Hispanic mandatory language modules
Post-A level pathway
- Spanish 1
Beginners' pathway
- Spanish 1:Beginners
University Park Campus, Nottingham, UK
Qualification | Entry Requirements | Start Date | UCAS code | Duration | Fees |
---|---|---|---|---|---|
BA Jt Hons | ABB | September 2025 | VR14 | 4 years full-time | £9,250 per year |
Qualification | Entry Requirements | Start Date | UCAS code | Duration | Fees |
---|---|---|---|---|---|
BA Jt Hons | ABB | September 2025 | VR14 | 4 years full-time | £9,250 per year |
Higher Level 5 in History. If taking then Higher Level 5 in Spanish or Standard Level 6 in Spanish
6.5 overall with no less than 6.0 in any element
As well as IELTS (listed above), we also accept other English language qualifications. This includes TOEFL iBT, Pearson PTE, GCSE, IB and O level English. Check our English language policies and equivalencies for further details.
For presessional English or one-year foundation courses, you must take IELTS for UKVI to meet visa regulations.
If you need support to meet the required level, you may be able to attend a Presessional English for Academic Purposes (PEAP) course. Our Centre for English Language Education is accredited by the British Council for the teaching of English in the UK.
If you successfully complete your presessional course to the required level, you can then progress to your degree course. This means that you won't need to retake IELTS or equivalent.
Check our country-specific information for guidance on qualifications from your country
A level
GCSE
English grade 4 (C)
All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2024 entry.
Please note: Applicants whose backgrounds or personal circumstances have impacted their academic performance may receive a reduced offer. Please see our contextual admissions policy for more information.
We recognise that applicants have a wealth of different experiences and follow a variety of pathways into higher education.
Consequently we treat all applicants with alternative qualifications (besides A-levels and the International Baccalaureate) on an individual basis, and we gladly accept students with a whole range of less conventional qualifications including:
This list is not exhaustive. The entry requirements for alternative qualifications can be quite specific; for example you may need to take certain modules and achieve a specified grade in those modules. Please contact us to discuss the transferability of your qualification. Please see the alternative qualifications page for more information.
RQF BTEC Nationals
Access to HE Diploma
International students must have valid UK immigration permissions for any courses or study period where teaching takes place in the UK. Student route visas can be issued for eligible students studying full-time courses. The University of Nottingham does not sponsor a student visa for students studying part-time courses. The Standard Visitor visa route is not appropriate in all cases. Please contact the university’s Visa and Immigration team if you need advice about your visa options.
At the University of Nottingham, we have a valuable community of mature students and we appreciate their contribution to the wider student population. You can find lots of useful information on the mature students webpage.
A level
GCSE
English grade 4 (C)
Higher Level 5 in History. If taking then Higher Level 5 in Spanish or Standard Level 6 in Spanish
All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2024 entry.
Please note: Applicants whose backgrounds or personal circumstances have impacted their academic performance may receive a reduced offer. Please see our contextual admissions policy for more information.
We recognise that applicants have a wealth of different experiences and follow a variety of pathways into higher education.
Consequently we treat all applicants with alternative qualifications (besides A-levels and the International Baccalaureate) on an individual basis, and we gladly accept students with a whole range of less conventional qualifications including:
This list is not exhaustive. The entry requirements for alternative qualifications can be quite specific; for example you may need to take certain modules and achieve a specified grade in those modules. Please contact us to discuss the transferability of your qualification. Please see the alternative qualifications page for more information.
RQF BTEC Nationals
Access to HE Diploma
We make contextual offers to students who may have experienced barriers that have restricted progress at school or college. Our standard contextual offer is usually one grade lower than the advertised entry requirements, and our enhanced contextual offer is usually two grades lower than the advertised entry requirements. To qualify for a contextual offer, you must have Home/UK fee status and meet specific criteria – check if you’re eligible.
You can also access this course through a Foundation Year. This may be suitable if you have faced educational barriers and are predicted BCC at A Level.
If you have already achieved your EPQ at Grade A you will automatically be offered one grade lower in a non-mandatory A level subject.
If you are still studying for your EPQ you will receive the standard course offer, with a condition of one grade lower in a non-mandatory A level subject if you achieve an A grade in your EPQ.
At the University of Nottingham, we have a valuable community of mature students and we appreciate their contribution to the wider student population. You can find lots of useful information on the mature students webpage.
On this course, subject to you meeting the relevant requirements, your third academic year will be spent in Spain and/or Spanish America doing one, or a combination, of the following (please note, not all options may be available in all locations):
If you intend to carry on with Portuguese after year two you may also spend the year in Portugal and/or Brazil.
For more information, see your year abroad options.
Please note: In order to undertake a compulsory year abroad, you will need to achieve the relevant academic requirements as set by the University and meet the selection criteria of both the University and the partner institution. The partner institution is under no obligation to accept you even if you do meet the relevant criteria.
The Cultures, Languages and Area Studies (CLAS) Work Placements and Employability Programme provides the opportunity to gain first hand practical experience and to network with a wide range of employers.
Please note: In order to undertake a placement, you will need to achieve the relevant academic requirements as set by the University and meet any requirements specified by the placement host. There is no guarantee that you will be able to undertake a placement or internship as part of your course.
Please be aware that study abroad, compulsory year abroad, optional placements/internships and integrated year in industry opportunities may change at any time for a number of reasons, including curriculum developments, changes to arrangements with partner universities or placement/industry hosts, travel restrictions or other circumstances outside of the university’s control. Every effort will be made to update this information as quickly as possible should a change occur.
On this course, subject to you meeting the relevant requirements, your third academic year will be spent in Spain and/or Spanish America doing one, or a combination, of the following (please note, not all options may be available in all locations):
If you intend to carry on with Portuguese after year two you may also spend the year in Portugal and/or Brazil.
For more information, see your year abroad options.
Please note: In order to undertake a compulsory year abroad, you will need to achieve the relevant academic requirements as set by the University and meet the selection criteria of both the University and the partner institution. The partner institution is under no obligation to accept you even if you do meet the relevant criteria.
The Cultures, Languages and Area Studies (CLAS) Work Placements and Employability Programme provides the opportunity to gain first hand practical experience and to network with a wide range of employers.
Please note: In order to undertake a placement, you will need to achieve the relevant academic requirements as set by the University and meet any requirements specified by the placement host. There is no guarantee that you will be able to undertake a placement or internship as part of your course.
Please be aware that study abroad, compulsory year abroad, optional placements/internships and integrated year in industry opportunities may change at any time for a number of reasons, including curriculum developments, changes to arrangements with partner universities or placement/industry hosts, travel restrictions or other circumstances outside of the university’s control. Every effort will be made to update this information as quickly as possible should a change occur.
All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice.
Books
You'll be able to access most of the books you’ll need through our libraries, though you may wish to buy your own copies of core texts. A limited number of modules have compulsory texts which you are required to buy. We recommend that you budget £100 per year for books, but this figure will vary according to which modules you take. The Blackwell's bookshop on campus offers a year-round price match against any of the main retailers (e.g. Amazon, Waterstones, WH Smith). They also offer second-hand books, as students from previous years sell their copies back to the bookshop.
Year Abroad - Reduced fees (subject to change)
As a year abroad student, you will pay reduced fees. For students spending their year abroad in 2023 this was set at:
Costs incurred during the year abroad
These vary from country to country, but always include:
Depending on the country visited you may also have to pay for:
There are a number of sources of funding:
Your access to funding depends on:
You may be able to work or teach during your year abroad. This will be dependent on your course and country-specific regulations. Often students receive a small salary or stipend for these work placements. Working or teaching is not permitted in all countries. More information on your third year abroad.
Volunteering and placements
For volunteering and placements e.g. work experience and teaching in schools, you will need to pay for transport and refreshments.
Optional field trips
Field trips allow you to engage with source materials on a personal level and to develop different perspectives. They are optional and costs to you vary according to the trip; some require you to arrange your own travel, refreshments and entry fees, while some are some are wholly subsidised.
Faculty of Arts Alumni Scholarships
Our Alumni Scholarships are funding opportunities gifted by some of our alumni who want to help support the next generation through higher education. These scholarships provide eligible students with financial contributions toward essential living costs. Find out more about eligibility and how to apply.
We offer a range of international undergraduate scholarships for high-achieving international scholars who can put their Nottingham degree to great use in their careers. More information about International Scholarships can be found here.
All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice.
Books
You'll be able to access most of the books you’ll need through our libraries, though you may wish to buy your own copies of core texts. A limited number of modules have compulsory texts which you are required to buy. We recommend that you budget £100 per year for books, but this figure will vary according to which modules you take. The Blackwell's bookshop on campus offers a year-round price match against any of the main retailers (e.g. Amazon, Waterstones, WH Smith). They also offer second-hand books, as students from previous years sell their copies back to the bookshop.
Year Abroad - Reduced fees (subject to change)
As a year abroad student, you will pay reduced fees. For students spending their year abroad in 2023 this was set at:
Costs incurred during the year abroad
These vary from country to country, but always include:
Depending on the country visited you may also have to pay for:
There are a number of sources of funding:
Your access to funding depends on:
You may be able to work or teach during your year abroad. This will be dependent on your course and country-specific regulations. Often students receive a small salary or stipend for these work placements. Working or teaching is not permitted in all countries. More information on your third year abroad.
Volunteering and placements
For volunteering and placements e.g. work experience and teaching in schools, you will need to pay for transport and refreshments.
Optional field trips
Field trips allow you to engage with source materials on a personal level and to develop different perspectives. They are optional and costs to you vary according to the trip; some require you to arrange your own travel, refreshments and entry fees, while some are some are wholly subsidised.
