Modules
Please note, it may be necessary to change or discontinue courses, programmes or modules without notice and so we cannot guarantee that all the listed modules will run or be available to International students.
ACC1001: Preparing Financial Statements
Semester 1; Credits: 15
Introduces you to the basics of accounting practice and theory and provides grounding in the principles and rationale of book keeping. In these days of mechanised or computerised accounting systems it is necessary for you to understand and analyse how these systems work.
ACC1002: Business and Organisational Environment
Semester 1; Credits: 15
Provides an introduction to, and an appreciation of the development of management theories; how a business is organised and works, together with the development of Human Resource Management. It will trace the history of management and organisation from the onset of the Industrial Revolution to the present day and look towards the future and will cover major developments in the organisation of work and the management of people.
ACC1003: Business Economics
Semester 2; Credits: 15
Is an area of study that recognises that resources are scarce and that choices must be made between alternative uses. It provides an understanding of those external factors which might influence an organisation’s financial situation.
ACC1004: Professional Skills
Semester 1 and 2; Credits: 15
It is important for you to be aware of the requirements of the professional bodies in addition to the transferable and professional skills required as an accountant. You will investigate and self reflect on your learning style and skills audit and present a gap analysis to be used as a learning tool to enhance the professional skills required for employability on graduation.
ACC1005: Financial Information for Management
Semester 2; Credits: 15
Management accounting forms a significant aspect of the accounting environment. You will be introduced to techniques that accountants use to provide effective information to the management of an organisation and develop your analytical skills you will identify the methods used to recognise and classify costs and manage basic budgets.
ACC1006: Enterprise, Entrepreneurship and Small Business
Semester 1; Credits: 15
Provides an introduction to enterprise, entrepreneurship and the small business sector. This module will explore the concepts of enterprise and entrepreneurship in relation to small firms, social enterprise public sector and large private sector organisations. The module will also develop entrepreneurial skills such as self-management, team working, communication, creativity, problem-solving and cognitive skills.
ACC1007: Introduction to Law
Semester 2; Credits: 15
Introduces you to develop and understanding of the general legal framework within which an organisation operates. The module will also enable you to develop awareness and an understanding of common law, statute law and European law in relation to legal areas of importance to organisations.
ACC1008: Fundamentals of Marketing
Semester 2; Credits: 15
Aims to define marketing and to introduce you to key concepts and models. It considers the central philosophies of marketing thinking and practice through a range of contexts set against some of the significant and dynamic changes the business environment presents. The module provides the means for you to develop skills, which include information retrieval, communications, case study analysis, group work, creative problem solving and decision-making.
ACC2001: Financial Reporting
Semester 2; Credits: 15
The aim of this module is to build on the basic techniques developed at Level 4 and to develop knowledge and understanding of more advanced financial accounting, its concepts and principals. They will also be required to evaluate the use of the techniques and apply them in a practical context.
ACC2002: Business Information and Communications
Semester 1; Credits: 15
The skills required in the environment of business information and communications focus on a solid understanding of business information systems and communications technology. The ability to analyse customer and business aspects applied to business information are important skills to develop. To compliment this, the module will also help you to understand aspects of business information and communications technology to solve business problems.
ACC2003: Taxation
Semester 1; Credits: 15
Taxation knowledge and skills are an important element of an accounting degree. Taxation is a key skill and important undertaking for professional accountants. This module will introduce the doctrine of taxation and develop the skills involved in the computation of tax. You will be required to evaluate their newly acquired skills and develop a critical approach to the application of those skills to the professional environment.
ACC2004: Research Methods
Semester 2; Credits: 15
Research methods and philosophies are crucial to personal, academic and vocational development. Research methods are utilised at all levels of the degree programme and employers are increasingly looking for graduates who have specific skills, including those significantly developed through learning in research methods. Research methods transcend many of the key skills in which graduates are increasingly expected to demonstrate competency.
ACC2005: Financial Management and Control
Semester 2; Credits: 15
This module focuses on the importance and relevance to all organisations of management accounting theories and systems in making decisions. The module develops on from the Level 4 module, Financial Information for Management, in using and interpreting management accounting techniques and solutions. There is more of a focus on the underlying assumptions, potential flaws and issues with the methods, and the options that may be encompassed by the results.
ACC2006: Business Law
Semester 2; Credits: 15
This module is designed to be highly practical and introduce students to the real world application of legal principles when applied to the business sector. For these purposes, business is widely defined and includes both private and public sector organisations. Apart from studying legal regulation in certain areas, this module seeks to develop students’ management skills, that is to say their ability to identify problems and develop practical solutions to these problems via discretionary decision-making.
ACC2007: Auditing and Assurance
Semester 2; Credits: 15
Auditing knowledge and skills are deemed by the benchmark statement as an important element of an accounting degree. Auditing is a key skill and important undertaking for professional accountants. This module will introduce the auditing and develop the skills involved in the audit process. Students will be required to evaluate their newly acquired skills and develop a critical approach to the application of those skills to the professional environment. A wide range of transferable and intellectual skills will be delivered and assessed in order to promote the students to be confident with appropriate employability skills for the business environment.
ACC2008: Work Based Learning
Semester 2; Credits: 15
Work place experience is increasingly seen as important in contributing to graduate employability. This module offers students the opportunity to integrate academic and intellectual development within a practical workplace context. In particular, the module offers students the opportunity to negotiate access to, and to undertake a management project within an organisation of their choice. It will be of value to students in terms of contributing to their experience of a work environment, employability, networking and informing future career options. It will present opportunities to consider aspects of organisational life that may be located within the context of general management, consultancy and a range of functional disciplines.
BMS1022P: Enterprise
Semester 1 and 2; Credits: 30
This module will begin by discussing the nature and concept of enterprise. It will examine the diverse environments within which entrepreneurial activity takes place. The small and medium sized enterprise sector (SME) sector will then be introduced. This will include: defining SMEs, the importance of the SME sector, sources of statistics, factors determining growth/decline and the heterogeneity of the SME sector. The module will then examine the characteristics of people starting up in business in terms of age, ethnicity, gender, educational background etc. Although the module is inter-disciplinary a strong emphasis will be placed on marketing. The module will examine the role of marketing in modern organisations and will focus on branding, market segmentation, positioning and the marketing mix. These will be discussed first as general concepts, models and theories before they are examined in relation to SMEs. The focus will then be on business start-up and the factors influencing the success or failure of SMEs. Different definitions of entrepreneurial ‘success’ will be considered. Finally, employment in the small business sector (as both an owner-manager and an employee) will be examined especially in relation to graduate career opportunities.
BMS1024P: Business Economics and Legal Aspects
Semester 1 and 2; Credits: 30
The module will cover those elements of micro and macroeconomics that will enable students to appreciate the market conditions in which business operates; and in turn the impact of economic policy on business organisations. In particular, it will develop skills of analysis, encouraging the examination of issues from a range of perspectives. The interpretation of quantitative data will form an important element of the module. In parallel with the understanding of business from an economic perspective, students will be introduced to those aspects of the legal system of particular relevance to business. Throughout the module, an attempt will be made to explore the relationship between the economic and legal aspects.
BMS1031: Managing and Business for PR
Semester 1 and 2; Credits: 30
This module aims to define marketing and to introduce students to key concepts and models. It considers the central philosophies of marketing thinking and practice through a range of contexts. The recognition of marketing as a company wide activity and philosophy has grown over recent years. Central to the success of any organisation profit-making or not-for-profit is an understanding of the marketing concept and the role of marketing. An examination of these plus, an introduction to the elements of the marketing mix and the processes of segmentation, form a solid foundation in this introduction to the fundamentals of marketing. The module also introduces students to the principles according to which both public and private sector businesses function and the contexts within which they operate. A strong financial element is included, as well as leadership and management principles. PR practitioners need to consider the interface between suppliers, organisations, profit and loss cultures, and customers. They also need to identify correctly and communicate effectively with all relevant stakeholders. Teaching and learning strategies, as well as assessment, include therefore case study analyses and stakeholder mapping exercises, which test students’ ability to respond to what remains a competitive and pressured environment.
BMS2018: Research Methods
Semester 2; Credits: 15
The module commences with an overview of the need for research methods in business and management, identifying their importance for academic and vocational learning, as well as highlighting some of the key personal skills that can be advanced through research methods. The module then addresses the research process in detail, covering formulation and identification of the research topic/question; literature reviews and research strategy; qualitative and quantitative methods; data collection, reporting and presentation. The module also explores topical issues in research methods, such as research ethics and negotiating access.
BMS2018P: Research Methods
Semester 2; Credits: 15
The module commences with an overview of the need for research methods in business and management, identifying their importance for academic and vocational learning, as well as highlighting some of the key personal skills that can be advanced through research methods. The module then addresses the research process in detail, covering formulation and identification of the research topic/question; literature reviews and research strategy; qualitative and quantitative methods; data collection, reporting and presentation. The module also explores topical issues in research methods, such as research ethics and negotiating access.
BMS2019: Business Information and Communication
Semester 1; Credits: 15
The module content reflects both Business Information and Communications Technology theory. It provides students with a sound working knowledge of the areas that most directly affect the business function. These include the evolution, nature and need for business information; the development and impact of key ICT related applications relating to business information; managing information for business decisions using ICT and communications technology; the changing role of business information in organisations and the focus and impact of communications technology; and the importance of business information systems and technology at the tactical level.
BMS2019P: Business Information and Communication
Semester 1; Credits: 15
The module content reflects both Business Information and Communications Technology theory. It provides students with a sound working knowledge of the areas that most directly affect the business function. These include the evolution, nature and need for business information; the development and impact of key ICT related applications relating to business information; managing information for business decisions using ICT and communications technology; the changing role of business information in organisations and the focus and impact of communications technology; and the importance of business information systems and technology at the tactical level.
BMS2020: Culture and Change
Semester 2; Credits: 15
This module explores the importance of understanding national and corporate culture and how these factors impact upon the effective management of change in organisations. It will consider a range of models and approaches including Hofstede’s analyses relating to individual versus collective orientation; power-distance orientation; uncertainty-avoidance orientation; dominant-values orientation; short term-long term orientation; masculine-feminine orientation. It then explores organisational culture from a range of perspectives and its influence on approaches to change. These will include an analysis of planned and emergent approaches to change and their cultural impact on organisations.
BMS2020P: Culture and Change
Semester 2; Credits: 15
This module explores the importance of understanding national and corporate culture and how these factors impact upon the effective management of change in organisations. It will consider a range of models and approaches including Hofstede’s analyses relating to individual versus collective orientation; power-distance orientation; uncertainty-avoidance orientation; dominant-values orientation; short term-long term orientation; masculine-feminine orientation. It then explores organisational culture from a range of perspectives and its influence on approaches to change. These will include an analysis of planned and emergent approaches to change and their cultural impact on organisations.
BMS2022: Enterprise Management
Semester 2; Credits: 15
This module takes the student through a range of current perspectives on the growth and development of the entrepreneurial small firm, including explanations of organisational effectiveness and the roles of internal and external stakeholders. Following on from this, students will then take the opportunity to reflect upon a functional perspective based review of the two key areas of marketing and finance, before moving to a more holistic and strategic approach. Finally, students will consider current issues around management development, international considerations, innovation, high technology and the impact of the Internet
BMS2022P: Enterprise Management
Semester 2; Credits: 15
This module takes the student through a range of current perspectives on the growth and development of the entrepreneurial small firm, including explanations of organisational effectiveness and the roles of internal and external stakeholders. Following on from this, students will then take the opportunity to reflect upon a functional perspective based review of the two key areas of marketing and finance, before moving to a more holistic and strategic approach. Finally, students will consider current issues around management development, international considerations, innovation, high technology and the impact of the Internet
BMS2024: The Economic Environment for Business
Semester 1; Credits: 15
The module explores changes in economic thinking and the influence of neo liberal market economics. It continues to examine the effect of changing economic thinking on policy at domestic, European and international levels. Following from this, the module considers national economies and economic models within the European Union together with the impact of the European Union and wider issues relating to globalisation.
BMS2024P: The Economic Environment for Business
Semester 1; Credits: 15
The module explores changes in economic thinking and the influence of neo liberal market economics. It continues to examine the effect of changing economic thinking on policy at domestic, European and international levels. Following from this, the module considers national economies and economic models within the European Union together with the impact of the European Union and wider issues relating to globalisation.
BMS2025: Corporate Social Responsibility
Semester 2; Credits: 15
This module is concerned with the morality of business. It examines this from both a theoretical and practical perspective. The module outlines the nature and importance of corporate social responsibility to today’s business organisations, specifically in relation to policy formulation, operation and competitive advantage. Initially students are introduced to the philosophical underpinnings of morality in society and more specifically in business decision-making. Here the nature of business ethics is introduced and the relevance of key moral theories e.g. utilitarianism, Kantianism, rights etc. developed. The module progresses to explore the historical development of corporate social responsibility to modern day, including the ‘corporate social responsibility debate’. It then examines some of the current moral issues that businesses face including environmental issues/concerns, workplace discrimination, professional ethics/whistleblowing, questionable marketing practices, the impact of MNCs on developing countries, crisis management and corporate crime.
BMS2025P: Corporate Social Responsibility
Semester 2; Credits: 15
This module is concerned with the morality of business. It examines this from both a theoretical and practical perspective. The module outlines the nature and importance of corporate social responsibility to today’s business organisations, specifically in relation to policy formulation, operation and competitive advantage. Initially students are introduced to the philosophical underpinnings of morality in society and more specifically in business decision-making. Here the nature of business ethics is introduced and the relevance of key moral theories e.g. utilitarianism, Kantianism, rights etc. developed. The module progresses to explore the historical development of corporate social responsibility to modern day, including the ‘corporate social responsibility debate’. It then examines some of the current moral issues that businesses face including environmental issues/concerns, workplace discrimination, professional ethics/whistleblowing, questionable marketing practices, the impact of MNCs on developing countries, crisis management and corporate crime.
BMS2026: Work Related Learning
Semester 1 and 2; Credits: 15
Students undertake a period of work-based activity, producing a written project based upon research in a host organisation. The organisational setting for the research may be determined by individual students with support given by the work-based learning team comprising academic and support staff, as well as the careers and work placement advisory service that operates within Edge Hill.
BMS2026P: Work Related Learning
Semester 3; Credits: 15
Students undertake a period of work-based activity, producing a written project based upon research in a host organisation. The organisational setting for the research may be determined by individual students with support given by the work-based learning team comprising academic and support staff, as well as the careers and work placement advisory service that operates within Edge Hill.
BMS2027: Graduate Enterprise
Semester 1 and 2; Credits: 15
The module is a context for the development of a range of specific business knowledge and skills, together with the improved self-awareness and personal development appropriate to graduate careers in business with the potential for management positions. This includes the encouragement of positive and critical attitudes towards change and enterprise, so as to reflect the dynamism and vibrancy of the business environment.
The module also aims to develop and enhance a range of general transferable intellectual and study skills, which whilst being highly appropriate to a career in business and management, are not restricted to this.
BMS2027P: Graduate Enterprise
Semester 3; Credits: 15
The module is a context for the development of a range of specific business knowledge and skills, together with the improved self-awareness and personal development appropriate to graduate careers in business with the potential for management positions. This includes the encouragement of positive and critical attitudes towards change and enterprise, so as to reflect the dynamism and vibrancy of the business environment.
The module also aims to develop and enhance a range of general transferable intellectual and study skills, which whilst being highly appropriate to a career in business and management, are not restricted to this.
BMS2028: Accounting for Managers
Semester 1; Credits: 15
The module explores how and why quantifiable financial information is vital and important for the successful running of an organisation. It looks at the main financial and other reports produced by an organisation and develops critical and comparative perceptions of the information. The students further develop tools that can define the financial information and understand the influences on the production of that information. The module continues to explore how financial information is used in organisations in the context of decision-making. It also discusses the creation and use of some of the main internal management reports. The module also develops quantifying techniques and encourages students to enhance their understanding of the advantages and limitations of these techniques.
BMS2028P: Accounting for Managers
Semester 1; Credits: 15
The module explores how and why quantifiable financial information is vital and important for the successful running of an organisation. It looks at the main financial and other reports produced by an organisation and develops critical and comparative perceptions of the information. The students further develop tools that can define the financial information and understand the influences on the production of that information. The module continues to explore how financial information is used in organisations in the context of decision-making. It also discusses the creation and use of some of the main internal management reports. The module also develops quantifying techniques and encourages students to enhance their understanding of the advantages and limitations of these techniques.
BMS2029: Managing and Developing People
Semester 1; Credits: 15
This module seeks to cultivate student awareness and understanding of people resourcing, learning and development, employee reward and employee relations issues. Utilising a comparative national and international framework attention is drawn to developments in work organisation and the employment relationship.
BMS2029P: Managing and Developing People
Semester 1; Credits: 15
This module seeks to cultivate student awareness and understanding of people resourcing, learning and development, employee reward and employee relations issues. Utilising a comparative national and international framework attention is drawn to developments in work organisation and the employment relationship.
BMS2030: Legal Issues in the Business Environment
Semester 2; Credits: 15
This module examines case studies involving topical, business-related subjects such as privatisation, business ethics, corporate governance, transportation policy, the regulation of sporting activities, regulation (both in the state and private sector) corporate responsibility/liability. Subjects are chosen based on their topicality and ability to generate legal, regulatory, business and management issues. The precise contents may therefore vary as new issues emerge.
BMS2030P: Legal Issues in the Business Environment
Semester 1; Credits: 15
This module examines case studies involving topical, business-related subjects such as privatisation, business ethics, corporate governance, transportation policy, the regulation of sporting activities, regulation (both in the state and private sector) corporate responsibility/liability. Subjects are chosen based on their topicality and ability to generate legal, regulatory, business and management issues. The precise contents may therefore vary as new issues emerge.
BMS2032: Industrial Placement
Not Applicable; Credits: 30
This module provides an opportunity for professional development in the work place. It provides students with the scope to demonstrate the skills and abilities built up in their two years of study to date. It gives them the opportunity to contextualise and evaluate the theoretical concepts they have learnt by applying them within a practical environment and plays a particularly important part in enabling students to transfer the application of their key skills into different situations. The module greatly enhances the prospects for students to find a rewarding job at the end of their studies.
BMS2127: Marketing Planning and Retail Applications
Semester 1; Credits: 15
Effective marketing planning is essential for all organisations. This module offers students the opportunity to focus on the marketing planning process and place the tactical marketing activities examined in the Principles of Marketing module in the context of the marketing planning process. Specifically, this module provides students with the opportunity to examine the complex nature of marketing planning for organisations in the retail sector which constitutes a dynamic and vital element of the British economy.
BMS2131: Marketing Environments
Semester 1; Credits: 15
This module provides students with an opportunity to explore a range of theoretical marketing management models within the contexts of various sectors specifically the service, business-to-business and retailing sectors. The module then considers the issues of relationship and internal marketing within each of these sectors and the underlying impact of buyer behaviour. The module introduces students to the marketing planning process and by its conclusion they are equipped to conduct a basic marketing audit. This includes analysing the current situation of a company, identifying its segmentation, targeting and positioning strategies, identifying its marketing objectives and its marketing strategy and understanding their impact on marketing tactics. The marketing planning process is studied within the contexts of the service, business-to-business and retailing sectors.
BMS2131P: Marketing Environments
Semester 1; Credits: 15
This module provides students with an opportunity to explore a range of theoretical marketing management models within the contexts of various sectors specifically the service, business-to-business and retailing sectors. The module then considers the issues of relationship and internal marketing within each of these sectors and the underlying impact of buyer behaviour. The module introduces students to the marketing planning process and by its conclusion they are equipped to conduct a basic marketing audit. This includes analysing the current situation of a company, identifying its segmentation, targeting and positioning strategies, identifying its marketing objectives and its marketing strategy and understanding their impact on marketing tactics. The marketing planning process is studied within the contexts of the service, business-to-business and retailing sectors.
BMS222: Internal and Relationship Marketing
Semester 2; Credits: 15
The module will consider the key concepts of internal and relationship marketing. This will include: how the climate and culture necessary for relationships to be developed are established; how this can deliver quality as a competitive advantage; generating customer / client commitment; supply chain relationships; business-to-business relationships and strategic alliances; internal relationships and achieving employee commitment.
BMS225: Marketing and Consumer Law
Semester 1; Credits: 15
The processes and formation of law applied to consumers and businesses is one which all students of marketing should have knowledge and understanding. European legislation is now fundamental to these processes and application of them to business will identify the changing way in which marketing is conducted. Marketing is central to the strategic management of organisations and can be the integrating activity that calls upon internal and external suppliers to develop and produce products and services. An awareness of the legal aspects applied to working relationships and the consumer based law relating to law of contract (offer & acceptance), consideration, sale of goods, supply of goods and services, damage, product liability, consumer protection, agency and aspects which are of importance to businesses.
BMS226: Services Marketing
Semester 1; Credits: 15
The service economy has seen considerable growth in the economies of many developed nations and now represents a significant proportion of both domestic and international trade. In addition to commercial and public sector providers there has been an increase in activity by not-for-profit service organisations and charities. This module examines the implementation of marketing concepts, theories and practices to organisations operating in this increasingly competitive environment.
