A Level Requirements
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see all requirements
Full time 4 Year(s)
Lancaster’s joint Spanish Studies and History degree is taught by the Department of Languages and Cultures in conjunction with the Department of History. Spanish Studies is ranked 5th in the Complete University Guide 2017 and History 7th in the Guardian University Guide 2017.
Your Spanish Studies programme gives you the opportunity to acquire high-level language skills while gaining a thorough understanding of the country’s historical, cultural, social and political background in a global context. In History, you will develop your critical abilities studying modules in British, European and American world history.
Your first year comprises an exploration of the Spanish language and its cultural context as well as the core History module ‘From Medieval to Modern: History and Historians’. Alongside this, you can choose the History module ‘People, Places, and the Past’ or a minor subject from another department.
Building on your language skills in Year 2, you will study the culture, politics and history of the Spanish-speaking world in more depth, as well as selecting modules which are international in scope and promote a comparative understanding of Europe and beyond. You will combine these with the core module, ‘The Nature and Practice of History’, and select options such as, 'Mapping Terra Incognita: Travel and Exploration of the Americas and the Pacific, 1492-1642' and 'Spain 1560-1700: Inquisition, Armada and Empire'.
Spending your third year abroad in a Spanish-speaking country makes a major contribution to your command of the language, while deepening your intercultural sensitivity. You can study at a partner institution or conduct a work placement.
In your final year, you consolidate your Spanish language skills, and study specialist culture and comparative modules, such as ‘Imagining Modern Europe: Post-Revolutionary Utopias and Ideologies in the First Half of the Nineteenth Century’. You will also select History modules such as ‘Europe’s Age of Extremes, 1914-45: Film and Memory’ or ‘The Shock of the New - Modernity and Modernism in American Culture, 1877-1919’.
A Level AAA-AAB
Required Subjects A level Spanish, 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 Spanish 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 36-35 points overall with 16 points from the best 3 Higher Level subjects including appropriate evidence of language ability
BTEC Distinction, Distinction, Distinction accepted alongside appropriate evidence of language ability
Access to HE Diploma in a relevant subject with 36 Level 3 credits at Distinction and 9 Level 3 credits at Merit, to 30 Level 3 credits at Distinction and 15 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.
An introduction to the discipline, Lancaster’s first-year History core course offers a fascinating survey of the last fifteen-hundred years. The course focuses on pivotal trends and events in European history, but it encompasses regions of wider world as distant as California, India, Japan and the South Pacific.
You’ll become familiar with a wide range of primary sources used by historians in the writing of history. You’ll gain insights into how historians conduct research and interpret the past, and will therefore better understand the reasons for changing historical interpretations.
In the process, by undertaking directed reading, by independent research, by attending lectures, by participating in seminar discussions, by working sometimes in a team, and by writing and receiving constructive feedback on what you have written, you will develop your study techniques and other transferable skills.
The long chronological range and types of history covered by the course will extend your intellectual and historical interests and enable you subsequently to make informed choices from among the many historical options available to you in Part 2, either as a History Major student or as a Minor.
This module is designed for students who have already completed an A-level in Spanish or whose Spanish is of a broadly similar standard. The language element aims to enable students both to consolidate and improve their skills in spoken and written Spanish. A further aim is to provide students with an introduction to the historical and cultural development of Spain in the twentieth century, and also to contemporary institutions and society.
There are three language classes per week, of which at least one is normally conducted by a Spanish native speaker. Tutorials are based on a textbook, and emphasis is placed on the acquisition of vocabulary and a firm grasp of Spanish grammatical structures. Listening and speaking skills are developed under the guidance of Spanish 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 Spanish history have shaped contemporary Spanish culture (films, plays, novels etc.).
This module is designed for students having little or no knowledge of the Spanish 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 Spanish. At the same time, students will be introduced to aspects of Spanish 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 Spanish native speaker. Tutorials are based on a textbook, and emphasis is placed on the acquisition of vocabulary and a firm grasp of Spanish grammatical structures. Listening and speaking skills are developed under the guidance of Spanish native speakers using audio and video materials.
