Programme Specification for the 2019/0 academic year
BA (Hons) Philosophy and History
1. Programme Details
Programme name | BA (Hons) Philosophy and History | Programme code | UFA3HPSHPS10 |
---|---|---|---|
Study mode(s) | Full Time |
Academic year | 2019/0 |
Campus(es) | Streatham (Exeter) |
Programme start date | 09/2014 |
NQF Level | 6 (Honours) |
2. Description of the Programme
This degree programme combines the study of Philosophy and History, enabling you to develop analytical and reasoning skills while deepening your knowledge of history across different time periods and countries.
Studying Philosophy will give you the opportunity to discuss long-standing questions about the nature of knowledge (how do we know what we know?), science (does science provide us with a special kind of knowledge?), reality (does the world out there really exist?), ethics (how should we act?), art and beauty (who decides what counts as beautiful?), the mind-body relationship (how can the brain produce the mind?), the meaning of life (why is there something rather than nothing?) and more.
From the beginning you will be encouraged to develop your own views on all these topics, and to assess other philosophers’ take on them. Studying philosophy will teach you to think rigorously, to defend your views in a clear and consistent way, to understand the why and what-for of different points of view, and ultimately to develop a sharp, analytical and open mind.
History will take you on a fascinating journey of the human race by exploring its activities, institutions and ideas. You will have the opportunity to tailor your studies to your own interests by choosing from a diverse range of options. These may range in time from the collapse of the Roman Empire to the Cold War, in place from Latin America to Asia and Africa, and in content from modern political movements and parties to women’s history and material culture.
3. Educational Aims of the Programme
- To offer you an excellent Honours-level education in Philosophy and History.
- To ensure that graduates from the programme are useful, productive and questioning members of society.
- To produce graduates who are grounded in the main themes of Philosophy through a combination of modules which develop a deep understanding of some pervasive and problematic features of the world and of ourselves.
- To produce graduates who are grounded in the main themes of History through a combination of both broad and detailed focuses on particular aspects of the past, study of a range of time periods, and study of different geographical areas; who understand the methods which historians use to study the past; and who can analyse the development of past societies.
- To develop your competence in the specific skills required in History and in Philosophy, and in core academic and personal and key skills.
- To offer a wide range of choice within the programme of study, insofar as this choice is consistent with the coherence and intellectual rigour of the degree.
4. Programme Structure
The programme is studied over three years and is university-based throughout that time. Study is undertaken in three stages, one for each year of study. The programme is divided into units called modules. Modules have a credit rating of either 15 or 30 credits; 15-credit modules last for one term and 30-credit ones usually for two, although the Varieties of History are intensive 30-credit modules taken over one term. Each stage comprises 120 credits.
Further information on the weighting of your programme for calculating your degree can be found at:-
http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/classification/#bachelors-masters
Assessment at stage one does not contribute towards the summative classification of the award.
Under the University’s rules on modularity, students may take up to 30 credits per year in another department.
5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
The full list of modules is available (with module descriptions) for Philosophy:
http://socialsciences.exeter.ac.uk/sociology/current/undergraduatemodules/
and for History:
http://intranet.exeter.ac.uk/humanities/studying/undergraduates/modules/
At each stage, you may take optional modules up to 30 credits outside of the programme as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module.
The modules are designed like building blocks, with modules at Stages 2 and 3 building on the work of the preceding stage, helping you to progressively develop your academic skills. The 'level' of a module within these stages is designated by the first number in the module code. You will find that your work becomes more specialized as it becomes more advanced. At Stage 1, you will normally take four core modules which amount to 120 credits in total. At Stages 2 and 3, you will normally take four modules in each stage, again to a total of 120 credits. The availability of all modules as options is subject to timetable and staffing constraints, and to permission from the relevant Director of Education.
Assessment marks obtained at Stage 1 do not contribute to the overall mark for the summative classification of the award, although 90 credits must be awarded for progression to Stage 2. University regulations stipulate that students taking a 360 credit Honours degree programme must take no more than 150 credits of level 1 modules and not less than 90 credits of level 3 modules. The overall mark for the summative degree assessment is calculated from the marks for Stages 2 and 3, which are weighted in the ratio 1:2. In each stage you will take 120 credits in total.
