About the course
Studying history enables us to put ourselves and our society in perspective, understanding the connections and events that have led up to the world we now live in. Here at Huddersfield you’ll be able to engage with a range of approaches to history, and work with primary source materials in interesting and innovative ways.
- History has a 94% student satisfaction rating (NSS 2018).
- Our History modules cover a range of eras from medieval to modern times, and are geographically diverse allowing you to investigate the periods that fascinate and inspire you most.
- You’ll have the opportunity to gain valuable real world experience. The 5-week work related project in Year 2 and the year-long optional placement after the second year could help open up your graduate employment prospects.
- Get creative with opportunities to design a marketing pitch for a historical film, or an interactive soundwalk.
- Opportunities to study abroad, explore our innovative award-winning archive at Heritage Quay and the newly opened Holocaust Learning and Exhibition Centre.
- You could also join the Student History Society, and organise trips, debates and social events.
Our course also gives you a range of skills that you can take out into the world of work - good communication and analytical skills, independent and team working, and problem solving.
I was extremely impressed by the level of knowledge and skills demonstrated by students across the entire programme. I was particularly pleased to see students reflecting so thoughtfully, imaginatively and eloquently on the types of skills that their history degree provides them with particularly in the reflective essay written by second year students as part of the work placement module. It strikes me that too often we take ‘transferable skills’ for granted, rather than really encouraging students to reflect critically on what this actually means for them in terms of their own future career plans, and it is heartening to see this happening at Huddersfield.
Dr Jonathan Willis, External Examiner
Early Medieval Europe: c500 - 1215
This module covers the history of, what was to become, Europe from the decline of the Western Roman Empire to the end of the 11th Century. It explores the religious and social history of the period, in a range of geographic locations and ethnic groups, from Scandinavia to the Eastern Mediterranean. You’ll have the opportunity to examine written sources alongside visual representations and material culture. You’ll also be advised how to find, evaluate and reference supporting material for your work; how to identify arguments and structure essays and document analyses; and how to present material orally, as well as in writing.
Twentieth Century Britain
Using a chronological and thematic approach, you'll be introduced to the major political, social, economic and cultural developments affecting British society in the 20th Century. This module falls within the ‘Communities and Welfare Research Group’ at the University and explores how Britons identified themselves with a variety of communities, relating to place, gender, class and other affiliations. It also explores the development of social policy in relation to the welfare state.
The Modern World
This module will focus on the political and social histories of a number of case studies focussing on the period from the end of the 19th Century until the eve of the Second World War. We cover countries from a range of European and World powers, including the USSR, the USA and France. In each case the focus will be on the main political themes of the era, such as democracy, fascism and communism, considering them in wider social contexts.
Britons Abroad 1500-2000
This module covers the history of the British activities in other areas of the world from the early modern era to the 20th Century. It looks at reasons why the British decided to leave their home over a 500 year period, examining religion, exile, economic factors and the development of Empire.
Work Related Project
This module will support you in developing your career plans and gaining experience that will help you to succeed in your future employment. You'll undertake either a work placement or a work-related project in your chosen area. You'll receive guidance from academic staff and the careers service as you plan your placement or project, helping you to gain the most from this valuable experience.
This module helps to equip you with the necessary tools to devise and plan your own independent research project. The module is taught through a series of workshops that support you in becoming a historical researcher in your own right. You'll have the opportunity to identify a historical research topic, locate research questions within an appropriate historiographical context and find relevant primary source material. As such, the course offers a significant underpinning for third-year dissertations and projects.
Four options from a list which may include:
Holy Wars: The Age of Crusades
This module explores the Crusades to the Holy Land from the late 11th to mid-13th Centuries in the context of contemporary political, social and religious developments in Western Europe and the Middle East. You'll be directed to different accounts of the Crusades in contemporary sources from the perspective of the crusaders themselves, as well as from the point of view of the Jewish, Islamic and Byzantine peoples who were affected by the influx of Western Europeans to the Eastern Mediterranean. You'll also have the opportunity to examine crusading activities within Europe (e.g. Spain and the Baltic).
Reformation and Revolution
This module aims to introduce students, through a study of primary and secondary sources, to the political and religious history of the Tudor and Early Stuart periods in areas under the control of the English crown. It aims to lead students to an understanding of the way these developments have been debated and still have a resonance in the 21st century. This is a survey module.
Hitler's Germany: Life and Death in the Third Reich
This module examines the history, memory and historiographical controversy surrounding the Nazi era in European History. It uses a broad range of primary and secondary source material to provide a deep historical analysis, rooted in the debates over the consent or coercion of the German population, the limits of the totalitarian model and the nature of victimhood and commemoration.
