Programme Specification for the 2017/8 academic year

BA (Hons) Philosophy and History

1. Programme Details

Programme nameBA (Hons) Philosophy and History Programme codeUFA3HPSHPS10
Study mode(s)Full Time
Academic year2017/8
Campus(es)Streatham (Exeter)
Programme start date

09/2014

NQF Level6 (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

1. To offer you an excellent Honours-level education in Philosophy and History.
2. To ensure that graduates from the programme are useful, productive and questioning members of society.
3. 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.
4. 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.
5. To develop your competence in the specific skills required in History and in Philosophy, and in core academic and personal and key skills.
6. 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.

The programme aims:

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:-
https://intranet.exeter.ac.uk/socialsciences/student/undergraduate/collegehandbook/assessmentandfeedback/

Assessment at stage one does not contribute towards the summative classification of the award. Procedures for the final assessment of the degree programme can be found at: https://intranet.exeter.ac.uk/socialsciences/student/undergraduate/collegehandbook/assessmentandfeedback/

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. Details of the modules currently offered may be obtained from the College web site

You may take option modules 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. Descriptions of the individual modules are given in full on the College web site.

The full list of modules is available (with module descriptions) for Philosophy:
https://intranet.exeter.ac.uk/socialsciences/taught/mods_by_cat.php

and for History:
https://intranet.exeter.ac.uk/humanities/taught/mods_by_cat.php

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.

For History, you will study throughout the year EITHER Understanding the Medieval and Early Modern World (30 credits), OR Understanding the Modern World (30 credits ) and Making History (15 credits).  You will also study ONE Sources and Skills Module (15 credits).

Compulsory Modules

For Philosophy – 3 of the core modules must be taken

For History - HIH1410 or HIH1420 and HIH1400 must be taken

CodeModule Credits Non-condonable?
PHL1002A Knowledge and Reality 1 [at least 45 credits taken from PHL1002A, PHL1002B, PHL1005A, PHL1006]15No
PHL1002B Knowledge and Reality 2 15No
PHL1005A Evidence and Argument 1 15No
PHL1006 Introduction to Philosophical Analysis 15No
HIH1410 Understanding the Medieval and Early-Modern World OR30No
HIH1420 Understanding the Modern World 30No
HIH1400 Making History 15Yes

Optional Modules

60 Credits of Philosophy 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.

CodeModule Credits Non-condonable?
HIH Stage 1 modules 2017-8
HIH1006 Everyday Experiences of the English Civil War 15 No
HIH1014 The Body in Eighteenth-Century Britain 15 No
HIH1017 Free Nelson Mandela: The Anti-Apartheid Struggle in South Africa and Abroad 15 No
HIH1018 'War without Hate': The North African Campaign, 1940-1943 15 No
HIH1022 A History of Children and Childhood in Modern Europe 15 No
HIH1024 From Bound Feet to "Half the Sky" Women and Modern China 15 No
HIH1411 From Wigan Pier to Piccadilly: Britain between the wars 15 No
HIH1501 The Viking Phenomenon 15 No
HIH1541 Enterprising Britons; Culture and Commerce in the 19th Century 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
HIH1597 Serfdom in Late Medieval England 15 No
HIH1601 The Age of Superman: The Masculine Ideal under Fascism and Socialism, 1932-1945 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
Philosophy Stage 1 modules 2017-8
PHL1006 Introduction to Philosophical Analysis 15 No
PHL1007 Philosophical Reading 1 15 No
PHL1008 Philosophical Readings 2 15 No
PHL1009 Philosophies of Art 15 No
PHL1010 Introduction to Asian Philosophy 15 No
PHL1013 Philosophy of Morality 15 No
PHL1036 Foucault-Discipline and Punish 15 No
PHL1112 Philosophy of Film 15 No
Total Credits for Stage 1

120

Stage 2


You will study 60 credits from each discipline.