Under the University’s rules on modularity the degree programme contains compulsory and optional modules and as part of the degree programme students may take up to 30 credits a year outside of their main degree subject.
In History students would normally drop modules from the above list as follows: Stage 1: No modularity allowed. Stage 2: Any 30 credit module. Stage 3: Any 30 credit module.
For Philosophy at stage 1 students can substitute up to 15 credits from the Philosophy optional modules. At Stages 2 and 3 students must take at least 90 credits in both History and Philosophy in order to gain a sufficient understanding of both disciplines.
Therefore at stages 2 and 3 students can take 30 credits outside the programme in Philosophy and in History but must not take more than 30 in either.
Stage 1
You will take 60 credits of Philosophy modules and 60 credits of History modules.
You will also study one of the History Sources and Skills modules (15 credits). These modules are designed to give you grounding in some of the main themes and methodologies of History as a subject. They also offer an overview across a broad span of time so that you can decide whether you wish to pursue particular subjects or periods in greater depth in Year 2 or maintain a broader perspective.
Compulsory Modules
Code | Module | Credits | Non-condonable? |
---|---|---|---|
PHL1002A | Knowledge and Reality 1 [at least 45 credits taken from PHL1002A, PHL1002B, PHL1005A, PHL1006] | 15 | No |
PHL1002B | Knowledge and Reality 2 | 15 | No |
PHL1005A | Evidence and Argument 1 | 15 | No |
PHL1006 | Introduction to Philosophical Analysis | 15 | No |
HIH1410 | Understanding the Medieval and Early-Modern World OR | 30 | No |
HIH1420 | Understanding the Modern World | 30 | No |
HIH1400 | Making History | 15 | Yes |
Optional Modules
Code | Module | Credits | Non-condonable? |
---|---|---|---|
HISS UG History stage 1 Sources and Skills modules 2018-9 | |||
HIH1018 | 'War without Hate': The North African Campaign, 1940-1943 | 15 | No |
HIH1034 | Red Sky at Morning: The Origins of Communism in East and Southeast Asia | 15 | No |
HIH1042 | Murder in Early Modern England | 15 | No |
HIH1525 | Restoration London: Plague, Fire and History | 15 | No |
HIH1542 | Magic and Witchcraft in Early Modern Europe | 15 | No |
HIH1597 | Serfdom in Late Medieval England | 15 | No |
HIH1600 | Images of Stalinism | 15 | No |
HIH1014 | The Body in Eighteenth-Century Britain | 15 | No |
HIH1024 | From Bound Feet to 'Half the Sky': Women and Modern China | 15 | No |
HIH1029 | The Norman Conquest of England: Origins and Aftermath | 15 | No |
HIH1038 | The Transatlantic Slave Trade: Origins, Development and Impact | 15 | No |
HIH1039 | Revolutionary Cuba | 15 | No |
HIH1406 | The Opium War: Britain and the Birth of Modern China, 1839-1842 | 15 | No |
HIH1501 | The Viking Phenomenon | 15 | No |
HIH1505 | The First Crusade | 15 | No |
HIH1506 | The First Day of the Somme | 15 | No |
HIH1517 | Men, Women and Madness in Twentieth-Century Britain | 15 | No |
HIH1547 | Reforging the Union: The Reconstruction Era in American History, 1865-1877 | 15 | No |
HIH1596 | The Good War? The United States in World War II | 15 | No |
HIH1607 | JFK | 15 | No |
HIH1612 | Renaissance Florence 1350-1550 | 15 | No |
HIH1613 | Violent Justice, Legal Reform and Revolutionary Terror: Law in Eighteenth-Century France | 15 | No |
HIH1047 | "Gone for a Soldier": The British Army, Society and Culture in the Long Nineteenth Century | 15 | No |
HIH1048 | Being a Barbarian: Identity, Memory and the Creation of Medieval Europe | 15 | No |
HIH1411 | From Wigan Pier to Piccadilly: Britain between the Wars | 15 | No |
PHL S1 BA Philosophy SH opt 2019-0 | |||
PHL1003 | Philosophical Readings 5 | 15 | No |
PHL1004 | Philosophical Problems 1 | 15 | No |
PHL1007 | Philosophical Reading 1 | 15 | No |
PHL1008 | Philosophical Reading 2 | 15 | No |
PHL1009 | Philosophies of Art | 15 | No |
PHL1013 | Philosophy of Morality | 15 | No |
PHL1112 | Philosophy of Film | 15 | No |
PHL1010 | Introduction to Asian Philosophy | 15 | No |
Total Credits for Stage 1 |
---|
Stage 2
You will take 60 credits of Philosophy modules and 60 credits of History modules.