Hands on History: Voice Film and Material Culture
You'll aim to gain a practical understanding of how non-textual sources can be used to write history. You'll be encouraged to explore at least three different types of source material and look at the variety of ways the past is represented in the historical record and the contemporary world. This may involve organising an oral history project or handling the objects in a museum collection.
Modern India: from Raj to Independence C. 1860-1950
This course is designed to introduce students to the benefits, and complexities, of studying the history of another culture and continent, and the specific issues at stake in studying a colonised society. Thus, the course will incorporate both an in-depth study of the history of India, c.1860-1950, and the historiographical debates that have characterised post-colonial studies. To do so, it will utilise both the records of British colonial rule, and Indian sources (some in translation). Special attention will be paid to regional differences and to the impossibility of treating either ‘the British’ or Indian subjects as homogeneous groups. To facilitate awareness of the complexities of colonial and post-colonial society, the course will often turn to local studies and to biographies of individuals who lived through this period of Indian history – exploring both the diversity of experience, and continuities of thought, custom and practices.
This module studies the major themes of social, political and cultural development in Victorian Britain and its Empire. It explores the key landmarks in Victorian history and asks a series of historiographical questions about the period. You’ll be introduced to the major digitized primary sources of the era and will be shown how to use digital means for research, analysis and dissemination of your historical work.
After the Black Death: Late Medieval Society
This module will explore the world created by the experience of the Black Death in the 14th and 15th Centuries, focussing on England in Europe but broadening your focus to explore connections with the wider world. You'll start with the Europe of the early 14th Century – a place of high population and food shortage - and then move to investigate how that changed with the population crash of the Black Death. You'll be encouraged to use digital sources such as British History online, JISC Historic Books, and British Library Digitised Manuscripts.
Medieval and Early Modern Warfare in England
In this module you will explore the ways in which warfare was conducted in the late medieval and early modern periods. The focus will be principally on battles fought in England, from Hastings to Sedgemoor, viewed from an archaeological and landscape rather than a purely military historical perspective. You will have the opportunity to examine the ways in which the interaction of troops, technology, tactics and terrain influence the character and outcome of the action. You will also consider how warfare can be studied using a combination of written and physical evidence.
Growing Up in the Past: Oral Histories of Childhood and Youth
This module deals with the theory and practice of oral history in relation to the history of childhood and youth. You will conduct at least one interview, and provide all the relevant ethical and archival documentation to accompany it. You will be introduced to the key problems in oral history of memory, ethics, intersubjectivity and narrative. Finally, in order to write about the experience of childhood and youth in the past, you will learn the analytical techniques which can be applied to oral history data.
The course also offers an optional one-year (48 weeks) work placement after the second year, in the UK or abroad. This will give you the opportunity to gain valuable hands-on experience, insight into your chosen career and open up your graduate employment prospects.
One option from a list which may include:
Dissertation (History in Practice)
The dissertation is a 12,000 word project where you'll be encouraged to use primary sources to research a topic of your choice. Alternatively you can opt for the History in Practice element which allows you to put the skills you've learnt in your time at Huddersfield into a creative project. This is an opportunity to present your work in a different way. Every year we work with external partners to deliver exhibitions, create learning resources and research public facing projects. Previous students have worked with organisations such as Leeds City Museums, the National Coalmining Museum for England, the Thackray Medical Museum, local schools and local history societies. Assessment is an oral presentation, and a 12,000 word dissertation or a 5,000 word essay and a Community History project.
Honours Level Project
The Honours Project is a 6,000 word tightly focused project where you'll have access to primary sources to research a topic of your choice. Assessment is an oral presentation and 6,000 word project.
Up to five options from a list which may include:
History and Myth: Writing and Re-writing the Middle Ages
This module will explore aspects of medieval history in depth, focusing on contemporary narrative sources, both historical and literary, and including some consideration of related visual and material sources. You'll also engage with the post-medieval representation of the Middle Ages in both academic and popular terms.
Community and Identity in the Later Middle Ages
This module explores the construction and negotiation of community and identity in the later middle ages, through the lenses of gender and religion. In the 21st Century ‘the religious turn’ has focused attention on the need to understand these interactions, and the module encourages you to develop and explore your own case study and consider how you would share that with a wider world.
This module will consider a key era of early modern history with a strong focus on primary materials and the way in which they relate to key historiographical debates.
The Elizabethan Age
This is a specialised module which engages students, through the study of primary and secondary sources, in examining the reign of Elizabeth I (1558-1603). It aims to develop students’ understanding of key themes in the early modern era, such as gender, politics, foreign policy and religion. It also aims to look at perceptions of Elizabeth I’s reign in modern society by examining modern views of Elizabeth in writing, image and popular mediums of television and film.
