Achieve proficiency in written and spoken Irish and an in depth knowledge of the historical processes that have shaped modern society.
We are committed to using Irish as a primary medium of communication for students taking Irish as your Major subject. Our Irish programmes play a vital role in preserving, sustaining and celebrating Ireland’s Gaelic literary and linguistic heritage as well as serving the demands of the Irish language sector within the local and international job market.
We’ll support you to acquire the necessary competence to fully participate in the Irish language community as a confident and independent user of the language and to gain stimulating and fulfilling employment when you graduate.
On the History Minor pathway you will explore the processes that have shaped modern society through selected topics at each level.
On the History Minor pathway you will explore topics such as Film and the Vietnam War, Witchcraft and Magic, the Russian Revolution, United States’ Foreign Policy and many more. We present Historyin unique and exciting ways. Rather than traditional lectures and seminars, you will learn mainly in interactive workshops. You will create podcasts and digital presentations, design websites, organise conferences and produce research portfolios.
In this section
On the Major Irish pathway, you will study Modern Irish language (grammar, pronunciation, writing) and Modern literature, as well as optional modules (depending on combination) in the development of the language since the Gaelic Revival, Irish Cultural Studies, Folklore, Irish Dialects and Translation. The literature modules will give you a solid understanding of writing in Irish from the early 20th century to the modern day, including the novel, short story, drama and verse, and the language modules will help you to achieve a high level of competence in written and spoken Irish.
Diploma in International Academic Studies DIAS
The course normally lasts for three years (four years if you choose to do a placement). During this time, there will be a number of different teaching and learning experiences for you to enjoy. You will be introduced to key topics in lectures, and you will get the chance to share your views with other students in small group seminars. One-to-one tutorials, video and email consultations are also offered so that you can ask your lecturer the questions that really matter to you. Timetabled sessions usually amount to about 9 hours per week, but you'll spend much more time than reading, rehearsing and making performances.
Teaching is mostly based on regular lectures, seminars and interactive workshops. Individual and small group tutorials are also common. Lectures allow the teacher to enthuse about their subject and flag up interesting and significant issues; seminars and workshops give you the opportunity to share your insights with other students and ask questions; tutorials allow for a more detailed interaction with your lecturer specially tailored to your own needs.
Assessment methodsvary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until near the start date and may be subject to change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days of attendance will often be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Masters courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have four learning outcomes, and no more than two items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6 (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Masters degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures correct for academic year 2019-2020.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2021-2022.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
Year: 1
Status: C
This module covers the acquisition of written communicative skills, enabling the student to express themselves correctly in writing with confidence in a variety of everyday and academic contexts.
Year: 1
Status: C
This module takes students on the course from B2 (Vantage or upper intermediate):
- Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialization.
- Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
- Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
to C1 (Effective operational proficiency or advanced level):
- Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
- Can express ideas fluently and spontaneously without much obvious searching for expressions.
- Can use language flexibly and effectively for social, academic and professional purposes.
- Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
Status: O
Year: 1
This module is optional
This module investigates the primary forces shaping Irish politics, political institutions and structures, political behaviour, the mass media and policy making.
Status: O
Year: 1
This module is optional
This module is designed to introduce students to the practical skills required for studying history at degree level and the methods and approaches that inform historical practice.
Status: O
Year: 1
This module is optional
The module will illustrate and analyse the key themes and issues in American history from colonial times to the present day. Patterns and problems in the development of America will be discussed, and consideration of differing interpretations and source evaluations are implicit throughout the course. By the end of the module students should understand how the history of America has been shaped by the key events and debates that have taken place over the last four hundred years.
Status: O
Year: 1
This module is optional
This module provides a comprehensive introduction to the history of modern Britain. It explores key themes such as industrialisation and urbanisation; reform and revolution; class and identity; religion, nationalism and unionism; war and empire. It utilises the latest historical scholarship and key primary sources delivered by research-active scholars via innovative lectures and seminars. The module brings to light the key events and historical processes which have shaped the Britain and Ireland of today.
Status: O
Year: 1
This module is optional
The purpose of this module is to provide Level 4 History students with an introduction to some of the main developments in world and international history from the First World War onwards. It is one of a number of broad, survey courses, designed to provide the basis for further, more detailed, study in subsequent years.