For the History modules, you need to choose one of four pathways:
PATHWAY A:- 2 x History Options modules (one from each term)
PATHWAY B:- 1 x History Options module (Term 1), HIH2001 (Term 2)
PATHWAY C:- HIH2002 (Term 1), 1x History Option module (Term 2)
PATHWAY D:- HIH2002 (Term 1), HIH2001 (Term 2)
If you are planning to do a History dissertation at Stage 3, you MUST take either Pathway B or D, which includes the pre-requisite module HIH2001.
Compulsory Modules
Code | Module | Credits | Non-condonable? |
---|---|---|---|
HIH2001 | Doing History: Perspectives on Sources For the History dissertation | 30 | No |
PHL S2 BA Philosophy SH comp 2019-0 at least 45 credits of core modules | |||
PHL2010A | Philosophy of Mind 1 | 15 | No |
PHL2011A | The Philosophy of Nature 1 | 15 | No |
PHL2015 | Body and Mind | 15 | No |
PHL2016 | Metaphysics | 15 | No |
PHL2018 | Philosophy of Language | 15 | No |
PHL2118 | Moral agency in social context | 15 | No |
Optional Modules
Code | Module | Credits | Non-condonable? |
---|---|---|---|
PHL S2 BA Philosophy SH opt 2019-0 up to 15 credits of optional modules | |||
PHL2001 | Phenomenology | 15 | No |
PHL2002 | Existentialism | 15 | No |
PHL2021 | Symbolic Logic | 15 | No |
PHL2022 | Sex and Death: Introduction to the Philosophy of Biology | 15 | No |
PHL2024A | Philosophical Readings 3 | 15 | No |
PHL2025A | Philosophical Readings 4 | 15 | No |
PHL2026 | Philosophy of Science | 15 | No |
PHL2027 | Feminist Philosophy | 15 | No |
PHL2035 | Critical Bioethics | 15 | No |
PHL2038 | The Self | 15 | No |
PHL2045 | Aesthetics | 15 | No |
PHL2046 | The Holocaust and Society | 15 | No |
PHL2051 | The Human Condition: Classic Readings in Anthropology | 15 | No |
PHL2052 | Epistemology | 15 | No |
PHL2053 | History of Philosophy | 15 | No |
PHL2054 | Philosophy of Psychiatry | 15 | No |
PHL2060 | Philosophy of Emotion | 15 | No |
PHL2061 | Philosophy of Law | 15 | No |
PHL2096 | Cyborg Studies | 15 | No |
PHL2100 | Knowledge and History: Theories of Scientific Change | 15 | No |
PHL2105 | Contemporary Capitalism, Critique and Resistance | 15 | No |
PHL2108 | Fundamental Ontology | 15 | No |
PHL2109 | Philosophy with Children | 15 | No |
PHL2111 | The Deep Past, History and Humanity | 15 | No |
PHL2112 | Practical Ethics | 15 | No |
PHL2055 | Ecology, Environment and Conservation | 15 | No |
HISS UG History stage 2 optional modules 2018-9 | |||
HIH2030A | Peoples and Empires in Latin America, 1492-1820s | 30 | No |
HIH2032A | Europe 1650-1800: From Enlightenment to Romanticism | 30 | No |
HIH2036A | Albion's Fatal Tree: Capital Punishment in England, 1688-1965 | 30 | No |
HIH2137A | Inventing Modern Man: Constructions of Mind, Body, and the Individual, 1400-1800 | 30 | No |
HIH2145A | Spain from Absolutism to Democracy | 30 | No |
HIH2179A | The American Empire | 30 | No |
HIH2182A | The Re-Birth of Europe? Renaissance and Renewal in the Long Twelfth Century | 30 | No |
HIH2185A | China in the World, 1500-1840 | 30 | No |
HIH2200A | Islam and the Making of Medieval Europe, c.600-1300 | 30 | No |
HIH2014A | Decolonisation and the Collapse of the British Empire, 1919-1968 | 30 | No |
HIH2016A | Living Through the Global: Colonial Migrants and the British Empire from the Eighteenth Century to the Present | 30 | No |
HIH2019A | Science, Technology and Medicine in the Cold War | 30 | No |
HIH2034A | Anarchism: Theory, Practice, History | 30 | No |
HIH2181A | The Witchcraze in Europe and its Colonies c.1300-1800 | 30 | No |
HIH2184A | From Conquest to Communism: Central Asia under the Russian and Soviet Empires, 1730-1945 | 30 | No |
HIH2186A | Deviants and Dissenters in Early Modern England | 30 | No |
HIH2208A | Medieval Paris | 30 | No |
HIH2212A | Gender and Citizenship in Britain since 1866 | 30 | No |