Historians routinely distinguish between ancient, medieval, early modern and modern epochs without always giving too much thought to the question of exactly what it is that makes 'modernity' modern. But more is involved here than just an arbitrary chronological classification.
Though generations of social theorists and cultural critics have argued about causes and consequences, 'the modern world' has been regarded as radically new since its inception and welcomed or feared for its challenges to established regimes of power, habits of thought, and ways of life.
Embracing this novelty has in turn defined 'modernist' movements in literature, architecture, and the arts in the twentieth century, which have often linked their attempted cultural revolutions with revolutionary programs for social change.
This module in the cultural and intellectual history of modern Europe and/or the United States allows you to explore the relationship between modernity, as conceived by a range of 19th- and 20th-century thinkers, and modernism in both politics and the arts, paying particular attention to how a sense of its own modernity reflexively did much to make 'the modern world' what it is
This module combines social, political and military history, and will give you the opportunity to examine some of the current debates concerning the nature and evolution of the Great War, in particular the emergence of 'total war', using certain conceptions of mass industrialised warfare, especially after 1915.
You’ll focus on the Western Front and compare and contrast not only the nature of constantly evolving warfare on the battlefields but also include the so-called 'revisionist' arguments about the wider conflict, examining the unwelcome and unwanted national mobilisation forced upon Britain, France, and Germany and the many different consequences for these three war-fighting societies.
To conclude, you’ll examine the postwar building of memorials and the emergence of new socio-cultural dimensions for the three 'total war' societies.
Britain underwent radical change in the early modern period. In 1500 England and Wales, Scotland and Ireland were insignificant nations on the fringe of Europe. Out of the change came the 'United Kingdom of Great Britain and Ireland', now a world leader on many fronts: for example, democratic government, religious pluralism, a consumer society and cultural achievements that rivalled France in art, science and philosophy.
This module will enable you to explore how groups of people who were not part of the traditional ruling elite came to exercise more power and control over their lives, and thus played their part in shaping modern Britain.
You’ll also develop an understanding of the periodisation of, and differences between, the medieval, the early modern and the modern, and you’ll develop familiarity with recent historiographical approaches to the period, notably those that emphasise underlying commonalities.
Ever since the English historian Edward Gibbon wrote his ground-breaking work The Decline and Fall of the Roman Empire in the late eighteenth century, the question of caused the loss of the Empire’s western provinces and the transformation of its eastern half into Byzantium has preoccupied historians. They have identified much relevant data, but they continue to disagree as to what happened to the Empire between the third and the seventh centuries AD and why. For some historians the barbarian invasions of the late fourth and fifth centuries were crucial, but others have argued that they merely finished off a society that was already in deep moral, social and/or economic decline. For some historians the Empire’s ‘decline and fall’ was a disaster; but others have maintained that the Empire never regressed, that the foundations of medieval (and even modern) civilisation were forged in the cultural ferment of the later rather than the earlier Roman Empire, and that the barbarian takeovers in the West made little difference to the lives of those who lived there. An introduction to this exciting period of history, this course invites you to discover what really happened and to assess the theories and interpretations that currently command historians’ support.
This core module is divided into three topic areas comprising of the following: (1) Power and Resistance in Spanish America from the Colony to the 21st Century; (2) War, Dictatorship and Transition in Spain in the 20th and 21st Century; (3) Culture and Resistance in Catalunya in the 20th and 21st Century. The students will study texts which both encourage an engaged reading of Spanish and open up alternative avenues towards traditional fields of study in Hispanism (empire and colonialism, nineteenth-century nation-building, revolution, dictatorship, Francoism, regionalism, neo-liberalism and globalisation.) These disparate fields of study are conceptually unified and made more accessible for the students in two ways. Firstly, we refer students to the theme of power and resistance which concerns them all in various ways. Secondly, we divide the module by geographical region which, given the array of varying cultures and histories in the Spanish-speaking world, represents the least mystifying and most logical method of study. We will employ a text-based approach in which the texts chosen allow us to operate within certain very specific historical and geographical parameters whilst never losing sight of the main theme. Throughout, students will be encouraged to interrogate the meanings of terms such as colony, revolution, rebellion, republic, empire, dictatorship and democracy with close readings of cultural texts which themselves question the assumptions which underpin these terms.
