Why study this course

A vibrant engagement with English Literature that facilitates your independent choice of focus and topics

2nd in the UK for Teaching (NSS 2023) which is reflected in our dedicated team, student support, and tailored feedback

This is a forward thinking and issue-led degree which offers you the opportunity to address and debate difficult and sometimes controversial moral, ethical and philosophical issues of our time.

You'll have excellent international travel opportunities, such as India and Rome, helping you to boost your employability prospects

Course summary

If you don’t have, or don’t think you will attain, the normal tariff points for studying at BGU, this course will enable you to study for a degree without any UCAS points. The course is delivered over four years and includes a Foundation Year, which gives you a perfect introduction to what it means to be a university student and prepares you for effective undergraduate study. In your Foundation Year, you will study eight modules, all of which are designed to equip you with the necessary academic skills and knowledge to progress successfully in your chosen subject. You will also engage in a series of bespoke subject sessions delivered by experts, designed to introduce you to your chosen subject area.

Find out more about our Foundation Year programme.

While studying a History course at BGU, you will explore a range of fascinating topics spanning a number of historical eras, in a variety of local, national and global contexts; from pirates in the early modern Atlantic World to civil rights campaigners in the 1960s. As well as learning about the people in the past on this undergraduate degree, you will investigate how people today engage with history and consider how the past can be brought alive.

Whether you describe yourself as agnostic, atheist or a firm believer, if you have a passionate interest in the ethical, political, philosophical and religious issues of our time, this course is perfect for you. Here at BGU we can look back on many years of experience in teaching Religious Studies, Philosophy and Theology. We designed this undergraduate degree to bring the oldest of academic subjects into the present day – combining the richness of ancient tradition with the relevance and freshness of a 21st century subject.

Key facts


BA (Hons)

UCAS code



4 years

Mode of study


Start date


Awarding institution

Bishop Grosseteste University

Institution code


Apply for this course

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About this course


Our specialism in social and cultural history marks us out as different to History courses elsewhere. Here at BGU you are encouraged to study the past with empathy and see the past from different, sometimes challenging perspectives.

Here at BGU in Lincoln, won’t just study history through documents, you’ll learn through placements and site visits to archives and museums. Throughout the course you will explore a range of fascinating topics spanning a number of historical eras, in a wide variety of local, national and global contexts. You’ll analyse data, images and texts, construct arguments and engage in original historical research. You will also look at how history is encountered within the community and take a work-based placement at a school, archive, museum or other site that fits your career goals and direction.

This undergraduate degree will help to build your skills as a historian, from introductory subjects in your first year through to an independent, research-based dissertation in your final year. As well as learning about people in the past, you will investigate how people today engage with history and consider how the past can be brought alive.

History Course Booklet

Keep up to date with the latest news and activities of the department by following us on Twitter: https://twitter.com/BGUHistory

Theology & Ethics

This course offers a different type of Theology and Ethics – we like to think of it as Theology ‘with its sleeves rolled up’. Our hands-on undergraduate degree will take you beyond the classroom and will open doors that have the potential to change your life and empower you to make a difference to the world you inhabit.

Get ready to look at recent trends in theology alongside the implications of scientific discovery, exploring religious debate together with arguments for atheism and for the existence of God. You won’t stop studying world religions, however. You’ll also explore other key events and issues related to terrorism, race, gender and sexuality. Here at BGU in Lincoln, we have many years’ experience in teaching Religious Studies, Philosophy and Theology. We designed this degree to bring the oldest of academic subjects firmly into the present day – combining the richness of ancient tradition with the relevance and freshness of a 21st-century subject.

Throughout the course you’ll develop your curiosity and fascination about different religious cultures, learning from hands-on experience and developing research skills and critical evaluation skills.

What you will study

As a student on this course, you may study some or all of the modules listed below.

In this module you will explore and consider what it means to be a successful learner at university. You’ll explore the principles of effective learning and engage with a range of tools and techniques to practise and develop strategies for your own learning. These include for example, understanding your needs as a learner, effective time management and organisational skills.

You will learn about a range of resources and practise locating and using these resources to support effective learning. These resources will include, for example, textbooks, websites, academic journals, and popular press. In addition to these key techniques, the module covers academic conventions including referencing, citation and the risks of plagiarism.