Total Credits for Stage 2 | 120 |
---|
Stage 3
Students must take one of two pathways. Students are only permitted to write one dissertation in either History or Philosophy.
- Pathway A:
- Philosophy Dissertation
- 2 x History Co-Requisites Special Subject Modules 2 x 30 credits (60 credits)
- 30 credits of Level 3 Philosophy modules
- Pathway B [Students may only opt for Pathway B if they have taken Pathway B or D HIH2001 Doing History at level 2]:
- History Dissertation
- 30 credits of Comparative Histories module
- 60 credits of Level 3 Philosophy modules
Compulsory Modules
Code | Module | Credits | Non-condonable? |
---|---|---|---|
PHL3040 | Philosophy Dissertation [Pathway A ] | 30 | No |
HIH3005 | General Third-Year Dissertation [Pathway B] | 30 | No |
Optional Modules
Code | Module | Credits | Non-condonable? |
---|---|---|---|
HISS UG History final stage Comparative modules 2018-9 | |||
HIH3617 | News, Media and Communication | 30 | No |
HIH3618 | Power Elites: Ruling Groups across Space and Time | 30 | No |
HIH3619 | Sexualities | 30 | No |
HIH3626 | Heroes: Conceptions, Constructions and Representations | 30 | No |
HIH3628 | Civil Wars | 30 | No |
HIH3629 | Disease | 30 | No |
HIH3632 | Violence | 30 | No |
HISS UG History final stage Special Subject modules 2018-9 | |||
HIH3013 | France and Empire, 1756-1830: Reform, Revolution and Counter-Revolution: Sources | 30 | No |
HIH3014 | France and Empire, 1756-1830: Reform, Revolution and Counter-Revolution: Context | 30 | No |
HIH3023 | Riches and Poverty: Capitalism in Britain, 1680-1830 - Sources | 30 | No |
HIH3024 | Riches and Poverty: Capitalism in Britain, 1680-1830 - Context | 30 | No |
HIH3031 | A Culture of Violence? Violence and Conflict in South African History, 1880-present: Sources | 30 | No |
HIH3032 | A Culture of Violence? Violence and Conflict in South African History, 1880-present: Context | 30 | No |
HIH3036 | Britain in an Age of Revolution: War, Society and Culture, 1789-1815: Sources | 30 | No |
HIH3037 | Britain in an Age of Revolution: War, Society and Culture, 1789-1815: Context | 30 | No |
HIH3038 | The Invisible Empires: American Society and the Ku Klux Klan since 1866: Sources | 30 | No |
HIH3039 | The Invisible Empires: American Society and the Ku Klux Klan since 1866: Context | 30 | No |
HIH3056 | Them and Us: Imagining the Social "Other" in Britain since the 1880s: Sources | 30 | No |
HIH3157 | The Irish Revolution, 1912-23: Sources | 30 | No |
HIH3158 | The Irish Revolution, 1912-23: Context | 30 | No |
HIH3162 | A Transnational History of the Holocaust: Sources | 30 | No |
HIH3163 | A Transnational History of the Holocaust: Context | 30 | No |
HIH3167 | Violence or Non-Violence? Gandhi and Popular Movements in India, 1915-1950: Sources | 30 | No |
HIH3168 | Violence or Non-Violence? Gandhi and Popular Movements in India, 1915-1950: Context | 30 | No |
HIH3202 | Chile Under Allende and Pinochet: Sources | 30 | No |
HIH3203 | Chile Under Allende and Pinochet: Context | 30 | No |
HIH3206 | A New Jerusalem? Being Protestant in Post-Reformation England: Sources | 30 | No |
HIH3207 | A New Jerusalem? Being Protestant in Post-Reformation England: Context | 30 | No |
HIH3208 | Child Soldiers - War, Society and Humanitarianism in Africa: Sources | 30 | No |
HIH3209 | Child Soldiers - War, Society and Humanitarianism in Africa: Context | 30 | No |
HIH3216 | The Yes, Minister Files: Perspectives on British Government since 1914: Sources | 30 | No |
HIH3217 | The Yes, Minister Files: Perspectives on British Government since 1914: Context | 30 | No |
HIH3266 | Magic in the Middle Ages: Sources | 30 | No |
HIH3267 | Magic in the Middle Ages: Context | 30 | No |
HIH3277 | The Medieval Reformation: Sources | 30 | No |
