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
PHL2012	Social Philosophy	15	No
PHL2015	Body and Mind	15	No
PHL2016	Metaphysics	15	No
PHL2018	Philosophy of Language	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
A: Specialised Subject Skills and Knowledge
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 2. Reflect upon the conditions of human social life. 3. Show familiarity with the history of modern philosophy (18.1). 4. Demonstrate an understanding of basic concepts in epistemology, metaphysics, and the philosophies of mind and nature (18.2). 5. Analyse concepts in ethics(18.3). 6. Analyse and criticise substantial works by important historical and contemporary moral and political philosophers (18.2 and 18.3). 7. Engage in logical and conceptual analysis and abstract reasoning (23.2, 23.4, 23.6). 8. Demonstrate understanding (at increasing depth, according to level) of issues (increasingly complex, according to level) arising from the subject matter of the elective modules taken. 9. HISTORY: Demonstrate an understanding of the philosophical problems confronting historians 10. Demonstrate knowledge of the recurring themes in History, such as class, gender, ethnicity, religion and war, and of the main themes in particular topics selected for modules; trace the key developments within a topic and relate them to an overall conception of the subject matter; evaluate complex themes in History; and make close specialist evaluation of key developments within particular periods/topics. 11. Show awareness of the variety of approaches taken to historical research; ability to evaluate the professionalism and scholarly value of historical works; ability to evaluate the reasons for changes in historiographical approaches 12. Define a suitable research topic in the subject area and pursue it to completion. 13. Use different types of historical source; evaluate different and complex types of historical source; use primary sources in a professional manner. 14. Present work in the format expected of historians, including footnoting and bibliographical references. 15. Show knowledge of how quantitative data can be used in historical research.	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
B: Academic Discipline Core Skills and Knowledge
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) 17. Show awareness of contrasting approaches to research. 18. Judge between competing views 19. Show a clear understanding of the nature of both qualitative and quantitative evidence. 20. Show clear awareness of the basic philosophical questions arising from academic research. 21. Think and write broadly about large themes. 22. Ability to reason inductively and deductively. 23. Ability to understand formal and informal fallacies of language and thought. 24. Comprehend complex terminology and discourses, and deploy such terminology in a comprehensible manner 25. Use a library and the world-wide web to find information. 26. Deploy argument, based on professional standards of evidence use 27. Identify problems of reliability and bias in, and more generally evaluate, evidence.). 28. Collate data from a range of sources 29. Reference sources accurately in written work. 30. Answer questions concisely and persuasively in writing. 31. Present work and answer questions orally. 32. Ask pertinent and intellectually demanding questions of other students. 33. Focus on and comprehend complex texts.	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: Term-time essays 16-33 Assessed presentations 16-33 Examinations. 16-33

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
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. 35. Use a word processor and the world-wide web to a high standard. 36. Digest, select and organise material for written work and oral presentations, and write to varying word lengths 37. Evaluate own work. 38. Sit timed, unseen examinations of a challenging nature. 39. Participate in oral discussions; present and evaluate complex arguments and ideas orally; digest, select and organise material for oral presentations. 40. Formulate and express ideas at different levels of abstraction 41. Work with others as part of a team on challenging material 42. Interact effectively with peers and staff. 43. Undertake group work, including the presentation and discussion of material in groups. 44. Plan the execution of demanding work over a very long time scale. If taking History Varieties 45. Evaluate peers work formally in a structured setting	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

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

22. QAA Subject Benchmarking Group

[Honours] History
[Honours] Philosophy

23. Dates

Origin Date	01/10/2000	Date of last revision	29/08/2018