Status: O
Year: 1
This module is optional
This module will explore the structures of society in early-modern Europe, and the nature of early-modern social mentalities, daily social realities and material culture, cultural attitudes towards the natural world, varieties of religious belief and practice, and the supernatural in the early modern period: from notions in Heaven and Hell, to Angels, demons, witchcraft and magic. It will trace the effect on these beliefs and attitudes by the social, intellectual and cultural shifts associated with the Enlightenment.
Status: O
Year: 1
This module is optional
This module examines key themes in Irish social and political history from the Act of Union to the Revolutionary period. Students will gain knowledge of important events such as the Famine, Land Wars, Easter Rising and War of Independence.
Status: O
Year: 1
This module is optional
This module aims to help students acquire skills and critical acumen in active reading that will be essential for successful progression through the degree program.
Status: O
Year: 1
This module is optional
This module aims to further develop students' skills and critical acumen in active reading, to bring about an awareness of dialect differences, and to expand knowledge of idiom in Irish.
Status: O
Year: 1
This module is optional
This module should consolidate the students' C1 level (Effective operational proficiency or advanced level) (CEFRL):
- Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
- Can express ideas fluently and spontaneously without much obvious searching for expressions.
- Can use language flexibly and effectively for social, academic and professional purposes.
- Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
Status: O
Year: 1
This module is optional
This module examines the various political, socio-economic and cultural factors that precipitated the decline of Irish, its revival at the end of the nineteenth century and the emergence of a modern Irish literature in Irish
Year: 2
Status: C
The module provides an elucidation of important aspects of Irish folklore, oral tradition and literary heritage.
Year: 2
Status: C
This module builds on an Ghaeilge Scríofa 1 and covers the acquisition of written communicative skills, enabling the student to express themselves correctly in writing with confidence in a variety of everyday and academic contexts.
Status: O
Year: 2
This module is optional
These modules provide an opportunity to undertake an extended period of study outside the UK and Republic of Ireland. They are required modules for all History students on an intercalary study abroad semester or year during second year. They are not open to non-study abroad students. Students will develop an enhanced understanding of the academic discipline of History whilst generating educational and cultural networks.
Status: O
Year: 2
This module is optional
These modules provide an opportunity to undertake an extended period of study outside the UK and Republic of Ireland. They are required modules for all History students on an intercalary study abroad semester or year during second year. They are not open to non-study abroad students. Students will develop an enhanced understanding of the academic discipline of History whilst generating educational and cultural networks.
Status: O
Year: 2
This module is optional
These modules provide an opportunity to undertake an extended period of study outside the UK and Republic of Ireland. They are required modules for all History students on an intercalary study abroad semester or year during second year. They are not open to non-study abroad students. Students will develop an enhanced understanding of the academic discipline of History whilst generating educational and cultural networks.
Status: O
Year: 2
This module is optional
These modules provide an opportunity to undertake an extended period of study outside the UK and Republic of Ireland. They are required modules for all History students on an intercalary study abroad semester or year during second year. They are not open to non-study abroad students. Students will develop an enhanced understanding of the academic discipline of History whilst generating educational and cultural networks.
Status: O
Year: 2
This module is optional
These modules provide an opportunity to undertake an extended period of study outside the UK and Republic of Ireland. They are required modules for all History students on an intercalary study abroad semester or year during second year. They are not open to non-study abroad students. Students will develop an enhanced understanding of the academic discipline of History whilst generating educational and cultural networks.
Status: O
Year: 2
This module is optional
These modules provide an opportunity to undertake an extended period of study outside the UK and Republic of Ireland. They are required modules for all History students on an intercalary study abroad semester or year during second year. They are not open to non-study abroad students. Students will develop an enhanced understanding of the academic discipline of History whilst generating educational and cultural networks.
Status: O
Year: 2
This module is optional
This module examines the role of the state in molding the history of the family and sexuality in Britain between 1860-1925. It looks at the forces which have influenced state policy as well as the impact on issues such as prostitution, homosexuality, gender roles and childhood.
Status: O
Year: 2
This module is optional
The module tracks the emergence of an internationally powerful British nation state by examining key issues and events from c.1630-1730. It will explore governance in contested kingdoms and diverse societies, the rise of the fiscal-military state and parliamentary monarchy, religious confessionalism and religious pluralism. It will also examine the early modern family, the emergence of the middle class, social and economic improvement, and the Early Enlightenment.