BMS228: Information Systems and Database Management for Marketing
Semester 1; Credits: 15
Information technology is changing the way marketing is operationalised and over the past number of years there has been vast changes in the use of information and databases in this field. Marketing is central to the strategic management of organisations and can be the integrating activity central to the strategic management of organisations and can be the integrating activity that can create value from investment in IT, specifically with regards to managing information. The relationship marketing and competitive strategy literature illustrates where significant value and benefits can be achieved for both the organisation and the customer through the effective use of information systems and database management. Marketing information systems and the developing information and communication technology can support more efficient methods of managing information for more effective marketing decisions. It is important that students understand the important role of information and can evaluate the impact of these changes on decision making in marketing.
BMS229: Delivering Customer Satisfaction
Semester 2; Credits: 15
The concept of customer satisfaction, what it is, what can lead to it and how it can be measured will be introduced. From the perspective of delivering customer satisfaction the role of the innovation process through which new services and physical goods are developed and brought to market will be examined. This will include consideration of the practical application that organisations make of marketing research intelligence and the test marketing of their new products, plus an examination of the innovation process itself. The development of support systems for the product’s delivery and after-sales activities will be examined including the logistics of how the product or service is delivered to the customer; how the customer is managed in terms of expectations and behaviour during the buying process; and how the company deals with product or service failure and post-purchase dissonance.
BMS3012: Marketing Communications
Semester 1; Credits: 15
Students will be introduced to marketing communications theory and strategic marketing communications concepts and frameworks. The module will provide the opportunity to examine the concept of e-commerce (cybermarketing) and its impact on the communications/promotional mix and media. This module will introduce new developments in this fast moving subject area. The following key concepts will be introduced; Introducing strategic marketing communications; communications/promotional mix and media; marketing communications theory (branding, communications models, standardisation/adaptation of communications, consumer behaviour concepts); the context of marketing communications strategy (organizational, competitive, customer, marketing environment); e-commerce (cybermarketing) and the impact on promotional mix and media; developing integrated marketing communications strategies; implementing the integrated communications plan.
BMS3015: Competitive Strategies
Semester 2; Credits: 15
Students will learn how to critically evaluate the relationship between the organisation and its competitive environment. In particular paying attention to: What is competition?; competitive strategy in the modern economy; competitive advantage; sustainable competitive advantage; sustainable competitive advantage though leadership, culture and learning; european issues and perspectives and competitive strategy in the International arena.
BMS3031: Global Influences on Organisations
Semester 2; Credits: 15
A rich appreciation of economic and geo-political contexts in the twenty-first century is essential for contemporary business. The module approaches this understanding through an examination of the contribution of the historical evolution of management ideologies which have led to the structure and operation of the globalised economy. Beyond these broad evaluations the module dedicates a more detailed attention to the issues and challenges facing sub-global blocks (the E.U, the USA, Pacific Rim) and the issues of organisational sociology in global contexts. These analyses are intertwined with discussions on the challenges of cross-cultural management within the aforementioned contexts.
BMS3031P: Global Influences on Organisation
Semester 3; Credits: 15
A rich appreciation of economic and geo-political contexts in the twenty-first century is essential for contemporary business. The module approaches this understanding through an examination of the contribution of the historical evolution of management ideologies which have led to the structure and operation of the globalised economy. Beyond these broad evaluations the module dedicates a more detailed attention to the issues and challenges facing sub-global blocks (the E.U, the USA, Pacific Rim) and the issues of organisational sociology in global contexts. These analyses are intertwined with discussions on the challenges of cross-cultural management within the aforementioned contexts.
BMS3032: Managerial Decision Making
Semester 1 and 2; Credits: 30
This module will discuss the nature and importance of decision-making in modern organisations. It will examine the context within which decision making takes place and critically examine how personal, organisational and external factors influence the nature and effectiveness of managerial decision making. Different types of decision will be analysed and the students will be introduced to normative/rational decision-making models. The module will examine decision-making in practice, focusing on the role of intuition and group decision-making and factors influencing the process of choice. Creativity in the decision-making process will then be analysed. The module will discuss creativity and innovation in organisations and how individual and organisational creativity might be improved through techniques to improve individual creativity and methods of teamworking. The module will also analyse the collection, analysis and interpretation of both qualitative and quantitative data. Particular emphasis will be placed on the way information is used to influence the decision-making process and the factors that affect the reliability and relevance of information. The different techniques available for analysing information (e.g. input-output analysis, flow charts, cause-effect diagrams and quantitative techniques) will also be examined. Quantitative methods for decision-making will involve applying different techniques, but a strong emphasis will be placed on the utilisation of measures of risk in decision-making. Students will critically examine the usefulness of such techniques and the way that they are used in managerial decision-making. Finally, approaches to implementing and monitoring decisions will be examined.
BMS3032P: Mangerial Decision Making
Semester 1 and 2; Credits: 30
This module will discuss the nature and importance of decision-making in modern organisations. It will examine the context within which decision making takes place and critically examine how personal, organisational and external factors influence the nature and effectiveness of managerial decision making. Different types of decision will be analysed and the students will be introduced to normative/rational decision-making models. The module will examine decision-making in practice, focusing on the role of intuition and group decision-making and factors influencing the process of choice. Creativity in the decision-making process will then be analysed. The module will discuss creativity and innovation in organisations and how individual and organisational creativity might be improved through techniques to improve individual creativity and methods of teamworking. The module will also analyse the collection, analysis and interpretation of both qualitative and quantitative data. Particular emphasis will be placed on the way information is used to influence the decision-making process and the factors that affect the reliability and relevance of information. The different techniques available for analysing information (e.g. input-output analysis, flow charts, cause-effect diagrams and quantitative techniques) will also be examined. Quantitative methods for decision-making will involve applying different techniques, but a strong emphasis will be placed on the utilisation of measures of risk in decision-making. Students will critically examine the usefulness of such techniques and the way that they are used in managerial decision-making. Finally, approaches to implementing and monitoring decisions will be examined.
BMS3036: Organisational Study
Semester 1 and 2; Credits: 30
Students are required to negotiate an internship and an appropriate issue with an organisation that related to key aspects from the degree programme. Each student will be allocated a member of staff to be their supervisor for this exercise and will in the first instance be required to secure approval from the supervisor for the organisational setting and for the study. Edge Hill work placement documentation that covers insurance issues as well as contact issues will be completed by the student and returned to the BML&L administration office. Students who find difficulty in securing a setting for the study will be supported by both the Department as well as the central Edge Hill work placement team in Careers. Students may also choose to apply to participate in the STEP programme. They will be required to fulfil both the assessment requirements of STEP as well as the standard assessment for the module.
BMS3036P: Organisational Study
Semester 1; Credits: 30
Students are required to negotiate an internship and an appropriate issue with an organisation that related to key aspects from the degree programme. Each student will be allocated a member of staff to be their supervisor for this exercise and will in the first instance be required to secure approval from the supervisor for the organisational setting and for the study. Edge Hill work placement documentation that covers insurance issues as well as contact issues will be completed by the student and returned to the BML&L administration office. Students who find difficulty in securing a setting for the study will be supported by both the Department as well as the central Edge Hill work placement team in Careers. Students may also choose to apply to participate in the STEP programme. They will be required to fulfil both the assessment requirements of STEP as well as the standard assessment for the module.
BMS3038: Finance For Managers
Semester 1 and 2; Credits: 30
This module requires an understanding of the principals of accounting and the purpose and structure of financial reports. It will therefore develop a critical understanding of the importance to an organisation of a sound financial basis. The module will look at the capital structure of organisations and the various means whereby an organisation can (further) capitalise its operations. The module will then go on to discuss how capital is best managed, the cost of capital and theoretical and practical advantages and problems of different sources and ratios of various types of capital. It will also consider the workings of the stock market and the requirements of investors including such matters as dividend policy, share options and directors’ salaries. It will also consider quantifying techniques, looking at risk analysis, investment returns and business valuation. The topic areas to be covered include: Sources of Finance and their impact on the business; Management of working capital; Capital budgeting; Cost of Capital; Gearing; Stock market measures; Ratio analysis from an investment standpoint; Risk and Return and Business valuation.
BMS3038P: Finance for Managers
Semester 1 and 2; Credits: 30
This module requires an understanding of the principals of accounting and the purpose and structure of financial reports. It will therefore develop a critical understanding of the importance to an organisation of a sound financial basis. The module will look at the capital structure of organisations and the various means whereby an organisation can (further) capitalise its operations. The module will then go on to discuss how capital is best managed, the cost of capital and theoretical and practical advantages and problems of different sources and ratios of various types of capital. It will also consider the workings of the stock market and the requirements of investors including such matters as dividend policy, share options and directors’ salaries. It will also consider quantifying techniques, looking at risk analysis, investment returns and business valuation. The topic areas to be covered include: Sources of Finance and their impact on the business; Management of working capital; Capital budgeting; Cost of Capital; Gearing; Stock market measures; Ratio analysis from an investment standpoint; Risk and Return and Business valuation.
BMS3040: International Strategic Marketing
Semester 1 and 2; Credits: 30
The module will commence with an examination of Strategic Marketing specifically: introduction to strategic marketing management, comparative analysis of strategic marketing models and theories, the role and scope of marketing strategy, strategic marketing planning and the process of marketing strategy development. The module will then move on to consider International Marketing including the process of internationalisation; international environment including both macro and micro elements and specifically the role of supra-national organisation and trading blocs. The range of entry strategies available to international firms will be introduced and evaluated and then the international marketing mix will be considered in particular whether, and to what extent to standardise or adapt. The issue of globalisation will then be examined including consideration of alternative views of globalisation, how a global mindset is developed and the concept of the global village. The module concludes with an examination of the issues of green and ethical marketing as examples to underpin the theories of strategic and international marketing.
BMS3040P: International Strategic Marketing
Semester 1 and 2; Credits: 30
The module will commence with an examination of Strategic Marketing specifically: introduction to strategic marketing management, comparative analysis of strategic marketing models and theories, the role and scope of marketing strategy, strategic marketing planning and the process of marketing strategy development. The module will then move on to consider International Marketing including the process of internationalisation; international environment including both macro and micro elements and specifically the role of supra-national organisation and trading blocs. The range of entry strategies available to international firms will be introduced and evaluated and then the international marketing mix will be considered in particular whether, and to what extent to standardise or adapt. The issue of globalisation will then be examined including consideration of alternative views of globalisation, how a global mindset is developed and the concept of the global village. The module concludes with an examination of the issues of green and ethical marketing as examples to underpin the theories of strategic and international marketing.
BMS3042: Business Strategy
Semester 1; Credits: 15
This module revisits some of the key internal and external drivers of organisational change and their effects on organisations their objectives and their operations. The module will then turn to the development of strategy and strategic management, and a number of perspectives on strategy will be introduced. Students will have opportunities to critically evaluate perspectives on strategy and to contextualise them against case study and/or real time organisational experience. The impact on strategy formulation and the management of strategy will then be considered, as will the effects of key internal and external forces on strategy development and implementation. Students will have the opportunity to select one of these aspects and through small group research evaluate the effect on an organisation of their choice.
BMS3042P: Business Strategy
Semester 2; Credits: 15
This module revisits some of the key internal and external drivers of organisational change and their effects on organisations their objectives and their operations. The module will then turn to the development of strategy and strategic management, and a number of perspectives on strategy will be introduced. Students will have opportunities to critically evaluate perspectives on strategy and to contextualise them against case study and/or real time organisational experience. The impact on strategy formulation and the management of strategy will then be considered, as will the effects of key internal and external forces on strategy development and implementation. Students will have the opportunity to select one of these aspects and through small group research evaluate the effect on an organisation of their choice.
BMS313: Consumer Behaviour
Semester 1; Credits: 15
The marketing concept stresses the importance of satisfying customers. In order to satisfy customers, companies need to examine the influences on what, where, when and how they buy. Understanding the factors that affect buyer behaviour enables marketers to predict the response of customers to marketing strategies. This module covers the theories and models relating to how the consumer behaves and the influences on the buying decision.
BMS314: Work-Based Learning Dissertation
Semester 1 and 2; Credits: 30
This compulsory module offers students the opportunity to further develop their interest in a chosen area of study within the degree programme. It will enable students to pursue a substantial piece of self-directed research on a topic that is rooted in their practical experience gained in an appropriate organisational environment. For this reason, students will be encouraged to complete a learning diary/log during the work based learning experience to help them to reflect upon the process. The module is designed to enable students to demonstrate their proficiency in using the knowledge and skills acquired and developed during the programme by the presentation of a sustained, rigorous and coherent analysis in written form. At the same time, the linkage of work based learning with the production of the dissertation is designed to provide students with the opportunity to gain experience of the world of work, with its particular sets of demands and challenges. It will also enable students to develop, conceptualise and present their knowledge and appreciation of some of the specific issues faced by organisations.
BMS316: Business to Business Marketing
Semester 2; Credits: 15
The majority of marketing activity occurs within the business to business sector. Most businesses market their products and services to other businesses or other organisations. This module seeks to consider this important aspect of modern marketing and will examine the profile of the sector, major differences between marketing in this sector and other sectors and develop an understanding of why, where, and how organisations buy and what influences their buying decisions.
BUS1000: Business Economics
Semester 1; Credits: 20
Economics is an area of study that recognises that resources are scarce and that choices must be made between alternative uses. Economics education is concerned with the understanding of human behaviour in respect of those choices, and thus in the creation, exchange and distribution of wealth. Business and management, in its use of scarce resources, is thus firmly rooted in economics. It is concerned with an understanding of markets, and how they affect pricing and investment decisions. More broadly, it must look at the economic environment in which it operates, and appreciate the impact of policy change and international influences.
BUS1000P: Business Economics
Contact Department; Credits: 20
Economics is an area of study that recognises that resources are scarce and that choices must be made between alternative uses. Economics education is concerned with the understanding of human behaviour in respect of those choices, and thus in the creation, exchange and distribution of wealth. Business and management, in its use of scarce resources, is thus firmly rooted in economics. It is concerned with an understanding of markets, and how they affect pricing and investment decisions. More broadly, it must look at the economic environment in which it operates, and appreciate the impact of policy change and international influences.
BUS1001: Law for Business
Semester 2; Credits: 20
An understanding of some basic legal principles is important to managers, in particular the rules relating to contract; consumer protection, corporate liability and employment. An understanding of these key areas of liability can help inform decision making in organisations. Recourse to law though is generally to be avoided and so it is important that the subject is seen in a wider context and students exposed to issues relating to risk evaluation. The subject is important in that it provides opportunities for the application of higher level skills. The subject is essentially ‘applied’ in that the module seeks to develop management skills in problem analysis and solution. To this end the module will utilise a number of case studies looking at organisational problems. The module will also provide opportunities for the development of critical faculties in that it will debate some of the of the key relevant policy areas, for example issues relating to corporate governance.
BUS1001P: Law for Business
Contact Department; Credits: 20
An understanding of some basic legal principles is important to managers, in particular the rules relating to contract; consumer protection, corporate liability and employment. An understanding of these key areas of liability can help inform decision making in organisations. Recourse to law though is generally to be avoided and so it is important that the subject is seen in a wider context and students exposed to issues relating to risk evaluation. The subject is important in that it provides opportunities for the application of higher level skills. The subject is essentially ‘applied’ in that the module seeks to develop management skills in problem analysis and solution. To this end the module will utilise a number of case studies looking at organisational problems. The module will also provide opportunities for the development of critical faculties in that it will debate some of the of the key relevant policy areas, for example issues relating to corporate governance
BUS1002: Accounting
Semester 2; Credits: 20
An ability to understand and interpret information is an invaluable ability/skill for all who are involved with organisations, whether they be: employee; researcher; manager; consumer and the main decision making tool used by organisations is arguably ‘financial information’. Developing the ‘skills’ to understand and evaluate financial information from both a ‘financial viewpoint’ and also a ‘statistical perspective’ will be an essential asset for the student, both immediately in understanding organisations, and also in the context of career development and employment opportunities.
BUS1002P: Accounting
Contact Department; Credits: 20
An ability to understand and interpret information is an invaluable ability/skill for all who are involved with organisations, whether they be: employee; researcher; manager; consumer and the main decision making tool used by organisations is arguably ‘financial information’. Developing the ‘skills’ to understand and evaluate financial information from both a ‘financial viewpoint’ and also a ‘statistical perspective’ will be an essential asset for the student, both immediately in understanding organisations, and also in the context of career development and employment opportunities.
BUS1003: Personal Development
Semester 1 and 2; Credits: 20
Following the Deering report on the development and implementation of personal skills. This module will allow students to focus on their own skills and provide discussion on opportunities for development. The module will commence with a period of study skills development to assist learning at Level 4 and above. There will be strong links highlighted between study skills and employability skills and the process of personal continuing development throughout professional level work (CPD). Personal Tutors will be involved in the development of reflective skills and action planning for future employment challenges. There will be a company problem introduced by a suitable organisation that all learners will engage with from a team perspective.
BUS1003P: Personal Development
Contact Department; Credits: 20
Following the Deering report on the development and implementation of personal skills. This module will allow students to focus on their own skills and provide discussion on opportunities for development. The module will commence with a period of study skills development to assist learning at Level 4 and above. There will be strong links highlighted between study skills and employability skills and the process of personal continuing development throughout professional level work (CPD). Personal Tutors will be involved in the development of reflective skills and action planning for future employment challenges. There will be a company problem introduced by a suitable organisation that all learners will engage with from a team perspective.
BUS1004: Work, Management and Organisational Behaviour
Semester 1; Credits: 20
Following the Deering report on the development and implementation of personal skills. This module will allow students to focus on their own skills and provide discussion on opportunities for development. The module will commence with a period of study skills development to assist learning at Level 4 and above. There will be strong links highlighted between study skills and employability skills and the process of personal continuing development throughout professional level work (CPD). Personal Tutors will be involved in the development of reflective skills and action planning for future employment challenges. There will be a company problem introduced by a suitable organisation that all learners will engage with from a team perspective.
BUS1004P: Work Management and Organisational Behaviour
Contact Department; Credits: 20
Following the Deering report on the development and implementation of personal skills. This module will allow students to focus on their own skills and provide discussion on opportunities for development. The module will commence with a period of study skills development to assist learning at Level 4 and above. There will be strong links highlighted between study skills and employability skills and the process of personal continuing development throughout professional level work (CPD). Personal Tutors will be involved in the development of reflective skills and action planning for future employment challenges. There will be a company problem introduced by a suitable organisation that all learners will engage with from a team perspective.
BUS1005: Information Systems
Semester 2; Credits: 20
To equip students will an understanding of where effective use of information, communication and knowledge management that underpins the development of long-term exchange relationships and supports the business strategies of organisations across different sectors. A wide range of information systems and communication media will be examined with particular emphasis on new media including e-commerce.
BUS1005P: Information Systems
Contact Department; Credits: 20
To equip students will an understanding of where effective use of information, communication and knowledge management that underpins the development of long-term exchange relationships and supports the business strategies of organisations across different sectors. A wide range of information systems and communication media will be examined with particular emphasis on new media including e-commerce.
BUS1006: The Business Environment
Semester 2; Credits: 10
This module will familiarise students with the context of business and management in the UK and abroad and is intended as an ab initio introduction to the business environment and outlines the key drivers or influences on the development and current characteristics, of business practice.
CIS2001: Software Engineering
Semester 2; Credits: 15
Software Engineering is a systematic approach to the analysis, design, implementation and maintenance of software. Software Engineering often involves many programmers in the construction of complex software. Almost any realistic, commercial software requires good software engineering techniques to develop and maintain. This module aims to give students both a theoretical and a practical foundation in software engineering. In the theoretical part, students will learn about the principles and methods of software engineering, including current and emerging software engineering practices and support tools. In the practical part, students will become familiar with the development of software products from an industry perspective, including generation of appropriate documents, under tight schedules and limited resources.
CIS2012: Information Systems Design and Implementation
Semester 2; Credits: 15
The design and implementation stages of the software development lifecycle are crucial in the development of quality information systems. Information Systems Design and Implementation is designed to provide Computing and Information Systems students with a strong theoretical foundation in systems design and implementation concepts, methodologies, techniques, and tools. The module incorporates the object-oriented approaches used increasingly today, especially to develop small systems, as well as more timely development approaches such as rapid application development (RAD). Students currently cover the initial phases of the SDLC through INF1010 Business Organisations and Systems. This module ensures that students gain the skills and knowledge for the final phases of the SDLC, specifically the design and Implementation stages.
CIS2023: Object Oriented Programming
Semester 1; Credits: 15
Object-oriented concepts underlie the modern system design paradigm. Object Orientation is now used not only in modelling complex information systems but also it has become one of the standard methodologies throughout the software engineering discipline. Therefore, a knowledge of Object Oriented Programming is essential for any graduates of Computing disciplines. This module extends the student's basic procedural design and programming knowledge into the object oriented paradigm. The student will be expected to learn and apply the basic concepts of object oriented design and programming, i.e. abstraction, inheritance and polymorphism, in the context of an Object Oriented language such as Java. Students will become competent in programming using a language like Java. Students will also obtain skills for using modelling language such as UML and it’s supporting CASE tools.
CIS2041: Introduction to Databases
Semester 1; Credits: 15
Contemporary databases perform a central role in many information systems and support many organisational functions. The software and database design procedures have evolved to meet changing needs. This module will focus upon the major principles and theories of database design. The importance of capturing database requirements correctly, describing user data structures and their implementation using database software will be addressed. Databases and Database Management Systems have evolved in an era of information-intensive production. The strides in computer database management systems have and continue to enable the needs of organisations to manage and make available their data resources. The languages and methods used to build database programs as well as the formulation of queries and updating will provide students with much valued operational skills. Recent developments in database technology incorporating unstructured data types will be aimed at broadening perspectives on data semantics and information engineering and equipping students with vocational skills in the era of Graphical User Interfaces (GUIs) and multi-media data formats. The current trend in medium and large sized businesses has been to adopt microcomputer databases. Graduates who can handle, manipulate and manage database systems and resources will have the necessary core prerequisite skills demanded. Experience in developing GUI front ends will further enhance their prospects.