HIH3278 | The Medieval Reformation: Context | 30 | No |
HIH3296 | Street Protest and Social Movements in the Modern Era: Sources | 30 | No |
HIH3297 | Street Protest and Social Movements in the Modern Era: Context | 30 | No |
HIH3410 | The Great War: A Comparative History: Sources | 30 | No |
HIH3411 | The Great War: A Comparative History: Context | 30 | No |
HIH3597 | Consumer Revolution? Food, Things and Fashion in England 1500-1800: Sources | 30 | No |
HIH3598 | Consumer Revolution? Food, Things and Fashion in England 1500-1800: Context | 30 | No |
HIH3057 | Them and Us: Imagining the Social "Other" in Britain since the 1880s: Context | 30 | No |
PHL SF BA Philosophy SH opt 2019-0 30 credits of optional modules | |||
PHL3002 | Existentialism | 15 | No |
PHL3014 | Symbolic Logic | 15 | No |
PHL3018 | Sex and Death: Introduction to the Philosophy of Biology | 15 | No |
PHL3024A | Philosophical Readings 3 | 15 | No |
PHL3025A | Philosophical Readings 4 | 15 | No |
PHL3026 | Philosophy of Science | 15 | No |
PHL3035 | Critical Bioethics | 15 | No |
PHL3038 | The Self | 15 | No |
PHL3041 | Feminist Philosophy | 15 | No |
PHL3045 | Aesthetics | 15 | No |
PHL3051 | The Human Condition: Classic Readings in Anthropology | 15 | No |
PHL3052 | Epistemology | 15 | No |
PHL3053 | History of Philosophy | 15 | No |
PHL3054 | Philosophy of Psychiatry | 15 | No |
PHL3060 | Philosophy of Emotion | 15 | No |
PHL3061 | Philosophy of Law | 15 | No |
PHL3096 | Cyborg Studies | 15 | No |
PHL3100 | Knowledge and History: Theories of Scientific Change | 15 | No |
PHL3108 | Fundamental Ontology | 15 | No |
PHL3111 | The Deep Past, History and Humanity | 15 | No |
PHL3113 | Practical Ethics | 15 | No |
PHL3056 | The Nature of Normativity | 15 | No |
PHL3112 | Ecology, Environment and Conservation | 15 | No |
POL3247 | Politics of Biology | 15 | No |
PHL3013 | Virtues and Vices | 15 | No |
PHL3042 | Philosophical Anthropology | 15 | No |
PHL3075 | Philosophical Readings 6 | 15 | No |
PHL3110 | Philosophy of Emotion | 30 | No |
PHL3114 | Aristotle's Ethics | 15 | No |
PHL3115 | Introduction to Critical Theory | 15 | No |
POL2050 | Political Philosophy | 15 | No |
POL2059 | Political Thought of Modernity | 15 | No |
THE3185 | Incarnation: Topics in Philosophical Theology | 30 | No |
SPA3001 | Debates, Issues and Practices | 15 | No |
Total Credits for Stage 3 | 120 |
---|
6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods
Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
---|---|---|
...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. PHILOSOPHY: Show familiarity with philosophical ideas about the nature of society and the social sciences | In explicit terms, 1 and 2 are developed through lectures, seminars and essay work on PHL1002A and PHL1005A; 3 and 4 through similar methods and strategies on Knowledge and Reality, Philosophy of Mind and Philosophy of Nature; 5 and 6 through similar methods on Ethics; and 7 through similar methods on PHL2010A, PHL2012. However, depending on the student’s chosen portfolio of modules, they will be developed, with increasing intensity as s/he progresses through the Stages, on the elective modules as well. 8 is developed through the optional modules taken. The level of competence expected of students intensifies at each stage of the programme. 9, 10 and 11 are developed at stage 1 in the History core modules, though lectures, seminars, and written work. 9 is further developed, especially, in the Comparatives modules, where taken. 