Module Directory

After the Second World War, the United Kingdom underwent a series of political, societal, and cultural changes that were to have a profound effect on its perception of itself, its and its changing world role. This module offers an introduction to the historical events and processes that have helped to shape the contemporary United Kingdom, focusing on a range of issues including those of identity – of what it means to be British in the modern age. It examines the principle causes and phases of change during this period (including, perhaps most importantly, conflict) and the effect these changes have had on British society, its culture, and its people.

This module develops skills that will enable students to have an understanding of modern Britain, so that they are able to critique the actions of players and the beliefs of thinkers and thus become possible agents of future change, through interpreting information, thinking critically, assessing evidence and undertaking research. The module does not require any prior knowledge or experience of studying British history.

The aims of this module are:

• To enhance students' knowledge of and interest in the subject/s by preparing them for potential undergraduate study of the subject (History or similar humanities subjects)


• To provide a firm foundation of knowledge and understanding of key developments in UK history during the period 1945 to the present day.


• To increase students' awareness of the many different approaches (chiefly: political, cultural, social and economic) towards the study of history, and the provisional, ever-evolving nature of contemporary (British) history.


• To select and evaluate appropriate primary, secondly and, if applicable, tertiary sources.


• To enable students to gain confidence in their knowledge of historiography and analytical skills by learning the basics of how to read and understand viewpoints by critically assessing conventional practices and schools of thought; in order to explore new ways of thinking and new ways of viewing historical happenings.


• To develop students' ability to think critically in order to understand, critique, construct and convey an argument, both oral and written.


• To challenge students to look beyond the obvious ways of viewing historical incidences and during seminar sessions engage in thoughtful discussions and debates. To gain an understanding of the existing framework and enforcement mechanisms in the field of digital technologies

By the end of the module, students will be expected to:

1. Demonstrate knowledge of key events in the United Kingdom during the period under study including the most significant cultural changes within UK society and the UK's changing relationships with its key overseas partners and allies.


2. Engage fully with the study of History through the taking of lecture notes, the undertaking of independent study and active participation in seminar discussion.


3. Apply the key skill of critical, analytical thinking to the examination of historical evidence from a variety of sources in order to incorporate this analysis of evidence into various kinds of work.


4. Analyse assignment and test questions, and research and construct an appropriate academic argument in response that is clear and effective.


5. Summarise, comment on and analyse historical arguments and debates in written work and seminar discussions.


6. Demonstrate the ability to evaluate relevant historical perspectives by engaging in thoughtful academic dialogue and debate.

Skills for your professional life (Transferable Skills)

By the end of this module, students will have practised the following transferrable skills:

1. Applying schools of thought to various contemporary issues.


2. Team working though problem solving in small groups.


3. Time-management and managing workload with weekly tasks and timely completion of assignments.


4. Resilience and confidence building by practicing and honing one’s critical thinking skills and analytical skills in relation to the material.


5. Reflective practice via self-evaluation and feed forward to future assignments.


6. Taking responsibility for one’s own learning, by undertaking research on a topic of your choosing – this allows personalisation.


7. Enhancing IT skills through the use of various technologies, such as Moodle, FASER, Talis, Microsoft PowerPoint and Word.

Indicative syllabus

• What is History / Historical Research? + Changes & Developments up to 1945


• Post-War Britain: The Spirit of ’45 and the Creation of the Welfare State (45-50)


• Consumerism & Consensus (The 50’s and 60’s #1)


• Conflict & Change (The 50’s and 60’s #2)


• Britain and the Wider World (1945 – 1969)


• The Decade of Decline? (The 1970s #1)


• The Decade of Decline? (The 1970s #2)


• A Revolutionary Decade? (The 1980s # 1)


• The Them & Us Society. (The 1980s # 2)


• Britain and the Wider World (1970 -1999)


• Identity #I: Devolution & Religion


• Identity #II: Race & Ethnicity


• Identity #III: Gender & Sexuality


• Identity #IV: Class & the Establishment


• A Major Solution or A Major Disaster? (The 1990#s #1)


• Cool Britannia? Life in Blair’s ‘New’ Britain (The 1990#s #2)


• Britain and the Wider World (2000 on)


• From Millennium to Coalition. (AKA the Noughties 2000-2009)


• From A to B (Austerity to Brexit) The Road to Nowhere? (2010-2016)


• From B to C. Storm to Weather: Post Brexit Britain (2017 on)

This module will be delivered via:

• Thirty-two 110-minute lectures
• Thirty-two 2-hour seminars

Teaching and learning on Essex Pathways modules offers students the ability to develop the foundation knowledge, skills, and competences to study at undergraduate level, through a curriculum that is purposely designed to provide an exceptional learning experience. All teaching, learning and assessment materials will be available via Moodle in a consistent and user-friendly manner.

Some lectures involve the viewing of audio-visual material – due to the technology used this may or may not take place within the lectures, if not it will be given as additional work or during seminars. Seminars will involve whole-group discussion of the weekly topic and set reading, small-group work. Moodle will be used to distribute module documentation and learning materials.  

Learning support

Students are expected to engage with Moodle for materials and support activities. Students are also supported through the Listen Again facility and other teaching and learning technologies such as the TALIS list. All students will also be assisted during a weekly Academic Support hour.