History and Irish

Course Content (including module information)

Level 1

Modules at Level 1 offer a systematic introduction to the discipline of History, partly by sampling some of the many different approaches that historians take in studying the past, and partly by an exploration of some of the major questions of theory and method with which they are concerned.

Level 2

Modules at Level 2 are generally survey modules seeking to convey a sense of the principal events, trends and developments in a particular country or region over a fairly long time span. Examples include:

• Greece and Macedon 404-337 BC
• Politics and Society in 20th-Century Ireland
• The American South 1865-1980
• The Expansion of Medieval Europe 1000-1300

Level 3

Taught modules at Level 3 are more specialised, offering the opportunity to study a short period or a particular theme or problem in detail, working from documents as well as secondary sources. Examples include:

• Family, Gender and Household in Ireland c1740-1840
• Popular Culture in England 1500-1700
• The American Civil War and Reconstruction
• The Peasants' Revolt 1381

In addition, Single and (if they choose) Joint Honours students at Level 3 complete a double-module dissertation based on an individually-assigned research topic chosen in consultation with a supervisor.

Some modules, especially surveys, use lectures and tutorials; others are taught through seminars, in which students are expected to come prepared to fully engage in and sometimes lead group discussions. There is also increasing use of web-based learning.

A variety of assessment methods is used, including written examination, coursework essays submitted during or at the end of the semester, oral presentations by individual students or collaborative groups, and dissertations.

Assessment: The way in which you are assessed will vary according to the Learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of semester examinations. There are also oral examinations which enable students to demonstrate their ability to analyse and present material in Irish and pursue high-level discussion in the target language. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.

Feedback (general): As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:

• Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
• Face to face comment. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
• Placement employer comments or references.
• Online or emailed comment.
• General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
• Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
• Feedback and outcomes from practical classes.
• Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.

Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.

At Queen’s, we aim to deliver a high-quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support, to enable you to achieve your full academic potential.

On the BA in Irish and History we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners. The School of Modern Languages is the smallest School in the University and because of this we foster a supportive learning environment in which we get to know each of our students individually.

Examples of the opportunities provided for learning on this course:

• Lectures: introduce basic information about new topics and outline theoretical and methodological concepts as a starting point for further study. Lectures may also provide opportunities to ask questions, and receive advice on assessments.

• Seminars/tutorials: Significant amounts of teaching are carried out in small groups (rarely more than 15 students). The majority of seminars and tutorials are taught by permanent members of the academic staff. Such small-group teaching provides opportunities for you to engage with active researchers who have specialist knowledge of the topic, to ask questions of them and to assess your own progress and understanding with the support of peers. You should also expect to make presentations and other contributions to these groups. In Irish, many of these seminars will be conducted through the medium of Irish so that students are constantly developing their linguistic skills.

• Language classes: Almost all of the teaching in Modern Languages is carried out in small groups (typically 10-20 students) in English and Irish. Written language classes meet for two hours each week, and involve intensive work on developing linguistic competence, vocabulary, idiom, knowledge of grammar, comprehension and translation skills, essay-writing skills etc. Students should expect to prepare work in advance of each of these classes, where they will receive regular written and oral feedback on their work.

• Oral classes: These classes focus on developing oral skills and applying grammar and vocabulary in real-life, practical contexts. All these classes are taught in very small groups (typically 6-12 students) and are facilitated by native speakers.

• E-Learning technologies:Most information associated with lectures and assignments is communicated via a Virtual Learning Environment (VLE) called Queen’s Online. A range of e-learning experiences are also embedded in the degree through, for example: computer-based grammar learning packages in the Language Centre; interactive web-based learning activities (specifically designed by Queen’s staff); opportunities to use IT programmes in project- based work, interactive group workshops, online discussions, and web-based learning activities.

• Residence Course: Students taking the BA in Irish and History spend a total of six weeks at the beginning of levels 2 and 3 on a residence course in Rinn na Feirste in the Donegal Gaeltacht. Here students engage with the spoken language in its native environment while staying in accommodation with a host family. Intensive, structured tuition is provided by qualified native Irish speakers during the course. In addition to the benefits for oral competence in Irish, the residence course provides a unique opportunity for immersion in Gaeltacht culture and establishes a tremendous esprit de corps among students.

• Self-directed study: This is an important part of life as a Queen’s student, when private reading, engagement with e-learning resources, reflection on feedback to date, and research and preparation work for assignments is carried out. Academic staff will provide tailored bibliographies for research projects and self-directed reading.

• Work-Related learning/Field Trips: Students have a variety of opportunities to participate in work-related learning and field trips; there are also meetings with alumni to advise students on opportunities for graduate employment.

• Supervised projects and dissertations: In final year, you have the opportunity to undertake these. If you do so, you receive support from a supervisor who guides you in terms of how to carry out your research and will provide feedback on drafts of your work. All supervision is undertaken by permanent members of staff, many of whom are world-class experts in their field.

• Personal Tutor: Every undergraduate has a Personal Tutor who is a member of the academic staff. The Personal Tutor meets with his/her students throughout their academic career and provides advice on personal development, employment opportunities, and their general progress through university.