For Philosophy, 45 credits must be chosen from PHL2XXX "core"modules, plus an additional 15 credits from available options.

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

CodeModule Credits Non-condonable?
HIH2001 Doing History: Perspectives on Sources For the History dissertation30No
Philosophy Stage 2 core modules at least 45 credits of core modules
PHL2010A Philosophy of Mind - 1 15 No
PHL2011A 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

Optional History modules can be found at the following link: https://intranet.exeter.ac.uk/humanities/studying/undergraduates/modules/  

CodeModule Credits Non-condonable?
Philosophy Stage 2 modules 2017-8 up to 15 credits of optional modules
PHL2020 Virtues and Vices 15 No
PHL2021 Symbolic Logic 15 No
PHL2022 Sex and Death: Introduction to the Philosophy of Biology 15 No
PHL2026 Philosophy of Science 15 No
PHL2027 Feminist Philosophy 15 No
PHL2051 The Human Condition: Classic Readings in Anthropology 15 No
PHL2052 Epistemology 15 No
PHL2061 Philosophy of Law 15 No
PHL2075 Philosophical Readings 6 15 No
PHL2091 Philosophical Anthropology 30 No
PHL2096 Cyborg Studies 15 No
PHL2100 Knowledge and History: Theories of Scientific Change 15 No
PHL2108 Fundamental Ontology 15 No
PHL2110 Philosophy of Emotion 30 No
PHL2024A Philosophical Readings 3 15 No
PHL2025A Philosophical Readings 4 15 No
PHL2109 Philosophy with Children 15 No
HIH Stage 2 modules 2017-8
HIH2014A Decolonisation and the Collapse of the British Empire, 1919-1968. 30 No
HIH2019A Science, Technology and Medicine in the Cold War 30 No
HIH2030a Peoples and Empires in Latin America, 1492-1820s 30 No
HIH2092A Europe in the tenth century: Continuity and Change 30 No
HIH2137A Inventing Modern Man: Constructions of Mind, Body, and the Individual, 1400-1800 30 No
HIH2018A The 'Savage Continent'? Everyday Violence in 1940s Europe 30 No
HIH2145A Spain from Absolutism to Democracy 30 No
HIH2184A From Conquest to Communism: Central Asia under the Russian and Soviet Empires, 1730-1945 30 No
HIH2208a Medieval Paris 30 No
HIH2209A African American History 30 No
HIH2016A Living Through the Global: Colonial Migrants and the British Empire from the Eighteenth Century to the Present 30 No
HIH2024a Britain and Ireland- Union, Conflict, and Independence, 1798-1949 30 No
HIH2029A Salt and Silk, Elephants and Bones: Travelling in the Early Medieval Mediterranean (ca. 500-1000) 30 No
HIH2136A Latin America in the 20th century 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
HIH2203A Crime and Society in England, 1500-1800 30 No
HIH2206A British Naval Power 1660-1815: Ideology and Conflict 30 No
AHV2012 Revolutions: Art and Society in France, 1770-1848 30 No
Total Credits for Stage 2

120

Stage 3


Students must take one of two pathways. Students may only opt for pathway B if they have taken HIH2001 Doing History at stage 2. Students are only permitted to write one dissertation in either History or Philosophy.

 

Compulsory Modules

CodeModule Credits Non-condonable?
PHL3040 Philosophy Dissertation [Pathway A ]30No
HIH3005 General Third-Year Dissertation [Pathway B]30No

Optional Modules

  • 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

Optional History modules can be found at the following link: https://intranet.exeter.ac.uk/humanities/studying/undergraduates/modules/  

 

