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COURSE OVERVIEW

*Subject to validation

  • Combine knowledge and understanding of important historical periods and the contested nature of such knowledge, with an understanding of the philosophical and political principles and ideas 
  • Consider the important philosophical questions surrounding religion, the universe, human freedom and equality
  • Explore historical periods and cultures from Britain and around the globe
Deepen your philosophical curiosity through our Liberal Arts and History degree. You will combine knowledge and understanding of important historical periods and the contested nature of such knowledge, with an understanding of the philosophical and political principles and ideas that have shaped ancient and modern culture.
 
Enhance your critical thinking skills by considering the important philosophical questions surrounding truth (God), the universe, human freedom and equality. You can also personalise your experience by choosing from a diverse range of modules. These include: literary, artistic, cultural, scientific and political ideas. As well as, and some of the issues surrounding them.
 
Year 1 you will encounter different aspects of history, both chronologically and geographically, and explore a variety of historical periods and cultures from Britain and around the globe, including Asia, Europe and the Americas. You will explore the nature of history as a discipline, its changing assumptions, methods and definitions, and the current concerns of historians.
 
In years 2 and 3 study focuses on different approaches, the acquisition of research skills and knowledge that forms the basis of more specialised study.
 
For students who love to read and talk about ideas and their relevance to history, and find pleasure in the challenge of reading and thinking, then Liberal Arts and History is an ideal pathway.
 

Careers

Liberal Arts provides graduates with critical skills that are desirable to employers. You develop skills in problem solving, organisation, time‐keeping, project management, taking initiative, interacting with peers and tutors, team‐working, critical thinking, adaptability, communication of ideas in debate and on paper, team‐work, the courage to meet challenges and difficulties, and commitment to the goal of succeeding.
 
Graduates are particularly eligible for careers in museums and heritage sites, teaching, retailing, the arts, marketing and local, regional and national government.
 

Pre-approved for a Masters

If you study a Bachelor Honours degrees with us, you will be pre-approved to start a Masters degree at Winchester. To be eligible, you will need to apply by the end of March in the final year of your degree and meet the entry requirements of your chosen Masters degree.

*Subject to validation

*'Validation' is the process by which the University approves a new programme to ensure that it provides a distinct, high-quality academic experience for students, that enables them to acquire the necessary academic knowledge, understanding, general and subject-specific skills required to pursue a graduate level career. In the unlikely event that a programme is not validated then we will do our best to find you an alternative programme within the University.

 

ABOUT THIS COURSE

Suitable for applicants from:

UK, EU, World

Study abroad

Our BA (Hons) Liberal Arts and History course provides an opportunity for you to study abroad. For more information see our study abroad section.

Learning and teaching 

Our aim is to shape 'confident learners' by enabling you to develop the skills needed to excel in your studies here and as well as onto further studies or the employment market. You are taught primarily through a combination of lectures and seminars, allowing opportunities to discuss and develop your understanding of topics covered in lectures in smaller groups. In addition to the formally scheduled contact time such as lectures and seminars etc.), you are encouraged to access academic support from staff within the course team, your personal tutor and the wide range of services available to you within the University.

Independent learning

Over the duration of your course, you will be expected to develop independent and critical learning, progressively building confidence and expertise through independent and collaborative research, problem-solving and analysis with the support of staff. You take responsibility for your own learning and are encouraged to make use of the wide range of available learning resources available.

Overall workload

Your overall workload consists of class contact hours, independent learning and assessment activity.

While your actual contact hours may depend on the optional modules you select, the following information gives an indication of how much time you will need to allocate to different activities at each level of the course.

Year 1 (Level 4): Timetabled teaching and learning activity*

Teaching, learning and assessment: 228 hours
Independent learning: 972 hours

Year 2 (Level 5): Timetabled teaching and learning activity*

Teaching, learning and assessment: 216 hours
Independent learning: 972 hours
Placement: 12 hours

Year 3 (Level 6): Timetabled teaching and learning activity*

Teaching, learning and assessment: 228 hours
Independent learning: 972 hours

*Please note these are indicative hours for the course

Location

Taught elements of the course take place at King Alfred or at West Downs, Winchester.

Assessment

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found by attending Open Day or contacting our teaching staff.

Percentage of the course assessed by coursework

The assessment balance between examination and coursework depends to some extent on the optional modules you choose. The approximate percentage of the course assessed by different assessment modes is as follows:

Year 1 (Level 4)*:

69% coursework
30 % written exams
1% practical exams

Year 2 (Level 5)*:

71% coursework
18% written exams
11% practical exams

Year 3 (Level 6)*:

39% coursework
40% written exams
21% practical exams

*Please note these are indicative percentages and modes for the programme.

Feedback

We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information

This programme is currently being validated. This is an internal process of ensuring our programmes offer students the best learning experience and can result in changes to the content of the course. For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.

ENTRY REQUIREMENTS

96‐112 points

If English is not your first language: Year 1/Level 4: IELTS 6.0 overall with a minimum of 5.5 in writing or equivalent

Course enquiries and applications

Telephone: +44 (0) 1962 827234
Send us a message

International students

If you are living outside of the UK or Europe, you can find out more about how to join this course by emailing our International Recruitment Team at International@winchester.ac.uk or calling +44 (0)1962 827023

Visit us

Explore our campus and find out more about studying at Winchester by visiting us at an Open Day.