Faculty of Arts Alumni Scholarships
Our Alumni Scholarships are funding opportunities gifted by some of our alumni who want to help support the next generation through higher education. These scholarships provide eligible students with financial contributions toward essential living costs. Find out more about eligibility and how to apply.
Home students*
Over one third of our UK students receive our means-tested core bursary, worth up to £1,000 a year. Full details can be found on our financial support pages.
* A 'home' student is one who meets certain UK residence criteria. These are the same criteria as apply to eligibility for home funding from Student Finance
If you’re passionate about history but also dream of spending time in a Spanish speaking country and becoming fluent in the language – how do you choose which degree to study: We say, choose both!
This joint honours course allows you to combine your curiosity for human experience with your love of communicating in another language.
Modules cover language, business, culture, history and politics so you’re able to truly personalise this intercultural degree around your personal interests or career aspirations.
Many of our students say the year abroad is their course highlight. Not only do you have the opportunity to fully immerse yourself in the Hispanic and/or the Lusophone language(s) and culture(s), but spending time abroad can make you more independent and confident. Taking yourself out of your comfort zone won’t only benefit your degree, it’ll shape the person you are to become.
For more information about the departments you'll be based in, please visit the Department of Modern Languages and Cultures and the Department of History
Why choose this course?
94% of students from the Department of Modern Languages and Cultures graduated with a 1st or 2:1 degree classification in 2021
UoN student outcomes data, Annual Monitoring (QDS) Analyses 2021
Learning a language widens your access to original historical sources
Get the best of both worlds, divide your time between the Department of Modern Languages and Cultures and the Department of History
Opportunity to spend a year abroad immersing yourself in the Hispanic languages and cultures
Start learning a language from scratch on our beginners' pathway
What's it like starting a new language at uni?
Gain access to job opportunities around the world by studying Spanish
Over the last five years, 91% of students in the Modern Languages and Cultures Department say the staff made their subjects interesting
OfS National Student Survey
Mandatory
Year 1
Learning History
Optional
Year 1
Spanish 1
Optional
Year 1
Spanish 1: Beginners
Optional
Year 1
Portuguese 1: Beginners
Optional
Year 1
Literature in Spanish
Optional
Year 1
Modern Latin America
Optional
Year 1
Culture and Society in Brazil, Portugal and Portuguese-speaking Africa
Optional
Year 1
Making the Middle Ages, 500-1500
Optional
Year 1
Roads to Modernity: An Introduction to Modern History 1750-1945
Optional
Year 1
The Contemporary World since 1945
Optional
Year 1
Themes in Early Modern History
Optional
Year 2
Spanish 2
Optional
Year 2
Spanish 2: Beginners
Optional
Year 2
Modern Spanish and Spanish American Literature and Film
Optional
Year 2
New World(s): Contacts, Conquests and Conflict in Early Modern Hispanic History and Culture
Optional
Year 2
Luso-Hispanic Cinemas
Optional
Year 2
Portuguese 2: Beginners
Optional
Year 2
Nations and Nation Building in the Lusophone World
Optional
Year 2
Consumers & Citizens: Society & Culture in 18th Century England
Optional
Year 2
Central European History: From Revolution to War, 1848-1914
Optional
Year 2
British Foreign Policy and the Origins of the World Wars, 1895-1939
Optional
Year 2
The Victorians: Life, Thought and Culture
Optional
Year 2
The Second World War and Social Change in Britain, 1939-1951: Went The Day Well?
Optional
Year 2
The Rise of Modern China
Optional
Year 2
Liberating Africa: Decolonisation, Development and the Cold War, 1919-1994
Optional
Year 2
Heroes and Villains in the Middle Ages
Optional
Year 2
Sex, Lies and Gossip? Women of Medieval England
Optional
Year 2
International History of the Middle East and North Africa 1918-1995
Optional
Year 2
Imagining 'Britain': Decolonising Tolkien et al
Optional
Year 2
Kingship in Crisis: Politics, People and Power in Late-medieval England
Optional
Year 2
Sexuality in Early Medieval Europe
Optional
Year 2
Environmental History: Nature and the Western World, 1800-2000
Optional
Year 2
Soviet State and Society
Optional
Year 2
The Venetian Republic, 1450-1575
Optional
Year 2
European Fascisms, 1900-1945
Optional
Year 2
De-industrialisation: A Social and Cultural History, c.1970-1990
Optional
Year 2
The British Empire from Emancipation to the Boer War
Optional
Year 2
Rule and Resistance in Colonial India, c.1757-1857
Optional
Year 2
Poverty, Disease and Disability: Britain, 1795-1930
Optional
Year 2
Travel and Adventure in the Medieval World
Optional
Year 2
Rethinking the Tudors: Monarchy, Society and Religion in England, 1485-1603
Optional
Year 2
The politics of memory in postwar Western Europe
Optional
Year 2
Commodities, Consumption and Connections the Global World of Things 1500-1800
Optional
Year 2
Gender, Empire, Selfhood: Transgender History in Global Context
Optional
Year 2
Exile and Homeland: Jewish Culture, Thought and Politics in Modern Europe and Mandatory Palestine between 1890 and 1950
Optional
Year 2
The Tokugawa World: 1600-1868
Optional
Year 2
Conquerors, Caliphs, and Converts: The Making of the Islamic World, c.600-800
Optional
Year 2
A Protestant Nation? Politics, Religion and Society in England, 1558-1640
Optional
Year 2
"Slaves of the Devil" and Other Witches: A History of Witchcraft in Early Modern Europe
Optional
Year 2
The Early Modern Global Spanish Empire (1450-1850)
Optional
Year 2
In the Heart of Europe: Histories of Modern Poland
Optional
Year 2
A Tale of Seven Kingdoms: Anglo-Saxon and Viking-Age England from Bede to Alfred the Great
Optional
Year 2
Villains or Victims: White Women and the British Empire c.1840-1980
Optional
Year 2
France and its Empire(s) 1815-1914
Mandatory
Year 3
Year abroad
Mandatory
Year 4
Spanish 3
Optional
Year 4
Brazilian Slave Society
Optional
Year 4
Portuguese 3
Optional
Year 4
Business and Society in Spain
Optional
Year 4
Making the Cuban Revolution: Ideology, Culture and Identity in Cuba since 1959
Optional
Year 4
Literature and Film under Franco
Optional
Year 4
Translation, Power and Gender in the Spanish-speaking World
Optional
Year 4
Spanish American Narrative and Film
Optional
Year 4
Politics and Literature in Contemporary Spain
Optional
Year 4
Memory and the Future in Iberian and Latin American Culture and Politics
Optional
Year 4
Dissertation in Hispanic Studies
Optional
Year 4
Communicating and Teaching Languages for Undergraduate Ambassadors
Optional
Year 4
Faith and Fire: Popular Religion in Late Medieval England
Optional
Year 4
The Black Death
Optional
Year 4
British Culture in the Age of Mass Production, 1920-1950
Optional
Year 4
The 1960s and the West, 1958-1974
Optional
Year 4
The Reign of Richard II
Optional
Year 4
Russia in Revolution 1905-21
Optional
Year 4
'World wasting itself in blood': Europe and the Thirty Years' War (1618-1648)
Optional
Year 4
The British Civil Wars c.1639-1652
Optional
Year 4
Sexuality and Society in Britain Since 1900
Optional
Year 4
Alternatives to War: Articulating Peace since 1815
Optional
Year 4
Windrush and the (Re)Making of a Nation: Myth and Memory
Optional
Year 4
Rebels Against Empire: Anticolonialism and British Imperialism in the Mid-20th Century
Optional
Year 4
Life during wartime: crisis, decline and transformation in 1970s america
Optional
Year 4
The Agony and the Ecstasy: Drugs for Pleasure and Pain in the History of Medicine
Optional
Year 4
Italy and the Second World War
Optional
Year 4
Napoleonic Europe and its Aftermath, 1799-1848
Optional
Year 4
Cultures of Power and the Power of Culture in Fascist Italy and Nazi Germany
Optional
Year 4
Zero Hour: Germany, Poland, and post-war reconstruction in Europe, 1945-1955
Optional
Year 4
Britain in the Age of the French Revolution: 1789-1803
Optional
Year 4
Victorians in Italy: Travelling South in the Nineteenth Century
Optional
Year 4
Samurai Revolution: Reinventing Japan, 1853–78
Optional
Year 4
The Chimera: British Imperialism and Its Discontents, 1834-1919
Optional
Year 4
Disease and Domination: The History of Medicine and the Colonial Encounter
Optional
Year 4
The past that won’t go away: The Spanish Civil War, 1936-1939
Optional
Year 4
Plague, Fire and the Reimagining of the Capital 1600-1720: The Making of Modern London
Optional
Year 4
Slavery, Caste and Capitalism: Labouring Lives in Global History, 1750-2000
Optional
Year 4
‘Slaves of the Devil’ and Other Witches: A History of Witchcraft in Early Modern Europe
Optional
Year 4
European colonialism and the boundary of the human in the long eighteenth century
Optional
Year 4
Overseas Exploration, European Diplomacy, and the Rise of Tudor England
Optional
Year 4
The Hundred Years War: Europe at War, c. 1337-1453
Optional
Year 4
From Serfdom to Stalin: Rural Life in the Russian Empire and the Soviet Union, 1853-1932
Optional
Year 4
The three faces of Eve: Jewish Christian and Muslim women in Medieval Iberia
Optional
Year 4
Crisis, What Crisis? The West, c. 1970 to 2000
Optional
Year 4
A historical journey through Italy's links with the wider world
Optional
Year 4
Politics, culture, and sexuality in Renaissance and baroque Rome
The above is a sample of the typical modules we offer, but is not intended to be construed or relied on as a definitive list of what might be available in any given year. This content was last updated on Thursday 5 September 2024. Due to timetabling availability, there may be restrictions on some module combinations.
