A Level Requirements
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see all requirements
Full time 4 Year(s)
Combine two unique subjects in this joint honours degree delivered by a world-class university - we are listed 2nd in the UK for French in the 2017 Times and Sunday Times Good University Guide. You will acquire high level language skills and a thorough understanding of France’s historical, cultural, social and political background. And you’ll engage with contemporary debates on crime, deviance and punishment while critically appraising cutting-edge criminological research.
Taught by world-leading, research-active academics from our prestigious Law School and the Department of Languages, our unique approach to your first year introduces you to topics including drugs and crime, youth justice, sex offending, and the cultural context of the French language.
Year 2 is your chance to build on your language skills and study the culture, politics and history of the French-speaking world in more depth. You will also explore the ways that crime is measured and engage with the social and legal responses to crimes against the environment.
Your third year, a compulsory year abroad, provides you with a rare opportunity to develop your language and criminological skills in a new global context. You can study at a partner institution or conduct a work placement.
In your final year, you will consolidate your French language skills and tailor your degree to your personal and professional interests, selecting from a range of modules including Criminal Careers and Criminal Justice Research.
Throughout your degree, you will gain vital skills for your career. You will develop your ability to think critically, communicate, speak in public, work in teams, write for academia, carry out your own research and competently analyse data. Assessment is through coursework, presentations and exams with options to produce media portfolios, posters and dissertations. The duality of this course also means that you will be practiced at looking at issues from a multi-disciplinary, national and global perspective.
You will also benefit from our excellent connections with NGOs, charities, and local Criminal Justice Agencies such as Lancashire Police and HMP Lancashire Farm. You will be able to visit the prison and engage in collaborative learning, and analyse data from Lancashire Police; this data is then often used by the force. All of this helps you to make professional connections and get a head start on your chosen career.
We will support you if you wish to take on voluntary work experience, with the Citizens Advice Bureau or Lancashire Constabulary's Special Constables, or as a Criminology Student Ambassador undertaking admissions outreach work.
Your degree can open doors to a career in, or beyond, the criminal justice system. It could lead to jobs in the private, public and voluntary sector including the police and prison service, the Home Office, National Criminal Intelligence Service, and welfare charities. Or you may want to further your studies with a Masters Degree: MA Translation, Language & Cultures; LLM/MA Criminology and Criminal Justice; MSc Criminology and Social Research Methods; MSc Criminal Justice and Social Research Methods; or PhD-level studies.
French at Lancaster has been ranked 6th for graduate job prospects by The Complete University Guide 2018.
A Level AAB-ABB
Required Subjects A level French, or if this is to be studied from beginners’ level, AS grade B or A level grade B in another foreign language, or GCSE grade A in a foreign language. Native French speakers will not be accepted onto this scheme.
IELTS 6.5 overall with at least 5.5 in each component. For other English language qualifications we accept, please see our English language requirements webpages.
International Baccalaureate 35-32 points overall with 16 points from the best 3 Higher Level subjects including appropriate evidence of language ability
BTEC Distinction, Distinction, Distinction to Distinction, Distinction, Merit accepted alongside appropriate evidence of language ability
Access to HE Diploma in a relevant subject with 30 Level 3 credits at Distinction and 15 Level 3 credits at Merit, to 24 Level 3 credits at Distinction and 21 Level 3 credits at Merit, alongside appropriate evidence of language ability
We welcome applications from students with a range of alternative UK and international qualifications, including combinations of qualification. Further guidance on admission to the University, including other qualifications that we accept, frequently asked questions and information on applying, can be found on our general admissions webpages.
Contact Admissions Team + 44 (0) 1524 592028 or via email@example.com
Many of Lancaster's degree programmes are flexible, offering students the opportunity to cover a wide selection of subject areas to complement their main specialism. You will be able to study a range of modules, some examples of which are listed below.
This module provides an introduction to criminology and criminal justice. You will benefit from a multi-disciplinary approach, which allows you to focus on the social, political, cultural and economic contexts of crime, deviance and criminal justice.
The module has a three-part structure and begins with criminological perspectives. This is your chance to delve into a range of key perspectives in criminology including biological, psychological, sociological and feminist. You’ll also consider the ways in which the media influences representations of crime.
In part two we will move on to contemporary criminological issues such as domestic violence, green criminology, serial killing, revenge porn, drugs, sex offending and hate crime. Part three then provides a critical overview of the key criminal justice agencies in the UK (such as prison, police and probation) – at this point we also explore approaches to punishment.
