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JACS CodeArchaeology and HistoryAAPU02F400Chinese Studies and HistoryEASU23T100Japanese Studies and HistoryEASU24T200French and HistoryFREU09No longer recruitingGerman and HistoryGERU08No longer recruitingHistoryHSTU01V100History and Hispanic StudiesHSTU03No longer recruitingHistory and PhilosophyHSTU07V100History and PoliticsHSTU105V100History and SociologyHSTU117V100History and Politics with Employment ExperienceHSTU21Not applicableHistory with Employment ExperienceHSTU22Not applicableHistory PTHSTU24V100History with a Year AbroadHSTU25V100History and MusicHSTU26V100, W300History and Politics with a Year AbroadHSTU31V100, L200History and Philosophy with a Year AbroadHSTU32V100, V500History and Music with a Year AbroadHSTU33V100, W300History and Sociology with a Year AbroadHSTU34V100, L300History and Politics with Foundation YearHSTU35V100, L200History and Modern Languages with Foundation YearHSTU36V100, R900History and Philosophy with Foundation YearHSTU37V100, V500History with a Foundation YearHSTU99V100English and HistoryLITU03Q300History and Modern Languages & CulturesMDLU09R0004Level of StudyUndergraduate5aFinal QualificationBachelor of Arts with Honours (BA Hons)5bQAA FHEQ LevelHonours6Intermediate QualificationsNone7Teaching Institution (if not «Ӱҵ)Not applicable8FacultyArts and Humanities9DepartmentHistory10Other Departments involved in teaching the programmeAs specified in programme title above11Mode of AttendanceFull-time for all programmes except HSTU24, which is part-time12Duration of the Programme3 years: AAPU02 HSTU01 HSTU03 HSTU07 HSTU105 HSTU117 HSTU21 4 years: EASU23 EASU24 HSTU25 HSTU26 HSTU31 HSTU32 HSTU33 HSTU34 HSTU35 HSTU36 HSTU37 HSTU99 6 years: HSTU2413Accrediting Professional or Statutory BodyNone14Date of production/revisionMay 2011 (Revised Aug 2021) Dual Degrees «Ӱҵ defines a dual degree as the independent study of two parallel subjects. Dual degrees offer students the flexibility to choose a programme of study that reflects their interests and gives the opportunity to develop detailed knowledge and key skills in two major subjects. Whilst the two subjects may be taught independently, they will complement, inform and illuminate one another. There are also opportunities for students to have a flexible approach to their subject choices, allowing students to choose more of one subject, within academic guidelines and practice, than another. Where there are two programme specifications for dual degrees, one for each half of the programme, and students should refer to both documents for a full description of the whole programme. Where there are clear links between the two subjects, details will be included in Sections 15 and 20 of the programme specifications. However, there are some single programme specifications for dual degree combinations where there is a substantial degree of integration between the two subjects. Multi-disciplinary study gives students the opportunity to re-contextualise knowledge in their various subject areas.15. Background to the programmes and subject area 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. 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. The Department of History at the University of «Ӱҵ 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. Our research interests extend chronologically from late antique to contemporary history; geographically from the UK to Western, Southern, Central and Eastern Europe, the Mediterranean, Africa, South Asia, the USA, and Central America; and thematically to include political, economic, social, cultural and intellectual history, with a distinct specialism in the application of digital technologies to historical research. The Departments unique composition provides the interdisciplinary scope to develop new ways of dealing with complex source materials and promote research perspectives across chronological and geographical divides. The Department of History continues to play 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: Londons Criminal Court 1674-1913 [ HYPERLINK "http://www.oldbaileyonline.org/" \h http://www.oldbaileyonline.org/], London Lives, 1690-1800 [ HYPERLINK "http://www.londonlives.org" \h http://www.londonlives.org] and the American History wiki [ HYPERLINK "http://history.dept.shef.ac.uk/wikiamerica/" \h http://history.dept.shef.ac.uk/wikiamerica/] . The Department is committed to public history and the wide dissemination of historical scholarship. Staff take part in media work on television, radio and the print media. They also give public lectures, film talks and make school visits. Colleagues also engage in knowledge exchange projects with external partners. Completing a dual honours degree in History at «Ӱҵ thus provides many opportunities for acquiring and refining ICT and other transferable skills as well as a high level of historical knowledge and understanding. The skills and intellectual training provided by a degree in history are valued by employers. In recent years, graduates from the Department 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.16. Subject aims Degree programmes offered by the Department of History have the following general aims consonant with the University of «Ӱҵs Mission Statement and the QAA Subject Benchmark Statement for History: To provide high quality teaching at undergraduate and postgraduate levels that is informed and invigorated by research and scholarship and alert to the benefits of student-centred learning. To sustain a culture of research and learning that promotes the free pursuit of knowledge, impartial analysis and the acquisition of informed attitudes to the study of the past. To maintain broad access to its programmes of study for students from a wide range of educational and social backgrounds. 