Hispanic mandatory language modules
Post-A level pathway
Beginners' pathway
Hispanic mandatory language modules
Post-A level pathway
Beginners' pathway
Your third academic year is spent in Spain and/or Spanish America doing one, or a combination, of the following:
Students who began the course on the post-A level track and intend to carry on with Portuguese after year two may also spend part of the year in Portugal and/or Brazil.
For more information, see: Year abroad options in the School of Cultures, Languages and Area Studies
We do not assess you while you are on the year abroad. You will have assessments in Spanish (and, if appropriate to you, Portuguese) language at the beginning of year four. These count as part of your year four assessment.
Hispanic mandatory language modules
Both post-A level and Beginners' pathways come together in year four. The module Spanish 3 is mandatory for all.
Learn the skills you need to make the most of studying history.
This module aims to bridge the transition from school to university study, preparing you for more advanced work in your second year.
We will:
This module is worth 20 credits.
"It’s very much a skills-based module. It was so useful. I had a long break from finishing sixth form in May, to starting uni in September – I thought 'how on Earth do I write an essay? What is this thing called referencing?!' The module took those worries away." – Emily Oxbury, History and Politics BA
Welcome to Spanish at the University of Nottingham — this is where your journey to Spanish fluency shall really begin to take off!
Designed for students who have completed an A level in the language, this module will support you to improve in all the key areas of language acquisition: reading, writing, listening and speaking. To keep the classes interesting and relevant we'll use a wide range of source material from newspapers, audio-visual content and websites.
Through this, not only will your speaking and comprehension skills improve, but also your grammar usage and ability to understand the language in different contexts.
You'll also become more culturally aware of the countries that make up the Spanish-speaking world and get a better understanding of their varying current affairs and cultures.
Welcome to Spanish at the University of Nottingham — this is where your journey to Spanish fluency begins!
Designed for students who have little or no prior experience of the language, this module will support you as you develop all the key areas of language acquisition: reading, writing, listening and speaking. To keep the classes interesting and relevant we'll use a wide range of source material from newspapers, audio-visual content and websites.
Through this, not only will your speaking and comprehension skills improve, but also your grammar usage and ability to understand the language in different contexts. By the end of this module, you'll be able to read basic texts, follow everyday conversations and engage in social conversation.
You'll also become more culturally aware of the countries that make up the Spanish-speaking world and get a better understanding of their varying current affairs and cultures.
Aimed at total beginners (or those with a little knowledge) this lively module will lay the foundations for your Portuguese language skills. Right from the first class we'll help you feel confident in gaining the key skills of reading, writing, listening and speaking.
We appreciate the importance of using interesting, relevant materials to aid your learning and will make use of a range of texts covering subjects from everyday life to current affairs. This way you will not only learn the Portuguese language, but also cultures from the lusophone world.
By the end of the module you will have the ability to understand spoken Portuguese, produce written texts and participate in conversations.
This module is designed as a foundation for all later modules covering Spanish and Portuguese literatures. The main aims of this module are to give you a general introduction to literature and the study of literature, while providing you with a partial overview of literary writing in the Spanish language. As well as to introduce some of the key theoretical issues of literary study and instil good reading and critical habits. Through this you will be tested on your skills in close reading, textual analysis, seminar participation and the ability to write cogent and convincing commentaries and essays. This module is worth 20 credits.
Through a combination of lectures, guided reading and research you'll explore the main patterns of Latin American political, economic and social history, between independence in the 1820s and the end of the twentieth century.
We'll focus on specific concepts, terminology, events and people, so as to develop an understanding of different perspectives and interpretations of the history in question. We'll also encourage you to appreciate the interaction between the ‘political history’ of major events and protagonists in official positions of power, and the ‘social history' of populations who both contributed to, and were affected by, political change.
You will learn to develop a critical approach to the study of history through a variety of materials; gain an ability to distinguish between the particular and the general and to develop the tools for comparative analysis.
This module will introduce you to the cultures and societies of the portuguese-speaking world.
Discover medieval European history from 500-1500.
We explore the major forces which were instrumental in shaping the politics, society and culture in Europe, considering the last currents in historical research.
Through a series of thematically linked lectures and seminars, you will be introduced to key factors determining changes in the European experience, as well as important continuities linking the period as a whole.
We will consider:
You will spend three hours in lectures and seminars each week.
This module is worth 20 credits.
Explore a chronology of modern history, from 1750 to 1945.
We concentrate on:
This module is worth 20 credits.
Analyse the key developments in world affairs after the Second World War.
We will consider:
This module is worth 20 credits.
Discover key themes in the history of early modern Europe.
We analyse the religious, political, demographic, social and cultural history of this dynamic period.
Themes include:
This module is worth 20 credits.
This module will build on the language and cultural skills developed in year one and get you started on your exciting journey towards degree-level Spanish. Over the year, we're going to take you to the next level so by the end of the module you'll be ready to spend time living in a Spanish-speaking country.
We'll further develop your grammar and communication skills, building your confidence so that you feel happy working or studying abroad during year 3. We know the thought of essay writing in another language may feel daunting, but we will help you develop these skills to competence.
To prepare you for participating in conversation with fluency we'll pay special attention to developing your ability to use complex sentence structures and rhetoric. You'll get plenty of practice during laboratory classes where you'll have access to a wide range of contemporary audio-visual materials.
This module will build on the language and cultural skills developed in last year's beginners' classes and will get you started on your exciting journey towards degree-level Spanish. Over the year, we're going to take you to the next level so by the end of the module you'll be ready to spend time living in a Spanish-speaking country.
We'll further develop your grammar and communication skills, building your confidence so that you feel happy working or studying abroad during year three. We know the thought of essay writing in another language may feel daunting, but we will help you develop these skills to competence.
To prepare you for participating in conversation with fluency we'll pay special attention to developing your ability to use complex sentence structures and rhetoric. You'll get plenty of speaking and writing practice during classes, collaborative projects and on your own time through a wide range of online and in-person interactive activities.
In this module you will explore a cultural period in the Hispanic world characterised by profound social change and the emergence of major world-figures of modern art (eg Pablo Picasso). It is structured around key literary and artistic movements from Spain and Spanish America from the early 19th century to the late 20th century, such as Romanticism, Realism, and Modernism. A large part of your focus will be reading literary and visual texts of the period in relation to the socio-economic and political context of Spain’s and Spanish America’s rapid, but hugely uneven, modernisation.
Individual novels, plays, films, paintings or poems will also be used to exemplify and explore particular movements and historical moments. You will develop skills in close analysis of complex texts, an understanding of some of the major directions of Spanish and Spanish American literature in the 20th century, and the ability to relate texts studied to historico-cultural contexts. This module is worth 20 credits.
Explore relations between early modern Spain, Portugal and their empires through art, cinema and historical documents to better understand the Spanish and Portuguese speaking countries in Latin America today.
Together we’ll study paintings starting from the mid-15th century in Portugal where voyages of ‘discovery’ were well under way, to Mexico and Brazil in the late eighteenth century.
To explore the political and cultural relations between the old countries in Europe and the new lands in the Americas we’ll read travelogues, testimonies and political discussion about the New World and look at modern cinematic and theoretical responses to the conquest and colonisation of the Americas.
These complementary areas of history and culture are perfectly balanced to help you understand how the Portuguese and Spanish empires are so relevant to contemporary global geo-politics.
Take your understanding of Spanish and Portuguese further by delving into the rich history of cinema in Spain, Portugal, Latin America and Portuguese-speaking Africa. This will assist your language skills and also deepen your knowledge of a diversity of global cultures.
In the first semester we'll examine cinema from Spanish America since the 1960s, then, in the second semester, cinema from Brazil, Portugal and Africa. In so doing, we'll address questions of cinematic style and technique, socio-historical contexts and the politics of film-making.
Don't worry if you're just starting out on your language journey, the films will be available with English subtitles.
Building on the foundations laid in Portuguese 1 Beginners (MLAC1049), this module will improve not only your language skills but also your confidence.
We'll continue using relevant contemporary materials such as websites, newspapers, magazines and video content to improve your understanding, but we'll also dive deeper into grammar awareness and sentence structure.
You'll grow your vocabulary and focus on areas you may need whilst working or studying in a lusophone country. Listening comprehension skills will be further developed to ensure you feel comfortable taking part in authentic speed conversations.
This module is designed to give students of Portuguese an introduction to some of the major texts of the Portuguese-speaking world. The commonality of languages derives from the colonial experiences of the Portuguese Empire, which resonate through the cultures from the sixteenth century to the twentieth century. The module will examine the ways in which ideas of nationhood and national identity have been expressed and constructed through the cultures of the Lusophone world.
This thematic module examines the social and cultural world of eighteenth century England in the period when it enters the modern world. Areas for consideration include:
This module aims to encourage students to develop a detailed understanding of the major political, social and economic developments in Central Europe between 1848 and 1914. They should become aware of the main historiographical debates concerning the region and the Habsburg Monarchy in particular.
As a result of their historical studies and analytical thinking, students should enhance and develop a range of intellectual and transferable skills.
Discover British foreign policy, from the last years of the Victorian Era to the German invasion of Poland in 1939.
We focus on the policy of British governments, giving an historical analysis of the main developments in their relationship with the wider world. This includes:
We also discuss the wider background factors which influenced British policy, touching on Imperial defence, financial limitations and the influence of public opinion.
This module is worth 20 credits.