CodeModule Credits Non-condonable?
HIH Stage 3 modules 2017-8
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 & representations 30 No
HIH3628 Civil Wars 30 No
HIH3629 Disease 30 No
HIH3632 Violence 30 No
HIH (Special Subjects) Stage 3 modules 2017-8
HIH3013 France and Empire, 1756-1830: Reform, Revolution and Counter-Revolution: Sources 30 No
HIH3021 China's Intellectual Elites - Ideas and Networks 1860s-1960s: Sources 30 No
HIH3017 Reproducing Empire, Birthing the Nation: Women's Health and Reproduction in Modern India: Sources 30 No
HIH3023 Riches and Poverty: Capitalism and Society in Britain, 1680-1830: Sources 30 No
HIH3132 The Body in Early Modern England: Sources 30 No
HIH3162 A Transnational History of the Holocaust: Sources 30 No
HIH3182 Critics of Empire: Sources 30 No
HIH3206 A new Jerusalem: Being protestant in post-Reformation England: Sources 30 No
HIH3208 Child Soldiers - War, Society and Humanitarianism in Africa: Sources 30 No
HIH3216 The Yes, Minister files: Perspectives on British Government since 1914: Sources 30 No
HIH3250 Colonial Conflict and Decolonization 1918-1975: Sources 30 No
HIH3257 The Russian Revolution: Sources 30 No
HIH3266 Magic in the Middle Ages: Sources 30 No
HIH3277 The Medieval Reformation: Sources 30 No
HIH3296 Street Protest and Social Movements in the Modern Era: Sources 30 No
HIH3410 The Great War: A Comparative History: Sources 30 No
HIH3624 Literature, Culture and Politics in Early Modern England: Sources 30 No
HIH3014 France and Empire, 1756-1830: Reform, Revolution and Counter-Revolution: Context 30 No
HIH3018 Reproducing Empire, Birthing the Nation: Women's Health and Reproduction in Modern India: Context 30 No
HIH3022 China's Intellectual Elites - Ideas and Networks 1860s-1960s: Context 30 No
HIH3024 Riches and Poverty: Capitalism and Society in Britain, 1680-1830: Context 30 No
HIH3133 The Body in Early Modern England: Context 30 No
HIH3163 A Transnational History of the Holocaust: Context 30 No
HIH3183 Critics of Empire: Context 30 No
HIH3207 A new Jerusalem: Being protestant in post-Reformation England: Context 30 No
HIH3209 Child Soldiers - War, Society and Humanitarianism in Africa: Context 30 No
HIH3217 The Yes, Minister files: Perspectives on British Government since 1914: Context 30 No
HIH3251 Colonial Conflict and Decolonization 1918-1975: Context 30 No
HIH3258 The Russian Revolution: Context 30 No
HIH3267 Magic in the Middle Ages: Context 30 No
HIH3278 The Medieval Reformation: Context 30 No
HIH3297 Street Protest and Social Movements in the Modern Era: Context 30 No
HIH3411 The Great War: A Comparative History: Context 30 No
HIH3625 Literature, Culture and Politics in Early Modern England 30 No
Philosophy Stage 3 modules 2017-8 30 credits of optional modules
PHL3013 Virtues and Vices 15 No
PHL3014 Symbolic Logic 15 No
PHL3018 Sex and Death: Introduction to the Philosophy of Biology 15 No
PHL3026 Philosophy of Science 15 No
PHL3041 Feminist Philosophy 15 No
PHL3051 The Human Condition: Classic Readings in Anthropology 15 No
PHL3052 Epistemology 15 No
PHL3061 Philosophy of Law 15 No
PHL3075 Philosophical Readings 6 15 No
PHL3091 Philosophical Anthropology 30 No
PHL3096 Cyborg Studies 15 No
PHL3100 Knowledge and History: Theories of Scientific Change 15 No
PHL3108 Fundamental Ontology 15 No
PHL3110 Philosophy of Emotion 30 No
PHL3024A Philosophical Readings 3 15 No
PHL3025A Philosophical Readings 4 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). ILOs?

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

College of Humanities

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

360

ECTS credits

180

22. QAA Subject Benchmarking Group

[Honours] History
[Honours] Philosophy

23. Dates

Origin Date

01/10/2000

Date of last revision

31/07/2014