Year 1 (Level 4)

Modules Credits

Freedom (is to Learn) 1 15

The Freedom is to Learn modules run through the three years of the degree. 

There will be much more to be said about this, but for now, remember it is important that you treat all the material you read in each of your MLA modules as relevant to all MLA modules. Think of Year 1 as a whole year of learning, not necessarily divided into modules, and think of each year as part of the whole degree. In time we will reward essays which are able to bring material in from different modules. In this first of the compulsory modules we are looking at some aspects of the origin of liberal arts education in Antiquity. As we do, we will also asks a strange question: what is the meaning of ‘beginning’? This is related to a second question: what is learning?

Freedom (is to Learn) 2 30

This module looks at ancient and medieval cosmology, and at the role played by the idea of movement within metaphysics, physics and politics. You will read important texts from Ancient Greece, including Socrates, Plato, Aristotle, the Stoics and the Sceptics. We look at some of the ideas associated with the ancient cosmos, including its being taken to and from Arabic and Judaic sources. We follow some of these ideas through western European cosmology and end the module by exploring motion and its relation to time, space and the construction of reality.

Harmonia mundi 15

This module looks at the first principle of harmony in ancient and medieval liberal arts as it was seen to structure the ethical and metaphysical properties of the universe. We will think about this idea of harmony in relation to music, astronomy, maths, rhetoric and philosophy as well in the related areas of theology and politics. We will discuss whether we can hold to such principles of harmony today in the social, political and religious experience of dissonance and disharmony. Discussions will form part of an introduction to the Quadrivium and Trivium, the traditional subjects of Liberal Arts, upon which we can begin to think the nature of a modern liberal arts education.

Learning from the Renaissance 15

This module introduces you to themes and personalities that were central to the period of Western history called the Renaissance. It provide you with an historical overview of key events, as well as looking at the relation of the Renaissance to other historical periods. It will also look more deeply into selected ideas with a view to illustrating their significance both within the Renaissance and beyond. Central to the approach of the module will be to illustrate ways in which the Renaissance holds an ‘educational’ import both within itself and in terms of a legacy. Where appropriate, tutors will relate the material to both ancient and more modern issues and ideas. The module aims to increase student knowledge and understanding of the Renaissance but also to draw out its fundamental import for the notion of education in its widest sense. Many of the ideas introduced in this module will be returned to in years 2 and 3.

Case Studies I: Sources and Approaches in History 15

This module introduces students to the core skills required to study history successfully at degree level. History makes sense of the past by analysing surviving evidence. Such evidence is either secondary, which requires in-depth critical reading, or primary or original, which demands critical contextualisation and analysis. All such evidence has uses to the historian, not necessarily obvious, and all contains partiality, which historians are trained to overcome. Working in small groups with one staff member per group, there will be a balance between developing awareness of these overarching core skills (such as conducting research and mastering referencing conventions) and a case study where students work on academic reading connected to a particular topic. This intensive small group environment will help students adjust to the university environment and provide a venue for delivering other transitional and transferrable skills.

Case Studies II: Independent Study Project 15

This module builds upon Sources & Approaches in History, further developing students’ skills as independent researchers, and giving students an opportunity to do research of a critical nature, using both primary and secondary sources. Continuing to work in the same Case Study groups as, and on a related topic to, Sources & Approaches, students undertake an individual research project, on a topic negotiated with a tutor. In addition, there will be an element of group work as students combine their individual findings, presenting on a subtopic of the module’s overarching theme. As this module concentrates upon developing skills there is an emphasis on training for future employment. Students will be expected to engage with careers service activities in semester 2 and to report their activities in a reflective blog.

Optional modules

Ancient 'Canonic' Tragedy
Film and Philosophy
Spirit: Innocence and Experience
Creator Texts
First Principles: Core Texts
Foundations of Modern Medicine
British Introductory Module: Early Medieval Britain, 400‐1066
International Introductory Module: The United States 1763‐1920
International Introductory Module: Europe 1500‐1789
International History Introductory Module: Europe 1300‐1500
British History Introductory Module: English History 1272‐1500
International Introductory Module: Europe In The Twentieth Century
British Introductory Module: Victorian Britain, 1815‐1914
International Introductory Module: East Asia, 1850 – Present
International Introductory Module: The Classical World 500‐31 BCE
British Introductory Module: Roman Britain
British Introductory Module: Tudor And Early Stuart England 1500‐1660
International Introductory Module: Rise And Fall Of Modern Empires, 1783‐1997
British Introductory Module: Uniting The Kingdom? Britain, 1660‐1837
International Introductory Module: Europe In The Long Nineteenth Century, 1789‐1914
International Introductory Module: Origins Of Greek Civilisation: From Aegean Bronze Age To Archaic
Greece (2000‐600 BCE)
International Introductory Module: Europe In The High Middle Ages (C.800 – C.1200)
International Introductory Module: Modern Europe, 1789‐2001
British Introductory Module: Seventeenth Century England
International Introductory Module: Barbarians, Byzantines, And Beyond (400‐814CE)
British Introductory Module: Britain In The Twentieth Century
International Introductory Module: Europe And The Americas (1763‐1914) ‐ Change And Interchange

Optional Credits

Freedom (is to Learn) 1 15

The Freedom is to Learn modules run through the three years of the degree. 

