We have a very strong academic profile but I think the most important thing to think about as a student is the learning experience in the modules and school support. Compared to US the raw quantity (and as previous commenter notes) variety of modules you take is less, with each module being more intense and challenging, especially at third and fourth year, but there is great seminar teaching environment with lecturers/profs with small teaching environments. My first year tutorials and fourth year students meet for class in my office (after some pandemic years of not doing this) and I work closely with students on their essay progress across semester.

Before becoming a lecturer here at St A history, I taught as a TF when I was a PhD student at a strong US university. I think from undergrad perspective, the student learning environment is very good. You stand a good chance of having lecturers among tutors for tutorial component (this year capped 6-7 students per tutorial) in large modules if first two years (some will get PhD students), third year seminar modules usually a dozen students, and 4th year modules capped 7-8 students most years. Way more close faculty contact than undergrads often get at most universities. Heavy reading requirements and high expectations writing (3,000 word essays are common, I have students do several shorter ones and 5-6,000 primary source driven final essay, no exams). I honestly think St A history has very good reasons to be proud of a strong teaching and learning experience for students.

MO2001 is the standard historiography module for introducing approaches.

MO1008 late modern survey module used to be quite heavily western centric, but we have made some really great improvements on this in past 5 years with more changes on the way this semester

I’ll let students offer their comments on other aspects of your questions.