Status: O
Year: 2
This module is optional
A chronological and thematic module which explores the main patterns of Irish migration since 1607, and examines reasons for migration, emigrants' journeys, processes of adjustment, and also the development of the local, national and transnational socio-cultural, religious and political structures which together comprised an Irish Diaspora.
Status: O
Year: 2
This module is optional
This module is designed to help fill a still largely existent gap in human historiography by introducing students to the other side of the coin of human development: the human 'instinctive imperative' towards peace and through contrasting this with the roots of war, promote an understanding of the patterns in war and peace & advancement in the course of human history, with a particular focus on the post-1648, post-1815, post-World War One, post-World War Two and post-Cold War/post-9/11 periods.
Status: O
Year: 2
This module is optional
This module explores the impact of the West on the Middle East and its contribution to conflict in the region since the end of the 19th Century.
Status: O
Year: 2
This module is optional
Ireland and Europe examines the reasons for Ireland's application to join the EEC, the interests informing its European policy, and the impact of the EU on Irish politics, administration, and society. There is a specific emphasis on key policy areas such as foreign policy, neutrality, cross-border co-operation, regional cohesion, and the Common Agricultural Policy. The module also explains the functions of the main EU institutions and their relation to member states, and examines the politics of the integration process and its implications for member states.
Status: O
Year: 2
This module is optional
The module explores the history, media, film and political culture in the context of America's involvement in the Vietnam War. The module explores major debates in the historiography of the era. Film representations of the war are subject to scrutiny for what they reveal about American society, and how they depict the changing perspectives of the "history" of the conflict. The module also follows the way in which the war developed and the changing attitudes it provoked at home and abroad.
Status: O
Year: 2
This module is optional
This course examines the rise to power of the Spanish Empire in the fifteenth and sixteenth centuries, and its subsequent decline from the seventeenth century onwards. The following issues will be emphasized: Spain's Empire building; the image of Spain in the European political discourse; the military, economic, and social crises of the seventeenth century; the Spanish Golden age in art and literature vis-à-vis the concept of decadence; the importance of honor and religion in all realms of society; the racial issue: from the convivencia to the Inquisition; the court of the Habsburgs; and the cultural impact of Spain in the early modern world. In addition, the course will consider the diverse populations constituting the Spanish World, stressing such social and cultural strains as those between: center (Castille), and periphery (for example, Catalonia, Naples, and The Netherlands); Christians and converted Jews/Muslims; Spanish Conquistadores and indigenous populations; and the various racial castes created in the Americas.
Status: O
Year: 2
This module is optional
This module introduces students to key themes and topics on the history of death and illness in the long nineteenth century. Drawing from social, medical and Victorian history, students will explore themes such as murder in the Victorian city, ghosts, asylums, suicide, Victorian funerals and bodysnatching. Students will examine interdisciplinary sources including literature and art, as well as standard historical sources.
Status: O
Year: 2
This module is optional
This module examines Revolutionary Russia from the last Romanov ruler through to the establishment of Stalinism in the USSR. Key historiographical debates will be examined and assessed. The political, economic, and social and cultural aspects of this period will be covered.
Status: O
Year: 2
This module is optional
Race remains one of the most contentious issues in United States society. It has had a profound impact on America's domestic political process and culture and the way in which the US is perceived by the rest of the world. This module seeks to provide insight and understanding into the questions raised by the African American struggle and race relations in America and the continuing problems faced by Black Americans. The module proceeds chronologically through Black history from slavery through to the present day. This module also assesses the cultural contribution of African Americans in the United States in the twentieth century, and explores the legacy of the slave experience. It is interdisciplinary in method and will examine such issues as rebellion and assimilation, black nationalism, family, gender, film and popular culture.
Status: O
Year: 2
This module is optional
This module examines various diachronic aspects of the Irish language.
Status: O
Year: 2
This module is optional
This module explores the literary tradition of 18th and 19th century Ireland. It examines both poetry and prose texts of various genres from this period, places them in their historical and cultural context and further develops methods of practical criticism.
Status: O
Year: 2
This module is optional
This module involves an in-depth study of modern Irish poetry from the beginning until the end of the twentieth century. The module aims equally to increase students' competence in the area of literary analysis and structured response.