There will be much more to be said about this, but for now, remember it is important that you treat all the material you read in each of your MLA modules as relevant to all MLA modules. Think of Year 1 as a whole year of learning, not necessarily divided into modules, and think of each year as part of the whole degree. In time we will reward essays which are able to bring material in from different modules. In this first of the compulsory modules we are looking at some aspects of the origin of liberal arts education in Antiquity. As we do, we will also asks a strange question: what is the meaning of ‘beginning’? This is related to a second question: what is learning?

Freedom (is to Learn) 2 30

This module looks at ancient and medieval cosmology, and at the role played by the idea of movement within metaphysics, physics and politics. You will read important texts from Ancient Greece, including Socrates, Plato, Aristotle, the Stoics and the Sceptics. We look at some of the ideas associated with the ancient cosmos, including its being taken to and from Arabic and Judaic sources. We follow some of these ideas through western European cosmology and end the module by exploring motion and its relation to time, space and the construction of reality.

Harmonia mundi 15

This module looks at the first principle of harmony in ancient and medieval liberal arts as it was seen to structure the ethical and metaphysical properties of the universe. We will think about this idea of harmony in relation to music, astronomy, maths, rhetoric and philosophy as well in the related areas of theology and politics. We will discuss whether we can hold to such principles of harmony today in the social, political and religious experience of dissonance and disharmony. Discussions will form part of an introduction to the Quadrivium and Trivium, the traditional subjects of Liberal Arts, upon which we can begin to think the nature of a modern liberal arts education.

Learning from the Renaissance 15

This module introduces you to themes and personalities that were central to the period of Western history called the Renaissance. It provide you with an historical overview of key events, as well as looking at the relation of the Renaissance to other historical periods. It will also look more deeply into selected ideas with a view to illustrating their significance both within the Renaissance and beyond. Central to the approach of the module will be to illustrate ways in which the Renaissance holds an ‘educational’ import both within itself and in terms of a legacy. Where appropriate, tutors will relate the material to both ancient and more modern issues and ideas. The module aims to increase student knowledge and understanding of the Renaissance but also to draw out its fundamental import for the notion of education in its widest sense. Many of the ideas introduced in this module will be returned to in years 2 and 3.

Case Studies I: Sources and Approaches in History 15

This module introduces students to the core skills required to study history successfully at degree level. History makes sense of the past by analysing surviving evidence. Such evidence is either secondary, which requires in-depth critical reading, or primary or original, which demands critical contextualisation and analysis. All such evidence has uses to the historian, not necessarily obvious, and all contains partiality, which historians are trained to overcome. Working in small groups with one staff member per group, there will be a balance between developing awareness of these overarching core skills (such as conducting research and mastering referencing conventions) and a case study where students work on academic reading connected to a particular topic. This intensive small group environment will help students adjust to the university environment and provide a venue for delivering other transitional and transferrable skills.

Case Studies II: Independent Study Project 15

This module builds upon Sources & Approaches in History, further developing students’ skills as independent researchers, and giving students an opportunity to do research of a critical nature, using both primary and secondary sources. Continuing to work in the same Case Study groups as, and on a related topic to, Sources & Approaches, students undertake an individual research project, on a topic negotiated with a tutor. In addition, there will be an element of group work as students combine their individual findings, presenting on a subtopic of the module’s overarching theme. As this module concentrates upon developing skills there is an emphasis on training for future employment. Students will be expected to engage with careers service activities in semester 2 and to report their activities in a reflective blog.

Optional modules

Ancient 'Canonic' Tragedy
Film and Philosophy
Spirit: Innocence and Experience
Creator Texts
First Principles: Core Texts
Foundations of Modern Medicine
British Introductory Module: Early Medieval Britain, 400‐1066
International Introductory Module: The United States 1763‐1920
International Introductory Module: Europe 1500‐1789
International History Introductory Module: Europe 1300‐1500
British History Introductory Module: English History 1272‐1500
International Introductory Module: Europe In The Twentieth Century
British Introductory Module: Victorian Britain, 1815‐1914
International Introductory Module: East Asia, 1850 – Present
International Introductory Module: The Classical World 500‐31 BCE
British Introductory Module: Roman Britain
British Introductory Module: Tudor And Early Stuart England 1500‐1660
International Introductory Module: Rise And Fall Of Modern Empires, 1783‐1997
British Introductory Module: Uniting The Kingdom? Britain, 1660‐1837
International Introductory Module: Europe In The Long Nineteenth Century, 1789‐1914
International Introductory Module: Origins Of Greek Civilisation: From Aegean Bronze Age To Archaic
Greece (2000‐600 BCE)
International Introductory Module: Europe In The High Middle Ages (C.800 – C.1200)
International Introductory Module: Modern Europe, 1789‐2001
British Introductory Module: Seventeenth Century England
International Introductory Module: Barbarians, Byzantines, And Beyond (400‐814CE)
British Introductory Module: Britain In The Twentieth Century
International Introductory Module: Europe And The Americas (1763‐1914) ‐ Change And Interchange

Year 2 (Level 5)

Modules Credits

Freedom (is to Learn) 3 15

The dialectic of enlightenment is one of the most profound and worrying expressions of modern rational thought.  We have seen in previous modules the effect that doubt has on how we understand the work and identity of human subjectivity. Now we will explore the damage wrought by uncertainty and doubt on other fundamental concepts including freedom and enlightenment. Our task will be to see if there is something we can learn from the difficulties of the dialectic of enlightenment when we see within it how truth collapses into a culture of repetition.