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 chronologically and geographically diverse fields of study. To equip students with the skills that will prepare them for employment or for further study.17. Subject learning outcomes Knowledge and understanding:K1The ability to reflect upon a wide range of historical knowledge about a range of regions in remote and recent periods of time.K2An understanding of the significance of historiographical developments since the professionalisation of the discipline.K3The development of an awareness of comparative and thematic approaches to the study of the past and an understanding of the delicacy and complexity of this task.K4Comprehension of the distinctiveness of the discipline of history, reflecting on its relevance in the contemporary world.K5The ability to read widely and critically within the historical literature, and to demonstrate an awareness of History as a literary discipline.K6Recognition of the importance of historical debate, with an understanding of historical analysis and the evaluation of historians arguments. Skills and other attributes:S1The ability to write and speak about the past in good English, communicating historical arguments and providing appropriate evidence (including non-textual evidence) to support them, referencing the sources used.  S2The ability to use bibliographic and research skills in order to locate and critically evaluate information sources, including pages on the internet reflecting a critical appreciation of the range of sources for historical study.S3The 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.S4The ability to recognise, critique and analyse different kinds of primary sources so enabling their use in the construction of historical arguments.S5The ability to formulate independent and informed historical judgements.S6The ability to respond constructively to debate and criticism.S7Familiarity 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.S8Skills in effective time-management, including the ability to work productively alone and in groups.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 Departments internal student-facing History Hub. 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 K1-4 and K 6 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 (K1-6) and to the acquisition of key skills (S1-6). Guided reading is a principal component of independent study. It allows students to develop and reinforce the awareness of historical knowledge and debate (K1-3, K 6) acquired from lectures and seminars as well as furthering their bibliographic and research skills and making effective use of library and internet resources (S2, S7, S8). Written assignments encourage students to develop their ability to summarise material, to present coherent arguments in proper English 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 historical knowledge and understanding as set out above (K1-6). As both the form and the length of written assignments varies -- from book reviews and exercises on documentary sources through essays to, in some dual schools, dissertations -- students develop a range of learning and time-management strategies in response to them (S1-5, 8). 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 Departments Coursework Style Guide (S1, S7). Individual tutorial guidance is given to those Dual Honours students who choose to undertake the optional Dissertation to enable them better to attain the learning outcomes detailed above. 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 K1, K2, K3, K6. 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 (K1). 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 (S5-6). 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 Departments website  HYPERLINK "http://www.shef.ac.uk/history/current_students/undergraduate/index" \h http://www.shef.ac.uk/history/current_students/undergraduate/index 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 (S1, S5, S6). 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 and the Thematic Option at level 3, to ensure that students continue to develop this skill. Essays are used to test the students acquisition of key skills (S2, S3, S7, S8) as well as their historical knowledge and understanding (K5-6). Shorter pieces of written work such as book reviews and document exercises are used to evaluate skills in source criticism (S4). 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. Other forms of summative assessment used in the Department are group or individual public history projects, reflective writing, and a 20 or 40 credit Dissertation at Level 3. The Dissertation demonstrates students ability to work independently (S8) to define and complete extended research projects (K5-6, S5), presenting the results in a professional fashion (S1). The Dissertation also tests the ability to analyse a body of primary source material (S4). 