Expand+How To Apply

Applications for admission to full-time undergraduate courses at Queen’s should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/...

Hide-How To Apply

Applications for admission to full-time undergraduate courses at Queen’s should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/apply.

When to Apply

UCAS will start processing applications for entry in Autumn 2017 from 1 September 2016.

The normal closing date for the receipt of applications is 15 January 2017.

Applicants are advised to apply as early as is consistent with having made a careful and considered choice of institutions and courses.

Earlier applicants normally receive decisions more quickly, however, UCAS accepts that some applicants, especially those from outside the UK, may find this difficult. Late applications are, in practice, accepted by UCAS throughout the remainder of the application cycle, but you should understand that they are considered by institutions at their discretion, and there can be no guarantee that they will be given the same full level of consideration as applications received by the advisory closing date.

Take care to enter the details of the institutions and courses clearly and correctly on the application. For Queen's, the institution code name is QBELF and the institution code is Q75. These should be entered in the Choices section of your UCAS application. A Campus Code is not required.

Queen’s University Belfast Terms and Conditions 2017 Entry
The terms and conditions that apply when you accept an offer of a place at the University on a taught programme of study.

http://www.qub.ac.uk/Study/TermsandConditions/

Expand+Selection Criteria

In addition to the entrance requirements below, it is essential that you read the How We Choose Our Students pdf prior to submitting your UCAS application.

Entrance Requirements

A-level: BBB

Irish Leaving Certificate: H...

Hide-Selection Criteria

In addition to the entrance requirements below, it is essential that you read the How We Choose Our Students pdf prior to submitting your UCAS application.

Entrance Requirements

A-level: BBB

Irish Leaving Certificate: H3H3H3H3H4H4/H3H3H3H3H3

All applicants: there are no specific subject requirements to study History. However, if you plan to study History as a Joint Honours degree you should refer to the subject requirements for the other course.

International Students

For information on international qualification equivalents, please click on Your Country in the International Students website.

If you are an international student and you do not meet the entrance requirements, you should consider a preparation course at INTO Queen's University Belfast, which will prepare you for successful study on these degree courses. INTO at Queen's is based on the University campus and offers a range of courses including the International Foundation in Business, Humanities and Social Science.

For students whose first language is not English

An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs

If you need to improve your English language skills before you enter this course, our partner INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability to entry to this degree. Please click the links below for more information:

•English for University Study - an intensive English language and study skills course for successful university study at degree level

•Pre-sessional English - a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English

Expand+Learning and Teaching
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...

Hide-Learning and Teaching
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 History and Social Anthropology 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. 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 students to engage with active researchers who have specialist knowledge of the topic, to ask questions and to assess their own progress and understanding with the support of peers. Students should also expect to make presentations and other contributions to these groups.

•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 (e.g.) interactive group workshops, online discussions, and web-based learning activities.

•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, students have the opportunity to undertake these. If they do so, they receive support from a supervisor who offers guidance in terms of how to carry out research and who will provide feedback on drafts of 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.

Expand+Overview
History at Queen's spans the period from early Greece and the later Roman Empire to the early Middle Ages and up to the 20th century.

Students are encouraged to select from a wide range of modules, in geographical as well as chronologica...

Hide-Overview
History at Queen's spans the period from early Greece and the later Roman Empire to the early Middle Ages and up to the 20th century.

Students are encouraged to select from a wide range of modules, in geographical as well as chronological terms. Modules are available relating not only to Ireland and Great Britain, but also to Continental Europe, Africa, Asia and North America, and to European expansion overseas. Within these areas, there are modules dealing with political developments, religious and economic change, and with social and cultural history, including modules in gender and women's history.

Why Queen's?
Top ranking: History at Queen's University has been placed in the QS World University Rankings top 150 History departments in the world in 2014.

Research-led teaching: the 2014 Research Excellence Framework (REF) confirmed that History at Queen's is producing world-leading or internationally excellent research, placing Queen's in the top 10 of UK history departments. The School hosts many research seminars, conferences and lectures, including the annual highlight of the Wiles lecture series.

Placements: internships have been developed to allow students the opportunity to carry out work experience in history-related fields.

Expand+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 ...

Hide-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.

Expand+Assessment & Feedback

Assessment (general): The way in which students 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 ...

Hide-Assessment & Feedback

Assessment (general): The way in which students 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. 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 your 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 students, as individuals or as part of a group, have submitted.
•Face to face comment. This may include occasions when students make use of the lecturers’ advertised “office hours” to help 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 students can review in their 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 students have reviewed their feedback, they are encouraged to identify and implement further improvements to the quality of their work.

Expand+Career Prospects
Studying for a degree in History and Anthropology at Queen’s will assist you in developing the core skills and employment-related experiences that are valued by employers, professional organisations and academic institutions. Gradu...

Hide-Career Prospects
Studying for a degree in History and Anthropology at Queen’s will assist you in developing the core skills and employment-related experiences that are valued by employers, professional organisations and academic institutions. Graduates from this degree at Queen’s are well regarded by many employers (local, national and international) and over half of all graduate jobs are now open to graduates of any discipline, including History.

Although many of our graduates are interested in pursuing careers in teaching or social and community development work, significant numbers develop careers in a wide range of other sectors.
•Management Consultancy: £20,000 - £30,000
•Accountancy: £20,000 - £30,000
•Voluntary Sector/ Charities: £15,000 - £18,000
•Public Relations: £20,000
•Publishing, Media and Performing Arts: £16,000 - £25,000
•Teaching: £21,500
•Fast Stream Civil Service: £25,000
•Varied graduate programmes (Times Top 100 Graduate Recruiters/ AGR, Association of Graduate Recruiters UK)

You should also take a look at www.prospects.ac.ukfor further information concerning the types of jobs that attract History and Social Anthropology graduates.

Further academic study is also, of course, an option open to History and Social Anthropology graduates. Information on Masters programmes (and research topics) is available at the School’s website.

Other Career-related information: Queen’s is a member of the Russell Group and, therefore, one of the 20 universities most-targeted by leading graduate employers. Queen’s students will be advised and guided about career choice and, through the Degree Plus initiative, will have an opportunity to seek accreditation for skills development and experience gained through the wide range of extra-curricular activities on offer. See Queen’s University Belfast full Employability Statement for further information.

Degree Plus and other related initiatives: Recognising student diversity, as well as promoting employability enhancements and other interests, is part of the developmental experience at Queen’s. Students are encouraged to plan and build their own personal skill and experiential profile through a range of activities including; recognised Queen’s Certificates, placements and other work experiences (at home or overseas), Erasmus study options elsewhere in Europe, learning development opportunities and involvement in wider university life through activities, such as clubs, societies, and sports.

Queen’s actively encourages this type of activity by offering students an additional qualification, the Degree Plus Award (and the related Researcher Plus Award for PhD and MPhil students). Degree Plus accredits wider experiential and skill development gained through extra-curricular activities that promote the enhancement of academic, career management, personal and employability skills in a variety of contexts. As part of the Award, students are also trained on how to reflect on the experience(s) and make the link between academic achievement, extracurricular activities, transferable skills and graduate employment. Participating students will also be trained in how to reflect on their skills and experiences and can gain an understanding of how to articulate the significance of these to others, e.g. employers.

Overall, these initiatives, and Degree Plus in particular, reward the energy, drive, determination and enthusiasm shown by students engaging in activities over-and-above the requirements of their academic studies. These qualities are amongst those valued highly by graduate employers.