You will be taught by expert lecturers who will introduce you to cutting-edge research. Due to our unique approach to first year, you will study alongside students from across the University, which brings real diversity to the discussions within our small group teaching and workshops, enriching your learning experience.
This module is designed for students who have already completed an A-level in French or whose French is of a broadly similar standard. The language element aims to enable students both to consolidate and improve their skills in spoken and written French. A further aim is to provide students with an introduction to the historical and cultural development of France in the past, and also to contemporary institutions and society.
There are three language classes per week, of which at least one is normally conducted by a French native speaker. Tutorials are based on a textbook, and emphasis is placed on the acquisition of vocabulary and a firm grasp of French grammatical structures. Listening and speaking skills are developed under the guidance of French native speakers using audio and video materials.
The culture programme consists of a combination of lectures and seminars over 20 weeks. The module looks at how key moments in French history have shaped contemporary French culture (films, plays, novels etc.).
This module is designed for students having little or no knowledge of the French language. Consequently, a substantial part of the module is devoted to intensive language teaching aimed at making the student proficient in both written and spoken French. At the same time, students will be introduced to aspects of French history, culture and society in the twentieth century.
There are four language classes per week, of which at least one is normally conducted by a French native speaker. Tutorials are based on a textbook, and emphasis is placed on the acquisition of vocabulary and a firm grasp of French grammatical structures. Listening and speaking skills are developed under the guidance of French native speakers using audio and video materials.
Criminological theory and philosophy is a key theme of this course. The module aims to introduce to the main theoretical approaches in criminology from its origins to the present day. The module introduces and examines the main types of theory that have sought to explain crime, criminality and social control. The critical philosophical approach adopted in this module encourages students to see social order and crime as theoretical problems rather than social facts available for straightforward empirical investigation.
This module comprises of both oral and aural skills, to be taken alongside the Written Skills module. It builds upon skills gained in the first year.
This module aims to enhance students’ linguistic proficiency in spoken French in a range of formal and informal settings (both spontaneous and prepared). Specific attention will be given to developing good, accurate pronunciation and intonations well as fluency, accuracy of grammar, and vocabulary when speaking the language.
This module also aims at broadening students’ knowledge about different aspects of modern Spanish-speaking society, politics and culture, and contemporary issues and institutions in order to prepare them for residence abroad in their 3rd year.
By the end of this module, students should have enhanced their comprehension of the spoken language, as used in both formal speech, and in everyday life situations including those that they may encounter in Spanish-speaking countries.
This module comprises of both oral and aural skills, to be taken alongside the corresponding Written Language module. It builds upon skills gained in the first year of the Intensive course. Students who have taken the Intensive language course in their first year, normally follow this course throughout the second year.
The module aims to enhance students’ linguistic proficiency in spoken French in a range of formal and informal settings (both spontaneous and prepared). Specific attention will be given to developing good, accurate pronunciation and intonations well as fluency, accuracy of grammar, and vocabulary when speaking the language.
This module also aims at broadening students’ knowledge about different aspects of modern society, politics and culture, and contemporary issues and institutions in order to prepare them for residence abroad in their 3rd year.
By the end of this module, students should have enhanced their comprehension of the spoken language, as used in both formal speech, and in everyday life situations including those that they may encounter in French-speaking countries.
This module comprises of reading and writing skills to be taken alongside the Oral Skills module.
This module aims to consolidate skills gained by students in the first year of study, and enable them to build a level of competence and confidence required to familiarise themselves with the culture and society of countries where French is spoken.
The module aims to enhance students’ proficiency in the writing of French (notes, reports, summaries, essays, projects, etc.) including translation from and into French; and the systematic study of French lexis, grammar and syntax.
Students will enhance their linguistic proficiency, with particular emphasis on reading a variety of sources and on writing fluently and accurately in the language, in a variety of registers.
This module aims to consolidate skills gained by students in the first year of study, and enable them to build a level of competence and confidence required to familiarise themselves with the culture and society of countries where their studied language is spoken.
The module aims to enhance students’ proficiency in understanding spoken French, as well as in the writing of French (notes, reports, summaries, essays, projects, etc.) including translation from and into French; and the systematic study of French lexis, grammar and syntax.
The module aims to enhance students' linguistic proficiency, with particular emphasis on reading a variety of sources and on writing fluently and accurately in the language, in a variety of registers.
DELC200 is a non-credit bearing module. All major students going abroad in their second or third year are enrolled on it during the year prior to their departure, and timetabled to attend the events. These include: introduction to the Year Abroad and choice of activities; British Council English Language Assistantships and how to apply; introduction to partner universities and how they function; working in companies abroad; finance during the Year Abroad; research skills and questionnaire design; teaching abroad; curriculum writing and employability skills; welfare and wellbeing; Year Abroad Preparation Week in the Summer Term. Materials are uploaded on the DELC200 Moodle pages.
