquisition of key skills (S01-09).
In Dutch seminars are used throughout the programme for both language classes and culture modules.
Seminars devoted to target-language acquisition may take the form of classes devoted to reading or listening
comprehension, written and spoken language production, translation, or formal grammar backed up by
exercises. In all cases the aim is to expose students to as much authentic material in the target language as
possible, both written and spoken. Language seminars are therefore often conducted partly in Dutch. Seminars
devoted to cultural studies are taught in Dutch or in English. In all cases, they make use of texts in the target
language that serve as a basis for group discussion or student presentation. Seminars thus contribute both to
the achievement of knowledge and understanding (K01-K06) and to the development of key skills (S01-04 and
S8-10).
In Dutch students will take part in one or two collaborative projects with other institutions through the Virtual
Department of Dutch (http://www.dutch.ac.uk) which also contribute to the development of key skills (S01-04
and S8-10).
Guided reading is a principal component of independent study. It allows students to develop and reinforce the
awareness of historical and cultural knowledge and debate (K01-03, K06) acquired from lectures and seminars
as well as furthering their bibliographic and research skills and making effective use of library and internet
resources (S05, S07, S11).
Written assignments encourage students to develop their ability to summarise material, to present coherent
arguments in well-structures English and Dutch prose, and to support their arguments with appropriate
evidence. Preparing such assignments, particularly researching and reading around the topic or question set, is
essential to the acquisition of knowledge and understanding as set out above (K01-06). As both the form and
the length of written assignments varies -- from book reviews and exercises on documentary sources through
essays to dissertations -- students develop a range of learning and time-management strategies in response to
them (S01-S08). Written assignments also encourage the development of word processing skills as students
are expected to present their work professionally, using the full scholarly apparatus (i.e. footnotes and stratified
bibliography). These requirements are set out in further detail in the Department of History’s Coursework Style
Guide and the Department of Germanic Studies’ Level Handbooks (S01, S11).
Individual tutorial guidance is given to students who choose to undertake the optional Dissertation to enable
them better to attain the learning outcomes detailed above.
Independent study is essential to the successful completion of the programme. New students are introduced to
study skills through information in the Departments’ website
((http://www.shef.ac.uk/history/current_students/undergraduate) and Student Handbook, and through practical
experience in Level 1 modules. The amount of independent study broadly expected for each module is clearly
set out in the course information, although it is recognised that this will vary somewhat from student to student.
Independent study is generally geared towards the assimilation and further clarification of material gleaned from
lectures, preparation for seminars, preparation for written assignments, and the broader development of
knowledge of the field of study. Students are particularly encouraged at all Levels to make frequent use of the
range of self-study facilities available in the Modern Languages Teaching Centre, the Information Commons and
the Western Bank library. Independent study contributes to the development of all the programme learning
98948790 – ver12-13
4
outcomes, but is especially important in refining skills S09-S12.
The period of residence abroad, during the third year of the programme, will be spent at a Dutch or Flemish
university. It is an essential part of the learning experience, providing unrivalled opportunities for creative contact
with native speakers, for the sustained exercise and development of both productive and receptive linguistic
skills to a level appropriate to embark upon final year study (S02, S03), for the development of practical
intercultural awareness to set alongside the theoretical awareness derived from the study of culture (S04), and
for the development of personal resourcefulness and adaptability likely to enhance employability (S12).
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
All forms of assessment used within the Department of History evaluate students’ acquisition of historical
knowledge and understanding, particularly K01, K02, K03, K06.
1. Formative assessment is used regularly at all Levels both to monitor students’ progress and to provide
learners with the feedback they need in order to evaluate their own progress and to reflect upon the
historical understanding they have acquired (K01). Feedback on both coursework and seminar
performance encourages students to respond effectively and positively to constructive criticism by
reflecting both on their skills of argument and presentation and on the coherence of their understanding
of particular historical problems (S06-07). To this end, work is returned to Level 1 students using a