The module mixes intellectual, cultural and social history to produce an overview of cultural trends in Britain between c. 1830 and 1901. Key themes include:
This module surveys and analyses social change in Britain during and after the Second World War, up to the end of the Attlee’s Labour government in 1951. Key issues include:
This module covers the history of China from the 1840s, through to the establishment of the People's Republic in 1949. It looks at social, cultural, political and economic developments in this period from a variety of angles and approaches.
The module focuses in particular on the ways in which Chinese society responded to the arrival of 'modernity' in the form of the Western powers and Japan throughout the period in question, but also how different groups in China tried to remould or redefine China as a 'modern' nation-state and society.
The purpose of this module is to examine current debates in the historiography about the end of the European empires in African and the emergence of a new political system of independent states. Topics which will feature particularly strongly are
The module compares and contrasts key historical, legendary and fictional figures to examine the development of western medieval values and ideologies such as monasticism, chivalry and kingship. It explores how individuals shaped ideal types and how they themselves strove to match medieval archetypes. The binary oppositions between ‘good’ and ‘bad’ are explored through study of the ‘bad king’, and the creation of villains such as the Jew. You will spend four hours per week in lectures and seminars.
Later medieval England was a patriarchal society. Women were considered of great importance because of their roles as mothers. However, medieval women were also considered to be more passionate and sexual than men; they were considered wile and guileful and it was thought that they spent much of their time gossiping. Using a wide range of translated medieval sources this course will pose questions about how English women overcame and operated within these stereotypical preconceptions. It will examine women in terms of progression through their life cycle from daughters under the protection of their fathers, to the work available to single women, to married women and the law – mothers under the ‘protection’ of their husbands – and then to widows and the increased opportunities available to these women. In doing so, it will examine a number of aspects of medieval women’s lives from female piety to women and work, medieval attitudes to women and sex and the gendered medieval understanding of power and authority. The course will allow students to recover much of the essence of medieval life. Were later medieval English women merely disadvantaged or were they actively downtrodden within a patriarchal society? Further, it considers the extent to which the foundations of modern gender inequalities were established in the middle ages.
The module offers a knowledge of key developments in the Middle East and North Africa between the collapse of the Ottoman empire and the emergence of a politicised version of Islam. Students should familiarise themselves with the key historical debates surrounding, for example, the relative impact of regional and international factors and begin to work with some primary documentary material relating to political and diplomatic developments. They will also be encouraged to use primary source material from the region and to consider the role which historical events have played in framing current problems in the Middle East and North Africa.
This module examines the myths and legends of the ‘British’ Isles as written about by twentieth-century authors such as JRR Tolkien in Lord of the Rings, the Hobbit, and the Silmarillion, and by CS Lewis in The Lion the Witch and the Wardrobe Series.
You will explore the historiography of British myth-making and whether Tolkien and Lewis were retelling, reinventing or fabricating British mythology. Students will also be invited to explore the foundation of British myths known colloquially within the term ‘The Matter of Britain.’
The module will begin with defining the difference between myths, legends and history and explore issues of chivalry, nobility and ethnicity in Arthurian legends. Students will be encouraged to decolonise these myths, re-interpreting whether they are fantasies, or an exoticisation of something else, such as ethnic groups and gendered politics.
Later parts of this module will explore the myth-making and rituals detailed in the extensive works of antiquarian writers.
Have you ever wondered what makes a ‘good’ or ‘bad’ king?
We investigate late medieval kingship, the dynamics of politics and power, and the reasons why royal authority was challenged.
You will examine the history of late-medieval England, from the mid-13th to late-15th century, when a series of political crises rocked the English monarchy.
We focus on the political events of the period, especially the times of crisis when the monarchy faced opposition or even usurpation. This includes:
England didn’t exist in isolation, however. You’ll also explore its relations with Scotland and Wales, considering how English power was imposed on subject populations, and how they resisted. Case studies include Robert Bruce and Own Glyn Dwr.
This module is worth 20 credits.
This module deals with an important, but long neglected, aspect of life in the early medieval West - sexual behaviour and attitudes to human sexuality. Key issues include:
Discover the environmental history of the Western World over the past two centuries. The great nature-people stories that have shaped who we are today.
You will examine the history of environmental ideas and our changing and complex attitudes to animals and nature, alongside the history of human impacts on the environment. We will use the USA, Australia, New Zealand and Great Britain as case studies. Ultimately, we ask, can environmental history save the world in the 21st century?
Topics include:
This module is a must for anyone wanting to pursue a career in the environmental sector.
This module is worth 20 credits
This module examines political, social and economic transformations in the Soviet Union from the October Revolution of 1917 to Gorbachev’s attempted reforms and the collapse of the state in 1991. You will look at Russia both from the top down (state-building strategies; leadership and regime change; economic and social policy formulation and implementation) and from the bottom up (societal developments and the changing structures and practices of everyday life). You will usually spend three hours in lectures and seminars each week.
This module explores the nature of the Venetian Republic in the later fifteenth and sixteenth centuries. It examines the constitution, and administrative and judicial system, its imperial and military organisation, but will above all focus on the city and its inhabitants. The module will examine the enormous cultural dynamism of the city (especially the visual arts from the Bellini to Tintoretto and Veronese), changing urban fabric, the role of ritual and ceremony, the position of the Church, and class and gender.
Examine the rise of fascist movements in interwar Europe, following the First World War.
We focus in particular on the cases of Italy and Germany and also look at other cases for comparison (i.e. Spain, Britain, France, and Romania). This in order to understand why certain movements were more popular than others and able to seize power.
We will examine:
We will also analyse the practice of the Fascist and National Socialist governments in power, comparing these with particular reference to repression and attempts to build ‘consent’, gendered policies on ‘race’, and expansion through conquest.
The module ends by considering the Axis and genocide during the Second World War.
This module is worth 20 credits.
In the 1970s and 1980s, momentous economic changes swept through traditional industrial regions across the West, turning proud heartlands into rustbelts in less than a generation. As the lights went out in shipyards, steelworks, coal mines and manufacturing plants, a way of life was destroyed for millions of manual workers and their families, with profound repercussions on identities, communities and urban topographies. This module examines the social and cultural impact of de-industrialisation in the north of England, the German Ruhr basin, and the American Midwest, using a wealth of diverse primary sources, from government records to popular music, to tease out what it meant to live through a period of tumultuous socio-economic change. The module takes thematic approaches, exploring topics including:
This module examines the history of the British Empire from the end of the slave trade in 1833-4 to the Second Anglo-Boer War in 1899-1902. The module is divided into three major geographic and chronological sections. In the first part of the course, we will discuss the British Caribbean, with a particular focus on the transition from slavery and the period of instability in the decades that followed. In the second part, we will focus on India and the changeover from East India Company rule to the direct administration by the British government in the wake of the Indian Mutiny (aka “the Sepoy Rebellion”). In the final section, we will discuss Britain’s participation in the “Scramble for Africa” and the rise of “popular imperialism” with the 2nd Anglo-Boer War. The final, pre-revision class meeting will also discuss the metropolitan aspects of empire, examining London’s status as “the Imperial Metropolis.
This module introduces the history of the British imperial expansion in India from the mid eighteenth century, through to the Rebellion in 1857. It covers:
This module explores the role of the poverty, disease and disability in shaping lives between 1795 and 1930, and how these intersected with ideas of and attitudes to health and welfare. It also examines representations of poverty, disease and disability in museums and on TV.
Themes include:
The module looks at peoples and places in the period c.1150-c.1250 from the perspective of travel. It shifts the focus of Christian/Muslim/Jewish/Mongol interactions from the more traditional medieval narratives of conflict, crusade and conquest, to those of Trade, Pilgrimage, Exploration and Mission. The introductory classes look at medieval travel and what people in the world with the Mediterranean at its centre knew, and thought they knew, about the rest of the World, including far-flung places that only a few people had ever ‘seen’. The lecture and seminar topics include introduce Travel Writing, Monsters, Maps, Crusades, Merchants, Pilgrims, Explorers, Envoys, Missionaries, and Assassins. Examples are drawn from Jewish, Muslim and Christian experience.
The Tudor period was one of the most transformative in English history. It began on the battlefield, as Henry VII wrestled the crown from the hands of the much-maligned Richard III, and ended with the death of Elizabeth I, the first queen to successfully rule England without a male counterpart. The intervening period witnessed a break with the papacy that fundamentally altered the religious and political make-up of the realm, and saw royal authority become increasingly absolute under a monarchy who were now also the heads of the church. All this left England a fundamentally different place in 1603 than it had been in 1485. Given the attention the Tudors have received in popular culture, and in the school curriculum, there are few students of English history who know nothing of the period. Thus, this module aims to expand on and challenge this knowledge to bring to life a clearer picture of how monarchy, power and religion operated in sixteenth-century England. Topics include:
1. Introduction to the module and its themes.
2. Henry VII: Forging a Dynasty, 1485-1509.
3. Henry VIII (1): War and Peace, 1509-25.
4. Henry VIII (2): The ‘Great Cause’ and the Break from Rome, 1525-35.
5. Henry VIII (3): The Later years, 1535-47.
6. Edward VI: A Boy for a King, 1547-53.
7. Mary I: England’s Catholic Queen, 1553-58.
8. Elizabeth I (1): The Establishment of a (female) Regime.
9. Elizabeth I (2): A Warrior Queen.
10. Elizabeth I (3): The ‘Second Reign’.
11. Conclusions: Remembering the Tudors.
Why has Germany undergone a process of Denazification while General Franco is still revered by large segments of Spanish society? Why do Portugal’s political elite refuse to engage with the country’s colonial past? Did General Franco single out Catalans for repression after winning the Spanish Civil War? And are Brexiteers (dis)honouring the recent past by establishing parallelisms between resistance to Nazism and Brexit?