This module is divided into four topic areas comprising of the following:
This course introduces students to a range of contemporary crime ‘problems’ through a study of academic debates, paradigms and perspectives surrounding such. The historical, socio-economic and cultural contexts will be explored whereby students will be encouraged to critically analyse the process of criminalisation, criminal justice responses, and how these criminal or ‘deviant’ activities have come to be considered problematic. Specialist areas of criminological debate will be addressed, such as cultural criminology, the criminology of everyday life and the relationship between crime, pleasure and transgression.
This module explores ways in which crime, poverty and social security policy are inter-related. It focuses upon issues including the role of poverty as a factor contributing to criminal behaviour; the protection of society from the perceived threat of poor people and groups, and the role of the social security policy in managing aspects of the ‘crime problem’.
This option can be taken alongside half-unit modules in Criminology taught in the second year. Students can therefore take one of the Criminology option modules and be assessed in the usual way (one essay plus exam) for a half-unit, and can also undertake this half-unit extended essay on a topic related to that particular module. However, the topic does not have to relate directly to a taught module and students can talk to staff about a small piece of documentary or other research in relevant areas of Criminology.
Before enrolling for this option, students should think in broad terms about the topic they might like to address. Look on the web or ask administrative staff for a copy of the staff list which shows the research interests of teaching staff, and a copy of the enrolment form for this option. The next step is to identify the most appropriate member(s) of staff, talk to them and have the enrolment form completed and signed. There are no formal tutorials for this option but once a supervisor has been agreed, individual supervision sessions should be arranged.
This module focuses on criminal investigation as it relates to the criminal justice system. Topics include the history of investigation as well as an overview of crime investigation which will involve gaining an understanding of the principles of crime investigations, the according acquisitive, sexual and violent crimes and the distinction between national and international investigations. A study of crime scene analysis will also be conducted before substantive characteristics of an investigation are explored, notably in a discussion of ‘the witness’. Characteristics and dealing with an offender are also covered in this module before modes of gaining intelligence are examined, in topics discussing intelligence led policing and the nature of covert investigation. The psychology of decision making is analysed before students will have the opportunity to demonstrate their learning by way of a ‘crime scene’ case study.
What is world literature? How have writers engaged with the concept? How have they explored their role as a writer in the 20th century?
This module explores a range of texts written in a range of languages and genres, examining the engagement of writers with their role in different social, political and historical contexts. Lectures will provide an introduction to the genre being studied and address the question of the role of the writer in the context of world literatures. Workshops will focus on a range of set and optional texts of global importance, which will be considered as examples of the literary genre and in relation to material covered in the lecture.
The module is divided into five sections, each focusing on a specific genre. Each section will comprise three texts, two of which are optional. All texts explore the role of the writer in different social, political and historical contexts of the 20th century, and the ways their writing engages with these contexts.
This module explores how post-war economic change has affected European societies, and how socio-political factors in turn have influenced the patterns and outcomes of economic development, over the second half of the twentieth and the beginning of the twenty first century.
The module is structured on the basis of three country-specific modules (France, Germany and Spain), examining how these countries have confronted key moments of economic change, and what the longer-term consequences of that change have been. While the module emphasis is on broad national developments, discussion also covers examples relating to particular industries and major companies.
In lectures, workshops and seminars we will explore the context of reconstruction after World War II and the pattern of subsequent economic development; the relationship between social and economic policies; the development of the three country's economies; the changes of the 1980s and their impact on subsequent years; and the consequences of specific momentous events, such as the re-unification of Germany and how the financial crisis of 2008 affected, and still affects, France, Germany and Spain.
How does society respond to environmental harms? What is the legal response to such issues? Which social and/or economic factors cause environmental risk? What influence or impact does media coverage have on ‘green’ issues?
Lancaster University is one of only a handful of UK universities to offer a dedicated module on green criminology, or crimes against the environment, as part of an undergraduate programme.
This fascinating and highly relevant module considers the above questions and journeys through the following topics:
Anthropocentric environmental harms (human beings’ ethical relationship with the natural environment)
Environmental victimisation (those harmed by changes in their environment)
Media coverage of ‘green ‘issues
Protest, movements and environmental activism
Zemiology (social harms)
Green Criminology is taught by research-active academics who will introduce you to their cutting-edge research into the Illegal Wildlife Trade and ongoing projects in Uganda and Nepal. Throughout the module, they will encourage you to consider the overlap between environmental harm and other areas of criminology.
