PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
BA 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:
V100
(where applicable)
Cohort(s) to which this programme
specification is applicable:
2014 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-level:
A*AA – AAA including History or Ancient History. A pass in a further
subject at AS level is required.
English Language and Mathematics at grade C. For UK-based
students, a grade C or equivalent in a foreign language (other than
Ancient Greek, Biblical Hebrew or Latin) is required. UCL provides
opportunities to meet the foreign language requirement following
enrolment, further details at: www.ucl.ac.uk/ug-reqs
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.
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)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Level 6
History (2007) QAA 169 03/07
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. Students are encouraged to take at least one course from
EACH of the following: 1) Ancient History; 2) Medieval and Early
Modern History; and 3) Modern History.
First Year
Students take three core courses. 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
will populate 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
History’, which focuses on developing essay-writing skills. This
course 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 course
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 followed by a general discussion
between the teacher and the students. It is assessed by a 3-hour
examination in the summer term (100%). In addition, they take at
least one further history survey course of one course unit, and have
the option to take one course unit from another relevant discipline.
Second Year
Students take one core course of a half unit, ‘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 course will provide an introduction to, and
overview of, the practice of history and the evolution of the discipline
from Herodotus to Thucydides to the twenty-first century. The
module will be assessed by a 2-hour unseen written examination.
Students will also write an extended (5,000 word) essay linked to a
half-unit Research Seminar module. In addition, they take at least
one further Thematic course unit and one further Survey course unit,
and have the option to take one course unit from another relevant
discipline.
Final Year
Students take a special subject course 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
normally linked to their special subject course. In addition, they take
at least one further course unit or equivalent in history, and have the
option to take one course unit from another relevant discipline.
Board of Examiners:
Name of Board of Examiners:
Undergraduate History Board of Examiners
Professional body accreditation
(if applicable):
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
This general history degree programme introduces students to an ambitious range of themes, geographical areas
and chronological periods. By drawing upon the History Department, related UCL departments and teachers of
history within the whole of the University of London, this degree aims to offer students a uniquely wide range of
history to study - from the ancient to the modern era, from the old to the new to the developing world. In this way it
looks to engage and develop students’ particular interests while encouraging them to explore new areas and new
approaches to the study of the past.
PROGRAMME OUTCOMES: (section A-D to be updated)
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
covering a long timespan and more
than one society or culture;
2. Comparative perspectives, including
the ability to compare the histories of
different countries, societies, or
cultures
3. Different varieties of approach to
understanding, constructing and
interpreting the past;
4. The development of history as a
discipline and the awareness of
different historical methodologies.
1. & 2. 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. Students are
encouraged to take at least one course from EACH of
the following: 1) Ancient History; 2) Medieval and Early
Modern History; and 3) Modern History
3. & 4. A first year seminar course will introduce
students to various historical 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 history.
Assessment:
Students will be assessed by a variety of methods:
‘unseen’ examinations, ‘take-away’ 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, and visual and
material sources, films and music are used in teaching,
as appropriate for particular courses. (1-5)
2. Ability to read, analyse and reflect
critically and contextually upon
contemporary texts and other primary
sources, including visual and material
sources like paintings, coins, medals,
cartoons, photographs and films
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 History’ in their
first year to help them develop their writing skills and
understand the issues and conventions in historical
writing. (1-7)
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. (1-7)
6. Ability to engage with and reflect
upon the criteria by which academic
work is assessed:
7. Appreciation of the uncertainty,
ambiguity and limits of knowledge.
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 the second year Research Seminar and
10,000 word dissertation based on original sources in
the 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. (1-3)
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; communicate
information, ideas, problems and
solutions to both specialist and nonspecialist audiences
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;
Essays and other written work;
The population of a website/blog documenting research
activities and findings;
Oral presentations;
A 10,000 word dissertation 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. (1-5)
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 deadlines;
6. Deploy a range of web-based
technologies
Students will take the module ‘Writing 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, extended essay for the
second year Research Seminar and 10,000 word
dissertation in the 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 Angus Gowland
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