This module aims to answer these questions by examining the politicisation of memory and the rise of far-right movements in Europe from a transnational perspective. Students will explore how the past has been manipulated to serve present political purposes by focusing on a number of case studies: the UK, Germany, Spain (including Catalonia), and Portugal. The first three lectures/seminars will familiarise students with relevant theoretical frameworks. Building on this body of knowledge, students will then explore how collective memories of the Second World War have been manipulated to influence the Brexit debate, how a recent narrative of victimhood has emerged in Germany, the reappraisal of General Franco’s regime by Catalan independence movements, the toxic political legacy of Portugal’s difficulty in dealing with its colonial heritage, and Spain’s painful coming to terms with its recent dictatorial past.
The early modern period witnessed the birth of commodity culture and the transformation of the relationship between people and their material world.
Expanding global trade networks and early colonial encounters brought a range of exotic products into early modern homes, including spices, sugar, tea, tobacco, cotton, porcelain and mahogany, while the rise of capitalism and industrialisation revolutionised the manufacture and availability of necessities and luxuries across the social spectrum.
The richness of this ‘new world of goods’ had profound consequences, transforming patterns of consumption, introducing new understandings of scientific knowledge and cultural production, and reshaping social identities and relationships based on class, gender and race.
This module takes advantage of a sweep of new interdisciplinary perspectives across a range of subject areas, including social, economic and cultural history, archaeology, anthropology and art history, which have focused on the role and significance of early modern ‘things’.
You will gain a grounding of central themes in early modern history, as well as a deeper understanding of the importance of looking at early modern Europe as part of a globalising world. You will explore a range of textual sources including wills and inventories, account books, letters and diaries which tell us about expanding global connections, what people consumed and how they thought about their objects.
This module is worth 20 credits.
Discover the history of people whose lives, bodies and identities cannot be neatly fitted into the categories of ‘male’ or ‘female’ that are predominant in the world today.
The module explores how European imperial expansion impacted societies that were not structured around a binary model of gender. Examples of these societies include the ‘hijra’ in India, ‘fa'afāfine’ in Samoa, and ‘niizh manidoowag’, ‘winkt’ and ‘nàdleehé’ (often referred to collectively as ‘two spirit’) in North America, as well as European people who lived lives outside of the gender binary.
We will focus on the period between 1750 and 1870, offering a contextual overview of the regions under study, their interconnections, and the theoretical and methodological problems of thinking about gender history in global and imperial contexts and in relationship to ideas of sex, sexuality and gender.
Module description to be confirmed.
This module covers two-and-a-half centuries in Japan during the early modern era when the land was governed by a dynasty of Tokugawa shogun rulers. Often characterized as a period of relative stability, it was also a time of profound social, cultural and intellectual change. Lectures and seminars address some of the historical forces that would combine to transform society and lay the foundations for Japan’s subsequent encounters with modernity. Key themes include: the premises of Tokugawa rule, control mechanisms and relations with daimyo lords; the self-imposed policy of seclusion, trade and external relations; transport networks, class mobility and urbanization; the emergence of ‘the Floating World’ and the growth of popular culture; natural disasters, famine and economic crises; the responses of competing schools of thought drawing on Japanese, Chinese and European texts to address problems within Japanese society; the ‘Opening of Japan’ and the collapse of the Tokugawa World.
Module description to be confirmed.
This module explores the causes of political and religious instability in England in the century before the Civil War, with a particular focus on the problematic creation of a national identity. We begin by looking at the troubled political and religious legacy inherited by Queen Elizabeth. We then examine some of the forces that united and divided English men and women during the period:
Areas for consideration include:
The module offers an overview of the history of witchcraft and covers a wide geographical area spreading from Scotland to the Italian peninsula and from Spain to Russia. Such breadth of reference is of vital importance because, in contrast to the uniform theology-based approach to witch persecution in Western and Central Europe, the world of Eastern Orthodox Christianity represented a very different system of beliefs that challenged western perceptions of witchcraft as a gendered crime and lacked their preoccupation with the diabolical aspect of sorcery. The module’s geographical breadth is complemented by thematic depth across a range of primary sources and case studies exploring the issues of religion, politics, and social structure.
This module provides an account of the main events and characteristics that defined the Spanish Empire from 1450 to 1850, when it was arguably the world’s leading political and economic power. Particularly, we will consider the different ways in which this far-flung polity was ruled and kept united for over three centuries and how myriad peoples were included and excluded from the imperial project. Thus, we will examine the nature and limits of imperial power to see how it was built, defended, expanded, and challenged.
Moreover, this module highlights the global connections and imaginings triggered by the establishment of Iberians in Africa, the Americas, and Asia. Therefore, students will learn of the many linkages that took place in different places across the world—from Manila, to Naples, Mexico City, Goa, or Madrid. This perspective challenges the “center-periphery” paradigm and previous assumptions of one-way-only imperial dynamics. This early modern global empire was built upon the extensive movement of people, goods, and ideas worldwide.
Across the twentieth century, Poland’s rulers, borders, and inhabitants have undergone significant changes. Poland was colonised by Empires, divided and occupied by Nazi Germany and the Soviet Union, reconfigured by democracies, and fundamentally shaped by life behind the Iron Curtain under communist rule. Today, as right-wing populism surges, Poland is undergoing another dramatic change. Close to one million Polish-born citizens live in the UK today, the largest overseas-born group, yet few in Britain know anything about Poland and its rich, vibrant, and tumultuous history.
A history of Poland, and the people(s) inhabiting Polish lands, will help students to understand this rising economic power in the heart of Europe. Placing it in relation to its neighbours to the east and west will emphasise how Poland, in its current form, is a product of both sides and the long shadows of partition, independence, war, occupation, and communism.
The discovery of the Staffordshire Hoard, the largest collection of Anglo-Saxon gold ever found, has forced historians to re-evaluate the Anglo-Saxon period and ask new questions about this crucial formative stage of English history.
The history of much of this period of conversions, conflicts and cultural renaissances is documented by Bede, a monk from Wearmouth-Jarrow in Northumbria (c. 673–735). In 793, the world described to us by Bede was thrown into chaos by a Viking raid on the island monastery of Lindisfarne, an event that some Anglo-Saxons interpreted in apocalyptic terms. The subsequent settlement of Vikings across Northern and Eastern England profoundly changed the social, cultural and economic structures of the Anglo-Saxon kingdoms.
This course covers the period from the beginning of the seventh century to the end of the ninth, ending with the reign of Alfred, the only English king to ever achieve the moniker 'the Great'.
White women cut an ambivalent figure in the history of the British Empire. They tend to be remembered as malicious harridans personifying the worst excesses of colonialism, as vacuous fusspots, whose lives were punctuated by frivolous pastimes, or as casualties of patriarchy, constrained by male actions and gendered ideologies. As this course shows, however, the reality of the situation was much more intricate and complex. Taking inspiration from academic literature that has proliferated in the last thirty years or so, Villains or Victims? draws upon case studies from Britain, Canada, India, Australia and southern Africa to examine the lived reality of being a white woman in a colonial setting. Utilising the histories of white women as a prism through which to understood broader issues relating to religion, gender, race, class, domesticity, sexuality and suffrage, this course will also expose students to a range of primary source materials, including diaries, letters, novels and memoirs.
This module covers France and the French colonial Empire from the end of the Napoleonic era in 1814-15 through to the outbreak of the First World War: a century in which French society underwent a series of major upheavals, and during which French imperial control was dramatically and violently expanded to multiple parts of the globe.
It covers France’s struggle to find a form of government that could square the competing demands of radical democrats and conservative traditionalists, as monarchies, Republics and a further Napoleonic Empire came and went.
It looks at how industrialisation and cultural developments changed the face of France and enabled further phases of imperial expansion: from Algeria in 1830, to Mexico in the 1860s, and then Indochina and sub-Saharan Africa from the 1880s onwards.
Amongst all of this, France suffered a devastating defeat to Prussia/Germany in 1870-71, with profound social and political effects that shaped the period leading up to World War I.
Subject to you meeting the relevant requirements, your third year will be spent studying at one of our partner institutions.
Please note: In order to undertake a year abroad, you will need to achieve the relevant academic requirements as set by the university and meet the selection criteria of both the university and the partner institution. The partner institution is under no obligation to accept you even if you do meet the relevant criteria.
Important information
Please be aware that study abroad, compulsory year abroad, optional placements/internships and integrated year in industry opportunities may change at any time for a number of reasons, including curriculum developments, changes to arrangements with partner universities or placement/industry hosts, travel restrictions or other circumstances outside of the university’s control. Every effort will be made to update this information as quickly as possible should a change occur.
This advanced module will be your final step towards fluency, training you in a more formal, sophisticated register of spoken and written Spanish.
We'll continue to use a wide range of authentic Spanish texts to further deepen your knowledge and confidence at this advanced level. We'll look at how the texts are put together so that you may use these skills within your written and spoken Spanish, taking you to the highest level of proficiency.
This module aims to provide students with an understanding of the centrality of the history of slavery in the study of Brazilian society and of the significance of Brazilian Slavery in both the transatlantic slave systems and slave societies in the Americas. In the first semester the module introduces students to the different disciplinary and intellectual approaches to the study of slavery in Brazil.
Through a combination of lecture and seminar work, students are encouraged to develop skills of analysis and interpretation through close reading of key texts. While the historiographical focus in on Brazil, the module attempts to accommodate students who have not studied Brazilian history or Portuguese. Mindful of the different skills sets and degree programmes of all students, the module draws on comparative contexts of slavery across the Americas both thematically and theoretically.