This module will introduce second-year students to the role that the language used by institutions plays in shaping individual perceptions of identity. It will provide them with a basic theoretical framework that allows them to understand the relationship between language and power as reflected in current language policies at regional, national, and supranational levels. It will enable them to recognise forms of prestige and stigma associated with varieties of the three main languages under study. It will therefore raise critical awareness of the portrayal and representation of linguistic variations in the media and in the sphere of literature.
The main topics covered in the course include Language and Power; European language policies; German as a pluricentric language and ‘Gastarbeiter’ language and policies; regional variations of France: Linguistic Diversity: A threat to French National Identity?; The languages and language attitudes of Spain (Castilian Spanish, Catalan, Basque, Galician).
This module is taught in English.
Our Measuring Crime module will help you to develop highly valuable skills in data-handling and analysis. It is a course about crime data, particularly data from sources that influence criminal justice policy and practice. The data we use also informs government and the general public about the nature (and the extent) of crime.
Focusing on the Crime Survey for England and Wales, Police Recorded Crime, and criminal justice statistics from the courts, our lectures explore issues around data generation, reliability, validity and the ways it can be presented.
In the accompanying computer-based workshops, you will learn how to analyse and present data using Excel and SPSS. In these workshops we also consider data that has been used in previously published research, this data is based on the official criminal histories of offenders.
Our learning approach gives you an extremely well-rounded understanding of some of the most influential information about crime. You will be taught by research-active academics who have published material on crime trends, predictions of future offending, and the evaluation of crime reduction programmes.
This module seeks to support students to apply their linguistic and cultural understanding in a specific professional context. Students will develop, reflect on and articulate both the range of competences, and the linguistic and cross cultural skills that enhance employability by working in language-related professional contexts and reflecting on key issues in relation to their placement organisation. Students will typically spend between 25-30 hours over a period of 10 weeks engaging with a placement organisation in Lent. Alternatively students may undertake a 'block' placement over a two to three week period during the Easter vacation (this will allow placements abroad). We have developed a number of local work placements and students can also source placements (subject to departmental approval). There will be some preparation for the module before Lent. This will consist of short interviews and the sourcing and confirmation of placements. For students undertaking schools placements, there will also be some training. Workshops in Lent will provide preparation for placements and guidance on reflective academic work. Students will share their experiences and learning with each other by means of end-of-module presentations.
How do films deal with topics like terrorism, immigration, resistance and city life? Do they entertain viewers, instruct them, or both?
This module explores European and Latin American films in their social and historical contexts. The main aim is to make connections between the films and such contexts not only on the level of narrative, characterisation and dialogue, but also on that of form and technique.
To these ends, there will be introductory lectures on cinema and society and on film aesthetics and content in the first week of the module. The connections mentioned will be the focus of seminars and presentations within the four core topic areas: terrorism, migration, the city and resistance.
The module consists of four two-week strands on cinema and society: Terrorism, Migration and Hybrid identities, The City and Collaboration/Resistance.
Each strand will be introduced with a lecture and followed by seminars on the set films. Students will give a presentation on a short sequence within their allocated film.
The aim of this module is to provide an introduction to the theoretical foundations and processes of different forms of social research used within criminology focusing in particular on criminological fieldwork. Social research is at the heart of social science perspectives on criminology; as such research provides an important means of producing evidence within criminology and in the planning and evaluation of policies and provision within the criminal justice system.
This module aims to give students a background to and insight into the diversity of twentieth and twenty-first century thought and contemporary definitions of culture.
Some key questions explored on the module include: What is 'culture' and how does it work? How do 'art' and 'culture' relate to each other? What do we mean when we talk about the production and consumption of culture? Why does popular culture arouse conflicting responses? What role does the body play in our understanding of culture? How does culture define who we are? Can a work of culture be an act of resistance?
With these questions in mind, this module focuses on texts which raise questions about class, race, gender, and subcultures.
Our Youth Justice module is an opportunity to consider the tension between perceptions of children as ‘troubled’ and ‘troublesome’. We will also explore the criminal justice response to children who are in conflict with the law.
The competing themes of welfare and justice are closely examined, along with the recent history of youth justice policy. Following these thematic explorations, we take a more in-depth look into specific topics, including:
comparative youth justice
children in care
This module is led by a research-active lecturer with an interest in children in the care and criminal justice systems; the lecture on children in care draws specifically on their cutting-edge research. The combination of lectures and small group teaching helps you to develop your understanding, deepen your criminological knowledge, and develop your critical evaluation skills.