Freedom (is to Learn) 4 15

This module looks back to thinking that has featured throughout the programme but also forward to leaving the Academy and becoming a graduate in the world beyond. It explores the concept of modern freedom and in particular examines the idea of Western subjective freedom in relation to such fundamental concepts as life and death, God and man, and master and slave. As you prepare to leave University, we will explore ways in which your higher education might serve you in what lies beyond- for employment as for existence itself.

Practising History 15

This module considers the planning and preparation of research and the methods and skills used, with particular reference to – but not sole consideration of – the dissertation. A wide range of historical approaches and methods are assessed, including use of local and national archives, databases and online sources, media and newspapers, visual images, standing remains, landscape and the material environment, public history, oral sources and scientific data. Ethics in historical research are also examined.

Reading History 15

Reading History provides an overview of ‘doing History’ from the Classical period onwards. It examines the ideas that have underpinned historical research and writing, from Herodotus to Post-Modernity, as well as recent theories of history (many of which have been drawn from other disciplines and including post-colonialism, gender and identity, spatial theory) as they have been used by historians. It provides students with an opportunity to think reflexively about the nature of the historical enterprise. Students are encouraged to link their studies in Reading History with their other second-year modules. This module principally examines the ways in which British historians have worked from the early medieval period to c.2000.  It investigates the influences which shaped their approaches (including, e.g., the work of foreign scholars such as Leopold von Ranke and the historians of the French Annales School). It also investigates theories of history – e.g. Marxist ideas.  It emphasizes the expansion of historical interests and the methodologies which have permitted fresh areas of study in the last thirty years and looks at the current practice of history.

Optional modules

Creator Images
Disciplining the Soul
Music and Philosophy
Theorising the Holocaust (Shoah)
Theorising Education and Ecology
Power of the Teacher
Spirit: In Ruins
Atomic Nature
First Principles: Core Texts
Athens and Jerusalem
Volunteering
Culture And Society In 5th Century Athens
The World Of Alexander The Great
Greco‐Roman Egypt 331‐31 B.C.
Culture And Society In Republican Rome 506‐44 B.C.
The Carolingian Renaissance
The Vikings And The Frankish World
The Investiture Contest
Norman Sicily, Ca 1000‐1197
English Monasticism 1066‐1540
The First English Empire: C. 1100 To C. 1350
The Reign Of King John
Culture And Society In Late Medieval England
Golden Age Of Spain
Political Medievalisms
Religion, Politics & Society In Early Tudor England, 1485‐1558
The Global Hispanic World (1760s‐1980s)
War As A Life Experience (18th‐20th Centuries)
Enlightened Absolutism In East‐Central Europe, 1740‐1790
Victorian Culture And Society
Imperial Japan 1868‐1937
The British Raj, From The ‘Indian Mutiny’ To Gandhi – 1857‐1947
The American South 1865‐1970
Edwardian Britain
Revolutionary Russia, 1900‐1924
Nazism And The Holocaust
From Austerity To Affluence: Everyday Life In Post‐War Britain
The Kinks: English Culture And Identity From The Post‐War Through To The 21st Century
The Symposium: Ancient Greek Drinking Culture
Sport And Leisure In Classical Greece And Rome
Classical World On Film
The Age Of The Vikings
Post‐Carolingian Rulership
The Crusades
Societies At War – England And France, 1189‐1529
Textiles In The Medieval World
Food And Drink In Medieval And Early Modern England
The Urban History Of Europe From The Black Death To The Industrial Revolution, C.1350‐1700
The Renaissance Court: Power, Politics And Patronage
Gender In Europe And North America, C. 1500‐1914
Culture, Society And Economy In Early Modern England
Exploring Past Localities
The Age Of Discovery
The Rise Of The High Speed Society (18th‐20th Centuries)
American Slavery
Reactions To Poverty
Power To The People: Energy, Industrialization And The Creation Of The Modern World History’s Eye
– Photography And Society
Sisterhood – Before And After: Feminism In Twentieth Century Britain
Political Violence In Twentieth‐Century Europe
Soviet Communism
‘Subordinate Independence’: Japan’s Relationship With The Us, 1945‐Present
Stalinism
Dreams And Nightmares ‐ Britain In Twentieth Century Europe
The History Of Rock And Roll

Optional Credits

Freedom (is to Learn) 3 15

The dialectic of enlightenment is one of the most profound and worrying expressions of modern rational thought.  We have seen in previous modules the effect that doubt has on how we understand the work and identity of human subjectivity. Now we will explore the damage wrought by uncertainty and doubt on other fundamental concepts including freedom and enlightenment. Our task will be to see if there is something we can learn from the difficulties of the dialectic of enlightenment when we see within it how truth collapses into a culture of repetition.

Freedom (is to Learn) 4 15

This module looks back to thinking that has featured throughout the programme but also forward to leaving the Academy and becoming a graduate in the world beyond. It explores the concept of modern freedom and in particular examines the idea of Western subjective freedom in relation to such fundamental concepts as life and death, God and man, and master and slave. As you prepare to leave University, we will explore ways in which your higher education might serve you in what lies beyond- for employment as for existence itself.

Practising History 15

This module considers the planning and preparation of research and the methods and skills used, with particular reference to – but not sole consideration of – the dissertation. A wide range of historical approaches and methods are assessed, including use of local and national archives, databases and online sources, media and newspapers, visual images, standing remains, landscape and the material environment, public history, oral sources and scientific data. Ethics in historical research are also examined.