Topics covered in the first part of the module include the ideology of slavery, economics of slavery, systems of slave labour, slave culture and community, slave identity, and slave resistance. Within these topics we examine themes of agency, race, class, ethnicity and gender.
Over the course of the first semester students are expected to identify a topic for their second-semester research essay. The second semester is student lead, based on presentation work in a seminar setting. Students will be required to produce individual in-class presentations (work-in-progress) based on their book review.
Throughout the module close attention will be paid to the problems of sources and perspectives in the study of the history of slavery. The module encourages students to develop an awareness of how different historical sources are used and to think critically about them. In class discussions and in written work the expectation is that students apply comparative analysis and demonstrate an understanding and appreciation of historiography.
This advanced module will be your final step towards fluency. We'll build on your grammatical competence and assist you to develop a more sophisticated and formal register of vocabulary, idiom and advanced syntax.
During class you'll gain the ability to discuss a wide range of topics in written and spoken Portuguese, giving you the confidence to converse articulately upon complex and intellectual subjects.
Taught in Spanish, this module has been designed to give you a thorough insight into Spanish business including the contexts that have influenced its development and the ways it interacts with wider society.
We'll investigate a range of factors that have shaped the Spanish business landscape since the transition to democracy, such as:
You'll not only gain a historical understanding, but a contemporary perspective too by looking at case studies of both companies like Inditex (the owners of Zara and other important fashion brands) and important Spanish industries such as tourism. The module also explores some of the less positive impacts and criticisms of Spanish business practices relating to the environment, debt and corruption.
Free education from cradle to grave has been central to modern Cuba’s cultural and ideological identity. This module will encourage you to explore Cuba’s revolutionary change since 1959, through an examination of its evolving ideologies. You’ll review the critical factors of nationalism, dependency, radicalism and leadership which shaped developments from the original rebellion up to the present day.
Together we’ll discover the role of education policies and the ways in which a ‘cultural revolution’ was fundamental to the socialisation process of, and popular participation in (or dissent from) the Revolution.
This study will help you form conclusions about both the meaning of ‘ideology’ within the context of the Revolution, and the international geo-political significance of Cuba's self-definition and evolution.
This module will present a survey of the literature and film produced in Spain during the Franco period (1939-1975), focusing in detail on at least one literary work and one film from each decade of the Dictatorship. The chosen literary texts will include poetry and prose fiction, while the filmic ones belong to a variety of genres, including historical drama, neorealism and melodrama, comedy, and documentary.
The texts covered include some which reflect (and even help to propagate) the ideology of the rÉgime and others which stand in opposition to it. Each will, in its own way, provide an insight into the political, social and cultural attitudes of the decade to which it belongs as well as into the changing role and conditions of literary and cinematic production during this period.
The module exposes students to an array of contemporary literary texts written in Spanish, and presents these texts and their translations against a backdrop of key research questions that explore literary translation, power and gender. The module focuses on both literary translation as a process (principles of literary translation, interventionist strategies, translators and activism), and as a product (paratexts, critical reception).
Students develop their knowledge of theory and practice throughout a series of lectures and practical translation workshops, where they will have the opportunity to apply, explore and critique the theoretical frameworks in their own translations of contemporary Hispanic literary texts.
This module looks at key 20th century Spanish American novels and short stories and considers issues such as race, gender, sexuality and the conflict of cultures. You will be trained in using a broad range of tools of narrative and rhetorical analysis so as to engage in debates about literary representation and aesthetics, and will hone your use of these through a programme of research tasks, seminar presentations, group discussions, and written assignments.
You may believe that politics and literature are two distinct fields of study, but this module will help you understand the complex but integral relationship between the two.
We’ll explore the representation of key social and political issues within contemporary Spanish literature. You’ll discover how literature in late capitalism, and contemporary ‘Hispanic’ authors in particular, dealt with issues of language, identity, culture, society, nationhood, gender, class, memory, time and writing.
We also explore debates regarding the consistency of the categories of ‘Spain’ and ‘Spanishness’ when analysing cultural production in contemporary Iberia. This shall lead us to assess the competing discursive practices involved in remapping the notion of Spanish canonical literature at the beginning of the new millennium.
This module discusses the competing memories and contested legacies of social and political violence in the Iberian Peninsula and Latin America by focusing on the disputes over the narratives and discourses about the past (competing narratives, or “memory wars”) and how what is “remembered” and/or “forgotten” can have an impact on the ability to imagine a collective, positive future. It aims to reflect on the apparent difficulty, and obvious imperative, of imagining alternative futures in neoliberal times and thereafter.
In recognition that memory is a creative, active process of working through the past that happens in the present, it will address cultural production from the 21st century. It addresses the role of art and culture (mainly cinema [documentary, short and feature films], short stories, visual representations) in remembering and contesting the memory of the socio-political violence and conflicts (including Military Dictatorships, civil conflicts, social protests, political persecutions, failed coups) that have shaped late 20th and 21st centuries so far and that can both limit and inspire society’s ability to project an alternative future.
The module adopts a comparative approach which focuses on the formal experiments and common preoccupations of artists, social and political actors across different national cultures and historical contexts (translations and subtitles will be provided when required). It will discuss acts of subversion and protest, violence and resistance, authoritarianism and transitions to democracy, neocolonial and decolonial practices, racial and class inequality and social injustice, neoliberalism and post-capitalism.
This module aims to provide you with the training necessary to be able to engage independently, under the guidance of a supervisor, in self-directed research on a topic that the student selects on the basis of an aspect of your Year Abroad experience.
Through a series of one-on-one tutorials, and the submission of a proposal, a literary review, and chapter draft, the student is advised on how to sustain an argument over up to 7,000 words, and how to underpin this argument with appropriate and innovative research.
In this module students learn to devise and develop projects and teaching methods appropriate to engage the age and ability group they are working with. The module enables students to gain confidence in communicating their subject, develop strong organisational and interpersonal skills, and to understand how to address the needs of individuals.
This module explores religious ‘faith’ in England from c. 1215 to the beginning of the Reformation in 1534.
The English church made great efforts in this period to consolidate Christianity amongst the masses through wide-reaching programmes of instruction, regulation and devotion. However, historians disagree as to how successful the church was in its efforts.
The module investigates the relationship between ‘official’ and ‘unofficial’ religion and examines how the church sought to maintain its authority in matters of faith. It asks how people responded and the degree to which they fashioned their own religious practices and beliefs. It also considers the violent repression by church and crown of those deemed ‘heretics’.
It looks at the condemned teachings of the Oxford academic John Wycliffe and the significance of those who followed his ideas, known as Lollards.
Module convener: Dr Rob Lutton
In 1348 the Black Death arrived in England. By 1350 the disease had killed half of the English population. The module concentrates upon the stories of the epidemics' survivors and what they did to adapt to a world turned upside down by plague. It examines the impact of this unprecedented human disaster upon the society and culture of England between 1348 and 1520. It examines four particular groups of survivors:
The module explores English society through translated medieval sources. Themes include:
The module explores the cultural transformations in Britain brought on by the shift to a Fordist economy (roughly covering the period 1920-50), and the social and cultural contestations that resulted. It takes chronological and thematic approaches, and topics may include:
Typically this special subject module surveys and analyses social and cultural change in the West during the `long Sixties' from the late 1950s to the mid-1970s.
Key issues include:
The first half of the module is an in-depth chronological survey of the domestic history of England from the Good Parliament of 1376 to the deposition of Richard II in 1399. We will investigate how the royal family and their friends - a colourful and sometimes scandalous group - struggled to rule the country with the aid of such government instruments as show trials, intimidation, legal advice, murder and poll-taxes.
The remaining part of the module considers England's relations with its neighbours and the impact of Lollardy on society and the Church in this period.
This module surveys and analyses Russia’s development between the 1905 revolution and the end of the civil war in 1921.
The module focuses on key features of this period, including:
Themes include:
Module convener: Dr Sarah Badcock
The purpose of this module is to encourage students to develop a detailed knowledge of primary evidence and recent historical debates in the Thirty- Years’War addressed at three levels: as a war of religion, as a clash of interests between the imperial crown and German territorial princes, and as a human catastrophe of monumental proportions. Although its drama unfolded primarily in the territory of the Holy Roman Empire, the war drew in such diverse participants as Britain, France, Denmark, Sweden and Spain. In pursuit of self-seeking political goals, they formed unlikely alliances and created obstacles to the conflict’s resolution. However, the outcome of the war was to ensure the survival of Protestantism in Central Europe as well as to provide a stable political and religious status quo that lasted into the modern age. The module discusses the Thirty Years’War by drawing on various historiographical traditions that represent the views of major international players.
This module surveys and analyses political, religious, social, cultural and military changes during the civil wars fought across the British Isles and the British Atlantic between 1639 and 1652. The major topics to be explored include:
This module is an examination of the links between sexuality, intimate life, identity, politics, society, power and the state in Britain since 1900. It also examines the theoretical approaches to the study of sexuality and analyse sexuality as a category of historical analysis.
Key themes include
Module convener: Dr Harry Cocks
International history is dominated by wars; historians and international relations scholars focus with an almost obsessive zeal on the causes and consequences of conflict. The intermittent periods of peace are rarely scrutinised, other than to assess the imperfections of peace treaties and thus extrapolate the seeds of future wars. This module offers a corrective to this tendency, taking as its focus the multifarious efforts that have been made since 1815 to substitute peace for war. These include diplomatic efforts (e.g. post-war conferences, legalistic mechanisms such as the UN, arms control protocols, etc.), and those advanced by non-state actors (e.g. national and transnational peace movements, anti-war protests, etc.). Taking a broad definition of the term peace , and focusing predominantly (though not exclusively) on Britain, this module revisits some of the pivotal episodes of the 19th and 20th centuries, exposing and interrogating the often complex relationship between war and peace that emerged, and thus arriving at an alternative history of the period.