The Year Abroad is compulsory for Single and Joint Honours Language students, who must spend at least eight months abroad in their third year.
The module also aims to enhance and develop students' language skills, with all assessments being written in the target language.
Students who started a language as a beginner in Part I must spend a minimum of four months in a country where that language is spoken.
Joint Honours students studying two languages may choose to spend the year in either of the two countries concerned or, if appropriate arrangements can be made, can spend a semester in each country.
This module is a half unit and is integrated with the French Language: Written Skills module.
This module together with the written skills module consists of three hours tuition per week. Both the oral and the written language modules focus on particular topics of cultural and contemporary interest. The general aim of these half unit modules is to develop further the abilities the students gained during their second year and the year abroad.
By the end of this module, students should have developed an informed interest in the society and culture of the French-speaking world. They should also have acquired almost native-speaker abilities in both spoken and written language.
This module is a half unit and is integrated with the French Language: Oral Skills module.
This module together with the oral skills module consists of three hours tuition per week.
This module has two main aims. The first one is to enhance students’ linguistic proficiency with emphasis on understanding of spoken and written French, the speaking of French (prepared and spontaneous) in both formal and informal settings, the writing of French, and the systematic study of French lexis, grammar and syntax. The second aim is to increase students’ awareness, knowledge and understanding of contemporary France.
This module will consider different ways in which the concept of ‘dictatorship’ has been understood and critiqued throughout the twentieth century. Considering examples from Argentina, the Dominican Republic, Germany, Guinea, Italy, Kenya, Uganda and Zimbabwe, students will explore the differences between the Latin American caudillo, European dictators, and the ‘Big Men’ of Africa. Selected critical and theoretical sources will be drawn upon to develop a more critical understanding of dictatorship, including the work of Hannah Arendt, Roberto González Echevarría and Achille Mbembe.
The module will also examine relationships between dictatorship and cultural production. How have dictators represented themselves in their writing, speeches and literature? To what extent have they controlled cultural production and to what end? How, in turn, have they been represented in cultural production? What role do writers, artists and intellectuals play in evaluating and critiquing dictatorship? In turn, can the writer, artist or intellectual be considered to be a dictator in the particular world view he/she projects and/or the rhetoric he/she adopts?
This module introduces students to major themes that shape the experience of contemporary city dwellers: gender, social inequality, and practices of citizenship. These interlinking themes will be introduced through novels, poetry and films on the following European, North American (with the emphasis on immigrant communities within its cities) and Latin American cities: New York, Mexico City, Santiago de Chile, Barcelona, Berlin, and Los Angeles.
Each topic will be covered though an introductory lecture and a core text, followed by a range of additional texts for students to analyse. During workshops students will share their findings and opinions, emphasizing on identifying links between the topics studied, aiming to encourage discussion.
The format of the module encourages cross-referencing between the themes of the module (for example, gender and sexuality are relevant to an analysis of social inequality, and vice versa).
This full-unit option aims to offer students the opportunity of developing and using research skills by undertaking a piece of documentary or field research in some area of criminology. The project aims to give students the opportunity to develop their research skills through the preparation of a dissertation based on empirical research on a topic within the field of criminology agreed with an identified supervisor. The dissertation will be individually tutored and the availability of this option will be subject to the department’s ability to provide appropriate supervisors.
This course focuses on the crimes that power makes possible. Criminological theory and research has traditionally prioritized the crimes of the powerless over and against the crimes of those that make laws, wield influence and capital or authorize State violence. As such, this course will introduce students to theory, research, and case-studies on corporate and white-collar crimes, as well as state crimes like genocide and torture, in order to provide an analysis of the commission and punishment of such crimes.
Is there a criminal justice preoccupation with risk and prediction? If so, how helpful has this been to date?
This engaging module will tackle these fundamental questions and deepen your understanding of why some criminals appear to choose a life of crime: ‘criminal careers’ being the criminological term.
You will be taught by research-active academics who are experts in the field and you will explore some of the key contributions of research in this area, including work published by our teaching staff. For instance, staff research will inform your lectures on the criminalisation of children in care and the issue of ‘onset’ in criminal careers. Departmental research will also feed into your study of perceptions of ‘risk’ and ‘risky’ populations. A co-authored book (Soothill, Fitzpatrick & Francis, 2009 – ‘Understanding Criminal Careers’) is also used to support this course.
Topics covered include onset, persistence and desistance. You will also critically analyse some of the unintended consequences of research into this area – as well as considering the future implications on criminology of those consequential findings.
