PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
BA Ancient History
Final award (BSc, MA etc):
BA
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
V110
(where applicable)
Cohort(s) to which this programme
specification is applicable:
2015 intake onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Social and Historical Sciences
Parent Department:
History
(the department responsible for the administration of
the programme)
Departmental web page address:
www.ucl.ac.uk/history
(if applicable)
Method of study:
Full-time/Part-time
Full-time/Part-time/Other
Criteria for admission to the
programme:
A-levels:
A*AA – AAA at A Level, subjects must include History, Ancient
History or Classical Civilisation. A pass in a further subject at AS
level is required. Applicants are also expected to have attained
GCSE English Language and Mathematics at grade C, and an
ancient or modern language at grade B or above.
IB Diploma:
Students studying for the International Baccalaureate will
normally be expected to gain 38-39 points overall, with a
combined score of 18-19 respectively in three Higher Level
subjects including a 6 in History at Higher Level and no score
lower than 5. A minimum of 5 is required in an ancient or modern
foreign language at Standard Level.
Length of the programme:
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)
Level 6
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Classics and Ancient History (including Byzantine studies and
Modern Greek) 2014
QAA 12/14
History (2014)
QAA 12/14
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Students must take 12 course units (180 ECTS) in total, 4 in
each year. These include compulsory core modules that
introduce first- and second-year students to key concepts and
issues in historical enquiry, writing and research skills; at least
two full-year Ancient History modules; and an Ancient History
special subject. Students are able to take up to one unit of
ancient language in their first year and between 0.5 and 3 units
in total in their second and final years.
First Year
Students take three core modules. The first is a half course unit,
‘Making History’, which is a group project designed to encourage
creative, lateral thinking about the past, active engagement with
historical resources, and reflective collaborative learning. Each
group populates a website/blog that documents its research
activities and findings (worth 50% of the assessment), and will
make a formal oral presentation of those findings (assessed by
the teachers 40%, and by their peers 10%). The second is a half
course unit, ‘Writing Ancient History’, which focuses on
developing essay-writing skills. This module is delivered via
lectures and large group ‘workshops’ addressing general issues
in historical writing; three small group tutorials organised around
writing exercises and two one-to-one tutorials on the revision of
a draft essay and feedback on its final mark. Assessment is
based on a presentation and course summary (25%) and the
final revised version of the 2,500-word coursework essay (75%).
The third is a combined lecture and seminar module worth a full
course unit covering key concepts in historical enquiry,
‘Concepts, Categories and the Practice of History’. This is
taught by twice-weekly 2-hour lectures (five for each period,
Ancient, Medieval, Early Modern and Modern), each including a
general discussion between the teacher and the students. It is
assessed by a 3-hour examination in the summer term (100%).
Of the remaining two course units, at least one must be a whole
course unit survey module in Ancient History; the other course
unit may comprise a further survey module in Ancient History or
any other period of History or a course unit or two half-units in
another department or discipline (e.g. two half-units of an
ancient language).
Second Year
Students take one half-unit core module, ‘Evolving History’,
which is designed to supplement and complement the first year
compulsory module, ‘Concepts, Categories and the Practice of
History’. This module is taught by weekly 2-hour lectures, and
addresses key developments in the discipline of history from the
ancient to the modern world. This module provides an
introduction to, and overview of, the practice of history and the
evolution of the discipline from Herodotus and Thucydides to the
twenty-first century. The module is assessed by a 2-hour unseen
written examination. Students also write an extended (5,000word) essay linked to a half-unit Research Seminar module in
Ancient History. Students also take at least one one-unit Survey
module in Ancient History (which at the discretion of the course
tutor may be substituted by a unit in a second ancient language),
and a one-unit Thematic module in History. In addition, they take
one further unit (or two half-units) in History or from another
department or discipline (e.g. an ancient language).
Final Year
Students take a special subject module worth one course unit
which will be assessed by a 3-hour unseen written examination
in the summer term. They will also take a module worth one unit
which is an extended (10,000 word) essay based on primary
sources and linked to their special subject module. In addition,
they take at least one further course unit or equivalent in History
(which at the discretion of the course tutor may be substituted by
a unit in an ancient language), and have the option to take one
course unit from another discipline (which may be a unit in a
different ancient language).
Board of Examiners:
Name of Board of Examiners:
BA History
Professional body accreditation
(if applicable):
NA
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
This degree programme is intended to introduce students to the specific approaches, problems, and methods
that the study of Ancient History entails. Its aims are:
a) to give students an awareness of the interrelation between historical developments in the Near East and the
Greek and Roman worlds;
b) to introduce students to the specific problems created by the nature of the source material used by Ancient
Historians;
c) to enable students to formulate historical questions of general interest (and of a comparative nature) for the
specific periods covered in the course.