In a series of weekly seminars this module takes a critical look at the historical construction and ascendance of the Empire Windrush, and the Windrush Generation, to national prominence in the UK, deconstructing the largely mythological narrative that currently persists around this symbolic historical epoch of Black arrival in Britain in 1948. Focused largely on four significant moments of invention from 1948 to the present, the aim of the module is to equip students with a much broader view of the British Empire that brings into focus a complex and long historical picture of encounter, inbound and outbound migration preceding and in this postwar moment, as well as the conflict and civil disobedience that is obscured by the somewhat quaint story of arrival captured in the Windrush narrative.
Students will interrogate and evaluate a range of primary historical sources from the archive, including a range of oral histories, as well as the historiographical debates surrounding the Windrush in order to understand how national histories are constructed and the purposes they serve. A range of digital assets and digital history skills and methodologies will be embedded across the module – giving students the opportunity to develop their own digital archive related to the historical themes of the module.
This module will investigate the lives and ideas of early to mid-20th century critics of British imperialism. The emphasis will be on critiques that emerged from outside the British isles, with a focus on four regions in particular: the Caribbean, East Africa, the Middle East and India. However, there will also be some investigation of the connections between anti-colonial activism in the British Isles and beyond.
More specific topics include:
With regard to methodology, particular priority will be accorded to primary source material, including philosophical writings, articles, campaigning pamphlets, letters, diaries and memoirs of anticolonial activists.
Once dismissed as the “Me Decade” (Tom Wolfe), or a time when “it seemed like nothing happened” (Peter Carroll), the 1970s have enjoyed something of a renaissance in recent American historical scholarship. This module introduces students to the narratives of crisis and decline that defined the 1970s and which helped make the decade such a transformative period in American life - recasting the United States and its society, politics and culture in significant and far-reaching ways - whilst encouraging students to think critically about those narratives and their utility for subsequent processes of political, socio-economic and cultural change. We will explore developments such as the growth of identity politics and the cult of the individual, debates over American foreign policy abroad and social policy at home, the rise of populist conservatism, the market and neo-liberalism, anxieties over the city, the environment and the political system, and a broader political and cultural power shift from Rustbelt to Sunbelt, as we seek to understand why the 1970s are now regarded as the decade “that brought us modern life - for better or worse” (David Frum).
This module introduces students to the social and cultural history of drugs, principally in terms of how they were promoted and received within the West, referring mostly to the period since 1900.
It examines not only certain key developments within the history of mainstream pharmacology, but also at the way (now) illegal narcotics originally entered the market place, often as medicines. It focuses upon the way polarised cultural opinions about drugs evolved, with attention particularly paid to the contingencies of geographical location and historical period.
Seminars introduce drug therapies and the controversies surrounding them, with the aim of highlighting wider social interests— including the power of the state, drug companies, religious organisations and the influence of public opinion.
In this module, you’ll explore the basic narrative of Italy’s involvement in international relations and military conflict from 1922, but especially during the Second World War.
Using a range of sources, you will understand, assess and evaluate competing historical interpretations of the experiences of Italians during the Second World War. You will use this critical analysis to form your own independent judgement of this period.
We also look at how popular culture, such as novels and films, has impacted engagement with history and shaped our view of the past.
This module looks at the development of Europe from the rise of Napoleon until the 1848 Revolutions. The German historian Thomas Nipperdey once wrote that ‘in the beginning was Napoleon’. Napoleon broadened and reshaped the dynamics of the French Revolution, war and state reform. He was also a symbol of a new world where an individual from a lower noble family and an obscure island could dominate the continent.
The module takes a chronological view of politics, international affairs, war, personalities and ideas. Coverage will focus on France, the German states, Prussia, Austria, Russia and Northern Italy.
The general structure will be:
In the two decades after the First World War, two modern western European countries, Italy and Germany, were transformed from liberal, parliamentary democracies into fascist dictatorships. Historians have offered detailed accounts of the political machinations that made this transition possible. Yet recent historical research has been led by different questions: what reconciled so many ‘ordinary people’ to the anti-democratic, illiberal and increasingly murderous policies upon which these regimes embarked? This course explores how fascism transformed ordinary life, and how culture was employed to translate fascist ideas into lived experience.
Module description to be confirmed.
This module is an in-depth study of the impact of the French Revolution on British politics, society and culture between the fall of the Bastille in 1789 and the beginning of the Napoleonic Wars in 1803. Through an exploration of primary documents and secondary texts, students will investigate the events of the period and consider the wide range of interpretations that have been applied to these years by contemporaries and historians. Subjects for consideration include:-
This module examines the history of travel to and within Italy in accounts written by British travellers in the period c.1780-c.1914, especially these key topics:
This module surveys the dramatic cultural encounter in the nineteenth century as the world of the samurai was confronted by Western expansion and the Age of Steam. It explores the forces at work in Japan’s rapid transformation from an ‘ancien régime’ under the rule of the Shogun into a ‘modern’ imperial power. Original documents examined in class draw on the growing range of Japanese primary sources available in English translation, together with the extensive works of Victorian diplomats, newspaper correspondents and other foreign residents in the treaty ports. You will have four hours of lectures and seminars each week for this module.
By the mid-nineteenth century, Britain controlled one of the largest and most populous empires in history. This module examine some of the major events and dynamics that shaped the character of British imperialism, and the historical debates over them.
Particular attention is paid to the relationship between London, the ‘Imperial Metropolis,’ and India, South Africa, and the British colonies in the Caribbean.
The module interrogates the idea of ‘imperialism’ itself and focuses on post-colonial theory and ‘New Imperial History’ in order to critically re-appraise the operation of imperial systems and to apply an interdisciplinary perspective to their study.
Module convener: Dr Sascha Auerbach
This special subject introduces students to key themes within the medical history of colonialism, particularly examining the implications of the inequitable power relations inherent in any colonial project and how these have specifically contributed to the development of health principles and policies. The module looks at the way in which western medical theories of disease and healing shaped ideas about colonial environments, populations, bodies, and racial differences in the imaginations of colonisers. Medicine is revealed not only as a vital tool of colonial domination, but also as fundamentally limited as a successful mechanism for colonial social control. At the same time, the paradox that some western medical interventions did improve the health of many sectors of the population is addressed.
Given the wide chronological and geographical breadth of the topic, a series of 'snapshots' are offered to give a flavour of important aspects of western medical colonialism. The module principally, but not exclusively, uses historical examples within the British experience in the Americas, Africa and India. Approaches to tackling the health of unfamiliar climates, as well as the way colonial medical polices were conceived and implemented are critically discussed via case studies. Finally, the module examines some of the legacies of these attitudes in the post-colonial world.
This module examines the Spanish Civil War (1936-1939), its underlying causes and legacy for present-day Spain. Commencing with the establishment of the Second Republic in 1931, students will consider the principal historical forces and conditions that gave rise to the outbreak of war in 1936 in Spain. The module is delivered through a series of student-led seminars in which students present their understanding of a specific historical event, theme or ideas through their study of primary and secondary sources, and respective historiographical debates. Thus, students will develop an in-depth understanding of the war through propaganda, myth, revolutionary ideology, anti-clerical and gendered violence, as well as, for example, the significance of Badajoz and Guernica. The conflict is also considered in the wider context of the "European Civil War"; specifically, the role of military interventions on the part of regimes in Italy, Germany, Portugal, and the Soviet Union, and the influence of non-interventions by Britain and France.
In 1665, London suffered the worst plague epidemic since the Black Death, killing over 97,000 people. The following year, the Great Fire destroyed four-fifths of the ancient City of London within three days. This module explores the impact of these events and places them within the context of the 1660s and the city’s past and future history.
We will investigate how Londoners across the social spectrum responded to natural disasters and crises, the challenges that these presented to community values and group identities and how the spread of news reflected fears over religious difference and terrorist plots. The module also examines the changing character of the city across the period including concerns over health, the environment and the use of green space.
The modern world inherited and produced various free and unfree labour regimes—slavery, bonded labour, indentured labour, free-wage labour, child labour, ‘unskilled’ women labour. Race, caste, colonialism, and industrial capitalism shaped and continue to shape working lives, their work culture, and struggles. In this module, we will investigate the conditions of workers by exploring topics such as:
1. Enslaved labourers in the cotton plantations of America,
2. Docks workers at the Mombasa (in Africa) port,
3. Indian indentured labourers in Caribbean colonies,
4. Factory workers (male, female, children) in British and Indian factories,
5. Bonded caste labourers (agrarian slavery) in Indian fields.
The module touches upon key themes, such as free and coerced labour, night-time and sleep of workers, the social reproduction of labour, feminization of the workspace, the emergence of industrial time, etc.
The module aims to provide students with an understanding and critical analysis of how race, caste, colonialism, and capitalism shaped the lives of working people in the last 300 years. Conceptually, it touches on themes such as industrial time, forced and waged labour, child and women labour, sleep and the night-time of workers. In terms of learning resources, the module focusses on archival primary sources, documentaries, and the cutting-edge research on global labour history.
The module offers an overview of the history of witchcraft and covers a wide geographical area spreading from Scotland to the Italian peninsula and from Spain to Russia. Such breadth of reference is of vital importance because, in contrast to the uniform theology-based approach to witch persecution in Western and Central Europe, the world of Eastern Orthodox Christianity represented a very different system of beliefs that challenged western perceptions of witchcraft as a gendered crime and lacked their preoccupation with the diabolical aspect of sorcery. The module’s geographical breadth is complemented by thematic depth across a range of primary sources and case studies exploring the issues of religion, politics, and social structure.