This module will allow you to learn to utilise sources in a considered and critical way. You will begin to engage effectively with literature and other sources in a meaningful manner that promotes deep learning and enables knowledge and understanding of a topic. You will also begin to differentiate qualitative and quantitative data and consider their appropriate interpretation and use.

Critical thinking is an integral part of university study. While studying this module you will define critical thinking, its importance and how it can help you in your learning. A range of critical thinking models will be utilised to demonstrate how this works in action, allowing you to recognise critical thinking and identify barriers and challenges.

The skilled use of digital technologies is an important element in university study and is used to support both the obtaining and demonstration of knowledge. This module will develop your digital capabilities and confidence, encouraging you to develop techniques for the purposeful use of a range of digital tools to support learning. These include specific tools such as the Virtual Learning Environment and appropriate and effective uses of wider applications such as social media, email and the internet.

This module explores, compares and evaluates a range of communication types, giving you opportunities to combine written and spoken communication in a range of contexts and for a range of audiences. From a theoretical, sociological perspective you will explore different communication media and styles of discourse, for example, discussion, debate, enquiry and reporting.

Reflection is a powerful learning tool that enables you to consider your existing knowledge and also to plan for your future learning and professional development. The module content includes the principles of reflective learning and collaborative planning with reference to structured models.

Academic writing is an essential element of successful university study, so this module explores a range of techniques to help develop your own academic writing style. It will enable you to draw together your learning throughout the Foundation Year and reflect on the feedback you have received. You will structure a clear and effective piece of academic writing on a subject-linked topic in which you will apply standard academic conventions.

This module will introduce you to the importance of individual and collective identities in the study of history. Through examining a variety of key theoretical texts and biographically-focused case studies, largely but not exclusively centred on British history, you will learn about different approaches to the history of identity and its utility for modern historical studies. you will gain an understanding of a range of theoretical methodologies related to the practice of social and cultural history that will provide a firm foundation for later studies. At its core, the module will introduce you to the principle sources for, and main theoretical approaches taken in, the study of key, often intersecting, identities within the disciplinary area of history, such as: sexuality, class, politics, religion, race, gender and disability.

On this module you will be introduced to the early modern British Isles, broadly covering the period from the Reformation of the English Church to the 1688 Revolution. The module will consider political, social, military, cultural and economic perspectives on a transformational period in the history of the British Isles. By taking a survey approach the module will support you as you gain a wider understanding of this period of history. Consideration will be given to, variously, social structures and lifecycles, reformation and religious change, the rise of parliament and the state, radical politics and revolutionary change, the impact of print culture, the English Civil War, and the role played by urban, rural and maritime/imperial development as drivers of change. In summary, you will come to understand why the period is referred to as 'early modern', neither wholly medieval or modern. The module will engage you in the excellent digitised resources available for this period and introduce you to the vibrant historiographical and methodological approaches to explaining changes in the early modern British Isles, as appropriate, and you will learn how to apply these to the research and analysis of this period of history.

This module introduces you to the study of history at undergraduate level and is a key part of your transition to university. You will gain an initial understanding of the varied nature of the discipline and the range of approaches to it, introducing key areas of theory and practice covered in subsequent modules in history, such as: the significance of schools of historical thought, key source types and popular interpretative approaches. There will be a focus on some of the key critical and practical skills involved in reading, researching and writing history. The use of an engaging case study will contextualise how historians analyse primary sources and how historians engage with the secondary accounts produced by their colleagues. Introductions to information literacy, academic integrity and a range of study skills, such as the reading of academic texts, will be explicitly embedded within the module. You will be encouraged to reflect on your own study skills, learning strategies and approaches. Taught sessions and assessments will encourage your to express your ideas in written and spoken form through discussion, debate and argument. This module is designed to support your progression through subsequent modules in the subject.

On this module you will study late medieval England - in particular the various roles, occupations and classes of people in Late Medieval England. Through a survey approach, you will examine the changing nature of various aspect of late medieval society, such as kingship, the aristocracy, feudalism, gender, education, literature and drama. The module will introduce you to recent historiographical debates surrounding the nature and transformation of kingship in this period as well as the extent and nature of conflict between social groups, particularly in relation to the Baron’s Wars and the War of the Roses. As well as providing opportunity to understand the significance of powerful late medieval women, the module will also look at gender roles in wider society and how these changed. You will also study the changing role of religion, how drama was used to promote religious ideas, the development of literature, learning and the transformation of the medieval landscape. The course will introduce you to this formative period of English history and to key historiographical debates. It will use a variety of methodical approaches to enable you to research, analyse and explain various aspects of this period.