different essay profile form from that used at Levels 2 and 3. This is specifically tailored to the learning
outcomes defined for first-year as opposed to Honours level work. All assessment which contributes
marks towards the degree, and therefore has a summative as well as formative function, is marked in
accordance with marking criteria which are published in both the undergraduate student handbook and
on the Department’s website http://www.sheffield.ac.uk/history.
2. Assessment of oral performance in seminars is used to test the students’ ability to communicate
effectively in group discussion, to formulate, explain and defend coherent historical arguments and to
respond to the arguments of others while respecting their opinions (S01, S06, S07). The oral
assessment mark contributes to the final module mark in all Level 1 courses, as seminar discussion is
seen as a fundamental skill that students need to acquire at this Level, and also in the Document Option
at Level 2, to ensure that students continue to develop this skill.
3. Essays are used to test the students’ acquisition of key skills (S05-10) as well as their historical
knowledge and understanding (K05-06). Shorter pieces of written work such as book reviews and
document exercises are used to evaluate skills in source criticism (S07). At Levels 1 and 2 assessed
coursework -- principally in the form of essays -- contributes towards final marks in most modules, and
therefore has a summative as well as a formative function.
4. Other forms of summative assessment used in the Department are extended essays and at Level 3, an
optional 20-credit Dissertation which accompanies a 20-credit document-based module. The
Dissertation demonstrates students’ ability to work independently (S08, S10) to define and complete
extended research projects (K05-06, S08), presenting the results in a professional fashion (S01). The
Dissertation also tests the ability to analyse a body of primary source material (S06).
5. Examinations are used to test the students’ abilities to draw upon memory and to write coherent,
informed answers under pressure of time, while demonstrating an awareness of the range of relevant
evidence and of historical scholarship (K06, S01, S06). Reflective thinking (K04) is specifically assessed
in the Level 3 compulsory module ‘The Uses of History’, where the topics to be examined are prereleased to students before the examination, though the specific questions remain unknown. The
Department has a Code of Examining Practice to ensure that examining procedures are moderated and
regulated.
6. Over the course of the degree, the mixture of assessment practices changes to reflect the progressive
development of student skills. At Level 1 – which prepares students for Honours level study -examinations provide 50% of the module mark, with essays at 33% and oral assessment 17%. At Level
2 this same assessment combination is retained in the Document Option, although the oral assessment
derives from an element of group work and more intensive work on source analysis, but otherwise the
focus shifts towards testing students’ analytical abilities in unseen examinations (67% of the module
mark in other Options) and essays (33%), with the Course Assignment providing a new element of
extended written work. At Level 3, the focus is mostly on collaborative seminar work rather than essay
writing. Level 3 seminars are regularly student-led, particularly in the Special Subject. The double
weighted Special Subject is assessed solely by unseen examinations in the form of document papers to
test students’ ability in the recognition and analysis of primary source material and essay papers,
although the Comparative Option (25%) and ‘The Uses of History’ (33%) still include coursework essays
98948790 – ver12-13
5
among their assessment. The double module Dissertation (which must be related to a taught module
and usually derives from a Level 3 Special Subject) develops the students’ abilities in source criticism
and extended writing. Written and oral skills are assessed at all Levels, even when the marks do not
contribute towards the final module mark.
In Dutch:
1. regular formative assessment – usually in the form of periodic tests or weekly exercises designed
to reinforce vocabulary and grammatical knowledge, and skills in language production (written and
spoken) and comprehension (written and spoken)– is used at all Levels to monitor carefully the
student’s progression through the core language programme and to pick up and rectify areas of
potential weakness in linguistic competence (K07, S02, S03).
2. Summative assessment of target-language knowledge and skills uses a variety of methods, but
common to all Levels is the testing of a student’s ability to demonstrate productive and receptive skills in
both formal written examinations and face-to-face oral examinations. Examination and continuous
assessment are used on a 50/50 basis at Levels 2 and 3 of the core language programme. In addition,
Level 1 students write some coursework essays in Dutch, and most students follow options in Dutch at
Levels 2 and 3, which use the foreign language as the language of instruction and assessment and
include a coursework essay assessment component (supporting S09).
3. Assessment of modules in thematic subjects (literature, linguistics, history) uses appropriate
combinations of the following:

Written examinations designed to test subject knowledge (K08, K10);

Essay writing and project work designed to test subject knowledge, increasing autonomy in student
learning, and the development of transferable skills (K08, K10, S04-12);

Oral presentations designed to test organisational and communicative skills (S10, S12).
4. At Level 1 the assessment of ‘thematic’ component is by coursework essay, whereas at Levels 2 and 3
assessment is a balance between coursework essay and written examination, generally 50/50. The
assessment of culture modules at Levels 2 and 3 is also designed in such a way as to ensure the
reading of texts in Dutch.
5. The importance attached to the Year Abroad is reflected in the fact that assessment of that year is
formalised through accredited university study and that it contributes to final degree classification.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
Subject Benchmark Statements
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmarkstatements.aspx
Framework for Higher Education Qualifications (2008)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-educationqualifications-in-England-Wales-and-Northern-Ireland.aspx
University Strategic Plan
http://www.sheffield.ac.uk/strategicplan
Learning and Teaching Strategy (2011-16)
http://www.shef.ac.uk/lets/staff/lts
The teaching ethos of the Departments of History and Germanic Studies as articulated through their Teaching
Committees and Departmental Learning, Teaching and Assessment Strategies;
The research interests of academic staff and the Departments’ research strategies;
The Departments’ Learning, Teaching and Assessment Strategy (revised 2010).
20. Programme structure and regulations
The degree programme trains students in historical enquiry, developing an increasingly rigorous approach to the
discipline, and in Dutch Studies, where acquisition of the Dutch language is combined with a critical appreciation
of Dutch culture.
98948790 – ver12-13
6
At Level 1, a 20-credit compulsory module, ‘Paths from Antiquity to Modernity’, introduces students to the study
of history at degree level by fostering a broad understanding of historical developments in the West since the fall
of Rome, promoting an awareness of periodisation and encouraging reflection on the nature of historical
change. ‘Paths’ is taught via MOLE, so improving students’ ICT skills. Students must also take at least one of
the other 20-credit Level 1 modules offered in the Department of History, all of which focus on period study.
Skills teaching is embedded in all Level 1 modules offered in the Department, and this is reflected in the essay
profile form used at Level 1. Two compulsory 20-credit modules, ‘Beginners Dutch 1’ and ‘Beginners Dutch 2’
combine the acquisition of Dutch up to level A2 of the Common European Framework for Languages (CEF) with
an introduction to Dutch Studies. Students with some previous knowledge of Dutch beyond CEF level A2 are
catered for by means of an intermediate language course in combination with an introduction to Dutch Studies.
The remaining 40 credits are unrestricted.
At Level 2, students take ‘Historians and History’ and a further two modules chosen from a list of History
options; they also complete a Course Assignment. In addition, they take the core language module ‘Intermediate
Dutch’ (or ‘Advanced Dutch’ for students who entered the programme with some previous knowledge of the
language), plus ‘Dutch Literature 1’ and Introduction to Dutch Linguistics’.
Between Levels 2 and 3 there is a Year Abroad, spent at a university in Flanders or the Netherlands with
stipulated credit requirements.
At Level 3, students build on their initial work on source criticism and the study of primary documentation via the
double module Special Subject, and also take a compulsory module entitled ’The Uses of History’, which
develops reflective thinking and reviews the students’ acquisition of historical knowledge and understanding
during their time in the Department. Their remaining 20 credits in History may be derived from either a
Comparative Option (which expands and refines their skills in synthetic and comparative historical analysis) or a
20-credit dissertation. In Dutch, Level 3 repeats the pattern of Level 2, combining a core language module,
‘Advanced Dutch’ (or ‘Dutch for Specialists’ for students who entered the programme with some previous
knowledge of the language), with two thematic modules ‘Dutch Literature 2’ and ‘Dutch Sociolinguistics’. A
crucial principle underlying the degree is that studying two disciplines should enhance the students’
understanding of both subjects: the relationship between history and Dutch is an integral part of this Level 3
core module. There are no unrestricted modules.
Overall, the degree programme provides the context in which the defined learning outcomes may be achieved,
and progresses from laying solid foundations for the two disciplines to a more rigorous and reflective
understanding.
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
Progression through the History component of the programme structure is defined by the Learning Outcomes
set for each level of study in the Department of History.
Level 1