What is a human? What characteristics and qualities divide human and non-human animal? What accounts for human variation? Is the orang-utan a human or an animal? Do mermaids exist? Can humans possess both sexes in one body? To what extent do parrots possess intelligence?
During the eighteenth century, these kinds of questions were at the forefront of the minds of Enlightenment philosophers, natural historians, and physicians across Europe. They also played a role in popular interest in ‘curiosities’ and ‘wonders’ that were served by freak shows and reports of the monstrous and aberrant. Although societies across the world have posed similar questions for centuries, in eighteenth-century Europe the answers were directly informed by colonial conquest. European imperial encounter with non-European peoples, animals and environments opened-up new questions and ideas about what it meant to be human and where the boundary between human and non-human lay.
This special subject explores European-imperial debates over the meaning of ‘the human’ and the relationship between humans and their environments in the period of the Enlightenment. The focus is largely on Britain but integrates study of networks of ideas that spanned European and imperial geographies. The module is based on a series of case studies including (but not limited to): mermaids, rhinos, troglodytes, ‘wild’ children, orangutans, intersex people who were displayed as ‘hermaphrodites’, dwarves, and parrots. In many instances, these and other human and non-human spectacles of difference were enslaved, transported, exhibited in freak shows, examined by physicians, and dissected after death. As a history of the entanglement between colonialism and science, this module is as much about violence and power as it is about ideas. By exploring how ideas of the ‘human’ were constituted through colonial encounter, this module draws on studies of race and racism, gender, sexuality and disability. The aim is to consider how the reframing of the boundaries of human during this period of European imperial expansion has impacted our modern relationships to each other, as humans, to non-human animals, and to the environment.
This module evaluates the ways in which ideas during the Renaissance had an impact on both long-distance exploration and interstate relations. Also, of primary importance will be situating Tudor England in a pan-European context, thereby helping students better understand the rise of this island nation to become a global superpower. Topics covered will include:
Many see medieval Europe as a violent and dangerous place, one in which there was little by way of law and order. A war that lasted over a hundred years (c. 1337-1453) might well be taken as evidence of this. However, this war, which was at its heart about who should sit on the French throne, was far more complex (and interesting) than this would suggest. Indeed, in studying the Hundred Years War, we are able to learn a great deal about the people who lived and died in late-medieval England, France, Germany and Spain:
These are some of the core questions that underpin this module. While this is, then, a module about a war, it is also a module about the society who fought in and experienced this prolonged conflict.
This module explores the lived experience of rural people in the spaces of the Russian Empire and the Soviet Union, from the outbreak of the Crimean war in 1853 up until the consolidation of the collectivisation process in 1932. This module explores the diversity of the peoples living in this region, the challenges and patterns of their everyday life, and the relationships of rural people with State power. The module is organised thematically, moving week by week through issues including faiths and beliefs, family and community, politics and protest, military service and population movement, Questions around gender and the specific roles and experience of women are raised throughout the course. A diverse array of primary sources are utilised through the course, including memoirs, fictional literature, ethnography, paintings, photographs, posters and official documents.
The module examines the roles and perceptions of women of medieval Christian, Jewish, Islamic identities in Medieval Iberia in the period 1000-1500. It considers different types of evidence, including literary, art and archaeology. It transcends the traditional Christian-western European focus on Medieval Studies and makes a stand against hegemonic narratives.
We will study how medieval women expressed themselves and how they understood their role in diverse societies and at the same time how their respective societies viewed them. We will evaluate how beliefs and patriarchal traditions shaped gender roles and how women expressed themselves under constrictive situations and how they demonstrated agency, conforming to or protesting against these restrictions. In the case of Medieval Iberia, the topic will consider broad debates about co-existence and discourses of identity and segregation.
We will focus on case studies of women, considering social status, economic occupations and engagement in the religious and intellectual life in their context. We will consider aristocratic women, queens, artisans, peasants, writers, nuns, saints and prostitutes, women going about their everyday business and women that had exceptional lives in an attempt to demonstrate the diversity of voices and expressions of female agency.
The analysis of evidence will pay special attention to the female voices as expressed in primary sources; on court cases, treatises, literature and we will contrast with legislation and misogynistic literature. The module will engage with feminist scholarship and gender studies historiography and consider the development of new theories and methodological approaches to the discipline.
Module description to be confirmed.
Module content to be confirmed.
Module content to be confrmed.
When you begin studying at university, you will probably find that you cover material much more quickly than you did while studying for your A levels. The key to success is preparing well for classes and then taking the ideas you encounter further in your own time.
Lectures – provide an overview of what you are studying, using a variety of audio and visual materials to support your learning.
Seminars and workshops – give you the chance to explore and interact with the material presented in lectures in a friendly and informal environment. You will be taught in a smaller group of students, with discussion focusing on a text or topic you've previously prepared.
Workshops are more practical, perhaps through exploring texts, working with digital materials, or developing presentations.
Tutorials – individual and small-group tutorials let you explore your work with your module tutor, perhaps discussing plans for an essay or presentation, or following up on an area of a module which has interested you.
eLearning – our virtual-learning system, Moodle, offers 24-hour access to teaching materials and resources.
All new undergraduate students can opt into our peer mentoring scheme. Your peer mentor will help you settle into life at Nottingham, provide advice on the transition to university-level study and help you access support if needed.
Much of the language teaching you will experience on this degree will be led by native speakers.
Class sizes vary depending on topic and type. A weekly lecture on a core module may have 50-60 students attending while a specialised seminar may only contain 10 students.
Our staff know that studying complex subjects can sometimes seem challenging (they've all been where you are!). Their contributions to high quality teaching and learning are recognised through our annual Lord Dearing Awards. View the full list of recipients.
You will be assessed by a wide variety of methods, consisting mainly of coursework and exams, but you may also be tasked with commentaries, dissertations, group work, in-class tests, portfolios and presentations.
Each module has its own methods of assessment and we strive to make these as varied as possible so that everyone can perform to the best of their abilities. When choosing optional modules, you will be able to see how the module is assessed in advance.
As well as scheduled teaching you’ll carry out extensive independent reading and research. A typical 20 credit module involves between three and four hours of lectures and seminars per week. You would ideally spend 8-10 hours doing preparation work.
Studying languages can open up a world of opportunities. From banking to charities and from teaching to MI5, businesses and organisations across the globe seek to employ language specialists.
During this degree you’ll be able to choose from a wide range of modules, allowing you to tailor your studies around personal interests. In doing so you’ll start to identify potential career paths and begin to discover your areas of professional interest.
In addition to language skills, you’ll develop transferable skills highly sought after by employers such as confident communication skills, strict attention to detail and the ability to work within different cultures and organisational styles.
Combining language studies with history will help you develop critical reasoning skills, becoming an innovative problem solver able to communicate effectively.
“My [language] studies have helped me to develop excellent communication skills, as well as helping me to hone my reading, writing, listening and speaking skills for both my target languages. I have also become a much more resilient learner, being able to persevere when things start to get tough and independently solve issues where possible.” Charlotte Allwood , French and Contemporary Chinese Studies BA
Find out more about careers of Modern Language students
78.8% of undergraduates from the Faculty of Arts secured graduate level employment or further study within 15 months of graduation. The average annual starting salary for these graduates was £23,974.
HESA Graduate Outcomes (2017 to 2021 cohorts). The Graduate Outcomes % is calculated using The Guardian University Guide methodology. The average annual salary is based on graduates working full-time within the UK.
Studying for a degree at the University of Nottingham will provide you with the type of skills and experiences that will prove invaluable in any career, whichever direction you decide to take.
Throughout your time with us, our Careers and Employability Service can work with you to improve your employability skills even further; assisting with job or course applications, searching for appropriate work experience placements and hosting events to bring you closer to a wide range of prospective employers.
Have a look at our careers page for an overview of all the employability support and opportunities that we provide to current students.
The University of Nottingham is consistently named as one of the most targeted universities by Britain’s leading graduate employers (Ranked in the top ten in The Graduate Market in 2013-2020, High Fliers Research).
University Park Campus covers 300 acres, with green spaces, wildlife, period buildings and modern facilities. It is one of the UK's most beautiful and sustainable campuses, winning a national Green Flag award every year since 2003.
University Park Campus covers 300 acres, with green spaces, wildlife, period buildings and modern facilities. It is one of the UK's most beautiful and sustainable campuses, winning a national Green Flag award every year since 2003.
Faculty of Arts
3 years full-time
Qualification
BA Hons
Entry requirements
AAB
UCAS code
V100
Faculty of Arts
4 years full-time (year 3 abroad)
Qualification
BA Hons
Entry requirements
ABB
UCAS code
R906
Faculty of Arts
4 years full-time
Qualification
BA Hons
Entry requirements
ABB - including B in one of Mandarin Chinese, French, German, Russian or Spanish
UCAS code
R900
Faculty of Arts
3 or 4 years full-time depending on language or placement choices
Qualification
BA Hons
Entry requirements
AAA
UCAS code
Y002
Faculty of Arts
4 years full-time
Qualification
BA Hons
Entry requirements
BCC
UCAS code
Y14F
Faculty of Arts
4 years full-time
Qualification
BA Hons
Entry requirements
ABB
UCAS code
R410
If you’re looking for more information, please head to our help and support hub, where you can find frequently asked questions or details of how to make an enquiry.
If you’re looking for more information, please head to our help and support hub, where you can find frequently asked questions or details of how to make an enquiry.