This module examines the ways in which criminologists have understood violence and aggression in individuals and groups, and what remedies criminology can offer for problems of violence. Violent crime is a major cause of pain and distress to individuals, and of social dislocation and division. The module introduces students to the main sociological and psychological perspectives on violence and explores their impact on criminology. The course connects theories of violence with broader theories of social change, and examines evidence linking high rates of violence with increases in social and economic inequality. The connections between violence and culturally dominant concepts of masculinity are examined, and particular problems of violence in relation to urban youth gangs, male violence in the private sphere, and racist violence and harassment are explored. Finally, the module explores possible solutions to problems of violence and the potential of non-violent forms of conflict resolution.
An engaging and highly relevant module, Drugs, Crime and Society examines the nature and extent of drug taking in the UK and beyond. This module is co-taught by an English and a Dutch expert, which enables us to place a particular focus on comparisons between the UK and the Netherlands.
In the course of our study we will:
explore the difficulties of researching hidden populations, like drug users
engage with theories of drug use from a sociological, psychological and cultural perspective
consider global and national drug markets
investigate the links between drugs and crime
evaluate policing responses to drugs
You will be taught by research-active lecturers who will introduce you to cutting-edge research and contemporary debate. For instance, they will link to current research and publications concerning cannabis cultivation, world markets, and drug distribution among friends (also known as ‘social supply’).
This extended essay will be individually tutored and the availability of the option is subject to the department's ability to provide a suitable supervisor. This option can be taken alongside third year taught half-unit modules in the Criminology. Students can therefore take one of the third year Criminology option modules and be assessed in the usual way (one essay plus exam) for a half-unit, and can also undertake this half-unit extended essay on a topic related to that particular module. However, the topic does not have to relate directly to a taught module and students can talk to staff about a small piece of documentary or other research in relevant areas of Criminology. Before enrolling for this option, students should think in broad terms about the topic they might like to address. Look on the web or ask administrative staff for a copy of the staff list which shows the research interests of teaching staff, and a copy of the enrolment form for this option. The next step is to identify the most appropriate member(s) of staff, talk to them and have the enrolment form completed and signed. There are no formal tutorials for this option but once a supervisor has been agreed, individual supervision sessions should be arranged.
This final year module will provide students with an overview of the range of literature and culture produced in Sub-Saharan Africa, the French Caribbean and France to better understand the various relationships between France and these different parts of the Francophone world.
Students will identify and discuss themes that they will find through analysis of a selection of novels and films. These themes will include language and style, and issues addressed by writers and film-makers in relation to identity, gender, culture, history, and representation itself.
Exploration of La Francophonie, the French Mission Civilisatrice, and relationships between contemporary France and her former colonies will provide context for the study of these novels and films. Discussions will be informed by the work of thinkers including Franz Fanon and Edward Said.
This module is taught in English and all texts are available in English.
Technological progress now affects virtually every aspect of Western culture and society and it has become impossible to speak about contemporary culture without taking into account the radical transformations induced by digitization in both practices and concepts. This module introduces you to the most important phenomena and issues that arise in this context in France in particular and allows you to explore how artists use the new possibilities offered by the internet. The discourses about the effects of technology are as wide-ranging as the effects themselves, generating much confusion and often also superficial judgements about the uses and dangers of the Internet in particular. The module therefore begins by clarifying the most important concepts and the problems surrounding digitisation. It then takes a closer look at some of the fascinating cultural artefacts technology has inspired and enabled since the 1990s in the French context, and at the ways in which the life and meaning of "literature" has evolved."
This module is assessed entirely through coursework. Students are given a chance of pursuing a topic of their own interest, which is not covered in taught options. A dissertation consists of approximately 10,000 words written in English. The topic of dissertation must relate to French/German/Spanish language, or a comparison between two or more, or a general European issue. The other two restrictions on topic choice are: it must be capable of and approached from a serious academic angle and it falls within the range of expertise of a member of the Department’s staff.
Each student gets assigned a supervisor - one of the lecturers from the Department, who will provide regular supervision, and feedback on the first draft of the completed dissertation. The topic is agreed and discussed with the supervisor in the Summer Term of the second year, and preparatory research should begin during the Year Abroad.
This module will focus on hate crime, but will draw on notions from a range of international sources and jurisdictions. Issues covered will focus on the question of what is ‘hate crime’, before ensuring that students gain an understanding of the harms of ‘hate crime’. There will be a discussion of the perpetrators of ‘hate crime’ as well as the policing of such. The international perspective to this course will be gained from a discussion of ‘hate crime’ as a human rights problem, with a particular focus on freedom of speech. Substantive issues will also be explored, notably, the notion of criminalising collective memory, with a focus on outlawing Holocaust denial and other crimes against humanity.