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:
Teaching/learning methods and strategies:
1. A body of historical knowledge
concerning the ancient world,
covering different eras and
geographical settings;
1. Throughout the programme, students will choose
a range of survey and more detailed courses
covering a range of periods and societies, taught by
a mix of lectures, discussion classes and seminars;
2. Comparative perspectives, including
the ability to compare the histories of
different countries, societies, or
cultures
2, 3.& 4 First- and second-year seminar courses will
introduce students to various concepts and
categories and historiographical trends. Throughout
the programme, students will choose from a range
of survey and more detailed courses that will
examine different approaches to ancient history.
Students will also have the opportunity to take other
history courses offered by the Department.
3. A variety of approaches to
understanding, constructing and
interpreting the past;
4. The development of ancient history
as a discipline and the awareness of
different historical methodologies.
Assessment:
Students will be assessed by a variety of methods:
‘unseen’ examinations, coursework essays and
extended essays.
B: Skills and other attributes
Intellectual (thinking) skills:
Teaching/learning methods and strategies:
1. Ability to read, analyse and reflect
critically on historical texts including
historical writings and the
interpretations of historians;
Private reading and study in preparation for
discussion classes and seminars, researching and
writing essays and other course work. In the second
year, students write an extended essay of 5,000
words and in the final year, students undertake a
research project using primary source material.
Students are introduced to primary sources at an
early stage.
2. Ability to read, analyse and reflect
critically and contextually upon
contemporary texts and other primary
sources, including visual and material
sources;
3. Ability to develop and sustain
historical arguments in a variety of
literary forms, formulating appropriate
questions and utilizing evidence;
4. Ability to design, research and
present an extended piece of
historical writing, using original
source material;
5. Ability to address historical problems
in depth, involving the use of
contemporary sources and advanced
secondary literature
Students will take the module ‘Writing Ancient
History’ in their first year to help them develop their
writing skills and understand the issues and
conventions in historical writing. (1-5)
The ‘Making History’ group project in the first year is
designed to encourage creative, lateral thinking
about the past, and active engagement with
historical resources, and reflective collaborative
learning. Each group will populate a website/blog
that documents its research activities and findings,
and will make a formal oral presentation of those
findings. (1-6)
6. Ability to engage with and reflect
upon the criteria by which academic
work is assessed.
Assessment:
Examinations with papers requiring essay answers
and/or comments on extracts from original sources;
The population of a website/blog documenting
research activities and findings;
Oral presentations;
Essays, book reviews and other written work,
extended essay for Research Seminar in second
year and 10,000 word report based on original
sources in final year.
C: Skills and other attributes
Practical skills (able to):
Teaching/learning methods and strategies:
1. Gather and deploy evidence;
Private reading and study in preparation for
discussion classes and seminars, researching and
writing essays and other coursework. Research for
final year project report.
2. Find, retrieve, sort and exchange new
information;
3. Analyse evidence qualitatively and
quantitatively;
4. Develop an appropriate awareness of
audience in the presentation of
research findings
The ‘Making History’ group project in the first year is
designed to encourage creative, lateral thinking
about the past, and active engagement with
historical resources, and reflective collaborative
learning. Each group will populate a website/blog
that documents its research activities and findings,
and will make a formal oral presentation of those
findings. (1-4)
Assessment:
Examinations with papers requiring essay answers
and/or comments on extracts from original sources;
The population of a website/blog documenting
research activities and findings;
Oral presentations;
Essays and other written work;
A 10,000 word report using original sources in the
final year.
D: Skills and other attributes
Transferable skills (able to):
Teaching/learning methods and strategies:
1. Write with clarity and fluency;
Researching and writing essays and other
coursework. Oral presentations, group work and
participation in discussion classes and seminars.
Writing second year long essay and final year
project report.
2. Use clarity and fluency in oral
expression;
3. Work collaboratively and participate
in a group discussion;
4. Defend an independent point of view
in argument;
5. Manage time and work to deadline;
6. Deploy a range of web-based
technologies
Students will take the module ‘Writing Ancient
History’ in their first year to help them develop their
writing skills and understand the issues and
conventions in historical writing. (1-5)
The ‘Making History’ group project in the first year is
designed to encourage creative, lateral thinking
about the past, and active engagement with
historical resources, and reflective collaborative
learning. Each group will populate a website/blog
that documents its research activities and findings,
and will make a formal oral presentation of those
findings. (2, 3 & 6)
Assessment:
Examinations with papers requiring essay answers;
The population of a website/blog documenting
research activities and findings;
Oral presentations;
Essays and other written work, second year long
essay, 10,000 word project report in final year.
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)
Dr Riet van Bremen
Name(s):
Date of Production:
2007
Date of Review:
October 2015
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
November 2015
November 2015