CIS2043: Business Analysis
Semester 2; Credits: 15
Business Analysis is the process of investigating what a business wants to achieve and what is done at the moment. Analysis does not just look at what objectives once were, and how the existing systems achieve those objectives now, but also what the business systems should be doing. By producing a statement of requirements, analysis aids the process of designing how to achieve a solution. An effective manager, in a business context, should be able to handle, analyse, interpret and evaluate the data which are generated internally and externally to an organisation. The managerial decision making process is greatly enhanced if these activities provide timely and relevant information. With the increased emphasis on rapid business and technological developments to gain competitive advantage, it is even more important for business managers to be confident and competent in the use of information and communication technology (ICT) and to be able develop their skills in order to adapt to demands as they arise. There is an industry demand for business and system analysts who can analysis business processes either for the purposes of business process re-engineering or to produce a model for the definition of computer system requirements.
CIS2051: Operating Systems
Semester 1; Credits: 15
The Operating System is probably the most complex and important software component of modern computer architecture. Its importance is evident from the strong influence it has had on the way the computer architecture has been evolving over the recent few decades. As the computer hardware is increasingly becoming more and more powerful and complex, the demands on the operating system is also rapidly increasing. The availability of diverse computer systems require specialised operating systems; yet, the basic design principles essentially remain the same. The study and design of operating systems encompass fundamental software engineering concepts such as data structures, resource sharing and protection, process synchronization, concurrent processing, algorithm design and implementation, virtual environments, layered abstractions and support for reliable data transmission. Today's modern commercial operating systems are basically elaborate extensions of the fundamental design principles. Therefore, the study and understanding of the basic principles are essential for tomorrow's system software engineers and designers.
CIS2053: Networks and Communications
Semester 2; Credits: 15
The importance of data communications and networking of computer systems has been rapidly increasing over the past few decades. Today, networking technology is at the heart of popular and important areas of distributed computing and Internet technologies. At the same time, with the emergence of wireless and mobile communications, new advancements in data communications and networking technologies have become possible. It is against this dynamic technology-driven background that today's communications and network specialists need to practice and keep up-to-date. This module is designed to provide both theoretical knowledge and practical skills in the basic principles of modern data communications and networking, and at the same time to motivate students through understanding and awareness of the emerging new technologies in the field.
CIS2055: Computer Systems Architecture
Semester 2; Credits: 15
Computer architecture is about making computer hardware and software co-operate efficiently to function as fast as possible given finite resources and for the minimum cost. Over the years improvements in technology and advances in computer architecture have resulted in huge increases both in computer complexity and performance. This module examines aspects of modern computer architectures and considers how the interfaces between hardware and software have been influencing the evolution, design and performance of computer systems over the past few decades. The module sets out to demonstrate that, at the most basic level, a computer system is built from relatively simple digital circuits which, in turn, are designed to support higher layers of abstraction as programming models. To be a professional in any field of computing today, one should not regard the computer as just a black box that executes programs by magic. All students of computing should acquire some understanding and appreciation of a computer system’s functional components, their characteristics, their performance, and their interactions. There are practical implications as well. Students need to understand computer architecture in order to structure a program so that it runs more efficiently on a real machine. In selecting a system to use, they should to able to understand the tradeoffs among various components as in other fields of engineering.
CIS2065: XML
Semester 1; Credits: 15
extensible Mark-up Language (XML) is concerned with the presentation of data and information via the Internet. XML is, in fact, a meta-language – a language for defining other languages. It is a set of standards to allow the creation of custom vocabularies specific to particular applications or industries using XML. This flexibility has led to the widespread adoption of XML as the lingua franca of information interchange over the World Wide Web. A large number of specific XML languages have been developed and accepted as standards: such as WML (Wireless Markup Language), used to display data on WAP devices such as mobile phones; EML (Education Modelling Language) used to describe and exchange Learning Objects, and MathML used to describe mathematical notations. These standards are valuable but the power of XML lies in its extensibility, allowing developers to create their own custom XML languages specific to an industry or sector. Students on a Web Systems Development programme need an understanding of the usage and importance of this method of data interchange, as well as expertise in utilising existing XML applications and the ability to define and create their own mark-up languages for a specific context. This module, therefore, encompasses the study of both of these areas: investigation into the scope of XML applications and expertise in how to create valid XML language applications.
CIS2081: Business Process Modelling
Semester 1; Credits: 15
Business process modelling is a systematic approach that uses an industry standard modelling language (Unified Modelling Language) to capture, examine and represent the processes that exist within an organisation. Process modelling is an essential part of understanding the complexities and communication issues inherent in any business and it creates an accurate and concise model of the processes that exist. To just consider information flow does not allow the true understand how an organisation functions. Stakeholders must be considered, along with the information produced and the relationships between this information. By applying visual modelling using Unified Modelling Language (UML) these processes can be clearly analysed, mapped, measured and documented. Future requirements can be identified and the information provided is sufficiently detailed to develop the requirements of any kind of computer system. ‘Organisational design is one of the biggest challenges facing businesses in the 21st century. With the growing complexity of the external environment organisations will require highly evolved internal and inter-organisational processes to cope with managing these demands in a transparent, effective and systematic way.’ Paul McNeillis, Head of Professional Services, BSI (2005). It is essential that students learn good practise on how to model business processes with relevance to such important areas as risk management, dealing with complexity in the modelling and how to apply key business standards.
CIS3001: Project Management
Semester 1; Credits: 15
Software projects frequently fail to be delivered on time, within budget, to specification and to agreed quality standards. It is vital that Information Systems graduates understand that software development projects have to be managed effectively if they are to succeed and that project management is a complex activity and demands a professional approach. This module stresses the importance of project planning, monitoring and control in the management of large scale projects. It emphasises, not only the techniques which can be applied and the tools which can be used, but also the ‘softer’ human factors which must be taken into account in managing large project teams. Graduates of the programme are unlikely to have to manage large scale projects early in their careers. However, it is probable that they will work within a project team or manage a small project and therefore they need to be aware of the technical, human and organisational issues which must be considered within project management. The learning activities within the module aim to develop the students’ team working, communication, planning and organisational skills. This activity-based learning should help students to develop an understanding of the business environment and to acquire the skills employers demand.
CIS3003: IT Management
Semester 2; Credits: 15
This module develops an understanding and the knowledge to underpin the acquisition and ongoing management of systems and services within an organisation. Additionally the module seeks to provide an awareness of the need for a tactical and operational view of IT systems and services of internal and external stakeholders. This view would encompass the selection, implementation, third party relationships, and the legal and security necessities.
Students will gain an understanding of the issues involved in the management of technology services from the tactical and operational perspectives; the knowledge to manage the pre and post systems acquisition process requirements; an appreciation of organisation and user support requirements; and an awareness of the security and compliance needs of the modern business organisation.
CIS3021: Interface Programming
Semester 1; Credits: 15
The key determinant of whether or not a computer system is successful is whether or not the organisation for whom it is designed is able to use it. Hence, effective design is reliant upon understanding the human context in which a new artefact has to fit. A poor fit may mean that the artefact is ignored, rarely used or possibly used mistakenly. A good fit helps ensure that the development as whole was not wasted effort. Human computer interaction is a field that looks towards applying information about human behaviour, abilities, and activities in the design and evaluation of systems for productive, comfortable, and effective human use. Many of the problems associated with designing and implementing large software systems are also being alleviated through the use of Object-Oriented Programming (OOP). Although not strictly an OOP language, C++ can be, and has been used successfully to write OO programs. C++ is used widely in industry to solve real problems and is available in many computing environments. This module explores techniques, tools and methods common to effective system design.
CIS3031: Mobile Applications Development
Semester 2; Credits: 15
We are witnessing the coming together of the world’s two fastest growing services, namely Mobile Technology and the Internet. This is leading to the so called Mobile Internet model, which will have immense impact on telecommunications companies, ISPs and any other organisation wishing to transact in the new world economy. From the user’s perspective, this will lead to a move to mobile application development – any content (e.g. information, entertainment, data, service) will be available on any appliance (mobile phone, personal digital assistant, TV, PC, wristwatch, etc.) at any location, and in the right context. This module intends to provide students with a comprehensive theoretical and practical understanding of all the relevant technologies associated with mobile computing, ranging from applications development and middleware support for mobile applications to fixed and mobile networking technologies and standards, and mobile devices. Students will obtain not only theoretical understanding of mobile applications development but also, the practical skills by developing small mobile applications for mobile devices.
CIS3041: Advanced Databases
Semester 1; Credits: 15
In this module, students develop further their knowledge of databases and DBMS. Databases are an essential element of most small to large computer systems, so it is therefore important that students who wish to pursue a career in IT are able to work with relational databases and work with advanced relational databases and the less common database systems (eg Object datastores etc). This module provides that opportunity. The module also provides the student with the opportunity to investigate how to structure a database that is robust and scalable; be able to handle large volumes of transactions, while at the same time being secure and as safe as possible from data loss.
CIS3055: Distributed Systems
Semester 1; Credits: 15
During the last two decades we have witnessed how a traditional centralized computing model is rapidly changing to a distributed one. All these changes are due to advances in communication technology and increased user demands for sophisticated applications. Such applications regardless of the hosts on which they reside, require interoperability among heterogeneous hosts, operating systems, and data sources. The development of distributed applications for ‘new users’ in distributed environments presents many challenges to the developers of applications and to the providers of computing and development environments. Therefore it is essential for Computing graduates to acquire a knowledge of developing systems/applications that are distributed. This module aims to give students broad knowledge for building distributed computer systems. Students will learn the main concepts of Parallel and Distributed systems. A number of modern and representative case studies (systems built on different middleware technologies) will be studied. Practical implementations of a small distributed system will also be undertaken during the course.
CRI1001: Understanding Crime and Conflict
Semester 1 and 2; Credits: 30
This module will introduce the key theoretical perspectives necessary for studying crime and social justice and their principal critiques. Case studies will be used as examples to illustrate theories and the challenges made by competing explanations. The module will also provide a basic introduction to the key institutions and agencies of the criminal justice system.
CRI1004: Conflict and Change in the 20th Century
Semester 1 and 2; Credits: 30
will present a critical overview of social movements, conflict and change over the last century. Specific events and issues will be examined in terms of their influence on criminal justice policy and practice.
CRI1013: Generating Criminological Knowledge
Semester 1 and 2; Credits: 30
will evaluate the complex and contradictory relationship between power, ‘knowledge’ and ‘truth’. Students will examine the different forms of discourse and the processes involved in the establishment of particular versions as ‘credible knowledge’. Through critical analysis of biographies, personal testimonies and experiential accounts relating to crime, punishment and justice, students will consider the significance of alternative accounts and the ‘view from below’.
CRI201: Critical Criminology I: Theory
Semester 1; Credits: 15
This module will provide grounding in critical theory, locating issues of ‘crime’, ‘disorder’ and conflict within a contemporary criminological analysis. It will combine and integrate neo-Marxist and feminist analyses to consider both the historical and contemporary developments concerning the state, power and legitimacy. Mainstream theories of crime and deviance will be challenged by examining the structural form and arrangements of criminal justice. Class (production), ‘race’ (neocolonialism) and gender (reproduction) will be examined within the context of the advanced capitalist state and its processes of political management and social regulation. Recent developments and debates will be examined, stressing the significance of the operation of the law and state intervention and the politics and ideology of institutionalised practices.
CRI2014: Current Issues In Criminal Justice
Semester 2; Credits: 15
This module will provide an in-depth analysis of current issues in criminal justice. Contemporary debates around prostitution, state crime and fear of crime will be critically explored. Policies and practices will be examined with particular attention being paid to official discourse, institutional power, the administration of justice, and harm.
CRI2016: Children, Criminalisation and Victimisation
Semester 2; Credits: 15
This module will introduce the contested terrain that is ‘childhood’. It will examine theoretical traditions and the emergence of legislation, which focus on the ‘child’, along with consideration of the formal and informal mechanisms through which children are socialised, monitored and disciplined.
CRI203: Crime, Representation and the Media
Semester 1; Credits: 15
The news media is both active in the construction of images of crime, deviance and social conflict and reactive in the promotion of popular and professional responses. News coverage is contextualised within a broader frame of media reference which includes features, documentaries, investigative journalism, plays, films and public debate. This module familiarises students with the textual form and discourses through which crime, criminality, disorder and punishment are represented and projected. By understanding the established relationships between form, content and process students will be able to identify the significance and impact of media imagery, the manufacture of news together with the social and political construction of events.
CRI205: Drugs: Representation, Regulation and Rights
Semester 2; Credits: 15
This module will examine the political, economic and social context of drug use. Along with an examination of the role and status of drug use in the creation and maintenance of ‘deviant’ identities, the module will explore the impact and focus of state responses to drug use in society.
CRI207: Victims, Survivors and Resistance
Semester 1; Credits: 15
This module focuses on the development and implementation of legislation and policies aimed at responding to the victims/survivors of ‘crime’. Developing a critical theoretical analysis of traditional responses to the ‘victims’ of crime, it will highlight the significance of structural inequalities as they impact on agency responses and individual opportunities.
CRI208: Crime, Deviance and the Politics of Identity
Semester 1; Credits: 15
examines ways in which definitions of, and responses to, crime become linked to problem individuals, groups and communities. By the end of the module you will have an awareness of the processes of marginalisation and criminalisation at local, national and international levels.
CRI3012: The Politics of Imprisonment
Semester 1; Credits: 15
The module will examine the functions, purpose and justifications for the use of punishment. It will consider the legitimacy of the State's use of punishment and imprisonment. The module will examine contemporary studies to develop a critical theory of punishment.
CRI303: The Politics of Policing
Semester 2; Credits: 15
This module provides the historical and political contexts to contemporary policing from a perspective of citizens' civil rights and civil liberties. It examines the tension between the principle of ‘all equal before the law' and differential police strategies and between lawful discretion and institutionalised discrimination. The core theme of the module is the analysis of the police as an autonomous national agency within a liberal-democratic framework of governance.
CRI304: Violence I: Interpersonal and Intrapersonal
Semester 1; Credits: 15
Contemporary theoretical analyses of violence will be developed and examined in this module. Particular emphasis will be given to critical and feminist theories, highlighting the structural importance of issues of class, ‘race’ age, (dis)ability, gender and sexuality in analysing violence and state responses.
CRI306: Comparative Studies in Rights and Justice
Semester 1; Credits: 15
This module will primarily concerned with the emergence of rights-based discourses in the 21st century. Particular emphasis will be placed on the tensions between ‘rights’ and ‘justice’.
DAN1010: Dance Performance Perspectives
Semester 1 and 2; Credits: 30
This is an introductory module for the Dance route and seeks to explore fundamental concepts and perspectives in the study of Dance theatre and performance. The module presents differing definitions of Dance in historical and critical contexts. The module includes an introduction to the tools and technical terminology of formal Dance analysis and reconstruction. This acts as both a foundation for both writing about and making and performing Dance works. This foundation element of the module also acts as a means to make the Dance route from a range of Dance backgrounds
DAN1111: Dance Analysis 1: The Western Performance Tradition
Semester 1 and 2; Credits: 30
This module acts as a foundation for the ‘dance analysis’ strand of study within the programme. Dance analysis has developed from historical models and close textual analysis, to models informed by critical theory. The dance analysis strand of study echoes this progression in scholarship by focusing on history and close textual analysis at Level 4, contextual analysis at Level 5, and critical theory at Level 6. This module, therefore, focuses on historical models and analytical models that enable close textual and some contextual analysis.
DAN1112: Applied Dance 1: Dance Teaching
Semester 1 and 2; Credits: 30
Applied dance is a growth area of the dance industry. It is characterised by a commitment to generating dance activity for and with particular client groups. Applied dance requires a broader set of skills beyond analysis, production, and technique. These skills include teaching; project development, implementation, evaluation; and management skills. This module focuses on dance teaching.
DAN1113: Dance Production 1: Performance and Choreography
Semester 1 and 2; Credits: 30
This module forms the first part of the ‘dance production’ strand of the programme. Dance production is the making and presenting of dance performance. Most dance employment opportunities require these skills. The module draws on the forms studied in the ‘dance analysis’ strand and therefore, focuses on dance making and performance informed by The Western Performance Tradition. This combination of study fosters integration of theory and practice, and opportunities to locate practical dance studies in broader discourse.
DAN1114: Dance Techniques 1: Ballet, Modern and Post-modern
Semester 1 and 2; Credits: 30
The module draws on the forms studied in the ‘dance analysis’ strand and therefore, focuses on dance techniques informed by The Western Performance Tradition. This combination of study fosters integration of theory and practice, and opportunities to locate practical dance studies in broader discourse. This module also prepares students (physically) for their performance of dance works informed by The Western Performance Tradition, developed in DAN1113 Dance Production 1: Performance and Choreography’.
DAN2010 : Dance Performance Perspectives 2
Semester 1 and 2; Credits: 30
the Creative and the Performative in Contemporary Dance This module provides students with the opportunity to build on their theoretical and practical experiences by examining the nature of choreography and dance in relation to performance. The module’s principle aim is to develop the student’s ability to engage with choreography and dance performance through theoretical and practical research. In addition, the students continue to develop their knowledge surrounding the history and development of contemporary dance, as well as the technical and physical skills utilized within the genre. Finally, DAN2010 develops a deepened theoretical and practical understanding in the key areas of the subject of dance, thereby preparing students for progression into Level 6.
DAN2221: Dance Analysis 2: Social, Folk and Popular Forms
Semester 1 and 2; Credits: 30
This level 5, 30 credit module forms part of the dance analysis strand of study within the programme and builds on the level 1 module ‘DAN1111 Dance Analysis 1: The Western Performance Tradition. The module addresses the historical material and approaches for analysis explored in DAN1111, broadening the theoretical study of dance to include Social, Cultural and Popular forms. The module deepens study by extending the focus on analysis by presenting selection of more complex forms and approaches to analysis of dance. While these new methods will be applied to history and genres within Social, Cultural and Popular dance, time will be given to rereading material explored in year 1 work through new contextual analytical frames. The module acts as a point of reference for the ‘dance production’ and ‘dance techniques’ modules at this level (DAN2223 and DAN2224). The PDP element of study is addressed within this module.
DAN2222: Applied Dance 2: Project Research, Development, Implementation and Evaluation
Semester 1 and 2; Credits: 30
This level 2, semesters 1 and 2, 30 credit module forms part of the ‘applied dance’ strand of study within the programme.
Applied Dance is a growth area of the dance industry. It is characterised by a commitment to generating dance activity for and with particular client groups. Applied dance requires a broader set of skills beyond analysis, production, and technique. These skills include teaching; project development, implementation, and evaluation; and management skills. This module focuses on project development, implementation, and evaluation.
The module builds on the work of ‘DAN1112 Applied Dance 1: Dance Teaching’. The module achieves this in that project planning requires that dance-teaching skills are assessed and adapted against production skills and client group need. Dance teaching on applied dance projects must form part of a scheme of work rather than a one-off lesson, and the potential range of clients is expanded from those encountered at level 1.
The module acts as a foundation for ‘DAN3332 Applied Dance 3: Project and Careers Management’ providing project experience underpinning this. The module includes an element of fieldwork; in that students must work with a ‘real life’ client group when developing, implementing and evaluating an applied dance project.
DAN2223: Dance Production 2: Performance and Production
Semester 1 and 2; Credits: 30
This level 2, semesters 1 and 2 module, forms the second part of the ‘dance production’ strand of the programme. Dance production is the making and presenting of dance performance. Most dance employment opportunities require these skills.
The module draws on the forms studied in the ‘dance analysis’ strand and therefore, focuses on dance making and performance informed by Social and/or Folk and/or Popular forms. This combination of study fosters integration of theory and practice and opportunities to locate practical dance studies in broader discourse.
Making and presenting dance informed by Social and/or Folk and/or Popular forms broadens students experience of dance making and performance by moving beyond The Western Performance Tradition encountered in year 1 in ‘DAN1113: Dance Production 1: Performance and Choreography’. Progression in this strand is also achieved by developing students dance making. Whereas students made small-scale studio based dances to a focused brief in DAN1113, they will make longer fully produced work for theatre-based performance to a broader creative brief here. The process of transposing these forms to a theatre setting offers students the opportunity to revisit and critique level 1 choreographic and performance premise.
Students group skills will be developed further through study of roles in problem solving developed in management studies. The application of these skills will be assisted through the use of industry style ‘rehearsal report’ forms. Students will then apply this in student led creative work.
DAN2224: Dance Techniques 2: Social, Folk and Popular
Semester 1 and 2; Credits: 30
This 30 credit module forms the second part of the ‘dance techniques’ strand of study and aims, therefore, to establish competence in dance skills in a range of dance techniques. The module draws on the forms studied in the ‘dance analysis’ strand and therefore, focuses on dance techniques informed by Social, Popular and Cultural Forms of Dance. This module also prepares students (physically) for their performance of dance works informed by types of Social, Popular and Cultural dance, developed in DAN 2223 Dance Production 2: Performance and Choreography’. To continue technical training undertaken in the first year, students continue to take weekly classes in ballet and contemporary dance. However, a higher concentration of time will allow students to experience and embody various styles of dance beyond the scope of the Western Tradition.