How should we understand the role of punishment under democracy? How do the historical, cultural and ideological relationships that underpin and, to a certain extent, determine punishment inform our conceptions of Justice, Fairness, and Equality? This course examines both the historical and philosophical dimensions of modern democratic punishment. We will probe the punitive landscape charted by theorists like Michel Foucault, Norbert Elias, and Emile Durkheim. This module will also consider the “new punitiveness” and the “old” in search of an explanation for the rise of the incapacitative approach to punishment, its permanence and its implications for the legitimacy of the democratic project.
This module aims at exploring the nature of the relationship between the individual and society, notions of progress and economic justice, as these are still widely debated topics in contemporary Europe in light of the current economic and political crisis.
This module will use the concepts of utopia, dystopia and ideology as a forum for discussion on the relationship between individual imagination and social discourse in the nineteenth century, as well as the relationship between fiction and political discourse. Students will look at the major intellectual debates which influenced the contemporary European thought after the French Revolution.
Students will explore the development of major ideologies and cultural movements such as Romanticism, Marxism, Socialism and Positivism, spanning from the period immediately following the French Revolution to the middle of the nineteenth century.
The module consists of a combination of weekly lectures and seminars. The lectures will introduce students to the broad lines of the history of self-reflexive phenomena in Western culture from Renaissance paintings through Baroque literature and the 18th-century novel to the boom of metafiction and related phenomena in Modernism and contemporary popular culture. At the same time, it will provide theoretical bases by introducing key concepts such as self-reflexivity, the fourth wall, frame, metafiction and metanarration, narrative levels, metalepsis, and the way these can manifest in different forms of art. The seminar discussions will serve to put these concepts into practice in the analyses of the texts, films, and mixed media and interactive products. Typical topics in any given year might include classics of metafiction in literature (Cervantes, Sterne, Fielding, Diderot, Unamuno, Borges, Calvino, Pirandello, Queneau, Barth..), film (Charlie Kaufman, Almodóvar, Woody Allen…), comics and visual art.
The aim of this module is to consider how poets have engaged with controversial aspects of modernity in their works. Students will explore the relationship between literature and society in French poetry from Charles Baudelaire to Michel Houellebecq.
Students will explore a selection of French poets’ responses to the rise of industrialisation, the development of mass-culture and the growth of cities, through a variety of themes. They will discover how poets have embraced, questioned and critiqued the temporality of modern life through literary experimentation.
The module will introduce the emergence of new forms of writings associated with the beginning of this period such as the prose poem, free-verse, the manifesto and aesthetic experiments mixing poetry and visual art in the early twentieth century.
The module Sex Crimes and Sexual Offending introduces students to a range of sexual crimes and forms of sexual offending as defined by UK and international law. The module will cover a number of key areas a) the types of sexual crimes governed by UK and international law – what constitutes a particular sexual crime, how it is sometimes committed, and the extent of such crimes b) the ways in which sex crimes and offending behaviour is explained – considering who the perpetrators are and why they commit crimes of a sexual nature, as well as the wider social context which may help explain why some sexual crimes are defined by law and how new crimes emerge as the social context changes c) critically examine how the crimes are dealt with by the criminal justice system such as the laws and policies which surround these crimes, their implementation and how well they operate in practice in terms of treatments, support and punishments given to sexual offenders and their victims.
What makes a good translation and how do translations do good? This module helps you understand the practice of translation as it has evolved historically from the 18th century to the present across European and American societies. The materials we study include historical textual sources (philosophical essays on the craft of translation from French, German and Hispanic authors of the 19th and 20th centuries), representative fictional texts reflecting on translation processes, and contemporary documents from the EU directorate on translation, PEN and the Translators' Association. We will also make considerable use of contemporary online resources as exemplified by Anglophone advocates of intercultural exchange such as Words Without Borders. Our aim is to look at translation as both a functional process for getting text in one language accurately into another and a culturally-inflected process that varies in its status and purpose from one context to another. We will pay particular attention to the practical role that literary translators play within the contemporary global publishing industry and consider the practicalities of following a career in literary translation in the Anglophone world.