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 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 Spanish 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.
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. 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 Spanish 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 societies, politics and culture, and contemporary issues and institutions in order to prepare them for residence abroad in their 3rd year.
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 their studied language is spoken.
The module aims to enhance students’ proficiency in the writing of Spanish (notes, reports, summaries, essays, projects, etc.) including translation from and into Spanish; and the systematic study of Spanish 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.
The module aims to enhance students’ proficiency in understanding spoken Spanish, as well as in the writing of Spanish (notes, reports, summaries, essays, projects, etc.) including translation from and into Spanish; and the systematic study of Spanish lexis, grammar and syntax.
What is ‘good’ history, and what is ‘bad’ history? What should historians do in theory, and what do they do in practice? Why, moreover, does history matter? This module offers you the opportunity to think through these fundamental questions, and it invites you to think critically about the nature of the discipline of history – its good practices and its bad practices, its methodologies and different genres, its relation to both past and present, its limitations and its opportunities. The module is organized around a set of broad themes, including history and context; sources and evidence; and history and the public sphere. Each of these themes is explored through carefully selected case studies. The topics covered in these case studies varies from year to year, but their purpose is to sharpen your awareness of the varied nature of the discipline of history and the ways that historians ‘create’ history when designing and writing up their research. To this end, the case studies usually explore the scholarly standards that inform the ways historians research, reference, deploy and assess their evidence and source materials. These case studies are accompanied by weekly introductory lectures that address the broad themes of the module.
This module explores the history of the city of Paris in the modern age, asking how and why Paris has captured the imagination of generations and remained a focal point for the study of politics, art and culture. Key topics will include Paris's role in the Enlightenment and French revolutions of the late eighteenth and early nineteenth century, the birth of a bourgeois consumer culture in the latter part of the nineteenth century, political and artistic movements of the fin de siècle and the turbulent history of twentieth-century Paris as a site of war, immigration and cultural exchange. The module places marginal social groups centre-stage, arguing that the identity of Paris has been shaped in large part by the diversity, vitality and increasing visibility of these communities. Another core component of the module is its engagement with non-traditional historical sources – film, literature, music and art.
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.
By what means was Indian independence seized from the British Empire in 1947? This module explores opposition to British rule in India from the end of the nineteenth century until 1947 when colonial India was divided to create the nation states of India and Pakistan. In particular, we will explore the modes of resistance that emerged from the Indian freedom struggle and in particular, the role of Mohandas Karamchand Gandhi. Gandhi transformed the Indian National Congress, an organization that had been founded in 1885 as a loyal and moderate organization. Gandhi created a mass movement that challenged the colonial state in extraordinary ways. British rule in India gradually lost credibility and struggled to find the means of maintaining control in the face of massive resistance to its right to govern India. You will explore Gandhi’s philosophies of personal restraint and political resistance to the injustices of the colonial state. You will also trace the emergence of religious politics in India during this period and the increasing pace of communal conflict, in particular Hindu-Muslim antagonism. What was the role of the colonial state in firing communal anxiety? Did Gandhi’s political ideas allay or encourage the conflation of political action and religious identity? The course ends with the partition of India, the largest migration in history and a process in which over one million people lost their lives, and the event that led, in 1948, to Gandhi’s assassination by a Hindu fundamentalist.
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.
This module introduces you to the most important journeys of exploration to the Americas and the Pacific from 1492 to 1642. You’ll study the journeys of Christopher Columbus and Ferdinand Magellan to illustrate the ‘mapping of the world’ from the late 1400s to 1642. The module then focuses on the main incursions into American lands during the sixteenth century, including the conquest of the Aztec and Inca empires. These are contextualised within the rise of mixed-race peoples, the role played by missionaries and the development of a colonial urban culture. You’ll also study the first English settlements in North America, the ‘Lost Colony’. The module is taught through lectures and seminars, making extensive use of films and documentaries.
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.