DAN3010: Dance Performance Perspectives 3: Theory and Practice of Dance Theatre
Semester 2; Credits: 15
DAN3010 is the Level Three module for the advanced study of dance within the Drama, Physical Theatre & Dance programme. The main emphasis of the module is the further development and refinement of theoretical and practical skills gained at Level Two concerning Western contemporary dance strategies.
The module focuses in particular upon the concept and practice of European Dance Theatre, and its contextual identity in relation to Physical Theatre and Dance. The aim of the module, therefore, is to explore the varied and conflicting definitions of Dance Theatre as a contemporary genre. Through practical and theoretical enquiry the module charts the development of the genre from its roots in German Tanztheater, encompassing its evolution in the postmodern era.
The Level Three dance module for DPTD students also provides a laboratory environment in which student-practitioners can take artistic risks in the pursuit of an independent and autonomous dance theatre practice.
DAN3331: Dance Analysis 3: Critical Theory and Contemporary Practice
Semester 1 and 2; Credits: 30
This level 3, semesters 1, 30 credit module is the final module in the ‘dance analysis’ strand of study on the programme. Dance analysis has developed from historical models and close textual analysis, to models informed by critical theory. The dance analysis strand of study echoes this progression in scholarship by focusing on history and close textual analysis at level 1, contextual analysis at level 2, and critical theory at level 3.This module, therefore, focuses on critical models of dance analysis.
The module builds on ‘DAN2221 Dance Analysis 2: Social, Folk and Popular Forms’. The module achieves this progression by moving to more detailed consideration of a range of critical theories drawn from other disciplines and their applications to dance analysis. Dance knowledge is expanded to include reference to contemporary dance practice, which appears to have deep affiliation to aspects of critical theory. Progression is also achieved by enabling students to present extended arguments in answer to a research question thus also fostering depth, student authorship, and autonomy of study. Depth is also fostered by offering students the opportunity to extensively reread dance studied at levels 1 and 2.
At levels 1 and 2 the ‘dance analysis’ modules inform the modules from the ‘dance production’ and ‘dance technique’ strands at that level. At level 3 this direct relationship is loosened slightly. This module is truncated into semester 1 and runs in tandem with ‘DAN3332 Applied Dance 3: Project and Careers Management’. In this way, students work in both DAN3331 and DAN3332 may shape their approaches to the level 3, semester 2 module choices and project choices within modules.
At level 3 students are expected to demonstrate mature and autonomous application of generic and graduate skills, and therefore this module will not teach skills as was the case at levels 1 and 2, but rather set problems and tasks that encourage and test this development.
Critical theory is at the forefront of scholarly activity in the field and this module offers students access to this area of study and apparatus to critique this.
DAN3332: Applied Dance 3: Project and Careers Management
Semester 1 and 2; Credits: 30
This level 3, semester 1, 30 credit module has two functions. Firstly it forms the final part of the ‘applied dance’ part of the ‘applied dance’ strand of study within the programme. Secondly, the module aims to enable students to develop a career plan, which, in turn, may inform their project/module choices in semester 2.
Applied dance is a growth area of the dance industry. It is characterised by a commitment to generating dance activity for and with particular client groups. Applied dance requires a broader set of skills beyond analysis, production, and technique, These skills include teaching; project development, implementation, and evaluation; and management skills. This module focuses, in part, on project management.
The module builds on the work of ‘DAN2222 Applied Dance 2: Project Development Implementation and Evaluation’. The module achieves this as project management requires engagement with higher level problem solving skills including more long term strategic planning, and more in depth engagement with larger scale and more complex organisations such as funding agencies.
The dance and creative industries lack career structure with many posts only available to those who have a track record of success within projects. Graduates must often learn to manage a career as a sole trader moving from project to project before moving to a post. On page 3 of the Subject Benchmark Statements for this field, it states “The transferable skills of graduates in this domain are those much sought after in other environments such as business and commerce”. This module also aims to assist students in the transition from study to work, including work within and beyond the creative industries. The module achieves this by moving to study of career opportunities, aptitudes and techniques for career’s management.
The module is truncated to run in semester 1 alongside ‘DAN3331 Dance Analysis 3: Critical Theory and Contemporary Practice’. Student work within these two modules may then inform work undertaken in the level 3, semester 2 modules. The work of this module may inform student choices between ‘DAN3333a: Independent Project’ and ‘DAN333b: Dance, Film and Technology’. This module may help inform choices of project within these modules. ‘DAN3334: From Dance Technique to Professional Development’ offers students the opportunity to organise the last phase of their practical work to align with potential and desired career destinations and these choices may also be informed by work undertaken in this module.
Note: The module has been developed in consultation with institutional career’s services and compliments, rather than duplicates, their work.
DAN3333a: Cumulative Project
Semester 1 and 2; Credits: 30
This level 3, semester 2, 30 credit module offers students the opportunity to formulate an extensive project in collaboration with designated tutors and peers, informed by previous work in the programme, and creative, critical and/or career aspirations. The module is designed to extend students understanding of the principles and practices of the development of artistic and/or academic proposals, and the implementation, management and evaluation of these proposals through self designated study, practical exploration and skills application. The module demands greater authorship and autonomy from students and as such offers students a greater level of challenge in creative and/or conceptual problem solving. The project should assist student in achieving a transition from study to work and or further study. The levels of student autonomy and authorship coupled with the demands for a rigorous rationale for the project, develop the skills sought by employers and the levels of creative and critical challenge and problem solving required by further applied dance and academic dance courses.
The module parallels DRA3009 in the Drama and Drama, Physical Theatre and Dance programmes, and as such promotes possibilities for collaboration with students from other programmes and resultant ‘multi’ and/or ‘inter’ disciplinary work.
Lastly, the module offers opportunities for students to specialise further in a chosen area. For example a student interested in applying for a PGCE in dance might formulate a proposal that extends their Dance in Education work from DAN2222 Applied Dance 2. Similarly, a student interested in New Age dance practices encountered in DAN3331 Dance Analysis 3 may wish to take this into a dance production and so forth.
DAN3333b: Dance Film and Technology
Semester 1 and 2; Credits: 30
This level 3, semester 2, 30 credit module offers students access to a new area of theoretical study and skills development in Dance, Film and Technology, which is at the forefront of scholarly and creative activity in the field. The module offers students the opportunities to progress to sophisticated levels of skill in ICT and awareness of their application to the field. In this respect, the module offers students enhanced opportunities to enter a growth area of the dance and creative industries.
The module is offered as an option against ‘DAN333a: Cumulative Project’.
DAN3334: Dance Techniques 4: From Dance Techniques to Professional Development
Semester 1 and 2; Credits: 30
This level 3, semesters 1 and 2, 30 credit module forms the final part of the ‘dance techniques’ strand of study within the programme. The module aims to develop the dance technical training established in ‘DAN1114 Dance Techniques 1: Ballet, Modern and Post-modern’ and developed in ‘DAN2224 Dance Techniques 2: Social, Folk and Popular’ and to foster high level dance technical competencies adequate for consistent, fluid and confident execution of complex and varied sequences.
In semester 1, the module draws on the forms studied in the ‘dance analysis’ strand and therefore, focuses on dance techniques informed by Contemporary Practice, which might include, for example, acrobatics, circus skills, high impact contact improvisation, physical theatre and so forth. This combination of study fosters integration of theory and practice, and opportunities to locate practical dance studies in broader discourse. Reference to new approaches to anatomy contained within new dance and body techniques allows students to revisit and critique dance technical premises of study at levels 1 and 2.
In higher level formal education settings, dance technical ability is most often developed through the dance technique class. Whilst an effective pedagogy, and one that will be adopted in this module, dance technique classes are highly directed learning and as such can foster high levels of student dependence on tutor direction causing problems for graduates in maintaining their dance technical skills post graduation. This module aims to develop further the element of student pro-activeness in dance technical development founded in DAN1114 and developed in DAN2224. The module aims to achieve this by including an element of student authorship of the module content, and organisation of the module delivery, in semester 2. This will offer opportunities to develop technical training in response to students growing academic and creative positions and career aspirations informed, in part, by their semester 1 work in ‘DAN3331 Dance Analysis 3: Critical Theory and Contemporary Practice’ and ‘DAN3332 Applied Dance 3: Project and Careers Management’. In this way the module aims to assist students in the developing a sense of responsibility for their continuing professional development and establish some of the skills needed to realise this. The programming and organising of semester 2 learning will be managed through meetings between students and tutors towards the end of semester 1. This semester 2 programme may include a considerable element of peer learning.
DES1001: Introduction to Design for Performance
Contact Department; Credits: 30
DES1001 is an introductory module that establishes a pattern of integrated theory and practice in the study of Design for Performance. DES1001 is the first Design for Performance module in the ‘research, analysis and projects’ strand of the programme. The module introduces historical, theoretical and critical perspectives that contextualise the development of Design for Performance; and it applies the results of scenographic research and study in a practical context.
DES1002 : Introduction to Design Skills and Making
Contact Department; Credits: 30
DES1002 is an introductory skills acquisition module concerned with providing Design for Performance students with a basic training in the fundamental skills and techniques central to the designer’s work in the field of live performance. As such DES1002 is the first (Level 4) Design for Performance module in the ‘skills, making and training’ strand of the programme.
DES3001: Independent Research Project
Semester 1 and 2; Credits: 30
This module is intended to:
• Develop the students’ practical independent work to an enhanced and autonomous level • Enable the students to negotiate independent artistic practice with limited tutor intervention and supervision • Enable students to represent the breadth of skills acquired in various capacities
DES3002: British and European Theatre Architecture
Semester 1; Credits: 15
This module is intended to:
• Extend and develop students’ reading, research and critical writing skills in the theoretical study of design for performance • Encourage them to locate, investigate, critique and rationalise various areas of research in the study of theatre architecture • Understand the conditions of performance in historical, sociological, geographic, and aesthetic contexts
DES3003: Puppetry and Masks
Semester 1; Credits: 15
This module is intended to: Enable the student in Design for Performance to work in collaboration with colleagues and other practitioners to realise a performance project utilising skills in design and making for Puppetry and Mask. Students will also be required to assess, in practice, the application of principles and theories behind the development of and performance with mask, puppets, and the manipulation of objects in performance. This module will draw on their design skills in the following areas:
• Design of objects, props and costume • Set design and use of space • The fashioning of objects, costume, etc. and their manipulation in collaboration with practitioners • Workshop and rehearsal processes and development towards the realisation of performance • The psychological, social, cultural and environmental significance and impact of performance with Puppetry and Mask.
Students can choose to exploit the opportunities arising from external contacts through the performance practice of TIE/DIE, Dance, Physical Theatre and Community Performance in the Performing Arts department.
DES3004: Advanced Making
Semester 1; Credits: 15
This module seeks to develop students’ understanding of the role of maker for design projects in performance practice. The aim will be to help students engage in work informed by an awareness of, not only those skills previously encountered - concerned with management, execution and design realisation on stage - but also researching, implementing and developing new skills and combinations of existing skills. These approaches are intended to encourage them to re-examine the role of the designer in performance. In this regard, it acknowledges as a premise how the terms ‘theatre designer’ or ‘scenography’ are contested and how the rise of the multi-disciplinary practitioner has to be seen as part of their currency of development in approaching the creative arts industries. (See the work of IOU Arts Company, for example).
DES3005: Performance Technologies 2
Semester 1; Credits: 15
This module seeks to develop students’ understanding of the role of technology in projects in performance practice, performance art, installation art, etc. The aim will be to help students engage in work informed by an awareness of, not only those skills previously encountered - concerned with management, execution, design and technical realisation on stage -, but also researching, implementing and developing new skills and combinations of existing skills. These approaches are intended to encourage them to re-examine the role of design and performance technology and understand the fluidity of those terms. In this regard, it acknowledges as a premise how the terms ‘theatre designer’, ‘scenography’, ‘technology’ and ‘technological art’ are contested and how the rise of the multi-disciplinary practitioner has to be seen as part of their currency of development in approaching the creative arts industries. (See the work of David Rokeby, Jude Kelly’s METAL project, Blast Theory, etc). Students will be encouraged to actively develop projects with colleagues across Performing Arts (including students on the TV Drama module) and Media.
DES3006: Portfolio and Research
Semester 2; Credits: 15
This module exists to support and progress students towards appropriate training, employment, specialisation and enhanced critical self-awareness upon graduation. It seeks to fully realise the students’ potential as artists within the sphere of design for performance: as practitioners of an ‘artform within an industry’ (Kate Burnett, Society of British Theatre Designers). It is envisaged that students will formulate, investigate, research and rationalise their employment pathway, career trajectory and artistic identity.
DES3007: Multimedia Performance Projects
Semester 2; Credits: 15
This module seeks to develop students’ understanding of the role of multimedia in performance practice, performance art, installation art, etc. The aim will be to help students engage in work informed by an awareness of, not only those skills previously encountered - concerned with management, execution, design and technical realisation on stage - but also researching, implementing and developing new skills and combinations of existing skills. These approaches are intended to encourage them to re-examine the role of multimedia in performance. In this regard, it acknowledges as a premise how the terms ‘theatre designer’, ‘scenography’, ‘multimedia’ and ‘performance’ are contested and how the rise of the multidisciplinary practitioner has to be seen as part of their currency of development in approaching the creative arts industries. (See the work of Jill Magid, Laurie Anderson, the Hope Street Company, Horse & Bamboo, Trestle, etc). Students will be encouraged to actively develop projects with colleagues across Performing Arts (including students on the Physical Theatre and Dance modules) and Media. Or they can choose to pursue a project from an individual conceptual basis as an emergent autonomous practitioner, with collaboration and assistance where appropriate. Influences and collaborative enterprises will, it is envisaged, arise from their work on the Performance Technologies modules in Design also.
DES3008: Community Design: Small-scale and Touring
Semester 2; Credits: 15
This module exists to complement the work in Drama and DPTD (Applied Theatre modules at Level 2 & 3) that deals specifically with the conditions, constructs, ideologies and practice of community performance. Students in Design will collaborate with colleagues from across the programmes (and relevant external contacts where applicable) on the realisation of a project in Community Performance. They will work to a specific remit in order to interrogate, develop and execute the type of practice involved. Research and investigation will be undertaken in order to appropriately critique, appraise and identify the relevant conditions for the creation of performance on this module.
DES3009 : Production Management
Semester 2; Credits: 15
This module exists to further develop and augment students’ practical and career orientated initiatives. Bringing their experience as designers to bear on production management projects is intended to guide them towards career development in the context of the multidisciplinary aspects of the creative arts industries. They will be encouraged towards collaborative enterprise and skills refinement in working within the professional performance spaces on campus, or on identified external projects. The range of possible projects include: • TIE/DIE performance • TV Drama • Dance • Physical Theatre • Community Performance • Small or large scale performance on or off campus • Collaboration with the professional team in the Rose Theatre
DRA1010: Performance Studies 1
Semester 1 and 2; Credits: 30
is the introductory core theory module for the Drama, DPTD, and Design for Performance degree programmes. It is one of two introductory performance studies modules that run in parallel throughout Level 4. The companion course to DRA1010 is the introductory core practice module DRA1011. The cross-fertilisation of the two core performance studies courses in various instances of project work and workshop tasks reflects the department’s integration of theory and practice throughout each of its degree programmes. Wherever it is relevant to their own core theoretical module, Level 4 students on the Dance single honours programme are invited to attend the DRA1010 lecture programme.
DRA1011: Production Studies 1
Semester 1 and 2; Credits: 30
provides students with the opportunity to engage with the practical exploration of the nature of theatrical production in ways that develop their theoretical knowledge and understanding of their subject. The principal aim of DRA1011, therefore, is to create practical production projects that are informed by the exploratory theoretical and historical study of performance encountered in DRA1010, so that through the practice of making theatre the students’ theoretical understanding of performance is enhanced. The module challenges the student to explore both traditional and innovative approaches to rehearsal and performance, through the investigation of both text-based and devised work. In the process, the module seeks to develop the student’s improvisational, rehearsal and performance techniques, as well as the ability to collaborate in creative group projects. The module thereby lays a foundation in theatre production processes in preparation for full-scale production work at Levels 5 and 6.
DRA1012: Production Processes 1
Semester 1 and 2; Credits: 30
is an introductory module concerned with the basic theory and practice of dramaturgy and mise en scène. It is designed to provide students with the understanding and skills relevant to the various aspects of theatrical realisation that support and complement the expressive role of the performer. The module aims to provide each student with a holistic sense of the theatrical process and the impact of dramaturgical and scenographic necessities upon the efficacy of performance. The module introduces students to the essential disciplines involved in the areas of dramaturgy and mise en scène, and the awareness needed when producing work in a theatrical environment, including associated processes such as risk assessment and Health and Safety procedures.
DRA1013: Performance Dynamics
Semester 1 and 2; Credits: 30
This module offers an opportunity to study performance, and develop and improve personal performance skills. You will work practically to consider the writings of significant practitioners and acting teachers. The module will offer an opportunity for you to engage with what it is that actors usually do when they act. Through practical exploration, it aims to: equip you with a range of key performance techniques concerning voice, body, movement, imagination, text; explore what constitutes the art form of acting; enable you to become more aware of your own personal performance ethos and potential.
DRA2020 : Performance Studies 2
Semester 1 and 2; Credits: 30
This is the intermediate core theory module for the Drama, and Drama, Physical Theatre & Dance degree programmes. It is one of two intermediate performance studies modules that run in parallel throughout Level 4, continuing the arrangement of the core teaching and learning established at Level 4. The companion course to DRA2020 is the introductory core practice module DRA2021. The cross-fertilisation of the two core performance studies courses in various instances of project work and workshop tasks reflects the department’s integration of theory and practice throughout each of its degree programmes. DRA2020 provides students with the opportunity to develop and refine their knowledge and understanding of performance theory and performance practice, with particular emphasis on developments in the field of performance studies in the modern era, from the latter half of the Nineteenth Century and into the first half of the Twentieth. The module therefore focuses on fundamental concepts, theoretical positions, critical perspectives and the work of key practitioners in the field of modern performance. The overall purpose of the module is to illuminate a range of performance genres, styles and concepts as they appear in critical discourses of the modern age.
DRA2021 : Production Studies 2
Semester 1 and 2; Credits: 30
This module provides students with the opportunity to engage with the practical exploration of the nature of theatrical production in ways that develop and refine their theoretical knowledge and understanding of their subject. The principal aim of DRA2021, therefore, is to create practical production projects that are informed by the exploratory theoretical and historical study of performance encountered in DRA2020, so that through the practice of making theatre the students’ theoretical understanding of production processes is enhanced. The production work assessed in DRA2021 also benefits from scenographic and dramaturgical support provided by students from the Design for Performance degree programme.
DRA2022 : The Role of the Actor
Semester 1; Credits: 15
It is concerned with the theoretical and practical pursuit of developed insight into the nature of theatrical performance, from the perspective of acting for live performance. The module is designed to provide a refined awareness of performance skills and critical perspectives on the nature of the performer, in the live dramatic context. The module also provides a necessary preparation for further study of the functions and nature of acting at Level 6. The overall purpose of the module is to examine the role of the actor, experiment with the diverse processes of acting, and offer experiential learning through a variety of approaches to the analysis and realisation of text and non-text based dramatic work.
DRA2022S2: The Role of the Actor
Semester 2; Credits: 15
It is concerned with the theoretical and practical pursuit of developed insight into the nature of theatrical performance, from the perspective of acting for live performance. The module is designed to provide a refined awareness of performance skills and critical perspectives on the nature of the performer, in the live dramatic context. The module also provides a necessary preparation for further study of the functions and nature of acting at Level 6. The overall purpose of the module is to examine the role of the actor, experiment with the diverse processes of acting, and offer experiential learning through a variety of approaches to the analysis and realisation of text and non-text based dramatic work.
DRA2023S2 : The Role of the Director
Semester 2; Credits: 15
Antoine to Grotowski This is a Level 5 optional module for Drama students. It is concerned with the pursuit of developed critical insight into the theory, practice, and historic rise of the role of the director in the context of live performance. The module is also designed to provide a refined awareness of the range of skills and strategies deployed by key directors in the live dramatic context. In so doing, the module provides a necessary preparation for further study of the nature, purpose and methodologies of directing at Level 6. The overall purpose of the module is to examine the role of the director, experiment with the diverse processes of directing, and offer experiential learning through the study of major historic approaches to the rehearsal and realisation of dramatic performance.
DRA2024S2: Design and Technical Theatre 1
Semester 2; Credits: 15
This is a Level 5 optional module for Drama students. It is concerned with the theoretical and practical pursuit of the realisation of mise-en-scène. The module is designed to provide an awareness of design, aesthetic and technical theatre skills and critical perspectives on the nature and role of the designer, the technician and the facilitators of performance. The module offers the students the opportunity to engage with their peers and staff in an on-going practical exploration of the role of the designer/technician. The module also provides a necessary preparation for further study of the functions and nature of design and technical theatre at Level 6. This module is characterised by its flexibility of structure. It can be accomplished in either semester 1 or 2 in conjunction with projects and productions across the Drama and DPTD programmes with supervision from specialised staff, and collaboration with Design for Performance students.