This module introduces the historical manifestations, key writings and Scripture, as well as the principal beliefs and practices of the three main religions of the west: Christianity, Judaism, and Islam, although reference is also made to other faith traditions.

This module provides an introduction to the historical manifestations, key writings and Scripture, as well as the principal beliefs and practices of the three main religions of the East: Buddhism, Hinduism and Sikhism, although reference is also made to other faith traditions.

This module covers a broad sweep of Christian history starting with the development of an early Church through major theological developments such as the Councils of Nicea and Chalcedon. It covers important foundation stages, personalities and concepts attached to the historical and theological development of Christianity from the Early Church to the middles-ages. It will look at the contributions to theology of some of outstanding thinkers such as St Paul, Augustine of Hippo and Thomas Aquinas.

This module covers a broad sweep of Christian history starting with the development of the Reformation through major theological development to the modern era. It covers important foundation stages, personalities, and concepts attached to the historical and theological development of Christianity from the Reformations to the modern age. It will look at the contributions to theology of some of the outstanding thinkers such as Luther, Calvin and Loyal as well as modern theologians such as Barth and Rahner. It will examine historical developments such as the Reformation and Counter-Reformation, modernity, secularisation, and fundamentalism.

This module will develop your knowledge, understanding and subject-specific skills related to local and regional history. This will include relevant research methods, including primary source analysis and digital information skills. The module will review the historiography associated with local and regional histories and you will consider a range of perspectives and framings such as the political, social, cultural and economic. A significant focus of the module will be the exploration of the variety of sources available to the historian investigating local history. These will include visual, oral and textual; tangible and intangible; official and private. This activity is normally facilitated by engaging with both physical and digital primary sources. Through practical exercises in the retrieval, synthesis and interpretation of a range of source material you will develop the skills needed to operate successfully in this field.

This module will engage you in a wide-ranging study of the Atlantic World in the early modern period with a particular focus on the 17th and 18th centuries. Through a critical review of secondary texts and a variety of primary source material you will analyse the political, economic, technological, social and cultural history of the Atlantic World, with a particular focus on the ‘Anglophone Atlantic’, its origins, growth and contact with European empires and indigenous peoples in the Americas and Africa. You will engage with historiographical debates concerning the character of the ‘Atlantic World’ with its competing empires and entities and consider whether this is a useful concept for understanding this period of history. Key themes to be explored include: the importance of the trade in goods and the movement of people, including the trans-Atlantic slave trade; the significance of conflict and co-operation between states, sub-state groups and individuals; the importance of identities and how they changed as a result of the Atlantic experience; and the role of science, knowledge and communication in the Atlantic World.

This module will explore a range of protest movements from across the British Isles, setting them in their historical context and investigating their origins, scope, membership, activities and outcomes. By examining a chronological span from the first modern protests to contemporary movements, you will develop an understanding of change and continuity in regard to methods of protest, organisational structures and effectiveness. You will work critically with a wide set of historical texts and primary sources, including audio and visual evidence. The module will also take account of interdisciplinary work on the theory and conceptual development of social movements, in particular from sociology and political science, reflecting the nature of existing scholarship on popular protest. The examples utilised within the module will focus on British movements, but where appropriate references to global networks, antecedants and legacies will be explored. A range of movements with different motivations will be examined, such as: Chartism, trade unionism and parliamentary reform campaigns; regional and/or national independence campaigns; Suffrage and Women’s rights; Peace movements; Civil Rights and Anti-racism; LGBTQ+rights; and Environmentalism. Varied methods of protest will be examined, such as: petitions, demonstrations, direct action and the cultivation of cultural movements through music, art and literature.

This module will engage you in a long view of the history of magic, witchcraft and folklore. The module will begin by surveying the complex relationship between religion, health, miracles and magic during the later medieval period. It will then examine the subsequent development across early modern Europe of a culture of witchcraft persecution and prosecution, which will be considered through the lens of fear, often exacerbated by social status and/or gender. You will finally be tasked to evidence, explain and challenge the meta-narrative for the apparent decline in belief in a witch cult from the 18th century onwards. You will critically examine evidence for the persistence of pagan and magical beliefs as well as the development of folklore and fairy stories into the ‘modern’, ‘enlightened’ age. You will be exposed to relevant primary and secondary material in order to engage fully with the case studies and historical sweep of the module, and will be expected to critically explain and defend your interpretations. A parallel strand running throughout will be critical analysis of the trajectory of historiographical debate associated with the history of magic and, in particular, witchcraft and paganism.