The Great War: Culture and Society
The module examines the origins of the war, the military course of the conflict, its effect on domestic society and reactions to the war through literature, art and memorial architecture. The focus of the module is on the British experience, though it will consider continental European and imperial experiences too.
Britain on the Breadline
This module studies particular decades of the late 19th and 20th Centuries in order to determine the extent to which Britain experienced discontent in a period of generally improving living standards. You will have the opportunity to study Britain in the 1930s or the 1970s.
The Dark Years, 1940-1944: Collaboration, Resistance and Memory in Wartime France
This module examines the history and memory of the French experience of World War II, focusing on the German Occupation, the Vichy Regime, French collaboration, and the development of internal and external resistance. You'll have access to a broad range of primary and secondary source material to provide a cultural historical analysis, rooted in the debates over silence, truth and representation.
Mindsets, Institutions and Madness
This module aims to develop your understanding of the 18th, 19th and 20th Centuries in relation to the ‘care’ of what we would now call the mentally ill and the learning disabled. By focusing on social and political, as well as medical themes you’ll have the chance to explore both the understanding of mental ill health and learning disability, and the responses to them.
The Body and the City
This module aims to develop your understanding of the late 19th and early 20th Centuries in relation to health, medicine and the urban environment. By focusing on social and political, as well as medical, themes you’ll have the chance to explore key changes in knowledge about the regulation of the body. The primary focus is on Britain but comparative elements from other western European countries are included to put the British experience into context.
Bloodlands: Historical Geography of Interwar East Central Europe
This module will investigate East Central Europe in the period between the two World Wars. Carving states out of the remnants of the Russian, German and Austro-Hungarian Empires created much political (and, in some cases, military) turmoil over border disputes and ethnic exclaves, some of which resurfaced after the end of the Cold War. You will learn about Eastern European history in the 1920s and 1930s, theory and methods of spatial history and historical geography, maps as sources, and digital cartography for analysis and dissemination of historical geographies.
India’s ‘Tryst with Destiny’: The Making and Re-Making of the World’s Largest Democracy
This module examines the making and re-making of Indian democracy from 1947 to 2004. The goal is to develop your understanding of the numerous factors that drive Indian democracy and determine the extent to which India’s democratic make-up and popular experience are unique in the modern world.
14.0% of the study time on this course is spent in lectures, seminars, tutorials etc.
You will experience a range of teaching and learning formats including lectures, seminars, small group tutorials, workshops and individual tuition. Some of your submissions may involve producing a podcast, contributing to an exhibition or working on an archive. The assessment of this module will be based on both written and practical work including examinations, essays, oral presentations, research analysis reports and portfolios.
Your module specification/course handbook will provide full details of the assessment criteria applying to your course.
Feedback (either written and/or verbal) is normally provided on all coursework submissions within three term time weeks – unless the submission was made towards the end of the session in which case feedback would be available on request after the formal publication of results. Feedback on exam performance/final coursework is available on request after the publication of results.
The teaching year normally starts in September with breaks at Christmas and Easter, finishing with a main examination/assessment period around May/June. Timetables are normally available one month before registration. As this is a full-time course, you may have to attend every day of the week.
Your course is made up of modules and each module is worth a number of credits. Each year you study modules to the value of 120 credits, adding up to 360 credits in total for a bachelor’s qualification. These credits can come from a combination of core, compulsory and optional modules but please note that optional modules may not run if we do not have enough students interested.
If you achieve 120 credits for the current stage you are at, you may progress to the next stage of your course, subject to any professional, statutory or regulatory body guidelines.
BBBat A Level including a minimum grade B in History
120 UCAS tariff points from a combination of Level 3 qualifications including a minimum grade B at A Level in History
DDM in BTEC Level 3 Extended Diploma
If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum for IELTS is 6.0 overall with no element lower than 5.5, or equivalent will be considered acceptable. Read more about the University’s entry requirements for students outside of the UK on our Where are you from information pages.
Other suitable experience or qualifications will be considered. For further information please see the University's minimum entry requirements.
- Huddersfield is a TEF gold-rated institution delivering consistently outstanding teaching and learning of the highest quality found in the UK (Teaching Excellence Framework, 2017).
- We won the first Global Teaching Excellence Award recognising the University’s commitment to world-class teaching and its success in developing students as independent learners and critical thinkers (HEA, 2017).
- Here at Huddersfield, you’ll be taught by some of the best lecturers in the country. We’ve been the English university with the highest proportion of professionally-qualified teaching staff for the past four years*.
- For the past ten years, we’ve been the UK’s leading university for National Teaching Fellowships too, which rate Britain’s best lecturers. It’s all part of our ongoing drive for teaching excellence, which helps our students to achieve great things too.