Status: O
Year: 2
This module is optional
This module will allow students to enhance their understanding of the Irish language sector in a broader professional context whilst absorbing experiences gained within a work-based environment and/or scenario. This Level 5 Semester 2 module may also serve as a precursor to a placement inspired Research Project in year 3.
Status: O
Year: 3
This module is optional
This module provides students with an opportunity to undertake an extended period of study outside the UK and Republic of Ireland (one full academic year). It is a required module for all History students on an intercalary study abroad year between second (level 5) and final year (level 6). It is not open to non-study abroad students. Students will develop an enhanced understanding of the academic discipline of English whilst generating educational and cultural networks.
Status: O
Year: 3
This module is optional
This module will use the study of women in Irish society from 1850-2000 to consider the role of women in areas such as politics, religion, culture, work and sexuality and how their role and experiences changed over the period. It will allow students to gain an alternative historical perspective on the major political and societal changes of the period. Though the use of oral history students will gain a personal understanding of female experience in the past.
Status: O
Year: 3
This module is optional
The module provides an opportunity to undertake an extended period of study outside the UK. Students will develop an enhanced understanding of the academic discipline of Celtic Studies whilst generating educational and cultural networks.
Year: 4
Status: C
This module provides the student with the opportunity to select any topic from the area of Irish Studies/Irish Language and Literature on which he/she may undertake an individual research project
Year: 4
Status: C
This module examines various synchronic and diachronic aspects of the Irish language.
Status: O
Year: 4
This module is optional
This module utilises documentary, digital, and audio-visual sources to explore life in Ireland during the revolutionary years, 1913-1923. The period is brought to life through narratives of key events and the analysis of primary source material from the time.
Status: O
Year: 4
This module is optional
This module examines the attempts of the post-Stalin leadership to manage, reform, and improve the prosperity of Soviet domestic communism. The political, economic, and social and cultural policies of the three main general secretaries - Khrushchev, Brezhnev, and Gorbachev - will be examined and assessed critically.
Status: O
Year: 4
This module is optional
This module provides a comprehensive overview of US Foreign Policy since 1945. It considers the United States' place in the global political structure. It will examine defining moments in the history of US Foreign Policy, including the Cold War, Post-Cold War, and post-September 11th eras, analysing the administrations of Presidents from Harry S. Truman to Barack Obama.
Status: O
Year: 4
This module is optional
This module investigates the evolution of the working class in Ireland, and its interaction with capital, labour organization, society, and politics.
Status: O
Year: 4
This module is optional
This module will trace the evolution of early modern courts from Burgundy in the 15th century to Louis XIV's Versailles in the 17th century. The following issues will be emphasized: the interaction of the ruler with the courtiers through the unique prism of the various mechanisms that constructed ceremonial and etiquette; the communication of the court with wider strata of the population via the magnificent spectacles and festivities that were organized to aggrandize such ruling houses as the Habsburgs, the Bourbons and the Tudors; the extravagance of royal patronage, and the use of such luxury products as: art, fashion, and finery. In geographical terms, most of the emphasis will be put on the Spanish and French courts, which presented the principal models of kingship and courtly culture that were emulated by the rest of the courts of Europe. In addition, it will examine how these models influenced some of the more interesting case-studies in the Italian peninsula, such as the Papal court, the court of the Medici, and the viceregal court of Naples.
Status: O
Year: 4
This module is optional
This module will examine the historical process since 1945 whereby European colonial powers either withdrew or were driven from formal occupation of their overseas possessions. The module will not only examine various interpretations of imperial disengagement but will also provide an in-depth study of the actual mechanics of European decolonisation for particular territories in South and South East Asia, Africa and the Pacific. It also aims to enhance student skills in evaluating interpretations put forward by historians through allowing them to make a detailed study of one particular colonial possession.
Status: O
Year: 4
This module is optional
This is an interdisciplinary study of one of the most significant events in the history of the United States since 1900, the Depression that began in 1929 and lasted until the USA entered the Second World War in 1941. This course will examine the turbulent years of the Great Depression and the New Deal. It will cover political, social, economic, and cultural aspects of the events and circumstances that led to the Depression, the election of FDR in 1933, and the formulation of the New Deal as national policy. It will then look at various aspects of New Deal policies and will assess the achievements and limitations of those policies.