This module will engage you in an in-depth assessment of life in Britain during the twenty-year period between the First and Second World Wars. The overarching theme of the module reflects the perennial historiographical debate on whether these years are best seen through a pessimistic lens of political crisis and economic decline, or more positively via a focus on social opportunity and cultural vibrancy. You will engage in critical discussion of interwar politics, debating issues such as: the rise of the Labour Party, Conservative electoral dominance, the failure of political extremism in the British context and the beginning of the end of Empire. Unemployment and economic challenges will also be covered, alongside the rise of consumerism, home-ownership and the growth of leisure activities. Social and cultural change will be examined through a variety of issues such as the experience of women, the decline of the aristocracy and the impact of the wider world upon Britain: for example, the popularity of American jazz music and cinema. The shadow of war will be akey theme throughout, be it the economic and social consequences of the First World War, or international tensions coming out of it that culminated in the 1930s. You will engage with a range of primary source material, including novels, autobiographies, contemporaneous journalism, oral histories, newsreels and film and wil be expected to engage in and frame their interpretations utilising key, recent historiography.

This module will explore the historical relationship between the World’s main religions and the environment. It will place the issues that surround our environment in an historical context in order to ask whether these religious organisations contributed to the problems facing our planet since the advent of industrialisation and whether they can now contribute to a solution. It will explore sacred text from the Jewish Torah, the Bible, the Koran as well as the Eastern texts from Hinduism and Judaism in order to determine their significance in terms of Green issues. It will also explore the modern contributions from historians, such as Lynn White, through to theologians such as Sean McDonagh, as it assesses the contribution of the eco-theology movement to the wider disciplines of Theology and Ethics.

This module builds on the introductory themes studied at Level 4. The module content offers you the opportunity to explore selected accounts of psychic and paranormal activity in the UK and elsewhere, considering popular, scientific, and theological explanations for these phenomena. Historical mainstream and alternative religious teachings about angels, spirits, miracles, mystical experiences etc are explored, and a study is made of established mystery cults and sects, and the conspiracy theories which have often surrounded them.

This module covers a broad sweep of the of three major world religion’s attitudes towards and treatment of women particularly that of Christianity, Judasim and Islam. It looks at the contributions to theology and spirituality of some of outstanding women; scriptural women such as Esther, Deborah, Mary mother of Jesus and Mary Magdalene, historical women such as Hildegard of Bingen, Julian of Norwich, Teresa of Avila and the more modern contributions made by feminist theologians such as Mary Daly and Rosemary Radford Ruether. This module provides you with an arena in which to apply previously acquired knowledge and skills in order to engage with the study of women thinkers and writers of theology and spirituality.

This module covers a broad sweep of the last 2,000 years of major world religion’s attitudes towards and treatment of women and in particular that of Eastern Religions and new religious movements. It looks at the contributions to theology and spirituality of some of outstanding women as well as the experiences of women who belong to these faiths. This module provides you with an arena in which to apply previously acquired knowledge and skills in order to engage with the study of women thinkers and writers of theology and spirituality.

During this module you will undertake a wide-ranging critical study of British imperial development during the nineteenth century. The narrative underpinning the module is the increasingly global and expansionist nature of European empires at that time, with Britain in the vanguard of imperialistic, globalising forces. You will examine the impact of British political and military power, money, technology and culture on the peoples, societies and environments it came into contact with. You will likewise analyse the agency of human responses to imperialism through a mixture of adaptation, co-operation and resistance and be introduced to scholarly research on the geographical and environmental signifance of industrialised imperialism. Additionally, the ways in which British society and culture was transformed by the imperial experience will be a crucial point of consideration with its legacies stretching into the twentieth and twenty-first centuries. You will utilise relevant secondary texts and a variety of primary sources in order to understand the most significant political, economic, technological, social and cultural aspects of the imperial experience and engage directly with classic and recent historiographical debates about the nature of the British Empire, its origins, purpose, meaning and legacies.