DRA2025: Video and Performance 1
Semester 1; Credits: 15
This module aims to explore the relationship between live performance and performance recorded or mediated by the camera. The module will consider the techniques, conventions and theories on which performance for the camera and video production is based. Students are asked to engage with basic camera and editing technique in order to analyse and understand it, and to engage in a critical evaluation of their work with reference to some key examples of the genre.
DRA2025S2: Video and Performance 1
Not offered 2008/9; Credits: 15
This module aims to explore the relationship between live performance and performance recorded or mediated by the camera. The module will consider the techniques, conventions and theories on which performance for the camera and video production is based. Students are asked to engage with basic camera and editing technique in order to analyse and understand it, and to engage in a critical evaluation of their work with reference to some key examples of the genre.
DRA2026S2: The Role of the Writer in Live Performance
Not offered 2008/9; Credits: 15
This is an optional module for Single and Major Drama students in the Practitioner Skills strand of the Drama programme. It is one of two such modules investigating the historical and contemporary role of the writer in the context of live performance, and provides students with an opportunity to engage with the academic and practical study of the work and place of the writer in relation to live performance work. DRA2026 combines theoretical and practical study of writing for live performance, and provides students with an opportunity to undertake a creative writing project.
DRA2027 : Arguing the Case for Theatre
Semester 1; Credits: 15
The Comparative Claims of Pure, Applied, and Popular Drama This is a compulsory Level 5 module for all single and major honours Drama students, challenging them with the contrasting claims and arguments of certain different fundamental ideas about the nature and value of drama. The module focuses on three broad categories of the dramatic experience, each designed to incorporate a range of possible interpretations and applications of Drama: Applied Drama (including theatre in community and learning/educational environments); Popular Performance (from folk traditions and rituals, through melodrama and music hall, to contemporary stand-up); and the formal text-based ‘Idea of the Play’ (including the contested role of the dramatic text in conventional approaches to performance). The overall purpose of the core comparative studies module is to offer Drama students the opportunity to engage in rigorous debate about some of the principle perceived cultural and social roles and applications of drama, in order that they may develop an informed and well-argued personal perspective on the varied purposes and pleasures of some of the different kinds of dramatic and theatrical activity in human culture. From this developed personal perspective, the student is able to make further module choices at Level 5 (semester two) and at Level 6 (semester one) , through the process of opting for specialist modules on offer in each of the three broad categories established here.
DRA2028 : Drama in the Real World?: Applied Theatre and the Community
Semester 2; Credits: 15
This module seeks to address the ways in which the act of theatre or the dramatic can serve specific cultural or political purposes. The module follows on from the comparative studies module DRA2027 where the debate surrounding types of drama and theatre has been examined. The debate is seen to be a key contemporary concern as the value and efficacy of types of performance are constantly considered in funding and policy decisions which shape the professional industry. The module is part of the programme philosophy which encourages students to reflect on the range of possible forms and functions that Drama and Theatre can take. This module and related modules (DRA3027) allows students to specialise in a growing vocational area of community, educational and therapeutic forms of practice. This addresses the PDP philosophy of the programme which encourages students to focus their study with a view to emerging as employable practitioners.
DRA2029 : Popular Theatre and the Industrial Revolution
Not offered 2008/9; Credits: 15
This is a Level 5 module which offers specialisation in one of the areas considered and debated in DRA2027. It is intended to allow students an opportunity to consider the value of alternative narratives on the development of performance. The module considers historical perspectives on popular performance and prepares students for the option of considering contemporary popular performance in DRA3028 – Contemporary Popular Theatres. It is anticipated that students will work on Level 5 research and development (academic and practice based) which will advance their approach to Level 6 dissertation and performance project work in DRA3030 – Dissertation Project.
DRA2030 : The Idea of the Play: Working on the Text on Performance
Semester 2; Credits: 15
This is a Level 5 optional module for any single or major honours Drama student wishing to experience and explore further the processes involved in the transformation of the ‘dramatic text’ into a ‘performance text’. DRA2030 builds specifically upon the introduction to the contested place of text-based drama encountered by the Drama students in their compulsory comparative studies module, DRA2027. The module is therefore designed to provide Drama students with the first of two post-Level One Theatre Studies-style optional modules in which the forms, functions and cultural status of the dramatic text throughout its history are subjected to close critical scrutiny. As such it aims to debate the meaning and significance of the text-based ‘idea of the play’, and its role in theatre production. The overall purpose of the module is to explore methods of analysing, editing and preparing the dramatic text for performance; to examine the results of this process in noted productions; and at the same time to open up for debate the historic, social and cultural role of the play text in drama.
DRA3020: Performance Studies 3
Semester 2; Credits: 30
DRA3020 is the final year core theory module for the Drama and the Drama, Physical Theatre & Dance degree programmes. It is one of two advanced performance studies modules that run in parallel throughout Level Three, continuing the arrangement of the core teaching and learning established at Levels One and Two. The companion course to DRA3020 is the core practice module DRA3021. The cross-fertilisation of the two core performance studies courses in various instances of project work and workshop tasks reflects the department’s integration of theory and practice throughout each of its degree programmes.
DRA3020 provides students with the opportunity to advance their specialised knowledge and understanding of performance theory and performance practice, with particular emphasis on developments in the field of performance studies from the 1960s onwards. The module therefore focuses on fundamental concepts, theoretical positions, critical perspectives and the work of key practitioners in the field of postmodern/contemporary performance. The overall purpose of the module is to examine ways in which postmodern and contemporary practice is informed by - and can be read in the light of - both performance theory and critical theory. The module thus aims to illuminate a range of performance genres, styles and concepts as they appear in postmodern/contemporary critical discourses.
DRA3021: Production Studies 3
Semester 1; Credits: 30
DRA3021 is the final year core practice module for the Drama, and the Drama, Physical Theatre & Dance degree programmes. It is one of two advanced performance studies modules that run in parallel at Level Three continuing the arrangement of the core teaching and learning established at Levels One and Two. The companion course to DRA3021 is the core theory module DRA3020. The cross-fertilisation of the two core performance studies courses in various instances of project work and workshop tasks reflects the department’s integration of theory and practice throughout each of its degree programmes.
DRA3021 provides students with the opportunity to engage with the practical exploration of the nature of theatrical production in ways that advance their specialised theoretical knowledge and understanding of their subject. The principal aim of DRA3021, therefore, is to create practical production projects that are informed by the exploratory theoretical study and contemporary contextualisation of performance encountered in DRA3020, so that through the practice of making theatre the students’ theoretical understanding of performance is further enhanced and refined. The work at Level Three is designed to be student led and autonomous; thus, whilst the delivery model in broad outline is the same as in DRA2021, the emphasis here is on the students’ growing independence and graduateness. As a result, students are required to run their own production process, plan their own analysis and evaluation of process, and may choose to conduct comparative analysis in a professional context.
The production work assessed in DRA3021 also benefits from scenographic and dramaturgical support provided by students from the Design for Performance degree programme.
DRA3022: Acting Reconsidered
Semester 1; Credits: 15
DRA3022 is a Level Three optional module for Drama students. It is concerned with reconsidering and re-evaluating modern and postmodern theories and practical strategies relating to the craft and role of the actor in live performance.
The module is designed to provide a sophisticated and mature awareness of performance skills and critical perspectives on the nature of the performer, in the dramatic context.
The overall purpose of the module is to re-examine the role of the actor, and to experiment with the diversity of contemporary approaches to the ‘acting problem’. The module builds on DRA2022 in offering further experiential learning about the analysis and realisation of text and non-text based dramatic work. But the Level Three acting module provides a laboratory environment in which student-practitioners can take artistic risks in the pursuit of an independent and autonomous acting aesthetic.
DRA3024: Design and Technical Theatre 2
Semester 1; Credits: 15
DRA3024 provides a further opportunity at Level 3 for students on the Drama programme who have undertaken instruction and study in a chosen area of design and technical theatre (in DRA2024) to advance their level of skill and understanding.
DRA3027: Drama and Theatre as Education?
Semester 1; Credits: 15
Applied Theatre as Learning Following an introduction to this area of work in DRA2027, this module examines in detail the practice and theory of Theatre in Education (TIE) and Drama in Education (DIE). It will explore the tradition on which TIE/DIE is founded and evaluate the contribution made by these modes of work, to education and to the study and understanding of performance and drama. This module will offer an opportunity to work, in tutor led groups, with young people in a school in the development of a TIE/DIE project.
DRA3029: Theatre and Identity: the Exploration of Self in Drama
Semester 1; Credits: 15
DRA3029 is a Level Three optional module within the Comparative Studies strand of the Drama programme. It affords any single or major honours Drama student with an opportunity to pursue a module that involves the close scrutiny and exploration of a range of dramatic texts, linked by the fundamental theme of Identity. Although it is not a prerequisite, for those who opted for DRA2030 (‘The Idea of the Play’) at Level Two, DRA3029 is an opportunity to extend their critical and practical engagement with the role of the dramatic text in performance at Level Three. The module re-focuses the exploration of the processes involved in the transformation of the ‘dramatic text’ into a ‘performance text’. The module also continues the recognition of the diverse directions that the idea of the text-based play has taken since its emergence, alongside the examination of diverse methods of analysing, editing and preparing the dramatic text for performance.
The module is therefore designed to provide Drama students with the second of two post-Level One Theatre Studies-style optional modules in which the forms, functions and cultural status of the dramatic text throughout its history can continue to be subjected to close critical scrutiny. But the overall purpose of DRA3029 is to investigate ‘the idea of the play’ in the particular context of a range of contrasting play texts that deal explicitly with the problem of identity and the question of self.
DRA3030: Dissertation Project (Independent Studies)
Semester 2; Credits: 30
This module enables single honours Drama students to pursue their own special interest in a field of Drama and/or performance through independent study, research and, if applicable, creative work. The students will synthesise elements of previous study in Drama in order to develop their practical and academic independent work to an enhanced and autonomous level.
Students will be asked to identify a specific area of inquiry according to their own interests, strengths and desired destinations. The specific parameters for the dissertation will be individually negotiated with the tutor/project supervisor, and may take the form of an extended research paper, performance work, or practical research project.
DRA3031: Personal Performance Project
Semester 2; Credits: 15
(for Major Drama and Minor Drama students only) This module enables major or minor honours Drama students to pursue their own special interest in a field of Drama and/or performance through independent study, research and, if applicable, creative work. The students will synthesise elements of previous study in Drama in order to develop their practical and academic independent work to an enhanced and autonomous level.
Students will be asked to identify a specific area of inquiry according to their own interests, strengths and desired destinations. The specific parameters for the personal performance project will be individually negotiated with the tutor/project supervisor, and may take the form of an extended research paper, performance work, or practical research project.
EDS3001: Individual Enquiry
Semester 1 and 2; Credits: 30
This module is deigned to enable students to conduct a small-scale enquiry into a topic, which is related to the central themes of the Education Studies (joint) pathway. These themes will be placed with the context of learning as a fundamental aspect of human society and the socio-cultural importance of educational provision. The module is designed to provide students with opportunities to integrate knowledge, understanding, skills and insights that they have gained and developed from studying modules at Level 1 and Level 2. Students will reflect on their pervious learning and apply it to new situations, contexts and ideas.
In consultation with their module tutors, students will select a specific topic for critical analysis, which has, contemporary significance and which is amenable to analysis and examination through the methodological and theoretical frameworks explored in previous modules.
The module will include a common research methods ‘course’ for all students where they will be invited to critically explore: a range of appropriate quantitative and qualitative research methodologies; examine practical, theoretical and ethical issues arising from the research process; critically examine strategies appropriate for different contexts and identity the requirements of a small-scale study.
The topic selected will be of primary academic interest to the student and, in addition, may be an area of particular relevance to a specific profession. The level of planning, independent enquiry and analysis expected of students will be based upon detailed knowledge and in-depth understanding of the chosen area of study, which appropriate to studying at Level 3. This proactive approach to the study will mirror strategies employed by professionals in a range of contexts and will enable students to develop and refine skills valued by employers such as information seeking and use; the selection of relevant techniques and the awareness of ethical issues; the critical investigation of contradictory data and the identification of reasons for contradiction; the critical evaluation of evidence; the presentation of sustained and reasoned discussion and the application of ICT skills. It will be necessary for students to refine and apply a range of communication and interpersonal skills; reflect upon their behaviour and the process of enquiry and demonstrate a commitment to study.
EDS3002: Politics and Policy-Making in Education
Semester 1; Credits: 15
Educational debate since the mid-1970’s has seen the emergence of competing discursive narratives which have strongly demonstrated the intensely political nature of education, teaching and learning as activities. Lying at the heart of this module is the claim that education as a political activity which confronts a range of issues to do with ideology, politics and values which in themselves function at a variety of different levels of power, status and influence. Imbedded in educational politics and policy-making are narratives which it is has been decided offer a core of cultural knowledge which future generations are expected to both assimilate and support, to think about the construction and implementation of educational politics and policy-making is to think about the purpose of schooling. Evidence of debates over the construction of educational policies since the mid-1970s strongly suggests that their manufacture is the result of competition between powerful groups who see education and schooling it as being central in the creation national values designed to meet specific cultural, economic and social imperatives.
The vocational rational for this module is based upon the belief that understanding the structural nature of educational politics and policy-makers will enable students to relate what it is that schools and teachers do, how schools are organised and managed and the nature of the curriculum to wider socio-economic, political and cultural issues. Education does not take place in a vacuum and a key aspect of the module will be to explore the manner in which teachers and schools are required to implement policies made elsewhere over which they may have little influence. Exploring educational politics and policy-making from this perspective enables the development of broader, deeper and more rounded accounts and explanations focusing upon the nature of the education system and its impact upon teachers, parents and learners.
EDS3004: Citizenship, Human Rights and Global Education
Semester 2; Credits: 15
The teaching of citizenship and democracy is said to be of such critical importance to schools and the life of the nation that “ ... there must be a statutory requirement on schools to ensure that it is part of the entitlement of all pupils.” Education for citizenship and the teaching of democracy in schools (HMSO, 1999) with the recommendation that citizenship should be taught as a statutory entitlement for all pupils aged 5-16 from the year 2002.
This means that schools will be required to deliver the aims and objectives of citizenship education either as a distinctive subject on the school curriculum or as part of a cross-curricular approach. Citizenship education is about preparing young people to become active members of society, and improving their knowledge and understanding about the customs, rights, duties and privileges that this entails. Citizenship education must be defined broadly but the central concern is the relationship between individuals and the world they live in. It relates not only to the country, but also to the European Community and the world as a whole. It concerns the institutions of democracy and the rights and responsibilities of individuals in a democratic society. Citizenship education:
“Should consider the responsibility of belonging to society - the rights and responsibilities of citizens. It should look at pupils and young people’s rights and responsibilities as citizens, and how these change as they grow older. It should also look at the law and the justice system and how it relates to their rights and responsibilities.” (QCA, 1998)
Citizenship education equips young people with the values and dispositions, key concepts, knowledge and understanding, skills and aptitudes needed to become a citizen within a democratic society. Individually, it helps develop a sense of identity, as pupils explore their own background and future as a citizen of this country, and helps pupils identify what they believe in relation to the key concepts.
Through citizenship education pupils can develop personal and social skills, and these can be used to strengthen school-community links. As the pupil grows older and becomes an active member of society, they move from the relationship between school and community and link this to the relationship between the individual and government. This is a relationship that is always changing, and citizenship education can help pupils prepare for it.
ENG1000: Academic Study Skills: English
Semester 1 and 2; Credits: 30
This module develops the skills and attributes required for study at degree level. Through a variety of directed activities, students acquire the research, communication and collaborative skills they need to enable degree-level study. Some activities are designed to develop generic skills, whilst others are based in the academic subject.
FLM1004: How to Read a Film
Semester 1 and 2; Credits: 30
Assuming no previous knowledge amongst its students, FLM 1004 How to Read a Film is a 30 credit module intended to develop students’ ability to articulate informed, personal responses to films by equipping them with an analytical vocabulary and knowledge of an appropriate level. The module emphasises the stylistic aspects of film analysis, with particular attention paid to shot interpretation, the acquisition of a pertinent critical vocabulary, and methods by which cinematic sequences can be analysed.
FLM1005: Critical Approches To Cinema
Semester 1 and 2; Credits: 20
Assuming no previous knowledge amongst its students, FLM1005 Critical Approaches to Cinema is a 20 credit foundation module designed to develop students’ ability to analyse films by equipping them with appropriate theoretical knowledge and relevant critical frameworks. Students are introduced to the range and form film criticism takes but, predominantly, the module concentrates on popular media and traditional academic approaches to cinema. Accordingly, students have the opportunity to engage with and apply a range of critical and theoretical approaches to film texts.
FLM1006: Undergraduate Study Skills
Semester 1 and 2; Credits: 10
FLM 1006 assists students in making the transition either from Level 3 study or alternative entry routes to undergraduate learning by providing opportunities to develop key academic and vocational skills within a supportive and challenging environment. It concentrates wholly on the acquisition of elementary skills including those relating to academic writing, presentation, formatting, reading and research. It forms the major constituent of the Level 4 Film Studies Personal Development Portfolio (PDP) by ensuring students meet their Personal Tutor once a week throughout both semesters.
FLM1007: Cinema In Context
Semester 1 and 2; Credits: 30
FLM 1007 provides students with an essential overview of the historical and technological development of film from the Silent Era to the Digital Age. Cinematic production, style, technique and content are all assessed in context, enabling students to recognise to importance of studying film history. A number of approaches, including the technical, aesthetic, organisational and cultural, will be employed ensuring a diverse content that remains focused on relevant trends and topics illustrated with pertinent examples.
FLM1008: World Cinemas
Semester 1 and 2; Credits: 30
FLM 1008 introduces students to a range of significant non-Hollywood productions and directors, broadening their knowledge of cinema in terms of style, culture and context. By encouraging a more eclectic experience of cinema, the module challenges the common perspective amongst many students that Hollywood productions are the norm. In so doing, it expands its students’ understanding of the potentials and practices of the cinematic medium and ensure they are familiar with historically significant directors.
FLM2001: Film Criticism 1
Semester 1; Credits: 15
Building on the elementary approaches to film analysis explored in FLM 1001 How to Read a Film, FLM 2001 introduces students to more advanced and complex critical methods of film analysis. Since the question of 'realism' in film is a factor with which students will be at least tangentally aware, and has always been at issue in cinema and film studies, FLM 2001 centralises this in its approach to film analysis. The module will also inform the learning on other film modules by introducing students to significant theorists and critical positions.
FLM2002: Film Genre: Ideologies and Conventions
Semester 1; Credits: 15
Fundamental to a broader and more sophisticated understanding of film is the notion of genre. FLM 2002 allows students to develop their critical understanding of the medium further by introducing them to genre theory in the context of American cinema. Building on knowledge acquired in FLM 1001 and FLM 1002, FLM 2002 consolidates issues relating to practical film analysis and film history by analysing genre films practically and historically whilst employing, for the first time, critical approaches relating specifically to genre. In so doing, FLM 2002 provides students with the opportunity to access and evaluate a significant contemporary revival in the study of film genre, evidenced by texts including theoretical studies like Rick Altman’s Film/Genre (1999) and Steve Neale’s Genre and Hollywood (2000) and particular revisionist studies of film noir (James Naremore’s Something More Than Night (1998)) and the gangster film (Jonathan Munby’s Public Enemies, Public Heroes (1999)).In order to provide a solid critical foundation upon which students can build their autonomous studies, the module is divided into two portions. The first introduces students to the concept of genre, its definitions, dimensions and limitations; the second offers weekly critical studies of specific genres, allowing students to deploy their recently acquired critical frameworks and methodologies to a variety of cinematic forms. It is in this latter section of the module that students will begin to focus on the conventions and ideologies underpinning the recognisable American film genres. Through a series of ‘focused interpretations’ with broader implications for specific genre studies, students will be made aware of the ideologies informing film genres.
FLM2003: Film Authorship and Case Study of a Director
Semester 1; Credits: 15
Authorship’ was one of the first analytical approaches to film that established its value as a serious object of study. It is therefore important for Major students to understand the debates surrounding this early work in film studies, as well as to engage with their own exploration of the work of an individual director. By tracing the development and critique of the idea of authorship, students will also encounter other key critical issues such as the establishment of a cinematic ‘canon’, the debates around film as art or industry, the political and ideological determinants of critical positions, and so forth. This module correlates with other Level 2 modules by both deepening and broadening the knowledge and analytical abilities of Major students already engaged in modules on Film (FLM 2001) and Film Genre (FLM 2002).Although the module is not explicitly vocational, it will continue to develop the students’ critical abilities and levels of fluency and literacy. As a Level 2 module, it will also address the enhancement of vocationally and academically significant key and subject specific skills. It will, therefore, seek to provide students with the opportunity to continue to develop the key skills described in FLM 2001.
FLM2004: Film Criticism 2
Semester 2; Credits: 15
The moving image is predicated on technology and FLM 2004 aims to identify the intersection between film criticism and theory, and cinematic technologies. This module broadens and deepens many of the topics discussed in FLM 2001 by reintroducing elements of the realism debate in its critical analysis of film technology and its theoretical implications. Consequently, the module aims to develop amongst its students a sophisticated understanding of unfamiliar critical frameworks by focusing around the central theme of moving image technologies whilst consolidating previous knowledge through the reintroduction of certain theoretical positions and schools of thought.