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 (K6, S1, S3). Reflective thinking (K4) is specifically assessed in the Level 2 module The Uses of History, which is optional for dual honours students. The Department has a Code of Examining Practice to ensure that examining procedures are moderated and regulated. Over the course of the degree, the mixture of assessment practices in history modules 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. In other Level 2 option modules, the focus shifts towards testing students analytical abilities in unseen examinations (67% of the module mark in other Options) and essays (33%). Also at Level 2, The Uses of History includes a coursework essay (33%) within its assessment, alongside a group project pitching a piece of public history (30%) and individual reflection on this work (20%). At Level 3, the focus is 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 by examinations in the form of document papers (40%) (to test students ability in the recognition and analysis of primary source material) and essay papers (40%), along with a coursework portfolio of smaller items (20%). The Thematic Option includes coursework essays within its assessment (33%), and the Making History Public module asks students to create a digital artefact (65%) along with an interpretative and reflective essay (35%). The possibility of taking a 20- or 40-credit Dissertation module allows students to develop their 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. 19. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements" https://www.qaa.ac.uk/quality-code/subject-benchmark-statements Framework for Higher Education Qualifications (2014)  HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Vision  HYPERLINK "/vision" /vision Learning and Teaching Strategy (2016-21)  HYPERLINK "/polopoly_fs/1.661828!/file/FinalStrategy.pdf" /polopoly_fs/1.661828!/file/FinalStrategy.pdf The teaching ethos of the Department of History as articulated through its Undergraduate Affairs and Postgraduate Committees and the annual Away Days held to reflect upon Department practice in teaching and research. The research interests of academic staff and the Departments research strategy.20. Programme structures and regulations The Dual Honours degree programmes train students in historical enquiry, developing an increasingly rigorous approach to the discipline. At Level 1, in the core module, 'History Workshop', students learn the core skills of historical writing and research through focused study of a specific monograph in the tutor's field of interest. Students must also take at least one of the other Level 1 modules offered in the Department. These include 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, and a range of survey modules which focus on period. 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. Dual Honours students also take at least 40 credits with the partner department. The remaining 40 credits can be selected from an approved list of guided modules from other Arts and Humanities or Social Sciences departments. At Level 2, Dual Honours students must take either Historians and History or The Uses of History, and a further two modules chosen from a list of options, one of which may be a Document Option. 20 credits may be taken outside the partner Departments. With the exception of dual degrees with East Asian Studies and Politics, students can opt to major or minor in History, choosing either 80 or 40 credits of History modules respectively. At Level 3 students may choose one of several routes. With the exception of dual degrees with East Asian Studies and Politics who must take at least 60 credits in their dual department, students can opt to major or minor in History, choosing either 80 or 40 credits of History modules respectively. Dual students can opt to take any combination of a special subject, a Thematic module, a dissertation (20 or 40 credits, depending on the credits available), and the 20-credit Making History Public module. Overall, the degree programme provides the context in which the defined learning outcomes may be achieved, and progresses from solid foundations in historical study to a more rigorous and reflective understanding of the study of the past.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  HYPERLINK "http://www.shef.ac.uk/calendar/regs" http://www.shef.ac.uk/calendar/regs.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. Reflecting upon the experience of studying History to degree level and its social and political uses. Acquiring the skills necessary to research and propose a piece of public history while working in a group. Also, depending on the modules chosen by the student. Acquiring familiarity with source criticism skills and the intensive analysis of primary source materials. 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. Acquiring the skills necessary to research, complete and present a piece of public history drawing on their experience and interests as History students. (For dual honours students, not all of these may apply, depending on the choice of modules). 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 [ HYPERLINK "http://www.shef.ac.uk/history" \h http://www.shef.ac.uk/history/].22. Criteria for admission to the programmes Detailed information regarding admission to the all the Departments dual degree programmes is available in the Universitys On-Line Prospectus at  HYPERLINK "http://www.shef.ac.uk/prospective/" \h http://www.shef.ac.uk/prospective/.23. Additional information Please refer to the Departments web pages at  HYPERLINK "http://www.sheffield.ac.uk/history" \h 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 «Ӱҵ can be accessed via our Student Services web site at  HYPERLINK "http://www.shef.ac.uk/ssid" \h http://www.shef.ac.uk/ssid.     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