On this module, you are required to undertake a research-based project, drawing on academic advice as well as your own interests and intellectual skills, to produce a research-driven, written dissertation of 8-10,000 words. You will conduct your research by addressing self-formulated questions, supported by the critical selection, evaluation and analysis of primary and secondary source material. By these means you will devise and sustain a core argument, and/or solve relevant historical problems, to support the premise of your research question. You will proactively manage the first stage of the development of your dissertation by forming conceptual ideas and related arguments and compile aresearch outline, research question and working, annotated bibliography to summarize both quantitatively and qualitatively the research you plan to undertake. Taught sessions will help you to explore and understand the research methodologies and issues of presentation required for the production of a successful history dissertation. You will then have further individual tutorials spread across both semesters, in which allocated dissertation supervisors closely monitor and advise on the development of appropriate, distinctive, and critical arguments in respect of the chosen subject of study.

This module will explore the political history of the French and Haitian revolutions with a focus on the question of how far these revolutions represented the birth of ‘modernity’? In approaching the topic in this way, you will be encouraged to rethink the political ‘events’, personalities and ideas of the period and key economic, military, social and cultural changes in order to focus on the global significance of these revolutions and thus question more deeply the very concept of ‘modernity’. You will utilise the latest scholarship on figures such as Robespierre, Toussaint Louverture and Napoleon and examine case studies from the Fall of the Bastille to the Haitian Declaration of Independence in order to engage with concepts such human rights, racial and gender identity, terrorism, warfare and political violence, as well as questions of individual liberty, slavery, representative government and the role of the nation state in modern society. You will learn and apply the latest historical methods and approaches to an area that has consistently been one of the most creative (and divisive) in terms of historical theory and in so doing will learn about the role of historiographic debate in driving progress in the historical profession. By the end of the module you will be able to understand and intervene in discussions about the meaning and legacy of two revolutions which are frequently said to stand at the gateway to the modern world.

This module will examine the history of crime in Britain from Dickensian visions of young offenders, to 20th century gangsters and moral panics from ‘mods and rockers’ to football hooliganism. The module will also cover the development of the modern police force and policing methods, from the parish constable and early detectives through to the professional and volunteer police forces of the twentieth century. Alongside crime and policing, you will explore the history of the criminal justice system, from courtrooms, to transportation, execution and the modern prison. This will include in-depth analysis of the development of the modern state in Britain, as well as the interaction between central and local government in matters of crime, justice and punishment. Through a wide-ranging study of both primary and secondary material you will be challenged to understand and contextualise the histories of crime, justice and punishment. Particular use will be made of online resources such as the Proceedings of the Old Bailey. Historiographic trends in the study of crime and justice, theories of policing and elements of historical criminology will be a key part of the module and you will be expected to position your own research within that wider context, developing your own conclusions and evidenced arguments through in-depth study, discussion and research.

After preliminary consideration of what is meant by 'modernity', 'religion' and 'atheism', this module examines the thought of some central thinkers, theistic, agnostic and atheistic, and the implications of their thought for religious questions. Some of the most central themes in Enlightenment and post Enlightenment Western religious and atheistic philosophical debates will be examined and evaluated in order to engage students with both the history and the latest developments in core religious, philosophical and ethical issues.

During this module you will undertake a project, drawing on tutors’ advice as well as your own interests and instincts. You will conduct your researches through self-formulated questions, supported by the gathering of relevant information and opinion along organized lines of enquiry. The relatively modest guiding role of the supervisor means that you will be empowered to develop your skills of initiative and responsibility. You will more fully understand the opportunities in, and vicissitudes of, advanced independent study, further defining and drawing upon your particular styles of learning. You will proactively manage the development of your conceptual ideas and related arguments, using the challenge of the abstract and working bibliography to summarize both quantitatively and qualitatively the research you have undertaken; and that of the dissertation itself to construct an advanced piece of literary scholarship that is both conceptually and structurally strong.