FLM2006: Identity and Representation in Film
Semester 2; Credits: 15
Feminist film criticism has had a profound influence on Film Studies, reshaping the academic tradition of film analysis from the 1970’s onward. Extending the interrogation of representation in film to sexuality and race, feminist theory marked the transformation of criticism and theory and presents a body of work that is now fundamental to the study of film. This module is designed to introduce students to aspects of feminist, black, gender, gay, lesbian and queer theory informing contemporary film studies. The module encourages students to investigate the politics of representation and identity in relation to gender, race and sexuality, culminating in a block of case studies focusing on feminist, black, gay and lesbian filmmakers. The trajectory of the module shifts from theoretical development (with extracts from relevant films) and issues of representation and identity, to practitioners emphasising the positive challenge to a mainstream industry, historically and ideologically bound to white, male heterosexual dominance. Whilst this module is not directly vocational, it enhances the students’ critical abilities and levels of fluency and literacy. In addition to addressing the improvement of vocationally and academically significant key and subject specific skills it builds on students’ critical knowledge with a distinct political agenda. In doing so, it is expected students will become critically responsive to forms of prejudice and oppression. This will contribute to their appreciation of diversity within an equal opportunities workplace. For those students who seek work within the context of media production, it is hoped that this module will inform their own practices in relation to equality and the celebration of diversity. Hence, students will becomes more aware of the issues surrounding representation raised on FLM 2002.
FLM2007: Censorship and Film
Semester 2; Credits: 15
Cinema has been subject to tighter regulation, censorship and control than any other mass medium. FLM 2007 explores the phenomenon of film censorship in British and American contexts. Beginning with the changes worked on American cinema by the implementation of the Production Code in 1934, FLM 2007 traces the factors influencing, and the changes occurring in, film censorship throughout the twentieth century. In addition, it will consider critically the debates surrounding the subject, the key historical periods of film censorship, and several key films under a variety of subjects. These will include politics and censorship, violence and censorship, religious and censorship, sex and censorship, and pornography. The major texts under analysis are likely to include: Rain, Scarlet Street, The Last Temptation of Christ, The War Game, The Salt of the Earth, Natural Born Killers, and In the Realm of the Senses.
FLM3002: Film Genre: A Case Study
Semester 1; Credits: 15
Taking the form of a detailed analysis of one Hollywood cinema, from a range of possibilities new to all students. Likely genres include the horror film, science fiction, the musical, the melodrama or the war film. The specific nature of the topic will mean that there is little or no repetition of material studies on FLM 2002, the majority of the module being devoted to detailed analysis using methodologies appropriate for the subject matter.
FLM3005: From Text to Screen
Semester 2; Credits: 15
A significant proportion of Anglo-American film production is based upon adaptations of ‘literary’ and ‘popular’ fiction. Accordingly, the module introduces students to the methods of film adaptation and the critical discourse pertinent to the study of the translation of textual narratives into the cinematic form. The module introduces students to various facets (theoretical, aesthetic, stylistic, political) of the adaptation process to provide a broader insight into the factors informing filmic adaptations. It is likely that the adaptations will be from a range of films and textual forms (historical and contemporary novels, short stories, possibly even narrative poems). Given this broad range of adaptations (historical, ‘classic’, fantastic), the module also provides students with an understanding of the variety and extent of the adaptation process within cinema.
GEO1020: Introducing Human Geographies
Semester 1 and 2; Credits: 30
This module provides a broad introduction to the scope of human geography and differing approaches of a wide range of human geographers. It introduces students to some contemporary developments in the subject, and new ways of thinking about the subject are developed. It places society and environment at the core of human geography and students are encouraged to examine critically attitudes to the environment held by different people, and to challenge some received wisdom in the media interpretations of environmental issues by means of personal investigations. Using the local environment as an outdoor classroom the module provides a range of transferable skills and wider understanding of the working of world affairs. The module seeks to link a knowledge and understanding of human geography with the development of key transferable skills, in order to develop study skills in preparation for further study and ultimately the world of work. It provides an academic basis for further studies in geography.
GEO1021: Introducing Physical Geographies
Semester 1 and 2; Credits: 30
The module provides an introduction to approaches, concepts, knowledge and skills in physical geography at a level appropriate to a foundation module in higher education. It provides an understanding of the various components within the physical environment and the nature of flows of energy and matter that link them. The module also explores the important impact that people have on the environment and the influence that the environment exerts on people. Within this academic framework the module will develop a range of transferable skills including literacy, numeracy, information retrieval and handling, and IT skills.
GEO1022: Geographical Techniques
Semester 1 and 2; Credits: 30
Geographic practice requires students to possess a wide ranging set of core and transferable skills. Broadly speaking, students must be able to research their subject effectively in order to learn and to disseminate information. This module therefore focuses on introducing and developing geographical research methodologies. The module will teach and develop a number of subject specific skills, including map skills (e.g. reading maps correctly, producing maps), aerial photography, GIS, research skills (e.g. linking preparation, methods and analysis to answer a question/problem), fieldwork skills (e.g. specific geographical techniques, field note taking, sketching, risk assessment). This module aims to develop these skills using a geographical enquiry based framework. Students will prepare for fieldwork, undertake a field visit and follow-up their field investigations, learning and developing the necessary skills as part of the process. The emphasis on practical and fieldwork activity will allow students to appreciate the practical, theoretical and conceptual aspects of their studies and allows these aspects to be integrated with transferable skills elements. The module provides a geographical skill base necessary as a foundation to Part II study in general. Its staff guided approach to geographical enquiry provides a foundation to more independent research activity developed at levels 5 and 6.
GEO1023: Geo.com
Semester 1 and 2; Credits: 30
This module provides an introduction to generic skills in the geosciences (Geography, Earth and Environmental Sciences) that students require to study, research and succeed in their degree programme, and to engage with lifelong learning. Study and key skills activities in the module will also help to build student confidence and academic maturity to complement other Level 4 GEO modules, and in preparation for Level 5 and Level 6 studies. The module provides an initial framework to support the student’s Professional Development Portfolio (PDP), enabling them to record and reflect on their learning and skills acquisition throughout their degree programme. It will be framed within a holistic geoscience framework for planet Earth with a focus on examples from the local region. It will allow students to acquire teamwork, interpersonal, ICT and independent learning skills which will set the foundation for increasing their employability.
GEO1111: Methods in Geo-Environments
Semester 1 and 2; Credits: 30
Investigation of geo-environments requires students to possess a wide ranging set of core and transferable skills. Broadly speaking, students must be able to research their subject effectively in order to learn and to disseminate information. This module therefore focuses on introducing and developing scientific and environmental research methodologies. The module will teach and develop a number of subject specific skills, including map skills (e.g. reading maps correctly, producing maps), aerial photography, GIS, research skills (e.g. linking preparation, methods and analysis to answer a question/problem), fieldwork skills (e.g. specific geographical techniques, field note taking, sketching, risk assessment). This module aims to develop these skills using a geo- and environmental science enquiry based framework. Students will prepare for fieldwork, undertake a field visit and follow-up their field investigations, learning and developing the necessary skills as part of the process. The emphasis on practical and fieldwork activity will allow students to appreciate the practical, theoretical and conceptual aspects of their studies and allows these aspects to be integrated with transferable skills elements. The module provides an environmental and scientific skill base necessary as a foundation to Part II study in general. Its staff guided approach to geo-environmental enquiry provides a foundation to more independent research activity developed at Levels 5 and 6.
GEO1120: Science of the Physical Environment
Semester 1 and 2; Credits: 30
An understanding of our physical environment is fundamental to environmental science. This module will initially provide a foundation knowledge and understanding of scientific concepts relating to the nature and organisation of matter within the physical environment. It will move on to consider the structure and composition of the physical environment and the processes and reactions that operate within and between the various compartments. The module also introduces practical skills for characterising and analysing components (materials and processes) of the physical environment. Although the module has no direct vocational relevance, it will involve the practice and development of key skills including literacy, numeracy, computation and quantification skills.
GEO1210: Rocks, Minerals and Fossils
Semester 1 and 2; Credits: 30
An Introduction to Geological Science: This module, which requires no previous knowledge of the subject, provides a wide ranging introduction to geology using the department’s substantial collection and other resources. The study of minerals which are the building blocks of rocks, and fossils which provide evidence of past environments form the core of the course. At the end of the module the student will have the ability to identify rocks, minerals and fossils and will have an understanding of how these relate to the evolution of the planet.
GEO1211: Geological Techniques
Semester 1 and 2; Credits: 30
This module develops a number of geographical skills including map skills, aerial photography, GIS, research skills, and fieldwork skills. The module involves a residential field course.
GEO2015: Geographical Research in the UK and Overseas
Semester 1 and 2; Credits: 30
Using investigative research processes, this module will enhance and develop essential geographical research methods and provide a broad base for future choices in terms of physical, human or environmental study. Therefore, students will be able to effectively choose a subject area for dissertation investigation. The module will develop core geographical skills explored within Level 4 within the framework of devising and implementing research programmes based on local and foreign fieldwork.
GEO2016: Digital Geographies
Semester 1; Credits: 15
Remote Sensing - analysis and interpretation of aerial and satellite imagery - has transformed the manner in which geographers and geoscientists view the Earth. The synoptic view of the Earth that it has provided has greatly improved our understanding of atmospheric, oceanic and landform processes, helped to sustain environmental management and enabled a better understanding of the interaction of humans with the natural world. It is now a standard research tool in many fields such as geology, geography, pollution control, agriculture and climatology. Vast amounts of spatial and non-spatial data from different sources are now available to geographers and geoscientists. In order to turn this data into useful information, it must be efficiently managed, processed and analysed before being displayed in a proper format. Geographical Information Systems enable this task. Geographical Information Systems are widely used in a variety of fields including planning, health studies, environmental investigations and resource management. This module seeks to provide, and develop, the knowledge, experience and skills necessary to utilise this information. Apart from the transferable skills in high level IT that this course develops there is employment potential associated with remote sensing and GIS in areas such as environmental management and planning.
GEO2017: GeoMedia
Semester 2; Credits: 15
Geography is a dynamic subject and the demands of modern geography, particularly with regard to the application of ICT, are constantly changing. This module is a core module for level 2 geographers and addresses the need for skills as well as knowledge. The accent on technological communication will satisfy the demand for geo graduates to possess a variety of key and subject specific skills in ICT. This module is designed to ensure these skills are embedded within a geo framework. This course extends the skill base developed in Level 4 and will assist with Level 6 work especially the dissertation and future employability.
GEO2019: Geomorphology
Semester 1; Credits: 15
This module provides students with an introduction to the processes which are responsible for the existence and continual modification of the landforms and materials which constitute the Earth’s surface. It is concerned with the relationships between the weathering of surface materials, their subsequent modification during erosion and the new landforms produced by this movement. Illustrations of these will be provided by the study of a number of major surface environments. Students will acquire intellectual skills of problem solving, analysis and interpretation from observations of natural materials in the laboratory and photographs and maps.
GEO2020: Cities in Transition
Semester 2; Credits: 15
The module provides a framework for the study of contemporary urban studies demonstrating emerging theories and changing methodologies within Geography. It would provide clear links between different period of time (from ancient to modern, although the focus will be on the contemporary issues), the changing political economy and its impact on changing urban forms in a variety of geographical locations. It also seeks to develop practical skills through the use of historical and contemporary land use and urban planning/design maps, remote sensing satellite images comparing census data of a number of cities of the world.
GEO2021: Biogeography
Semester 2; Credits: 15
This module will examine spatial and temporal patterns of distribution of living organisms over the Earth’s surface, highlight fundamental processes and causal factors which determine these patterns and examine the varying contributions to them made by human and physical phenomena. The module aims to develop themes introduced in Level 4 by investigating biodiversity, the history and development of ecological communities through time and by examining the human impact on the biosphere. Students will develop a range of key transferable and specialist skills provided by the study of ecosystems and ecosystem change.
GEO2022: Sustainable Development and Environment
Semester 1; Credits: 15
This module attempts to provide a systematic study of Development/Environmental Concern, not only in the developing world but also in the western world; its consequence on North-South relationships, its effects on fundamental societal problems of poverty, inequality and environmental degradation. Here the Development/Environmental study literature is seen as more of a comparative study of the western world and the developing world. For a better understanding of the problems the Development/Environment debate is looked upon from a historic/political angle for analysing changing concern at different periods.
GEO2023: Weather and Climate
Semester 1; Credits: 15
This module provides students with an understanding of the climate system, integrating meteorology and climatology. It begins with understanding the behaviour of the atmosphere and how it responds to variations in heat and moisture, through to the development of weather systems. The characteristics of weather and climate in contrasting climatic environments are then examined. The module will develop subject specific skills in the observation of data from the Earth’s surface and meteorological satellite images, and the analysis and interpretation of meteorological and climatological data. Students will also develop interactive and group work skills, information retrieval and selection skills, critical thinking skills, and communication and presentation skills.
GEO2024: Population and Health
Semester 2; Credits: 15
This module aims to provide a contemporary understanding of population and health issues within the context of both UK and the developing world linking demographic with the health studies. The module offers a broadly based theoretical and analytical framework for the study of populations and health in a variety of geographical locations. It also seeks to develop the practical skills of students through the use statistical packages i.e. SPSSX and new IT resources, in particular SCAMP: the 1991 census on CD ROM.
GEO2025: Soil Science
Semester 2; Credits: 15
This module aims to provide students with a detailed introduction to the varying nature and properties of soils, and the soil processes which give rise to soil formation and development. It will include practical training in the methods used in the field and laboratory analysis of soils, as a basis for making inferences about their development.The module will include a significant practical component which will be concerned with the development of analytical skills, and a critical awareness of their values and limitations. Students will also develop interactive and group work skills, information retrieval and selection skills, critical thinking skills, and communication and presentation skills.
GEO2026: Work Based Learning in Geography, Environmental and Geological Science
Semester 1; Credits: 15
The various Geo-programmes (Geography; Physical Geography; Human Geography; Physical Geography and Geology; GeoEnvironments) delivered by NGAS provide structured programmes for the acquisition and development of a range of subject-specific and key skills alongside knowledge and understanding. The work-based learning module will provide students with a professional setting in which they can apply the knowledge and skills acquired in lectures, workshops, and practical classes, whilst simultaneously extending and refining their knowledge and skills, over and above the experiences provided through the mechanisms of fieldwork and dissertation work. A work-based learning module is a logical and worthwhile curriculum development within the multi-faceted and applied disciplines of Geography, Environmental Science and Geological Science, which provide a diverse range of career outlets. The various Geo-programmes (Geography; Physical Geography; Human Geography; Physical Geography and Geology; GeoEnvironments) delivered by NGAS provide structured programmes for the acquisition and development of a range of subject-specific and key skills alongside knowledge and understanding. The work-based learning module will provide students with a professional setting in which they can apply the knowledge and skills acquired in lectures, workshops, and practical classes, whilst simultaneously extending and refining their knowledge and skills, over and above the experiences provided through the mechanisms of fieldwork and dissertation work. A work-based learning module is a logical and worthwhile curriculum development within the multi-faceted and applied disciplines of Geography, Environmental Science and Geological Science, which provide a diverse range of career outlets.
GEO2026S2: Work Based Learning in Geography, Environmental and Geological Science
Semester 2; Credits: 15
The various Geo-programmes (Geography; Physical Geography; Human Geography; Physical Geography and Geology; GeoEnvironments) delivered by NGAS provide structured programmes for the acquisition and development of a range of subject-specific and key skills alongside knowledge and understanding. The work-based learning module will provide students with a professional setting in which they can apply the knowledge and skills acquired in lectures, workshops, and practical classes, whilst simultaneously extending and refining their knowledge and skills, over and above the experiences provided through the mechanisms of fieldwork and dissertation work. A work-based learning module is a logical and worthwhile curriculum development within the multi-faceted and applied disciplines of Geography, Environmental Science and Geological Science, which provide a diverse range of career outlets. The various Geo-programmes (Geography; Physical Geography; Human Geography; Physical Geography and Geology; GeoEnvironments) delivered by NGAS provide structured programmes for the acquisition and development of a range of subject-specific and key skills alongside knowledge and understanding. The work-based learning module will provide students with a professional setting in which they can apply the knowledge and skills acquired in lectures, workshops, and practical classes, whilst simultaneously extending and refining their knowledge and skills, over and above the experiences provided through the mechanisms of fieldwork and dissertation work. A work-based learning module is a logical and worthwhile curriculum development within the multi-faceted and applied disciplines of Geography, Environmental Science and Geological Science, which provide a diverse range of career outlets.
GEO2028: Geography of Retailing
Semester 1; Credits: 15
The module addresses a key theme in human geography, providing a critical examination of the dynamics of contemporary retailing systems in the UK and overseas. The module investigates the key ‘actors’ and their behaviour within retailing. The module critically evaluates the history of technological, spatial and behavioural changes within retailing.
GEO2110: Geo-Environmental Research in the UK and Overseas
Semester 1 and 2; Credits: 30
Using investigative research processes, this module will enhance and develop essential geo-environmental research methods and provide a broad base for future choices in terms of geoscience and environmental study. Therefore, students will be able to effectively choose a subject area for dissertation investigation. The module will develop core scientific and environmental science skills explored within Level 4 within the framework of devising and implementing research programmes based on local and foreign fieldwork.
GEO2111: Environmental Chemistry
Semester 2; Credits: 15
This module builds on the principles introduced in GEO1110 Science of the Physical Environment, enabling students to develop a detailed understanding of the actual or possible effects that humans may have on natural chemical systems, over a variety of scales in time and space. The module will include a significant practical component which will focus on how the effects of human perturbations on the environment can be measured, monitored and analysed. Students will also develop interactive and group work skills, information retrieval and selection skills, critical thinking skills, and communication and presentation skills.
GEO2210: Igneous and Volcanic Geology
Semester 1; Credits: 15
This module builds on foundation work completed in Level 1 and advances knowledge and understanding as well as presenting contemporary reviews of new ideas and controversies surrounding geological forms and processes associated with igneous and volcanic geology. An understanding of igneous and volcanic geology is crucial to Earth Sciences because of the interactive nature of Earth’s systems. A case study approach is adopted to study a variety of themes, which illustrate the need for integrated study in these areas. An understanding and recognition of igneous and volcanic rocks and processes is a paramount requirement of a practising geoscientist.
GEO2211: Sedimentology
Semester 1; Credits: 15
This module provides an integrated approach to the theoretical and practical study of sediments and sedimentary rocks. It includes aspects of sediment and sedimentary rock production, composition and classification. Some understanding and recognition of Sedimentology is a requirement of a practicing geoscientist. The group and independent work will enhance key and interpersonal skills, especially in areas of laboratory observation, recording and presentation of observations. The directed and independent study elements will enhance their use of ICT and other research tools.
GEO2212: Geological Field Techniques
Semester 2; Credits: 15
This module affords students the opportunity to develop a range of practical and field skills needed in the geological sciences. It will build upon the students geological knowledge and skill base and explore more advanced aspects as well as introduce field working in the wider European environment where lithological types and structures differ from those found in the British Isles. The group and independent work will enhance key and interpersonal skills, especially in areas of field observation, recording and presentation of observations. The directed and independent study elements will enhance their use of ICT and other research tools.
GEO2213: Earth History & Paleontology
Semester 2; Credits: 15
This module provides an integrated approach to the theoretical and practical study of Earth history and the history of life. It is concerned with the concepts of geological time, of the evolution of life and of developing an awareness of the global view of Earth history along with an emphasis on the British Isles. The group and independent work will enhance key and interpersonal skills, especially in areas of laboratory and field observation, recording and presentation of observations. The directed and independent study elements will enhance their use of ICT and other research tools.
GEO3002: Countryside Management
Semester 1; Credits: 15
This module takes an in-depth consideration of the current debate about the purpose and future of a leisure and tourism space: the countryside. It critically examines the viewpoints of the various user groups, from farming to leisure. An appreciation is developed of the significance of changing approaches to managing countryside. It develops the ability to evaluate management strategies and initiatives. Questions of the future sustainability of the rural economy and the development of tourism and recreation as a development tool are raised.
This module capitalises, by means of site visits, on close links with countryside management organisations such as local authorities and conservation bodies in the local area. Up-to-date knowledge of the approaches and significance of such organisations is developed. Through an investigation of their own choice, students develop skills of coherent examination of complex issues, researching ability, presentation of brief summaries and meeting deadlines. Summative assessment is designed to mimic a real life meeting, involving role playing, sustaining a logical argument and seeking consensus. Students evaluate their own performance, thus providing effective background for a career in countryside and recreational management. This module is complimented specifically by LTM 3003 which examines a range of management models applicable to the countryside.
GEO3004: Heritage Landscapes
Semester 2; Credits: 15
Heritage Landscapes explores the heritage debate, and analyses the reasons why preserving the past is considered important in post-industrial society. The focus is a contemporary consideration of the meanings attached to heritage by a variety of organisations and individuals. It seeks to challenge current attitudes to conservation, and develop a high level of critical thinking. Case studies include both urban and rural environments. Heritage issues are likely to remain important to the national economy in the 21st century, and the South West Lancashire area provides many distinctive examples of heritage landscapes, several of which are studied by site visits. Through this module students will become familiar with the work of key heritage organisations, both locally and globally, and will develop a range of intellectual skills in critical analysis and the evaluation of publicity and corporate documents. Students will develop a critical awareness and questioning approach, leading to a greater self-confidence. They will further their ability to work independently, and demonstrate learning quickly in a time-constrained situation. This learning will be of great benefit when seeking employment.
GEO3007: Environmental Hydrology
Semester 2; Credits: 15
This introduces the principles of physical hydrology as a foundation before going on to explore hydrological management and hydrological issues of local through to global concern.