Reading History 15

Reading History provides an overview of ‘doing History’ from the Classical period onwards. It examines the ideas that have underpinned historical research and writing, from Herodotus to Post-Modernity, as well as recent theories of history (many of which have been drawn from other disciplines and including post-colonialism, gender and identity, spatial theory) as they have been used by historians. It provides students with an opportunity to think reflexively about the nature of the historical enterprise. Students are encouraged to link their studies in Reading History with their other second-year modules. This module principally examines the ways in which British historians have worked from the early medieval period to c.2000.  It investigates the influences which shaped their approaches (including, e.g., the work of foreign scholars such as Leopold von Ranke and the historians of the French Annales School). It also investigates theories of history – e.g. Marxist ideas.  It emphasizes the expansion of historical interests and the methodologies which have permitted fresh areas of study in the last thirty years and looks at the current practice of history.

Optional modules

Creator Images
Disciplining the Soul
Music and Philosophy
Theorising the Holocaust (Shoah)
Theorising Education and Ecology
Power of the Teacher
Spirit: In Ruins
Atomic Nature
First Principles: Core Texts
Athens and Jerusalem
Volunteering
Culture And Society In 5th Century Athens
The World Of Alexander The Great
Greco‐Roman Egypt 331‐31 B.C.
Culture And Society In Republican Rome 506‐44 B.C.
The Carolingian Renaissance
The Vikings And The Frankish World
The Investiture Contest
Norman Sicily, Ca 1000‐1197
English Monasticism 1066‐1540
The First English Empire: C. 1100 To C. 1350
The Reign Of King John
Culture And Society In Late Medieval England
Golden Age Of Spain
Political Medievalisms
Religion, Politics & Society In Early Tudor England, 1485‐1558
The Global Hispanic World (1760s‐1980s)
War As A Life Experience (18th‐20th Centuries)
Enlightened Absolutism In East‐Central Europe, 1740‐1790
Victorian Culture And Society
Imperial Japan 1868‐1937
The British Raj, From The ‘Indian Mutiny’ To Gandhi – 1857‐1947
The American South 1865‐1970
Edwardian Britain
Revolutionary Russia, 1900‐1924
Nazism And The Holocaust
From Austerity To Affluence: Everyday Life In Post‐War Britain
The Kinks: English Culture And Identity From The Post‐War Through To The 21st Century
The Symposium: Ancient Greek Drinking Culture
Sport And Leisure In Classical Greece And Rome
Classical World On Film
The Age Of The Vikings
Post‐Carolingian Rulership
The Crusades
Societies At War – England And France, 1189‐1529
Textiles In The Medieval World
Food And Drink In Medieval And Early Modern England
The Urban History Of Europe From The Black Death To The Industrial Revolution, C.1350‐1700
The Renaissance Court: Power, Politics And Patronage
Gender In Europe And North America, C. 1500‐1914
Culture, Society And Economy In Early Modern England
Exploring Past Localities
The Age Of Discovery
The Rise Of The High Speed Society (18th‐20th Centuries)
American Slavery
Reactions To Poverty
Power To The People: Energy, Industrialization And The Creation Of The Modern World History’s Eye
– Photography And Society
Sisterhood – Before And After: Feminism In Twentieth Century Britain
Political Violence In Twentieth‐Century Europe
Soviet Communism
‘Subordinate Independence’: Japan’s Relationship With The Us, 1945‐Present
Stalinism
Dreams And Nightmares ‐ Britain In Twentieth Century Europe
The History Of Rock And Roll

Year 3 (Level 6)

Modules Credits

Freedom (is to Learn) 5 15

This module complements the group of modules in Liberal Arts running under the banner of Freedom is to learn. In this module we will revisit some themes from years one and two, particularly regarding first principles and their fate in the modern world; infinite regression; virtue; and begin to open up the theme of modern metaphysics in order to begin to judge the possibility of a new idea of first principles. This is undertaken in a variety of ways, dependent to some extent on the previous work of different groups of students over the previous two years. We may embark on a study of ancient and modern versions of the famous Delphic maxim: know thyself.

Depth Studies

In your third year of study you choose a pair of linked Depth Study modules from a choice of:


Greek Rhetoric: The Sophists and Lysias & Demosthenes
Epic Literature and History: Homer and Herodotus
The Pax Romana
Alfred the Great
Ruling England in the Second Viking Age, Part I: Kingdoms Lost and Won and Part II: Political Cultures
The Norman Conquest Norman Worlds I (Normandy and the British Isles) and II (Southern Italy and Crusader Kingdoms)
The Anglo-Norman Civil War, 1120-1148 and 1148-1162
The Emergence of the Italian City Communes (c.1050-c.1150) and The Dominance of the Italian City Communes (c.1150-c.1250).
The Hundred Years’ War 1337-1453
The Wars of the Roses 1450-1499
The Medieval Life Cycle: Youth and Age
The Italian Wars 1494-1516 and 1521-1559
The Henrician & Edwardian Reformation and the Marian Counter-Reformation
The French Wars of Religion 1562-1598
The Rise of British Medicine 1650 – 1800 and 1800 – 1950
Civil War and Revolution in the British Isles
The Age of Napoleon in global perspective - I and II
The French in North Africa: 1830-1914 and 1914-present
Genocide in History and Memory I and II
The Emergence of Modern Environmentalism I & II: The Discovery of Nature and The Crisis of Nature
Interwar Britain
Society, Culture and Everyday Life in Russia: 1928-1985
The Home Front: the United Kingdom 1939-1945
Japan at War and Under Occupation 1937- 52
The United States and the Cold War 1945- 63
The USSR after Stalin, 1953-1964 and 1964-1985
The Post-war Teenager, 1945-1979 Part 1 and Part 2

Writing History

If you decide to do your disseration in the area of History than you must take the Writing History module.