This module gives a broad thematic overview of the history of Germany in the twentieth century. Few country’s histories have been more tumultuous over the past two centuries than that of Germany. Rapid industrialisation, varied federal traditions, revolutions, the launching of and defeat in two world wars, responsibility for war crimes and genocide on an unparalleled scale, foreign occupation and re-education, and political division for four decades have made German history, and the ways in which Germans have remembered it, contentious and of broad public concern. In few countries have visions of the nation's history been so varied and contested, and few peoples have created and faced such challenges when confronting their 'transient' or 'shattered' past. In order to provide a thematic focus, this module will examine in particular the reasons for the rise of National Socialism, the character of National Socialism, and the difficulties of the Federal Republic of Germany to deal with its difficult and contentious past, that is the attempt at 'coming to terms with the past' (Vergangenheitsbewältigung).
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.
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.
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 Spanish 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 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 Spanish-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 Spanish 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 Spanish, the speaking of Spanish (prepared and spontaneous) in both formal and informal settings, the writing of Spanish, and the systematic study of Spanish lexis, grammar and syntax. The second aim is to increase students’ awareness, knowledge and understanding of contemporary Spain.
By the end of this module, students should have developed an informed interest in the society and culture of the Spanish -speaking world. They should also have acquired almost native-speaker abilities in both spoken and written language.
Many writers have described the years of unprecedented historical change that surrounded the turn of the twentieth century as a time of 'cultural crisis'. This interdisciplinary module in US cultural history explores that so-called crisis through the close reading and analysis of a variety of important written and visual texts, including fiction and non-fiction, architecture and urban design, painting, photography and cinema. Course themes include: technology and culture, labour and capital, imperialism and the 'myth of the west', immigration and urbanisation, celebrity and consumer culture, reform politics, the Great War, and cultural modernism.
This module presents an unprecedentedly vivid picture of the lived experience of Europeans, Africans and indigenous Americans over a three-million square mile area (Carolina to the Equator; central America to Bermuda) in which Britons settled an area smaller than Yorkshire. Though you are unlikely to have much knowledge of the place or period when you start the module, most students' interests can be accommodated within the sources. You will also have access to a unique collection of (digital) facsimiles of printed and archive sources. You will study the roots of the colonial process but can adopt modern techniques of analysis and presentation such as web-authorship, databases, palaeography (handwriting). You will write traditional essays but also create an individual project, plunging into a fascinating period and place, asking challenging questions of the human experience and learning valuable transferable skills.
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 module investigates Europe’s Age of Extremes (1918-45) and its memorialisation up to the twenty-first century. The primary materials used are fiction films and documentaries, which we study alongside photographs, posters and political documents. Departing from the Soviet Revolution and the rise of Nazism, the module first explores the development of historical films as propaganda. We then trace the use of films to mobilise support for the war effort during World War II, concentrating especially on Great Britain and the USA. The second section of the module deals with the memorialization of World War II in the War’s aftermath and up to the 1980s. Italian neo-realism of the 1940s provides the starting point, while the main segment of this section deals with Soviet cinema of the ‘The Thaw’ and the cinematic construction of France as a ‘nation of resisters’ up to the 1970s. The third segment of the module showcases the challenges to the post-war resistentialist mythology and the increasing centrality of the Holocaust, paying attention to the role of Testimony. The module concludes with twenty-first century films from Holland, Denmark and Norway, which either recast or question the early resistentialist mythology. Throughout this module, we engage with practices of Memory Studies and Film History.
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 is based on the comparison of masterpieces of Spanish poetry from the 13th-20th century with the events of the current TV show Game of Thrones.
The purpose of this comparison is to consider how patterns and stereotypes related to the past, some of which are achieving success in both the TV show and the contemporary novels by Martin, have also been responsible for the success of a number of works that today are considered as classics of Spanish poetry. Students do not have to be familiar with the TV show or the novels in order to be successful in this module. Fragments of this show will be introduced in class, before drawing comparisons with the assigned readings in order to enhance general understanding.
Students on this module will engage in the study of the socio-historical events and features of Spanish society, as well as the literary mechanisms of each one of the texts. It is essential to understand the dynamic of these events in order to better understand the texts read.
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.