GEO3010: Global Tourism and Citizenship
Semester 1; Credits: 15
The academic focus of this module is to evaluate and assess the contemporary theoretical concepts and ideas on global tourism and citizenship. It seeks to examine the growth and role of tourism at a range of scales. It will consider the implications of unequal global relations. It considers agents and processes of development related to tourism and how and why they operate unevenly. The focus on tourism and development provides a particularly relevant area of study for intending teachers and the module provides students with a valuable grounding for future curriculum applications. This module is complimented by LTM 3003, which assesses and examines how the range of management models appropriate to the management of tourism’s impacts.
GEO3013: Geo-Information: Systems, Sources and Applications
Semester 1; Credits: 15
This module is centred around computer based technologies which use and manipulate geo-information. This practical course investigates a range of geo-information systems currently available including GIS - Geographical Information Systems.
GEO3021: Geo-Exploration
Semester 1 and 2; Credits: 30
This module is an addition as well as an alternative to the standard geo dissertation module. It will require the demonstration of meticulous planning and project execution as well as a high level of independence of mind, spirit, and flexibility to study in a hostile environment. It aims to develop and practice the geo learning experience to date as well as provide an opportunity to extend it. The module amounts to an intellectual and character building experience beneficial to the individual’s personal development and potential employability. The module could assist with, or replace, gap year experience.
GEO3022: Approaches and Concepts in Geography
Semester 2; Credits: 15
Discussions about the very nature of geography took place throughout the twentieth century and there is no sign that they will subside. Since geography encompasses many aspects of enquiry and academic rigour found within both science and humanities it follows that it will continue to be an important contributor to argument and dialogue in the twenty first century too. As research programmes, particularly within the areas typically covered by geographical enquiry, develop rapidly in response to problems such as climate change, sustainability and urban development, it follows that a deeper understanding and critical appreciation of geography as a subject area should take place. At the same time, geography as a discipline prides itself on giving to undergraduates the skills that the real world requires. With this in mind it is important for students to understand and appreciate major geographical concepts, approaches and developments that have taken place so that their personal development can be contextualised in the modern world.
GEO3023: Climatic Change
Semester 2; Credits: 15
Climatic Change is emerging as one of the most important environmental problems and has attracted an increasing amount of scientific study and public concern. This module will develop a detailed understanding of the nature and causes of climate variability, and the methods available to reconstruct the record of past climates. This will form a basis for a detailed consideration of the evidence for a human-induced impact on climate at the present day and for the prediction of climate into the future. The final part of the module will consider the potential impacts of climatic change on society and the environment.
GEO3024: Heritage Landscapes
Semester 2; Credits: 15
Heritage Landscapes explores the heritage debate, and analyses the reasons why preserving the past is considered important in post-industrial society. The focus is a contemporary consideration of the meanings attached to heritage by a variety of organisations and individuals. It seeks to challenge current attitudes to conservation, and develop a high level of critical thinking. Case studies include both urban and rural environments.
GEO3025: Coastal Zone Environments and Management
Semester 1; Credits: 15
The study of coastal zones is particularly important in the light of global climate change since they are sensitive to environmental fluctuations caused by a wide variety of natural processes and human activities. This module will examine recent and current changes affecting coastlines. Coastal zone processes will be approached as repositories of recent environmental change and as dynamic systems responding to human activities. The module draws on geomorphological, environmental, biogeographical and management issues centred on the Eastern Irish Sea Coast thus offering students essential insight into coastal processes and resources. It seeks to develop student’s awareness of the impact of management strategies and climate change on coastal zone processes and issues. Through the design and implementation of their own research into coastal zone environments, key and transferable skills developed in Levels 4 and 5 will be enhanced.
GEO3026: Space, Culture and Technology: Postmodern Geographies
Semester 2; Credits: 15
Post-modern Geographies represents the cutting edge of contemporary social and cultural geography. In this module we will challenge traditional conceptions of human geography and explore alternative geographies of contemporary experience of the articulation of space, culture and technology. This module attempts to focus on cultural production mainly in the era of ‘late capitalism’. However attempts are made to emphasise on ‘space’ and ‘spatiality’ as particular characteristics of ‘post modernity’.
GEO3027: Snow and Ice Environments
Semester 1; Credits: 15
In recent geological history 30% of the Earth’s land surface has been covered by glaciers, 10% is today. The whole global environment is dominated by Earth’s glacial character and an understanding of the Earth’s surface is impossible without an understanding of glaciers. The module will provide intellectual skills of problem solving and analysis and interpretation from observations of natural materials to personal skills such as time-management, individual research and oral presentation, working in a group and self-confidence.
GEO3028: Modern Historical Geographies
Semester 1; Credits: 15
The aim of the module is to provide an outline of the main features of contemporary historical geography, providing students with detailed knowledge of substantive issues and theoretical approaches. In addition, the module will provide a contextual understanding of the historical geography of NW England while encouraging students to consider the interconnections between apparently disparate events and processes and to be sensitive to the relationships between broad patterns of change and their local character and impact. The module is intended to stimulate students' awareness of the interconnections between historical geographies of different places
GEO3029: Environmental Change
Semester 2; Credits: 15
Considerable changes in global climate caused by anthropogenic warming and widespread environmental changes caused by the developing global population make the study of past environmental change imperative. Predicting future outcomes to agents of environmental change requires a context of understanding of the causes and responses of past change. This module aims to develop understanding of the nature of environmental change in terms of causes, and spatial and temporal responses. It will critically consider the techniques and methodologies used in the reconstruction of environmental change and will examine the focus of palaeoenvironmental research in terms of significant findings and futures goals.
GEO3030: Tourism, Modernity & Citizenship
Semester 1; Credits: 15
The academic focus of this course is to introduce contemporary theoretical concepts and ideas on tourism modernity and citizenship. It seeks to examine the growth and role of tourism at a range of scales. It will consider how tourism has become embedded in modernity. It will consider the implications of unequal global relations. It considers agents and processes of development related to tourism and how and why they operate unevenly. For students considering a career in tourism, the module will provide an insight into the operations of the industry at a range of scales.
GEO3031: Geohazards
Semester 2; Credits: 15
This module provides a topical and adaptable focus to the study of geohazards. The problem of geohazards and the risk element in the natural environment is increasing because of a growing population making demands on the use of more marginal and hazard prone lands. More people and property are becoming exposed to risk from the relatively low frequency but high magnitude natural processes This module will focus on the relationships between the physical causes of selected geohazards, the potential hazards produced and the responses to these risks.
GEO3032: Popular Culture of South Asia
Semester 1; Credits: 15
One of the main aims of this module is to provide a holistic representation of the sub-continental culture breaking the borders of the individual nation state's boundaries. Whether it was under Hindu, Muslim or European rulers the South Asian cultural society represents a curious mixture of a number of religions, languages, norms and beliefs. Like Southern Europe, South Asia is criss-crossed by a number of races like the Australasians, Dravidians, Aryans, Mongolians coming as far as China and the Middle East who settled in the area centuries ago. Therefore even after 50 years of Partition of India and Pakistan or 25 years of independence of Bangladesh, the cultural expressions of any part of the sub-continent continues to represent a delicate blend of a pluralist society transcending the boundaries of religion and native culture. In line with the objectives of College, which aspires to improve access for under-represented groups and to support and contribute to the social, cultural and educational life of local and regional communities, a module on south Asia is proposed. This module provides a broad understanding of this rich but diverse culture of this subcontinent essentially from the perspectives of ‘culture studies discourse’. South Asian history, religion, art and architecture, literature and cinema will be introduced through a series of interactive seminar/workshops. The focus on popular culture of South Asia provides a particularly relevant area of study for intending teachers/inner city local authority and non-government organisation officials/workers (e.g. race relation researcher/officials, social workers etc), who are now required to demonstrate an understanding of ‘other cultures’ as an equal opportunity requirement. This module also prepares students for career prospects with National, International and Non-government Voluntary/ Aid agencies (e.g. DFID, OXFAM, Christian Aid etc) by providing valuable grounding to enhance job prospects both in country and abroad.
GEO3033: Advanced Digital Geographies
Semester 1; Credits: 15
The Advanced Digital Geographies module is a blend of GIS and remote sensing and is the systematic study and theory of digital representations of the Earth, and the processes that can be applied to that information. Students will explore contemporary theory and research in GIS and remote sensing to better understand how technology can be used for geographic inquiry. This module extends the remote sensing and GIS skills and knowledge introduced and developed in Levels 4 and 5 of the programme. GIS and remote sensing technology is an increasingly specialized and growing field, providing spatial data management and analysis to many academic disciplines as well as to a broad range of business and public organisations. This awareness combined with advanced technical skills could assist with their progression to a higher academic level or into an employment that would utilise their ADG skills and knowledge.
GEO3034: Geo-Careers
Semester 1; Credits: 15
Higher Education degree programmes are increasingly expected to prepare students for the world of work, and to embed careers education and employability within the academic curriculum (QAA Code of Practice on Careers education, information and guidance). The Geo-programmes at Edge Hill offer designated ‘skills’ modules at both levels 4 and 5, as well as providing opportunities to develop and practice skills for most modules across the curriculum. The Personal Development Portfolio which operates across all three years of a full-time Geo-programme is intended to support the process of career planning and management. This Geo-careers module is designed to assist students in making the necessary transition from academia to the world of employment or postgraduate study. The module will provide students with opportunities to develop careers management skills and, therefore, should enhance employability and careers prospects.
GEO3210: Geo-Environmental Engineering
Semester 1; Credits: 15
Geo-Environmental Science 1 enables students to apply their learning to real world geo-environmental science as well as introducing a knowledge and a skill base not encountered before. The module is intended to enable students to utilise their generic geo skills and knowledge by application to this applied area of study Geo-Environmental Science 1 concentrates on the bulk mineral industry and aspects of engineering geology. This furnishes the student with a skill set and knowledge base currently in demand in the job market.
GEO3211: Managing the Geo-Environment
Semester 2; Credits: 15
Geo-Environmental Science II enables students to apply their learning to real world geo-environmental science as well as introducing a knowledge and skill base not encountered before. Geo-environmental specialists are increasingly challenged to solve environmental problems related to the reduction or management of construction waste, waste disposal facilities, cleanup of contaminated sites and the conservation of geodiversity. This effort has given rise to a new discipline of specialists in the field of geo-environment. To be effective, geoenvironmental specialists must be armed not only with the traditional knowledge of geology and physical geography, but also with the knowledge of principles of hydrogeology, geochemistry, and biological processes. The purpose of this course is to teach principles and phenomena in geo-environmental science, which are required as basic knowledge for landfill management, remediation for contaminated lands, geo-environment related planning issues and environmental impacts. The burgeoning European regulatory framework has increased the job market for geo-environmental specialisms and this module seeks to provide students with exposure and skills relevant to this work area.
GEO3212: Geological Mapping Project
Semester 1 and 2; Credits: 30
“Geological mapping” is a cumulative and technical process involving a combination of fieldwork by field camp (in this case dedicated work in a specific location for 21 days minimum), data analysis, report writing and management tasks. A geologist undertaking geological mapping could be working on many different jobs for different clients and there is often the need to change the priorities due to the demands of the work. This could mean changing location or style of work. Therefore, this module will promote flexible and systematic working practices as well as a high level of analytical skill. A geological mapper must have excellent general scientific understanding and detailed knowledge of the geosciences and this module will build upon and extend previous learning experiences. The role of geologist involved in mapping is a varied one, demanding a high level of transferable skills which are in demand by employers. It is anticipated that the module will take place on the Ardnamurchan Peninsula, Western Scotland. If it became necessary to change the location this could be accommodated by the team and a foreign fieldwork location might prove to be a similarly inspiring learning environment for students.
HIS1001: The Medieval World: History and Historians
Semester 1 and 2; Credits: 30
This module looks at the medieval world from the end of the Roman Empire to c.1300, focusing mainly, but not exclusively on Britain and Europe. The medieval world was dynamic not static, and over time significant changes took place in how rulers governed, and in the values and beliefs of different generations and of different social, religious and economic groups. A number of major topics and events are considered by way of illustration, including Alfred the Great, The Norman Conquest, Magna Carta, Monasticism, The Crusades, the role and status of women. The module also examines how and why writers at the time described and interpreted these events in the ways in which they did, and the reactions of successive generations of modern historians to both the events and those original interpretations.
HIS1002: Interpreting European History: The Nineteenth Century:
Semester 1 and 2; Credits: 30
This module looks at key developments which transformed European society between 1789 and 1919. In 1789, Europe was predominantly an agrarian society with very little industrial and urban development. Landed elites were still dominant as a conservative influence in the vast majority of states, which were resistant to political and social change. By 1919, Europe had been transformed into a society in which state power lay in the hands of urban – based political parties with industry and trade as the dominant forms of economic activity. The module is primarily concerned with the broad political, economic and social influences that caused this transformation, a transformation which was to be of immense significance for Europe and the world during the twentieth century. Certain themes are considered e.g. The Idea of Revolution in Europe 1789-1919, Who were the Europeans? Interpreting economic change, and there are a number of case studies – Racism, Socialism, Causes of the First World War, Russian Revolution.
HIS1003: Themes, Issues and Movements: The Twentieth Century in Perspective
Semester 1 and 2; Credits: 30
This module considers a number of selected themes, issues and movements which significantly shaped and changed the political, social and economic history of the twentieth century e.g. Communism, Fascism, Nazism, Anti-Imperialist and Anti-Colonial movements, The Cold War, the global influence of the USA, Civil Rights and Democracy movements, the collapse of the Communist bloc c. 1990. The module seeks to explain these events, and also to consider how and why they have been interpreted so differently at different times and in different places during the course of the century.
HIS2002: The Rise and Fall of the Soviet Union
Semester 1 and 2; Credits: 30
The reasons for the fall of Tsarism, and the debate about why the Blosheviks won the subsequent battle for power, Leninism and Stalinism and the Terror of the 1930s. World War II and the evolution of the Soviet System, Brezhnev, Gorbachev and the collapse of the Soviet Union and its empire.
HIS2003: The Republic in Danger: The United States, 1800-1941
Semester 1 and 2; Credits: 30
The American constitution and the rise of the two party system. Slavery, Civil War and their legacy. Economic growth, industrialisation and the Great Depression of 1929. Roosevelt and the New Deal.
HIS2004: Ideals and Self Interest: US Foreign Policy and Expansionism Since 1840
Semester 1 and 2; Credits: 30
The Turner thesis and the American West; the concept of ‘manifest destiny’ and policy in the Americas. World War I and Isolationism. World War II and the rise to global dominance. Cold War, Korea, Vietnam and foreign policy after the fall of the USSR. American cultural portrayals of American expansionism.
HIS2006: The Rise and Fall of the British Empire
Semester 1 and 2; Credits: 30
This module focuses on the dramatic expansion and dissolution of the British empire in the nineteenth and twentieth centuries. At the heart of the module are fundamental, and much disputed, questions regarding the nature of imperialism, and how Britain attained-and lost-the biggest empire the world has ever seen.
HIS2007: Crime and Society in England and Wales 1660 - 1900
Semester 1 and 2; Credits: 30
The social context of crime during the period and the emerging criminal justice system. Public executions and the ‘Bloody Code’. Transportation and the system of criminal punishment. The role of the police an contemporary perceptions of crime and the ‘criminal class’. Changing ideas and strategies for dealing with crime.
HIS2220: Conflict and Social Change: France since the popular front 1936 - Present Day
Semester 1 and 2; Credits: 30
This module offers an introduction to the history of contemporary France, focussing on the themes of political conflict and social change. How did French democracy survive in an era where many were willing to kill each other for their political beliefs, and later adapt to a changing multicultural society? It examine competing historical explanations for the defeat of 1940; wartime collaboration and resistance; the violent struggles over the end of the French empire in Algeria and elsewhere; the rise and fall of the Communist Party; the upheavals of the 1960s; presidential politics up to the present; and areas of on-going contemporary relevance and controversy, such as immigration, popular culture and how controversial areas of history are commemorated.
HIS3001: Black Life and Black Protest in the United States since 1895
Semester 1 and 2; Credits: 30
The growth of racial segregation after 1896 and black population movement in the 20th century. The impact of the New Deal, World War II and the Cold War on the black population. The role of black political leaders such as Booker T. Washington, W.E.Du Bois, Marcus Garvey, Martin Luther King and Malcolm X. Black Power and the modern black experience to the present. How blacks have been portrayed by Hollywood.
HIS3004: History and Society: Interpretations and Applications
Semester 1 and 2; Credits: 30
How history has evolved as an academic discipline. Debates about principles and methods in the study of history. Historical narratives of the second world war. The relationship between history and the social sciences. History, post-modernism and popular culture. Cinema and history. History and the National School Curriculum: the debates of the 1990’s.
HIS3010: History and ICT: Web Site Design and Database Construction
Semester 1 and 2; Credits: 30
This module provides a comprehensive introduction to the application of ICT skills to the study of history. It also provides students with an ability to critically evaluate the numerous websites dedicated to historical subjects. The module involves an independent research project, utilising the skills acquired on the course.
HIS3012: Culture and History in the Community
Semester 1 and 2; Credits: 30
This module, which can be taken by English as well as History students, will involve a placement in a cultural or heritage site. It will explore how culture and history are seen and utilised in the world outside higher education. It will provide an opportunity for students to gain wider experience, which will be of value in the world of employment.
HIS3013: The Birth of a Conflict: British Rule in Palestine 1917 - 1948
Semester 1 and 2; Credits: 30
This module explores the origins and development of British rule in Palestine-a crucial chapter in the history of the Arab-Israeli conflict, the Middle East and the British empire.
INF1010: Business Organisation and Systems
Semester 1 and 2; Credits: 30
This module aims to provide students with a firm basis on which to develop the ability to analyse problems and design solutions. This level one module serves as an early introduction to a business environment and the problems faced in devising computer-based approaches to business systems. Many of the problems of designing and implementing Information Systems relate to the difficulties in defining the problem and determining the scope.
Monday 1pm- 2pm (All Students) AND Monday 2pm- 6pm OR Thursday 11am -1pm OR 3pm- 5pm.
INF1020: Foundations of Software Development
Semester 1 and 2; Credits: 30
This module is aimed at students who will enter the IT profession and will need to understand the software development process and be able to competently create software from specifications. The course teaches programming skills for constructing software to develop systems. It also teaches analytical skills and introduces the system development process. Object-orientated concepts and notions are introduced combined with the application of a Visual programming language. The course provides the theoretical and practical knowledge and skills to underpin the second level Information Systems modules. This module also develops team-working skills – an essential aspect of IT professional work.
Monday 10am - 12pm OR 2pm- 4pm AND Thursday 9.30am - 11am OR 11am - 12.30pm OR 1pm - 2.30pm
INF1030: Web Page Design and the Internet
Semester 1 and 2; Credits: 30
The World-Wide-Web is now an integral part of many IT degree courses, and it is vital, therefore, that students develop early in their careers a thorough understanding of the use of the Internet as a tool for research and communication. In addition to providing students with the necessary theoretical content, the module also provided a step by step guide through the development of a simple Web project. This module has been designed, for the most part, to be practical. On completion, students should expect to have gained the necessary skills and underpinning knowledge necessary to carry out research, collation and presentation of information via the World-Wide-Web.
Monday 10am - 12pm OR 2pm - 4pm OR Thursday 9am - 11am
INF1040: Applied Information Communication Technology
Semester 1 and 2; Credits: 30
This module provides the groundwork for the minor route through Information Technology. It will enable students to develop the conceptual framework required and also the basic ICT skills needed to utilise generic IT packages. In addition to the basic concepts of IT, students learn the requirements of file management, word processing, spreadsheet use, presentation, communication using IT tools and introductory databases.
INF1050: Fundamentals of Computer Architecture
Semester 1 and 2; Credits: 30
Computer architecture is about making computing hardware and software operate as fast as possible and for the minimum cost. Over the years improvements in technology and advances in computer architecture have resulted in huge increases in computer performance. This course examines the fundamentals of computer architecture and looks at how the interface between hardware and software influences performance and to give a broad understanding of the internal operation and structure of a modern PC or workstation. It will show how a computer is built up from a relatively simple digital circuit by successive elaboration to form a number of logical layers of functionality; to show that hardware are software are often equivalent in this context. Students will appreciate the typical facilities and mechanisms which underly the operation of various high-level programming operations and facilities. An appreciation of the key conceptual steps which underly the evolution or realisation of a conventional stored-program digital computer will be covered. The course aims to serve as an essential foundation for further studies in any of our degree programmes.
INF2015: IS Research Methods
Semester 2; Credits: 15
This module seeks to prepare students to undertake a third level software development project or IS dissertation module. It aims to make them aware of and able to manage an individual project and act autonomously with some limited supervisor guidance. The aim is to demystify research and recognise the everyday skills and techniques that are involved. This module prepares students to select a topic that has a clear Information Systems focus and to undertake the research for a substantial piece of self directed work. It will guide them in scheduling and managing their work as well as in selecting appropriate methods. This module will prepare students for activities in a working environment where time management, project planning and research skills will be required.