Status: O
Year: 4
This module is optional
This module examines the dramatic changes in experiences of health and illness that occurred in the twentieth century. Focusing on Britain and America, it explores how our attitudes to matters such as sex, death, eating, disability and mental health were revolutionized in the twentieth century. The module also looks at ethical problems issues such as Cold War human experimentation. Students will engage with broader themes such as class, gender and race relations.
Status: O
Year: 4
This module is optional
The early modern period is often seen as the era of the European 'witch-panic', which saw around 40,000 people executed for the crime of witchcraft. This module will examine the many facets of the witchcraft experience in Europe and New England using a variety of contemporary sources: from images and printed books and pamphlets, to court records and private correspondence. It will examine patterns of witchcraft accusation and prosecution, the intellectual context of witchcraft beliefs, the connection between witchcraft and women, the decline in educated belief, and the continuation of popular notions and traditions. Early modern witchcraft will also be located in its wider magical context by exploring both popular magic. Developments in witchcraft and magic in the early modern period will also be linked to wider societal, cultural and religious changes.
Status: O
Year: 4
This module is optional
This module introduces students to Classical Irish and the Irish of the seventeenth century. It examines Bardic poetry, learned love poetry and key prose texts of the period.
Status: O
Year: 4
This module is optional
This module analyses modern prose and drama in Irish, with a particular focus on the novel.
Status: O
Year: 4
This module is optional
This module will introduce students to the study of grammar, syntax and phonology in Irish translation. Students will also study of the discourse of contemporary Irish translation and engage critically with key concepts in translation.
Status: O
Year: 4
This module is optional
This module seeks to build on the language skills gained in all previous modules. Students will be given the chance to further develop their written and oral proficiency by completing a range of tasks. Detailed comprehension exercises in Irish will enable students to perfect their knowledge of Irish grammar. Extended debates and presentations will help students speak Irish with confidence and complete accuracy.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
In this section
The A Level requirement for this course is CCC.
Overall BTEC award profile
QCF Pearson BTEC Level 3 Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2012 Suite)
Award profile of Distinction Merit Merit
RQF Pearson BTEC Level 3 National Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2016 Suite)
Award profile of Merit Merit Merit
QCF Pearson BTEC Level 3 Diploma / OCR Cambridge Technical Level 3 Diploma (2012 Suite)
Award profile of Distinction Merit plus A Level Grade C or award profile of Distinction Merit plus A Level Grade C
RQF Pearson BTEC Level 3 National Diploma / OCR Cambridge Technical Level 3 Diploma (2016 Suite)
Award profile of Merit Merit plus A Level Grade C
QCF Pearson BTEC Level 3 Subsidiary Diploma / OCR Cambridge Technical Level 3 Introductory Diploma (2012 Suite)
Award profile of Merit plus A Level Grades CC
RQF Pearson BTEC Level 3 National Extended Certificate / OCR Cambridge Technical Level 3 Extended Certificate (2016 Suite)
Award profile of Merit plus A Level Grades CC
Diploma, National Diploma and Subsidiary Diploma applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - grade C) by substituting a combination of alternative qualifications to the same standard as defined by the University.
Candidates must fulfill the subject requirement for Irish (A level Grade C or equivalent) via other qualifications. If you do not meet the requirement for a qualification in Irish, please contact us and we can discuss how we might recognise your prior experience in the area in assessing your application.
Overall Irish Leaving Certificate profile
96 UCAS tariff points to include a minimum of five subjects (four of which must be at higher level) to include English and Maths at H6 if studied at Higher level or O4 if studied at Ordinary Level.
The Scottish Highers requirement for this course is
Grades DDD
A minimum of grade C in Math and English is required at Intermediate Level if not studying at Higher Level.
The Scottish Advanced Highers requirement for this course is grades DDD.
Candidates must fulfill the subject requirement for Irish (A level Grade C or equivalent) via other qualifications. If you do not meet the requirement for a qualification in Irish, please contact us and we can discuss how we might recognise your prior experience in the area in assessing your application.
Applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - Grade C ) by substituting a combination of alternative qualifications to the same standard as defined by the University
Overall International Baccalaureate profile minimum 24 points (12 at higher level) including English and Maths.
Overall Access profile
Overall profile of 55% (120 credit Access Course) (NI Access Course)
Overall profile of 45 credits at merit (60 credit Access Course) (GB Access Course)
For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C or 4 or above in English Language and Maths (or equivalent).
Essential Skills Level 2 Communication will be accepted as equivalent to GCSE English.