Acquiring the basic skills of historical criticism

A developing ability to search for and to analyse secondary literature and some primary sources in order to
write critically and cogently about historical issues

Recognising differing and conflicting interpretations of long periods of history

Attaining a heightened understanding of historical periodisation

A developing ability to present material orally and to discuss historical conclusions
Level 2

Acquiring further generic and specific historical skills

Recognising further chronological, geographical and theoretical perspectives

A developing understanding of contrasting approaches to the study of history

Acquiring familiarity with source criticism skills and the intensive analysis of primary source materials

Acquiring the skills necessary to research, complete and present a piece of independent writing
98948790 – ver12-13
7
Level 3

Refining further historical skills through the specialised study of primary source materials

Developing further the skills necessary for the detailed and critical study of primary sources

Completing, under guidance, a sustained piece of independent research and writing

Learning to apply detailed knowledge of specific historical subjects in a broad, comparative and
theoretically-informed manner

Reflecting upon the experience of studying History to degree level and its social and political uses
The history curriculum, as set out in the University Calendar and as outlined in section 20 above, has been
designed to enable students to achieve the learning outcomes of the Department of History, following the
progression detailed above. Full details of the curriculum are available via the Department website
[http://www.shef.ac.uk/history/].
The current structure and learning outcomes have been developed through two far-reaching processes of
curriculum review carried out in 1996-99 and in 2006-8 that have involved academic staff, external examiners,
and student representatives. The revised curriculum developed in 1996-99 differentiated more clearly between
learning outcomes at each Level of study and gave greater coherence to the overall degree programme. The
further revisions in 2006-8 have been prompted by the need to refine and develop existing courses on the basis
of student feedback, and the need to respond to the university’s introduction of end weighting of the degree
programme by reducing the resultant imbalance in assessment created by the preponderance of documentcentred courses at Level 3. Two new types of module – the Level 2 Document Option and the Level 3
Comparative Option – have been developed to ensure that the balance of module content and assessment in
each year and in the overall programme properly reflects the range of skills and learning outcomes that the
programme has been designed to promote.
For Dutch progression is defined in terms of (a) language competence and (b) (inter)cultural knowledge and
skills.
Level 1
(a) Attaining proficiency in Dutch up to at least level A2 of the Common European Framework for
Languages (CEF), including a knowledge of the basic rules of Dutch grammar and an ability to subject
simple Dutch texts to linguistic analysis
(b) Developing knowledge about various aspects of the Dutch speaking world and an ability to search for
and to analyse secondary literature and some primary sources in order to speak and write critically and
cogently about the subject;
Level 2
(a) Attaining proficiency in Dutch up to at least level B2 of the Common European Framework for
Languages (CEF), including solid knowledge of the rules of Dutch grammar and an ability to subject
complex Dutch texts to linguistic analysis;
(b) Acquiring further in-depth knowledge of aspects of the culture of the Dutch speaking countries, in
particular their literary and linguistic culture; Developing skills of literary analysis;
Year Abroad
(a) Further consolidation of all language skills and developing confidence in the use of the target language;
(b) Developing profound intercultural awareness and understanding;
Level 3
(a) Attaining proficiency in Dutch up to at least level C1 of the Common European Framework for
Languages (CEF), including some specialist knowledge of the rules of Dutch grammar and an ability to
subject all types of Dutch texts to linguistic analysis;
(b) Deepening knowledge of the modern Dutch speaking countries, in particular reflecting critically on
questions of identity through literary and linguistic culture.
98948790 – ver12-13
8
22. Criteria for admission to the programme
Detailed information regarding admission to programmes is available from the University’s On-Line Prospectus
at http://www.shef.ac.uk/courses/.
Entry to the programme requires a good pass at A-Level or equivalent in a foreign language.
23. Additional information
For further information students are directed to the Departmental web pages at
http://www.sheffield.ac.uk/german and http://www.sheffield.ac.uk/history.
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can
be accessed via our Student Services web site at http://www.shef.ac.uk/ssid.
98948790 – ver12-13
9