This module aims to provide students with a grasp of both the historical contexts for violence and masculinities as they are depicted in Spanish and Latin American film as well as an understanding of theoretical approaches, enabling rich analyses of such violence and evolving masculinities.
The module seeks to pluralise violence so that it is understood by students in its many forms. It will also ensure students have the terminology to discuss relevant contexts and approaches in relation to specific films in a coherent and intellectually appropriate framework.
Students will be required to view films set in historical contexts highlighting key themes. They will be encouraged to observe and analyse structural violence in various forms in these films and to understand its relationship with such categories as hegemonic, protest and patriarchal masculinities. The module will then question the 'invisible' nature of domestic violence, violence as a means (or not) of providing 'cheap shocks' and different aesthetic approaches towards the depiction of state violence.
This module covers Mexican political history and committed writing since 1968. Students will be presented with several important and politically defining events in Mexican contemporary history: the student movement of 1968, the guerrilla movements and the guerra sucia of the 1970s, the emergence of civil society after the earthquake of 1985, the Zapatista Uprising in 1994, and the Oaxaca Uprising in 2006.
These movements and events are explored through lectures on the political context of each movement, and through a combination of fictional and non-fictional texts from a variety of genres, such as testimonial literature, the documentary novel, and communiqués. Students will be analysing texts written by the most important contemporary Mexican writers and public intellectuals such as Paco Ignacio Taibo II, Elena Poniatowska, Carlos Monsivais, Carlos Montemayor, and the Subcomandante Insurgente Marcos.
This module is taught in English and all texts are available in English.
In this module you will study the content, character and function of Nazi propaganda as it was presented in film. The films will be used to understand how National Socialism tried to sell its messages, ranging from the ideal of a harmonious national community, national strength and a militaristic attitude, to anti-Semitic hatred, the commitment to total war and relentless fanaticism. You will also study the retrospective presentation of the Third Reich in film ranging from the struggle to come to terms with a difficult past to the financially successful marketing of history. This will show both a wide variety of perspectives on National Socialism as well as the function such representations serve at the time they are articulated and visualised. The module thus enables you to explore the challenges and opportunities films provide as historical sources in trying to understand the past.
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.
The Vikings inspired both fear and fascination in medieval times, and they continue to exercise a powerful hold on the modern imagination. In this Special Subject you will explore the Viking Age in the Irish Sea region and the Isles. The course ranges from the first Viking raids to the creation of the kingdom of Man and the Isles, a ‘sea-kingdom’ that encompassed numerous islands. The course offers you the chance to develop a sophisticated understanding of textual sources as well as non-textual material. You will gain a grasp of political history, and you will also have the opportunity to study the economy, culture, ethnicity and gender. The field is flourishing, and exciting new finds such as the Silverdale Hoard continue to refresh our understanding of the period. You will have access to plenty of secondary literature, but there is scope for developing original interpretations by studying the primary material. There will be some focus on the prolific evidence from north-west England, including artefacts in local museums and impressive stone monuments. You will participate in two field trips to sites and museums (you should set aside approximately £35.00 for local transport). The local evidence will be set in the broader context of Britain, Ireland, the Isle of Man and the North Atlantic.
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.
In a globalised world, foreign languages combined with knowledge of international history and contemporary cultures are highly valued by employers. During your degree you will develop the ability to think critically, analyse evidence and structure an argument, as well as gaining rich interpersonal, intercultural, cognitive and transferable skills. These skills will open up a variety of careers such as working in museums and heritage, IT, business development, civil service, events management, finance, journalism, publishing, research and sales, as well as teaching and translating both in the UK and abroad.
For the last ten years, languages graduates from Lancaster have been in the top ten universities in the country in terms of their employment prospects. Spanish Studies is ranked 1st in the UK by the Complete University Guide 2017 and History 10th in the UK by the Times and Sunday Times Good University Guide 2017 for graduate prospects.
Many graduates continue their studies at Lancaster, making the most of our excellent postgraduate research facilities. We offer Masters degrees in Translation, Languages and Cultures, and History as well as PhD research degrees.
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:
For full details of the University's financial support packages including eligibility criteria, please visit our fees and funding page
Optional field trips may be offered on this course for which students will be required to pay their travel costs
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