Essential Skills Level 2 Numeracy will be accepted as equivalent to GCSE Maths.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Acceptable alternative qualifications include:
Pass HND with overall merit to include 15 distinctions in level 5 credits.
Pass HNC with overall merit to include 45 distinctions in level 4 credits.
You may also meet the course entry requirements with combinations of different qualifications to the same standard as recognised by the University.
Most students enter into Year 1. However, if you can provide evidence of previous relevant study or experience you may be considered for entry to later years. There is facility for transfer to other Ulster Business School undergraduate degree programmes (full time to part time) on the Magee campus depending upon the nature of the subject matter of the other degrees and academic achievement. In appropriate cases opportunities exist at the end of Year 1 for transfer between this programme and other first-degree programmes in the Department.
In this section
Graduates from this course are now working for:
With this degree you could become:
Students who study Irish with Historyare well-placed to secure employment in several fields. Roles within the Irish language profession such as interpretation, community development and education are natural progression routes. As a graduate, you can also pursue further study with formal educational roles such as a PGCE in Irish or Primary Education.
It is estimated that the number of students in Irish Medium Education will double in the next decade. A report published in June 2020 by leading language experts from the Council of Europe has stated that should be more education in Irish and there is a need to train more Irish-speaking teachers. This course answers that need.
Students will have the Option in Year Two of this course to study An Ghaeilge Ghairmiúil which will offer them an opportunity to gain valuable experience in an Educational setting.
You also have the option to undertake a one-year work placement (in Year 3) with an industry partner leading to the award of Diploma in Professional Practice (DPP). These work placements can be at home or abroad in an organization (company, local or central government or voluntary organization), and you will work under the supervision of an Industrial Supervisor, supported by the DPP Co-ordinator and an Academic Supervisor from within the University.
In addition to this, all students on the programme will take the module EDU308 Industrial Educational Placement. This will span one semester and provide you with industry experience (one day a week) whilst you study your other modules for that semester. This can be in a formal educational context such as a school, FE college or nursery setting. However, it can also be in industry with a training or educational role such as local government, NGOs or commerce.
Fees illustrated are based on academic year 22/23 entry and are subject to an annual increase.
If your study continues into future academic years your fees are subject to an annual increase. Please take this into consideration when you estimate your total fees for a degree.
Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
Visit our Fees pages for full details of fees.
Correct at the time of publishing. Terms and conditions apply.
£4,630.00
£9,250.00
£15,360.00
In History,we offer prizes to award our highest achieving students across all three years of study. As examples:
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
Course Director: Dr Nioclas MacCathmhaoil
T:+44 28 7167 5770 E: nm.mccaul@ulster.ac.uk
History: Dr Kyle Hughes: k.hughes1@ulster.ac.uk
Admissions Office - Claire Tinkler/Karen Gibson
T: +44 (0)28 7012 3895 or +44 (0)28 701 24353
E: cm.tinkler@ulster.ac.uk or ki.gibson@ulster.ac.uk
Robert Hunter (recent History graduate)
‘I am really enjoying studying History at Ulster. It offers lots of interesting modules that cover a wide variety of eras and cultures, taught by helpful expert staff. It has taught me transferable skills such as how to analyse, interpret and present information that will be valuable when it comes to seeking employment after graduation. History at Ulster has also given me access to amazing travel opportunities. In my second year, I was awarded a bursary to work in the “In Flanders Fields Museum” in Ypres, Belgium for three weeks where I helped to digitise the records of Irish soldiers who died during the First World War’.
Karolina Stonkute (recent History graduate)
‘During my three years on the History course at Ulster, I have never felt unsupported. The History lecturers have continuously provided me with help whether it was academic or personal. They strive to push their students to achieve grades that they believe best represents their skills. I would not have the experience nor the confidence to enter the next chapter of my career without them.’
Orin McIvor (recent History graduate)
‘At the end of my second year studying History at Ulster I applied for the ‘study abroad’ programme and spent a year at university in America. I had an incredible time. It was truly a life changing experience that boosted my self-esteem and confidence. It was amazing being able to experience different cultures and to meet people that I would become friends with that I would have had no opportunity to do so before. I miss the experience a little more every day and still catch up with the friends I made. It was an experience that I feel anybody with even a hint of interest in studying abroad should go for as they will not regret it’.