Comparative Study

If you choose not to do your disseration in an area of History than you must choose two Comparative Study modules from a choice of:

  • Murder in the Ancient City
  • Plutarch’s Parallel Lives
  • Greek and Roman Comedy Theatre
  • Greek and Roman Epic
  • Chivalry
  • The Middle Ages in Computer Games
  • Warfare in the Medieval West from the Ninth to the Twelfth Century
  • Medieval HostageshipsGender and Authority in Early Medieval Europe
  • The Black Death in Europe
  • Religious Reform in Sixteenth-Century Europe
  • The Monstrous Regiment: Gender and Authority in Early Modern Europe
  • Supernatural and Witchcraft Beliefs in the British Isles, Continental Europe and America c.1450-1800
  • Nation Making in Early Modern Europe
Optional modules

Learning from the Holocaust (Shoah)
(Human) Nature
Spirit: Life and Death
The Natural Universe and Ecology
Philosophy of the Teacher
Know Thyself
First Principles: Core Texts
Friendship

Depth Study From A Choice Of Optional Modules:

The Hundred Years’ War 1337‐89
The Hundred Years’ War 1389‐1453
Alfred The Great, Part 1
Alfred The Great, Part 2
The Wars Of The Roses: The First Phase 1450‐61
The Wars Of The Roses: The Later Phases 1461‐1499
Civil War And Revolution In The British Isles
The English Republic
The United States And The Cold War 1945‐63, Part 1
The United States And The Cold War 1945‐63, Part 2
Japan 1941‐1952: War And Occupation: Japan At War: 1937‐45
Japan, 1941‐1952: War And Occupation: Occupied Japan 1945‐52
The Home Front: The United Kingdom 1939‐1945 I
The Home Front: The United Kingdom 1939‐1945 Ii
The French Wars Of Religion, 1562‐1572
The French Wars Of Religion, 1572‐1598
Society, Culture And Everyday Life In Russia 1928‐1953
Society, Culture And Everyday Life In Russia 1953‐1985
The Norman Conquest Of England, C.1042‐C.1067
The Norman Conquest Part 2: C. 1066‐C.1086
Inter‐War Britain: State And Politics
Inter‐War Britain: Culture And Society
The Pax Romana: The Julio‐Claudians (27 BCE ‐ AD 69)
The Pax Romana: Flavians And Five Good Emperors (AD69‐180)
The Italian Wars 1494‐1516: Dynastic Ambition And Conflict In Renaissance Europe
The Italian Wars 1521‐1559: War, Politics And Rivalry In Renaissance Europe
The Henrician Reformation
Edwardian Reformation And Marian Counter‐Reformation
The French In North Africa: The Maghreb, 1830‐1914
North Africa And France: The Maghreb, 1914‐Present
Genocide In History And Memory I
Genocide In History And Memory Ii
Ruling England In The Second Viking Age, Part I: Kingdoms Lost And Won
Ruling England In The Second Viking Age, Part Ii: Political Cultures
The Medieval Life Cycle: Youth
The Medieval Life Cycle: Age
Epic Literature And History: Homer
Epic Literature And History: Herodotus
Norman Worlds I: Normandy And The British Isles
Norman Worlds Ii: Southern Italy And Crusader Kingdoms
The Anglo‐Norman Civil War, 1120‐1148
The Anglo‐Norman Civil War, 1148‐1162
The Emergence Of The Italian City Communes (C.1050‐C.1150)
The Dominance Of The Italian City Communes (C.1150‐C.1250)
The Rise Of British Medicine 1650 ‐ 1800
The Rise Of British Medicine 1800 – 1950
The Age Of Napoleon In Global Perspective ‐ I
The Age Of Napoleon In Global Perspective ‐ Ii
The Emergence Of Modern Environmentalism I: The Discovery Of Nature
The Emergence Of Modern Environmentalism Ii: The Crisis Of Nature
The Post‐War Teenager, 1945‐1979 Part 1
The Post‐War Teenager, 1945‐79 Part 2
The Ussr After Stalin, 1953‐1964
The Ussr After Stalin, 1964‐1985
Greek Rhetoric: The Sophists
Greek Rhetoric: Lysias And Demosthenes


Either Writing History (Mandatory If Taking A Dissertation In History) Or A Comparative Module From:

Chivalry
Minorities In The Past
Mediterranean Fascism: Conflict And Dictatorship In Spain And Italy 1914‐1947
War Crimes Trials And Memories Of War In Japan And Germany
Religious Reform In Sixteenth‐Century Europe
Communist Regimes In Central And Eastern Europe
Greek And Roman Comedy Theatre
The Monstrous Regiment: Gender And Authority In Early Modern Europe
Nation Making In Early Modern Europe
Holocaust Memory And Representation In Europe, The United States & Israel
Ideas, Ideologies And Colonial Organisation In The British And French Empires
Borderlands And Commodities In History
The Black Death In Europe
Murder In The Ancient City
Medieval Hostageships
Greek And Roman Epic
Plutarch’s Parallel Lives
Gender And Authority In Early Medieval Europe
Warfare In The Medieval West From The Ninth To The Twelfth Century
The Middle Ages In Computer Games
Mental Health And Illness
The People Are Revolting! Protest, Rebellion And Popular Politics In The Modern World
Anxiety And Hope: Meanings Of Home In The Post‐War World