- We’re unique in the fact that all our permanent teaching staff** have, or are completing, doctorates. This expertise, together with our teaching credentials, means that students here learn from knowledgeable and well-qualified teachers and academics who are at the forefront of their subject area.
*HESA - First awarded in 2016, maintained in 2017, 2018 and 2019.
**Permanent staff, after probation: some recently appointed colleagues will only obtain recognition in the months after their arrival in Huddersfield, once they have started teaching; research degrees applies to those on contracts of more than half-time.
Research plays an important role in informing all our teaching and learning activities. Through research our staff remain up-to-date with the latest developments in their field, which means you develop knowledge and skills that are current and highly relevant to industry.
100% of research produced by History at Huddersfield is internationally recognised, and two thirds of this is internationally excellent or world-leading; we more than doubled the amount of world-leading research we produced since the last REF. Our impact case studies scored particularly highly, being rated 20% world leading and 50% internationally excellent (REF 2014).
We extend our knowledge and understanding of History through the production of high quality work, with funding coming from the AHRC, ESRC, the Wellcome Institute, the Leverhulme Trust and other significant grant providers. As part of this process we have also invested in early career members of staff with great success.
For more information, see the Research section of our website.
Hear more from our staff and students.
At the University of Huddersfield, you'll find support networks and services to help you get ahead in your studies and social life. Whether you study at undergraduate or postgraduate level, you'll soon discover that you're never far away from our dedicated staff and resources to help you to navigate through your personal student journey. Find out more about all our support services.
We will always try to deliver your course as described on this web page. However, sometimes we may have to make changes as set out below.
Changes to a course you have applied for
If we propose to make a major change to a course that you are holding an offer for, then we will tell you as soon as possible so that you can decide whether to withdraw your application prior to enrolment.
Changes to your course after you enrol as a student
We will always try to deliver your course and other services as described. However, sometimes we may have to make changes as set out below:
Changes to option modules
Where your course allows you to choose modules from a range of options, we will review these each year and change them to reflect the expertise of our staff, current trends in research and as a result of student feedback or demand for certain modules. We will always ensure that you have a range of options to choose from and we will let you know in good time the options available for you to choose for the following year.
We will only make major changes to the core curriculum of a course or to our services if it is necessary for us to do so and provided such changes are reasonable. A major change in this context is a change that materially changes the services available to you; or the outcomes, or a significant part, of your course, such as the nature of the award or a substantial change to module content, teaching days (part time provision), classes, type of delivery or assessment of the core curriculum.
For example, it may be necessary to make a major change to reflect changes in the law or the requirements of the University’s regulators; to meet the latest requirements of a commissioning or accrediting body; to improve the quality of educational provision; in response to student, examiners’ or other course evaluators’ feedback; and/or to reflect academic or professional changes within subject areas. Major changes may also be necessary because of circumstances outside our reasonable control, such as a key member of staff leaving the University or being unable to teach, where they have a particular specialism that can’t be adequately covered by other members of staff; or due to damage or interruption to buildings, facilities or equipment.
Major changes would usually be made with effect from the next academic year, but this may not always be the case. We will notify you as soon as possible should we need to make a major change and will carry out suitable consultation with affected students. If you reasonably believe that the proposed change will cause you detriment or hardship we will, if appropriate, work with you to try to reduce the adverse effect on you or find an appropriate solution. Where an appropriate solution cannot be found and you contact us in writing before the change takes effect you can cancel your registration and withdraw from the University without liability to the University for future tuition fees. We will provide reasonable support to assist you with transferring to another university if you wish to do so.
Termination of course
In exceptional circumstances, we may, for reasons outside of our control, be forced to discontinue or suspend your course. Where this is the case, a formal exit strategy will be followed and we will notify you as soon as possible about what your options are, which may include transferring to a suitable replacement course for which you are qualified, being provided with individual teaching to complete the award for which you were registered, or claiming an interim award and exiting the University. If you do not wish to take up any of the options that are made available to you, then you can cancel your registration and withdraw from the course without liability to the University for future tuition fees and you will be entitled to a refund of all course fees paid to date. We will provide reasonable support to assist you with transferring to another university if you wish to do so.
When you enrol as a student of the University, your study and time with us will be governed by a framework of regulations, policies and procedures, which form the basis of your agreement with us. These include regulations regarding the assessment of your course, academic integrity, your conduct (including attendance) and disciplinary procedure, fees and finance and compliance with visa requirements (where relevant). It is important that you familiarise yourself with these as you will be asked to agree to abide by them when you join us as a student. You will find a guide to the key terms here, where you will also find links to the full text of each of the regulations, policies and procedures referred to.
The Office for Students (OfS) is the principal regulator for the University.