This module will explore the relationship between witchcraft, heresy and inquisition in regard to the prosecution of the 'otherness', focusing specifically on their literary representation in medieval and Renaissance Europe. Students will engage in the study of the socio-historical events and features of European society from the 14th to the 17th centuries, as well as the literary mechanisms utilised by authors of each one of the texts under study. The course will cover texts and events occurred in Germany, France, Italy, Spain, and England. Specific authors, such as Dante Alighieri, François Villon and Miguel de Cervantes, and masterpieces such as 'The Divine Comedy', 'La Celestina', and 'Don Quijote de La Mancha', will be analysed together with genres such as 'Geisslerlieder', balade, and drama. In addition, we will have a special week studying our neighbours, the Lancashire witches, and how the successful trial from 1612 is still perceived all along our city.
This module consists of 20 hours over the course of 10 weeks, comprising of a mixture of informal lectures and workshops, and independent showings of films.
The module aims at reviewing a series of narratives by 21st century European-born authors: writers, cinematographers, anthropologists and documentary makers. It not only introduces students to the historical contexts within which each of the narratives is situated, but also explores contemporary theories of identity and writing.
Students are presented with autobiographical accounts, semi-fictional stories, films and documentaries in order to understand the experience of being caught between cultures as a result of travel or involuntary displacement resulting from war or social upheaval. They reflect upon the issues of identity, problems associated with cross-cultural analysis and the relationship between history and personal destiny, border-crossing, cultural fragmentation and continuity. The focus of the module lies on the historical relationship between countries within Europe, and between Europe and other parts of the world; mainly India, North Africa and America.
Lancaster University offers a range of programmes, some of which follow a structured study programme, and others which offer the chance for you to devise a more flexible programme. We divide academic study into two sections - Part 1 (Year 1) and Part 2 (Year 2, 3 and sometimes 4). For most programmes Part 1 requires you to study 120 credits spread over at least three modules which, depending upon your programme, will be drawn from one, two or three different academic subjects. A higher degree of specialisation then develops in subsequent years. For more information about our teaching methods at Lancaster visit our Teaching and Learning section.
Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research.
Your degree can lead to a wide choice of rewarding jobs in the public, private and third sectors.
Our criminology graduates are welcomed by the Police, the National Probation Service, the National Offender Management Service, and private providers within the Criminal Justice System (such as G4S). Your degree can also open doors to roles in the Home Office, Ministry of Justice, Department for Health, or with a charity linked to the Criminal Justice System, such as WomenMATTA (supporting women in prison).
Graduate training scheme opportunities include: Police Now; Frontline (social work); Think Ahead (mental health social work); National Graduate Development Programme (local government); Civil Service Fast Stream; NHS Graduate Management Training Scheme; Charity Works (the UK non-profit sector’s graduate programme); Ambitious Futures (for leadership careers in the university sector).
Transferable skills are an integral part of all Lancaster University degrees and employers will value your skills in listening, critical reading and writing, public speaking, time management, team work, empathy and tolerance.
During your degree, we will help you to secure experience with criminal justice agencies, volunteering opportunities, work experience, or internships - all of which provide invaluable insight into your future career options and set you apart when you enter the employment marketplace.
Your degree can also act as a launch pad to a Masters degree or PhD in areas such as criminology, criminal justice or social research methods.
Lancaster University is dedicated to ensuring you not only gain a highly reputable degree, but that you also graduate with relevant life and work based skills. We are unique in that every student is eligible to participate in The Lancaster Award which offers you the opportunity to complete key activities such as work experience, employability/career development, campus community and social development. Visit our Employability section for full details.
We set our fees on an annual basis and the 2018/19 entry fees have not yet been set.
As a guide, our fees in 2017 were:
Some science and medicine courses have higher fees for students from
the Channel Islands and the Isle of Man. You can find more details here:
Lancaster University's priority is to support every student to make the most of their life and education and we have committed £3.7m in scholarships and bursaries. Our financial support depends on your circumstances and how well you do in your A levels (or equivalent academic qualifications) before starting study with us.
Scholarships recognising academic talent:
Continuation of the Access Scholarship is subject to satisfactory academic progression.
Students may be eligible for both the Academic and Access Scholarship if they meet the requirements for both.
Bursaries for life, living and learning:
Students from the UK eligible for a bursary package will also be awarded our Academic Scholarship and/or Access Scholarship if they meet the criteria detailed above.
Any financial support that you receive from Lancaster University will be in addition to government support that might be available to you (eg fee loans) and will not affect your entitlement to these.
For full details of the University's financial support packages including eligibility criteria, please visit our fees and funding page
Please note that this information relates to the funding arrangements for 2017, which may change for 2018.
Students also need to consider further costs which may include books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation it may be necessary to take out subscriptions to professional bodies and to buy business attire for job interviews.
Average time in lectures, seminars and similar
Average assessment by coursework