Optional Credits

Freedom (is to Learn) 5 15

This module complements the group of modules in Liberal Arts running under the banner of Freedom is to learn. In this module we will revisit some themes from years one and two, particularly regarding first principles and their fate in the modern world; infinite regression; virtue; and begin to open up the theme of modern metaphysics in order to begin to judge the possibility of a new idea of first principles. This is undertaken in a variety of ways, dependent to some extent on the previous work of different groups of students over the previous two years. We may embark on a study of ancient and modern versions of the famous Delphic maxim: know thyself.

Depth Studies

In your third year of study you choose a pair of linked Depth Study modules from a choice of:


Greek Rhetoric: The Sophists and Lysias & Demosthenes
Epic Literature and History: Homer and Herodotus
The Pax Romana
Alfred the Great
Ruling England in the Second Viking Age, Part I: Kingdoms Lost and Won and Part II: Political Cultures
The Norman Conquest Norman Worlds I (Normandy and the British Isles) and II (Southern Italy and Crusader Kingdoms)
The Anglo-Norman Civil War, 1120-1148 and 1148-1162
The Emergence of the Italian City Communes (c.1050-c.1150) and The Dominance of the Italian City Communes (c.1150-c.1250).
The Hundred Years’ War 1337-1453
The Wars of the Roses 1450-1499
The Medieval Life Cycle: Youth and Age
The Italian Wars 1494-1516 and 1521-1559
The Henrician & Edwardian Reformation and the Marian Counter-Reformation
The French Wars of Religion 1562-1598
The Rise of British Medicine 1650 – 1800 and 1800 – 1950
Civil War and Revolution in the British Isles
The Age of Napoleon in global perspective - I and II
The French in North Africa: 1830-1914 and 1914-present
Genocide in History and Memory I and II
The Emergence of Modern Environmentalism I & II: The Discovery of Nature and The Crisis of Nature
Interwar Britain
Society, Culture and Everyday Life in Russia: 1928-1985
The Home Front: the United Kingdom 1939-1945
Japan at War and Under Occupation 1937- 52
The United States and the Cold War 1945- 63
The USSR after Stalin, 1953-1964 and 1964-1985
The Post-war Teenager, 1945-1979 Part 1 and Part 2

Writing History

If you decide to do your disseration in the area of History than you must take the Writing History module.

Comparative Study

If you choose not to do your disseration in an area of History than you must choose two Comparative Study modules from a choice of:

  • Murder in the Ancient City
  • Plutarch’s Parallel Lives
  • Greek and Roman Comedy Theatre
  • Greek and Roman Epic
  • Chivalry
  • The Middle Ages in Computer Games
  • Warfare in the Medieval West from the Ninth to the Twelfth Century
  • Medieval HostageshipsGender and Authority in Early Medieval Europe
  • The Black Death in Europe
  • Religious Reform in Sixteenth-Century Europe
  • The Monstrous Regiment: Gender and Authority in Early Modern Europe
  • Supernatural and Witchcraft Beliefs in the British Isles, Continental Europe and America c.1450-1800
  • Nation Making in Early Modern Europe
Optional modules

Learning from the Holocaust (Shoah)
(Human) Nature
Spirit: Life and Death
The Natural Universe and Ecology
Philosophy of the Teacher
Know Thyself
First Principles: Core Texts
Friendship

Depth Study From A Choice Of Optional Modules:

The Hundred Years’ War 1337‐89
The Hundred Years’ War 1389‐1453
Alfred The Great, Part 1
Alfred The Great, Part 2
The Wars Of The Roses: The First Phase 1450‐61
The Wars Of The Roses: The Later Phases 1461‐1499
Civil War And Revolution In The British Isles
The English Republic
The United States And The Cold War 1945‐63, Part 1
The United States And The Cold War 1945‐63, Part 2
Japan 1941‐1952: War And Occupation: Japan At War: 1937‐45
Japan, 1941‐1952: War And Occupation: Occupied Japan 1945‐52
The Home Front: The United Kingdom 1939‐1945 I
The Home Front: The United Kingdom 1939‐1945 Ii
The French Wars Of Religion, 1562‐1572
The French Wars Of Religion, 1572‐1598
Society, Culture And Everyday Life In Russia 1928‐1953
Society, Culture And Everyday Life In Russia 1953‐1985
The Norman Conquest Of England, C.1042‐C.1067
The Norman Conquest Part 2: C. 1066‐C.1086
Inter‐War Britain: State And Politics
Inter‐War Britain: Culture And Society
The Pax Romana: The Julio‐Claudians (27 BCE ‐ AD 69)
The Pax Romana: Flavians And Five Good Emperors (AD69‐180)
The Italian Wars 1494‐1516: Dynastic Ambition And Conflict In Renaissance Europe
The Italian Wars 1521‐1559: War, Politics And Rivalry In Renaissance Europe
The Henrician Reformation
Edwardian Reformation And Marian Counter‐Reformation
The French In North Africa: The Maghreb, 1830‐1914
North Africa And France: The Maghreb, 1914‐Present
Genocide In History And Memory I
Genocide In History And Memory Ii
Ruling England In The Second Viking Age, Part I: Kingdoms Lost And Won
Ruling England In The Second Viking Age, Part Ii: Political Cultures
The Medieval Life Cycle: Youth
The Medieval Life Cycle: Age
Epic Literature And History: Homer
Epic Literature And History: Herodotus
Norman Worlds I: Normandy And The British Isles
Norman Worlds Ii: Southern Italy And Crusader Kingdoms
The Anglo‐Norman Civil War, 1120‐1148
The Anglo‐Norman Civil War, 1148‐1162
The Emergence Of The Italian City Communes (C.1050‐C.1150)
The Dominance Of The Italian City Communes (C.1150‐C.1250)
The Rise Of British Medicine 1650 ‐ 1800
The Rise Of British Medicine 1800 – 1950
The Age Of Napoleon In Global Perspective ‐ I
The Age Of Napoleon In Global Perspective ‐ Ii
The Emergence Of Modern Environmentalism I: The Discovery Of Nature
The Emergence Of Modern Environmentalism Ii: The Crisis Of Nature
The Post‐War Teenager, 1945‐1979 Part 1
The Post‐War Teenager, 1945‐79 Part 2
The Ussr After Stalin, 1953‐1964
The Ussr After Stalin, 1964‐1985
Greek Rhetoric: The Sophists
Greek Rhetoric: Lysias And Demosthenes


Either Writing History (Mandatory If Taking A Dissertation In History) Or A Comparative Module From:

Chivalry
Minorities In The Past
Mediterranean Fascism: Conflict And Dictatorship In Spain And Italy 1914‐1947
War Crimes Trials And Memories Of War In Japan And Germany
Religious Reform In Sixteenth‐Century Europe
Communist Regimes In Central And Eastern Europe
Greek And Roman Comedy Theatre
The Monstrous Regiment: Gender And Authority In Early Modern Europe
Nation Making In Early Modern Europe
Holocaust Memory And Representation In Europe, The United States & Israel
Ideas, Ideologies And Colonial Organisation In The British And French Empires
Borderlands And Commodities In History
The Black Death In Europe
Murder In The Ancient City
Medieval Hostageships
Greek And Roman Epic
Plutarch’s Parallel Lives
Gender And Authority In Early Medieval Europe
Warfare In The Medieval West From The Ninth To The Twelfth Century
The Middle Ages In Computer Games
Mental Health And Illness
The People Are Revolting! Protest, Rebellion And Popular Politics In The Modern World
Anxiety And Hope: Meanings Of Home In The Post‐War World

Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions.
The University will notify applicants of any changes made to the core modules listed above.

Course Tuition Fees* 

UK/EU/Channel Islands and Isle of Man

If you are a UK or EU student starting your degree in September 2018, the first year will cost you £9,250. Based on this fee level, the indicative fees for a three-year degree would be £27,750 for UK and EU students. Remember, you don't have to pay any of this upfront if you are able to get a tuition fee loan from the UK Government to cover the full cost of your fees each year. If finance is a worry for you, we are here to help. Take a look at the range of support we have on offer. This is a great investment you are making in your future, so make sure you know what is on offer to support you.

Full-time £9,250 p/a

Total Cost: £27,750 (3 years) | £28,450 (sandwich option)

UK/EU Part-Time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £77.08 and a 15 credit module is £1,156. Part-time students can take up to a maximum 90 credits per year, so the maximum fee in a given year will be the government permitted maximum fee of £6,938.

International Students

Full-time £12,950 p/a
Total Cost: £38,850 (3 years) | £39,550 (sandwich option)

International part-time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £107.92 and a 15 credit module is £1,620. Fees for students from Vestfold University College in Norway (who receive a 10% reduction) and NLA are £11,655. 

*After changes made in Parliament, all higher education providers must now register with a brand new HE Regulator (the Office for Students) for their students to be eligible for student support in the 2019-20 academic year. The OfS will start publishing providers on its Register from July 2018. We have made an application to register and expect a decision by September 2018. Whilst we don't anticipate any issues with our registration, no provider will be able to confirm whether student finance is available until it has a decision from the OfS. Visit www.officeforstudents.org.uk for more information.

Additional costs

As one of our students all of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of student support and IT services.

There might be additional costs you may encounter whilst studying. The following highlights the mandatory and optional costs for this course:

Liberal Arts optional reading pack

The reading pack contains the essential readings for each week's seminars and forms the basis for seminar discussions and assessments. Costs maximum £40 per year.

Core texts

Some modules require students to have access to books with an approximate cost of £100 if bought new over the course of a year (but texts can often be purchased at considerably reduced rates second hand). Mandatory modules might also require some core texts. Cost £150 per year.

Printing

Students will be required to cover the cost of printing hard copies of assignments for submission, although the university is moving towards online submission. Students may also need to pay for poster printing on some modules and they will have to pay dissertation printing and binding costs in Year 3. Printing costs would be approximately £30 per year for assignments, £10 for posters in Year 1 and £5‐£10 for dissertations, depending on the number of colour pages students decide to use.

Key course details

UCAS code
V591
Duration
3 years full-time
Typical offer
96‐112 points
Location
King Alfred or West Downs, Winchester