The module takes as its theme "Crisis and Change" and responds to it in such a manner as to historically narrativise the development and dissemination of knowledge and responses to the theme. It is broken into four segments, with a coherent link provided to what came before and what will come next. The four are: Crisis of Modernity; The Challenge of Nihilism; Lemons to Lemonade; and Post-Modernity taking students from the end of the 19th century through to today. It engages with topics of what is real and how can we know? Making moral choices, race, humour, gender and non-gender, marginalization, migration and belonging (or not). The four sections are infused by the question of where religion sits within these topics - consciously and unconsciously -for the creators and the readers / consumers, and what do we mean by 'religion'? You will be exploring thinkers such as Nietzsche, Kierkegaard, Adorno, Beauvoir, and Hooks. You will also be reading works by sociologists of religion, specifically Tricia Rose, Rachel Wagner and Francis Stewart, and popular writers such as Reni Eddo-Lodge. In addition you will be working on the following films: "Black Swan", "Calvary", "Trainspotting", "In Time", and "Pulp Fiction". You will be examining television shows, specifically "Gone Too Far" and "Best of Times, Worst of Times" and will engage with two documentaries, Dave Chappelle's "Black Party" and "The Taqwacores". You will also be taught how to analyse and critically respond to music, not necessarily in the genre you would choose to listen to. This will focus on "Big A, Little A" by Crass, "Sinnerman" by Nina Simone, "All Along the WatchTower" by Bob Marley, "Lust for Life" by Iggy Pop, and a selection of Krishacore and Taqwacore bands. Finally, you will engage with video games, specifically "Far Cry 5" and "Bioshock" as a new medium with a very powerful message.

This module looks at the historical relationship between Religion and acts of political violence. It will examine Christian, Islamic, Judaic, Buddhist and Hindu responses to politics, violence, and the world. It will explore the issues raised by modern conflict, war and terrorism in order to discuss their implications for theology. In particular it will offer insights into how and why religions might regard acts of violence as an appropriate expression. It will provide opportunities to encounter issues of war, terrorism, and liberative theological thinking. It will offer an in-depth exploration of the implications these global issues have for Religions, and will critically engage you in the responses of World Religions to these challenges. This module will look at the role of Islam, Hinduism and other religions in confronting issues of terrorism, war and globalisation. Various responses of religious individuals will be discussed, such as Martin Luther King, Ghandi and Malcolm X, to political and social problems. Finally it will discuss the future for World religions in the 21st Century.

You will undertake a project, drawing on tutors’ advice as well as your own interests and instincts. You will conduct your researches through self-formulated questions, supported by the gathering of relevant information and opinion along organised lines of enquiry. The relatively modest guiding role of the supervisor means that students will be empowered to develop their skills of initiative and responsibility. You will more fully understand the opportunities in, and vicissitudes of, advanced independent study, further defining and drawing upon your styles of learning. You will proactively manage the development of your conceptual ideas and related arguments, using the challenge of the abstract and working bibliography to summarize both quantitatively and qualitatively the research you have undertaken; and that of the dissertation itself to construct an advanced piece of literary scholarship that is both conceptually and structurally strong.

Entry requirements

Application for this course is via UCAS, although there is no formal requirement for UCAS points to access the course (normally GCSE English or equivalent is desirable). As part of your application you will have the opportunity to speak with a member of BGU Admissions staff to resolve any questions or queries you may have.

Different degree subjects may have specific entry requirements to allow you to progress from the Foundation Year. Whilst not a condition of entry onto the Foundation Year, you will need to have met these by the time you complete the first year of this four year course.

Further information

Click here for important information about this course including additional costs, resources and key policies.

The Foundation Year syllabus does not include any specific element of upskilling in English language and you are not entitled to apply for Accredited Prior Learning, AP(C)L into a Foundation Year.

How you will be taught

There is no one-size-fits-all method of teaching at BGU – we shape our methods to suit each subject and each group, combining the best aspects of traditional university teaching with innovative techniques to promote student participation and interactivity.

You will be taught in a variety of ways, from lectures, tutorials and seminars, to practical workshops, coursework and work-based placements. Small group seminars and workshops will provide you with an opportunity to review issues raised in lectures, and you will be expected to carry out independent study.

Placements are a key part of degree study within many courses at BGU. They provide an enriching learning experience for you to apply the skills and knowledge you will gain from your course and, in doing so, give valuable real-world experience to boost your career.


During the Foundation Year, you will have opportunities to experience a range of formative and summative assessments. These include short-form writing, annotated bibliographies, presentations, digital technologies, reflective journals, and academic essays. All modules involve early, small, and frequent informal and formal assessments so as to be supportive and build confidence, while ensuring development of the core academic skills required for successful study throughout your degree. Assessment strategies are balanced, diverse, and inclusive, ensuring that you will experience a range of assessments to support comprehensive preparation for undergraduate study. You will also have the opportunity for self-evaluation and personal reflection on your own learning progress and development of skills.