10 and 11 form the backbone of all History modules taken at all stages, but the level of complexity and nuance develops according to stage. The choice of essays that they are given in all modules develops 12 in students from the outset of their programme. Where applicable, students are encouraged to use the stage 2 'Doing History' as a way of addressing 12, and concentrate on doing so in the History Dissertation at stage 3; it is also developed throughout the programme through essay work. 13 is a requirement of all History modules, but there is particular primary source emphasis developing in complexity as the student progresses through the stages of the programme at stage 1 in History Sources and Skills, at stage 2 in History Options (and 'Doing History', where applicable) and at stage 3 in whichever are opted for among History Options, Special Subject and Dissertation. Students are given clear guidelines about 14 in the Philosophy and History Undergraduate Handbook, are instructed in such matters in the History Foundation, and are expected to demonstrate it in all modules. 15 is developed through the Sources and Skills modules and may be developed in other modules, particularly, but not solely, some of the elective modules in History, Economy and Culture, which are open to Philosophy and History students. | The assessment of these skills is through a combination of the following: Term-time essays 1-15 Oral presentations 1-15 Examinations (and, where applicable, 'Doing History' and History or Philosophy Dissertation work). The criteria of assessment pay full recognition to the importance of the various skills outlined. |
Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
---|---|---|
...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
16. Draw thematic comparisons between material from different sources. Examine critically any form of discourse arising from the close reading and analysis of texts. (LRS 4.5.1) | These skills are developed throughout the degree programme, but the emphasis becomes more complex as students move from stage to stage. They are developed through lectures and seminars, written work, and oral work (both presentation and class discussion). | These skills are assessed through the following: |
Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
---|---|---|
...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
34. Undertake independent study and ability to work to deadlines. | 34 is an essential part of the successful completion of the programme. 35 is developed through the requirement that all written work be word-processed, and through the requirement on students to use the WWW for bibliographical searches. 36 is developed through essay and presentation work throughout the programme. 37 is developed through the self-assessment of work in the stage 1 History Sources and Skills module, and through the qualitative self-assessment involved in completing cover sheets for all essays and presentations. 38 is developed through practice: at all stages, students are partly assessed by timed, unseen examinations. 39 is developed through seminars, which form the whole (History Sources and Skills, and, where applicable, Special Subjects) or part basis of all modules. 40 is developed throughout the Philosophy side of the programme, but most explicitly in PHL1002A and PHL1005A. The skills in 41 and 42 are developed to some extent in all modules, through interaction in seminars and in discussion with tutors about essay work, and in response to criticism both collective and individual. However, there is particular emphasis on 41 (and 43) in stage 1 Sources and Skills, where students work as part of a team to present and respond to the presentations of others, and in the group presentations in History Varieties at stage 3. 44 is developed through the through the Stage 3 Dissertation, which has a single end of year deadline, and, where applicable, 'Doing History' at stage 2 (3 formal deadlines over the year).
| The skills in 34, 35 and 36 are assessed in all History modules. 36 is covered by the fact that students write essays which are summatively assessed of differing lengths, via 1,500 words in Understanding the Medieval and Early Modern World, Understanding the Modern World, 3,000 in Specials, 3,000 in Options, and 9-10,000 in the Dissertation: sources work for Specials varies from 500 or 1,000 words to 2,000 words in length. In addition, where applicable, presentations are formally assessed by peers with tutor moderation in Making History, and by the tutor in Specials. Self-assessment (37) forms the basis of summative assessment in Sources and Skills. Formative assessment of work in seminars (39) takes place in Options, and there is assessment of presentations as stated above. 40 is assessed explicitly on PHL1005A and forms a basic tenet of examination elsewhere in the Philosophy side of the programme. 44 is covered by the Dissertation (in either subject) and, (where applicable), to a lesser extent, 'Doing History'. Where applicable, team work skills are formally assessed in Uses of the Past - Group Wiki by peer assessment of group presentations (41-43, 45). |
7. Programme Regulations
University Regulations on the number of credits to be taken and at what level for each stage of the programme can be found in the Credit and Qualifications Framework.
Progression
Condonement is the process that allows you to be awarded credit (and so progress to the next stage or, in the final stage, receive an award), despite failing to achieve a pass mark at a first attempt. You are not entitled to reassessment in condoned credit. Regulations on condonement can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.
Assessment and Awards
For undergraduate degrees assessment at stage one does not contribute to the summative classification of the award. Details of the weightings for each year of all programme lengths can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.
Classification
Full details of assessment regulations for undergraduate and postgraduate taught programmes and the classification of awards can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.
You can also read details of Generic Marking Criteria.
8. College Support for Students and Students' Learning
Personal and Academic Tutoring
It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you with individual modules; the role of personal tutors is to provide you with advice and support fo the duration of your programme, and this support extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.
Information on the College Personal Tutoring system, library provision, ELE resources and access to College support services can be found on the College webpages for current students.
Student Staff Liaison Committee (SSLC)
SSLCs enable students and staff to jointly participate in the management and review of the teaching and learning provision.
9. University Support for Students and Students' Learning
Learning Resources
The University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Colleges. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions.
IT Services
A wide range of IT services are provided throughout the Exeter campuses, including open-access computer rooms, some of which are available 24 hours a day, 7 days a week. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network.
Student Support Services
The University provides many support services including health and wellbeing, multifaith chaplaincy, family support, the Students' Guild and international student support.
10. Admissions Criteria
All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.
Candidates for undergraduate programmes must satisfy the undergraduate admissions requirements of the University of Exeter.
11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
12. Indicators of Quality and Standards
Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs).
13. Methods for Evaluating and Improving Quality and Standards
The University and its constituent Colleges draw on a range of data to review the quality of education provision. The College documents the performance in each of its tuaght programmes, against a range of criteria on an annual basis through the Annual Student Experience Review (ASER).
Subject areas are reviewed every five years through a College Academic Audit scheme that includes external contributions.
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
College of Social Sciences and International Studies (CSSIS)
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
College of Humanities (CHUM)Partner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
0
18. Final Award
BA (Hons) Philosophy and History
19. UCAS Code
VV51
20. NQF Level of Final Award
6 (Honours)
21. Credit
CATS credits | ECTS credits |
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22. QAA Subject Benchmarking Group
[Honours] History
[Honours] Philosophy
23. Dates
Origin Date | 01/10/2000 |
Date of last revision | 29/08/2018 |
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