In History, we believe in utilising assessments that will accurately test your key skills, knowledge and understanding. We select only those assessments that will enable you to learn, improve and progress over the course of the degree programme and which will prepare you for challenges beyond university, such as job interviews, creative presentations, professional exchanges of ideas, report writing and project management. As a result we use a wide combination of different types of history assessment, including written essays, presentations (oral, digital and practical), portfolio submissions (where a combination of smaller pieces of research work are produced) and assessed debates and one-to-one discussions.

History is primarily a written subject and consequently, around half of the assessment of the course is concerned with written communication of complex ideas and the persuasive and explanatory power of the written word. Therefore, the capstone project at the end of the degree course is the Dissertation, which is a longer assessed piece of written work on a topic chosen by the student through collaboration and discussion with their supervisor. It is an exciting and inspiring finish to the undergraduate degree programme and one that enables students to point to their successful demonstration of a range of skills associated with the planning and execution of a complex, written research project.

We have a fantastic track record of supporting you in your studies and assessments through a mixture of lectures, seminars, tutorials, practical workshops and a range of field trips to experience how historical ideas can be communicated outside of the classroom.

Theology & Ethics

On our Theology courses, we believe that we have an imaginative approach to assessment that allows us to utilise your strengths. We assess our students using a wide range of methods which include written assignments, paired and single presentations, research-based dissertations, files of work and exams. A good deal of continual assessment and easy access to our course tutors means that we are in a strong position to get the best possible results from our students.

Careers & Further study


Studying History at BGU enhances your employability by focusing on highly desirable and transferable critical thinking and analytical skills, professional writing practices and the art of constructing persuasive arguments.

Possible future careers for History graduates include education in the schooling and heritage sectors, marketing, journalism and publishing, law and policing, public policy, information research and management, working as an archivist, librarian or museum curator. History is a highly respected qualification amongst the Top 100 Graduate employers in the finance, commercial, legal and logistics sectors. Successful graduates of this course are also able to continue to study for a PGCE or Master's degrees at BGU and elsewhere.

All History students are guaranteed an interview for a PGCE Primary or Secondary course at BGU & a free place on our 'Preparing for Teaching' courses.

Your tutors will utilise long-established, experienced contacts to take you beyond the classroom on educational visits and work placements in Lincoln and further afield and you will be supported in finding the right placements and gaining the right experience to enable you to apply for a range of future roles.

Theology & Ethics

Many Theology students will pursue careers directly related to the disciplines of Theology, Ethics and Religious Studies, in education and schools. However, graduates of this course are highly skilled individuals fully prepared to pursue a wide variety of careers in other fields, such as community work, counselling, policing, librarianship, social work, work in the third sector, politics, museum work, education officers attached to religious buildings or organisations and media work. Specialised modules and the ability to choose individual routes through our programme will prepare you for whatever career might best suit your interests. As well as an in-depth understanding of ethical and theological issues, you will gain a wide range of transferable skills which will prepare you for further study or employment. Possible future careers for Theology, Philosophy & Ethics graduates may include work as an RE teacher/primary specialist, theology lecturer, social or youth work, politics and policy planning or museum work.

Find out more about where a degree in Theology could take you by clicking here

What Our Students Say

Discover what life is like at Bishop Grosseteste University from our students.


Studying at BGU is a student-centred experience. Staff and students work together in a friendly and supportive atmosphere as part of an intimate campus community. You will know every member of staff personally and feel confident approaching them for help and advice, and staff members will recognise you, not just by sight, but as an individual with unique talents and interests.

We will be there to support you, personally and academically, from induction to graduation.

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Fees & Funding

A lot of student finance information is available from numerous sources, but it is sometimes confusing and contradictory. That’s why at BGU we try to give you all the information and support we can to help to throughout the process. Our Student Advice team are experts in helping you sort out the funding arrangements for your studies, offering a range of services to guide you through all aspects of student finance step by step.

Click here to find information about fees, loans and support which will help to make the whole process a little easier to understand.

Undergraduate course applicants must apply via UCAS using the relevant UCAS code. For 2024 entry, the application fee is £27, and you can make a maximum of 6 choices.

For the 2025 cycle, UCAS is removing the undergraduate application fee for any student who is/or has received free school meals (FSM) during the last six years, up until the end of their final year at school or college. More information on the UCAS fee waiver can be found here.

For all applicants, there are full instructions at UCAS to make it as easy as possible for you to fill in your online application, plus help text where appropriate.

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