INF2035: Hypermedia Systems
Semester 1; Credits: 15
The non-linear, associative structure of hypermedia differentiates it from other information systems and common development tools are characterised by their capacity for the assembling of textual, graphic, audio, and video sequences. The prospect of hypermedia, therefore, offers highly visual and dynamic information rich systems. The importance of this medium has already been acknowledged in the development of Web based business and entertainment systems. Publishers also are increasingly transferring reference text over to the Web, and onto CD using hypertext. The ability of students to command skills in DHTML and some of the wide range of tools will be a vocational asset as the exponential growth of the internet corresponds to an increased recognition of its communication and commercial potential. Opportunities for those skilled in these areas have grown immensely. The burgeoning of hypermedia systems, thus, represents real opportunities for graduates with the prerequisite technical, analytical, and design skills.
INF2045: Usability
Semester 2; Credits: 15
Pre-requisite INF1030 or equivalent.
This module concerns itself with the field of usability engineering, which is part of the broader area of human computer interaction (HCI). Usability engineering is a systematic approach to producing a website or user interface. It involves several methods, including gathering requirements, developing and testing prototypes, evaluating design alternatives, analysing usability problems, proposing solutions, and carrying out usability testing on websites, or other system interfaces. This module seeks to develop independent analytical study skills by giving students both the knowledge of the methods of usability engineering, and the practical experience of carrying out a usability test. Students will be required to develop their own initiative, time management, and project scheduling skills. The module is likely to become a critical asset, complementing not only the Web Systems Development course, but also the Information Systems and Business Information Systems courses.
INF2055: Design for Print
Not offered 2008/9; Credits: 15
Pre-requisite INF1040 or equivalent.
Design for the medium of print has a well established pedigree. Desk top publishing applications have contributed greatly to this, with people and organisations wanting control over the presentation and publication of their own information. This module encompasses the study of print-based, and as such, will give students the opportunity to develop understanding and skills in the design and production of printed publications. The demand for knowledge and skills in this area are, therefore, widespread and the ability to present information using a combination of textual and graphical elements, in their most suitable format, will be an essential requirement for all graduates. The efficient and effective use of application software, and other presentational media, in order to achieve this requirement will be a key asset for employment.
INF2065: Design for the World Wide Web
Not offered 2008/9; Credits: 15
Pre-requisite INF2055 or equivalent.
The World-Wide-Web (WWW) is now being used to deliver a wide variety of media, including what was once traditionally exclusive to the medium of print. Books, News Papers, Journals, etc., are but a few examples. This module follows on from INF2055, Design for Print, and allows students to develop further their understanding and skills in information presentation. Opportunities for those skilled in authoring Web-based Information Systems are widespread. The rapidly increasing realm of electronic publishing offers tangible opportunities for graduates with the Web design skills. A sound understanding of the relationship between the technologies involved and their use will, therefore, be increasingly important in all aspects of this module.
INF2075: Interaction Design
Semester 2; Credits: 15
The World Wide Web has become an increasingly complex interactive media. At its inception, simple interactions were based on hyperlinking and hypertext, however, developments in multimedia technologies have added a complexity to this interaction. In addition, the quality of this interaction experience has become central to the success of web-based systems. Interaction Design determines how people interact with computers and is largely concerned with shaping interfaces with particular attention to the qualities of the experiences they provide to users. Students in the field of Web Systems Development need to have a deep theoretical understanding of the concepts of interaction, in addition to developing expertise in designing effective web based interactions. This module therefore will provide students with knowledge of the processes and factors effecting interaction, and the expertise to design and produce effective interactive artefacts.
INF2105: Web Sound Design
Semester 1; Credits: 15
This module contributes to a broadening perspective on Web Systems Development. The non-linear nature of digital audio differentiates it from analogue audio in terms of complexity and versatility. It offers the prospect of enhancing dynamic information rich systems. The importance of audio has already been acknowledged in the development of Web based business and entertainment systems. Record companies and publishers are increasingly transferring back catalogues over to the Web, and of course, onto CD, using various forms of digital audio technology. Propagated by the take-up of broadband technologies, its application and potential, in both an educational context and an accessibility context, contributes further to the validity of its study. A wide range of digital audio software tools and products are now becoming available providing learning support at all levels. The ability of students to command skills in digital audio using some of the wide range of production tools available will be a vocational asset. Opportunities for those skilled in sound design have grown rapidly and extend beyond Web site sound into areas such as videogames, film, and television, etc. The burgeoning of this subject, although competitive, thus, represents real opportunities for graduates with the prerequisite skills.
INF2110: Web Database Design
Semester 1; Credits: 15
Contemporary databases now perform a central role in many Web based systems and Web design procedures are evolving to meet the demands of such systems. This module will focus upon the major principles and theories of database design. The importance of capturing database requirements correctly, describing user data structures and their implementation using database software will be addressed. Databases and Database Management Systems have evolved in an era of information-intensive production. The strides in computer database management systems have, and continue, to enable the needs of organisations to manage and make available their product and information resources. The current trend in medium and large sized businesses has been to deliver such content via the Web. The methods used to build databases, as well as the formulation of queries and updating, will, therefore, provide students with much valued skills. Graduates who can handle, manipulate and manage Web based database systems will have the necessary core capabilities to be able to meet this demanded.
INF2125: Competitive Use of Information Technology and Information Systems
Semester 1; Credits: 15
Pre-requisite INF1010 or equivalent.
This module seeks to explore the management of IS/IT and broaden the student’s view of the effective application of IT across an organisation. It aims to equip students with the analytical and critical skills to manage diverse IS situations within contemporary business. Graduates of the programme may well move into a commercial environment where an understanding of the application of IS/IT across the business will help them to understand the imperatives of the organisation and operate more effectively. The module will consider the latest ‘killer apps’ created and marketed by technology suppliers and evaluate their likely effectiveness in a variety of contexts. Students will gain valuable academic skills and an increased business awareness.
INF3010: eCommerce Development
Semester 2; Credits: 15
E-Commerce has been defined in many different ways. As a primary element of E-Business, it is generally understood as a method of buying and selling over the Internet. The subject is interdisciplinary and is dependant on many aspects of Computing science. It also brings together areas such as Marketing, Finance, Economics, Management, Law, Consumer behaviour, and psychology. As a result, the subject area facilitates the development of a wide range of knowledge and practical skills of a technical, organisational, and academic nature. There will be much scope for the development of analytical and evaluative skills in this subject area. E-commerce is growing at an exponential rate and is transforming the way modern enterprises do business. A study by Active Media revealed that Web-generated revenues from E-commerce grew from 2.7 billion in 1996 to 22 billion in 1998. Gateway computers were reported to be selling $4 million worth of product a day over the Internet. Given that up-to-date knowledge and skills in the technical developments of e-commerce are already scarce, this module will provide a sound foundation for those considering employment in this area.
INF3025: Professional, Legal, Ethical and Social Aspects of Computing
Semester 2; Credits: 15
Information Systems is an area of practical activity, which in different ways, employs and affects a large number of people in society. It is vital that students are aware of the most pressing professional, legal and ethical issues affecting Information Systems. This module develops an understanding of the professional and legal constraints within which computing specialists operate, using a ‘discussive’ environment as the vehicle where the students will be confronted with social and ethical issues of using technology in place of, or supporting, human abilities. The module develops a mature attitude to working as an ethical, environmentally aware information systems professional, through critically reviewing germane issues.
INF3038: Strategic IS Planning
Semester 2; Credits: 15
Pre-requisite INF2125 or equivalent.
Information systems strategies must be developed within the wider corporate and business strategic planning processes. On the one hand this entails a search for high impact applications to create an advantage over competitors. On the other hand it involves the identification of a portfolio of computer-based applications to assist an organisation in executing its current business plan. This module seeks to explore such issues and broaden the student’s view of the effective application of IT across an organisation. Graduates of the programme may well move into a commercial environment where an understanding of the application of IT across the business helps them to operate on a day to day basis. Introduction of new IS/IT is never the only thing that happens. Inevitably there are social and technological consequences of the change. This module seeks to develop students’ awareness of the consequences of IT implementation.
INF3045: Systems Methodology
Semester 1; Credits: 15
Pre-requisites INF2010, INF2030 or equivalent.
This module seeks to address the range of methodologies and methods, which can be adopted to develop an information system. Topics will range from very detailed and prescriptive models such as SSADM through to soft systems approaches. The module requires students to consider methodologies from a conceptual and practical point of view. They will be expected to bring prior knowledge and experience to bear and synthesise this in order to determine the appropriateness of using alternative paradigms for different situations. The module is of direct vocational relevance to the new graduate who aspires to become a system developer. The learning activities within the module aim to prepare students more generally for employment by developing their writing skills, communication skills and ability to research and critically evaluate.
INF3050: Professional Development Portfolio
Semester 1; Credits: 15
This module enhances employability by enabling students to construct a design portfolio which demonstrates their capabilities, together with career development activities to maximise success at job seeking and interview. Students also develop technical knowledge and skills. Web 2.0 technologies are embraced, including the new online PDP (PebblePad). The portfolio will be an online organized collection of documentation: e.g. multimedia; Mash Ups; a resume; artwork, presented in an accessible form via the Internet. Self-directed and negotiated learning principles are used, facilitated by academic and careers staff. Live or role-play assignments and interviews are used in order to provide an authentic experience. Summative assessment of portfolio and presentation is aligned closely with this learning and teaching approach.
INF3095: Web Scripting
Semester 1; Credits: 15
The Internet is today is used as one of the most effective business tools available. It has moved from a tool that is static and purely information providing to a dynamic, animated and interactive environment where businesses not only provide the same information as before, but do so in a more visually interactive way, but they also allow their customers to carry out usually simple but sometimes advanced tasks themselves. To enable this interactivity the use of web programming is required and also an understanding of back end system connectivity. The most popular/widely used scripting languages are VB Script and Java Script. Both of these languages have been around for many years, but their development along with technological advances has allowed the Internet to make this transformation. As the technology has advanced new software technology has emerged in the form of Macromedia Flash, The interaction with the animation that this software produces is based upon a new scripting language called action script. Students studying on a web development degree would be greatly disadvantaged in the industry if they did not posses at least a basic knowledge of these languages. This module will develop the student’s basic understanding of web page creation and advance it to a level where they can understand and develop the websites of today’s business requirements.
INF3105: Streaming Media Technologies
Semester 2; Credits: 15
Advances in computing and networking technology mean that it is now feasible to deliver media such as video and sound across the internet. Websites are therefore progressively offering an increasingly media-rich provision of content. However the structure of internet traffic gives rise to problems when working with complex media such as video and audio. Limited bandwidth, latency and noise are all problems that can affect real time delivery of media over the internet. Internet streaming technologies iron out these natural traffic variations inherent on the internet. They also enable presentations to be played as they are received by a client rather than waiting for the full file to download – increasing the immediate impact and responsiveness of websites. Further benefits of streaming media via the internet include on-demand viewing, enhanced e-commerce and an overall enriched user experience. This module investigates the technologies that enable multimedia such as video and audio to be streamed effectively over the internet. Students will explore theoretical issues, as well as utilising a range of tools to encode, compress and stream media over a network.
LAW1015: Constitutional and Administrative Law
Semester 1 and 2; Credits: 30
Essentially concerned with the law of the government and the state, this module will provide students with a good grounding on the basic principles of constitutional and administrative law, the process of constitutional reform and the impact that membership of the European Union is having on constitutional arrangements. At the same time, it will provide students with the opportunity to develop the skills of locating learning resources, case and statute analysis, legal reasoning, criticism and oral presentation and argument.
LAW1016: Legal Methods and Systems
Semester 1 and 2; Credits: 30
This module is designed to provide students with an introduction to legal reasoning and analysis, practical study skills and legal institutions, concepts and processes in preparation subsequent legal studies modules. Students will be encouraged to develop research skills, problem-solving skills and to work independently. Finally it is designed to enable students to develop the key skills of oral and written communication, information technology and teamwork skills.
LAW1017: Law of Contract
Semester 1 and 2; Credits: 30
This module will provide students with an understanding of the principles, which regulate legally binding agreements. It will examine when the law recognises an agreement as binding, how such agreements are formed. It looks at the means and pretexts by which contracting parties may seek to escape from the obligations they have undertaken. Finally, it will examine the different remedies, which the law makes available when such obligations are breached. It will also show that contract law has various functions the central theme of which is to support and control agreements made within the economy. The module will provide students with the opportunity to develop their knowledge of a core legal subject. It is also designed to require students to develop their research skills, problem-solving skills, to work independently. Finally it is designed to enable students to develop the key skills of oral and written communication, and numerical, information technology and teamwork skills.
LAW1018: Law of Torts
Semester 1 and 2; Credits: 30
A characteristic of many societies is the enforcement of standards of behaviour through state regulated punishments. This course deals with what has to be proved against defendants in criminal trials in England and Wales before they can be subjected to such punishment. Whatever the crime with which defendants are charged, there are certain matters, which, as a general rule, have to be proved. The course concentrates on these so-called ‘general principles’ of criminal law. The emphasis will be on substantive rather than procedural law. In studying these students will learn about the elements of what have been regarded traditionally as the most serious crimes, such as murder, rape and robbery. The module will provide students with the opportunity to develop their knowledge of a core legal subject. It is also designed to require students to develop their research skills, problem-solving skills, to work independently. Finally it is designed to enable students to develop the key skills of oral and written communication, and numerical, information technology and teamwork skills.
LAW2014: Employment Law
Semester 1; Credits: 15
This module deals with an important business resource, namely it employees and one of the most important forms of exchange between business and clients, namely contracts for the sale and supply of goods. The main focus of the module is to provide students with an understanding of the principles of employment law and in particular highlight those areas of the subject which are controversial or on which there is current interest. The module will also address the circumstances in which buyers of defective goods can reject those goods and get their money back. These are very dynamic areas of law therefore contents emphasis will vary from year to year to accommodate legal developments.
LAW2015: Constitutional and Administrative Law
Semester 1 and 2; Credits: 30
Essentially concerned with the law of the government and the state, this module will provide students with a good grounding on the basic principles of constitutional and administrative law, the process of constitutional reform and the impact that membership of the European Union is having on constitutional arrangements. At the same time, it will provide students with the opportunity to develop the skills of locating learning resources, case and statute analysis, legal reasoning, criticism and oral presentation and argument.
LAW2016: Consumer Law
Semester 2; Credits: 15
Building on knowledge acquired in level 4 (Contract and Tort Law), this module examines the statutory framework relating to the supply of goods and services to consumers. It provides students with the opportunity to apply their knowledge of the principles and concepts of consumer law to practical problems arising from the supply and sale of goods and services. This module will assist the career aspirations of those students either entering the legal profession and wishing to specialise in consumer law or those intending to enter a profession requiring knowledge of consumer contracts. In a wider sense, the module will be of direct relevance for students in their capacity as consumers. The module supports the professional benchmarking requirements in this area.
LAW2018: Criminal Law
Semester 1 and 2; Credits: 30
A characteristic of many societies is the enforcement of standards of behaviour through state regulated punishments. This course deals with what has to be proved against defendants in criminal trials in England and Wales before they can be subjected to such punishment. Whatever the crimes with which defendants are charged, there are certain matters which, as a general rule, have to be proved. The course concentrates on these so-called “general principles” of criminal law. The emphasis will be on substantive rather than procedural law. In studying these students will learn about the elements of what have been regarded traditionally as the most serious crimes, such as murder, rape and robbery as well as more commercial crimes like fraud, forgery, uttering false instruments. The Module will provide students with the opportunity to develop their knowledge of a core legal subject. It is also designed to require students to develop their research skills, problem-solving skills, to work independently. Finally it is designed to enable students to develop the key skills of oral and written communication, and numerical, information technology and teamwork skills.
LAW2022: Equities and Trusts
Semester 1 and 2; Credits: 30
This module introduces the student to the principles of equitable ownership of real and personal property and thus continues and develops the students’ awareness of essential principles of property law and how trust law principles impact on every day situations. This module therefore aims to place these equitable principles in a social context whilst addressing the major academic debates that surround the principles of equity and the law of trusts. It is also designed to require students to develop their research skills, problem solving skills, analytical skills and to work independently.
LAW2024: Comparative Law
Semester 1; Credits: 15
This module is designed to provide students with the opportunity gain knowledge and understanding of the legal systems of France and Germany. Both are important and very influential members of the European Union with legal traditions that are in many respects very different to the British common law tradition. Students will be introduced to the main factors, which regulate legal activity in a state, especially the sources of law, legal institutions and personnel, and the law-making and law applying process. We shall examine the extent to which they differ or resemble the English legal system. On some occasions lawyers from the two jurisdictions will give lectures on their national legal systems.
LAW2025: Company Law
Semester 1; Credits: 15
Company Law is a topical and rapidly expanding subject, concerned with companies as legal institutions and the law regulating them and their activities. This module will concentrate on the key features of the company as a legal institution and cover a selection of topics addressing some of the main policy issues relating to companies and business activity. The subject is based on case law, which has been substantially amended and supplemented by legislation, now largely consolidated in the Companies Act 1985 (as amended by the Companies Act 1989) and the Insolvency Act 1986. In addition to its central legal business policy framework this module will seek to contextualise this within the broader social and political settings, which have influenced the law’s development over time.
LAW2026: Jurisprudence
Semester 2; Credits: 15
This module introduces students to various theoretical perspectives on the creation and application of law and seeks to enable them to develop an appreciation of the major theories of law, justice and rights. It will also introduce students to the principles underpinning legal doctrine, and the ways in which those principles can conflict. The module will also attempt to engage students to reflect on the question of what makes for a valid system of binding laws, and upon the distinction between a just and an unjust legal system.
LAW2027: Property Law
Semester 1 and 2; Credits: 30
This module is designed to provide students with an understanding of the key principles of property law which underpin the day to day management and control of land ownership, use and transactions and to enable students to place those dealings within a social context. The module will concentrate on certain key areas and principles in property law. These key areas will allow students to see the breadth of the subject and also how these key areas fit together to form a coherent whole. The module is therefore arranged to facilitate the growth of a steady understanding of key concepts and principles, which will enable students to place those concepts and principles within their context. The module is also designed to require students to further develop their legal research skills, their problem solving skills and to encourage them to become independent learners. Finally students will be able to develop certain key skills including oral and written communication skills, teamwork skills, and the use of information technology.
LAW3019: European Community Law Foundations
Semester 1; Credits: 15
The law of the European Union (EU) was first introduced to students in LAW 1016. LAW 3019 develops the skills and knowledge acquired in level 4 whilst providing a wider introduction to the study of the EU as a legal system. The module introduces students to basic legal structures, methods, concepts and terminology relevant to this study. As part of this module students will examine the historical and institutional development of the EU and examine the fundamental principles of European law. The module also seeks to locate legal developments in the EU within a political context through the analysis of the relationship between law and European integration. This is consistent with contextual theme of the overall programme.
LAW3021: EU Substantive Law
Semester 2; Credits: 15
This module builds on LAW3019 and examines the relevant provisions of the Treaties, the secondary legislation and provide a critical analysis of the case-law of the Community Courts on the free movement of goods, persons and services, competition policy, the free movement of capital and Economic and Monetary Union, sex discrimination and other related aspects of social law and policy. Students will also have the possibility of examining other aspects of law such as environmental or intellectual property law should they so wish.
LAW3022: Equities and Trusts
Semester 1 and 2; Credits: 30
This module introduces the student to the principles of equitable ownership of real and personal property and thus continues and develops the students’ awareness of essential principles of property law and how trust law principles impact on every day situations. This module therefore aims to place these equitable principles in a social context whilst addressing the major academic debates that surround the principles of equity and the law of trusts. It is also designed to require students to develop their research skills, problem solving skills, analytical skills and to work independently.
LAW3023: Public International Law
Semester 2; Credits: 15
Public International law is the law governing relations between States and the activities of international institutions such as the United Nations and the European Union. It is concerned with questions such as the settlement of disputes, title to territory; diplomatic relations; human rights; the law of the sea; legal restraints on the use of force, and the law governing international commercial/trade agreements. Globalisation has brought into sharper focus the importance of this body of law and has indeed contributed to its growth, increased visibility and general significance and relevance.
LAW3024: International Economic Law
Semester 2; Credits: 15
The aim of this module is to provide a general view of key international economic problems that form the core of international economic relations. However, whilst providing an overview of the constitutional and normative structures within which international economic relations operate, it is also intended to focus in depth at some of the principal international economic issues of contemporary significance. In particular the focus is on the international normative framework provided by the Bretton Woods Institutions, the nature of State responsibility in international economic relations, and the relevance of that responsibility to private parties in the conduct of their trans-national economic relations.
LAW3025: International Trade Law
Not offered 2008/9; Credits: 15
Trading in goods for profit is a fundamental business activity and international trade is a fundamental aspect of the process of globalisation of business. This module examines the substantive law applicable to transactions in international trade. It aims to enable students to develop an understanding of the law of England and Wales as applied to the international sale of goods, as well as promoting the development of the critical and analytical skills necessary for identifying key issues in the subject and for evaluating the existing law and law reform proposals.
LAW3026: Global and European Environmental Law
Semester 2; Credits: 15
This module aims to provide students with the opportunity to develop and understanding of the significance, scope, structure and purpose of European and international environmental law. It will explore in particular the relevance of environmental regulation for business corporations and international financial markets and critically evaluate the appropriateness and effectiveness of existing environmental law especially in relation to its implications for national governments and businesses.
LAW3027: Family Law
Semester 1; Credits: 15
The Family law course will examine the main areas of substantative law and social policy pertaining to the family. The focus will be on the ‘family’ and the rights and obligations of the adults within it. Family Law will introduce the concept and nature of marriage as the central nucleus from which the laws governing the family have traditionally emanated. It will consider the extent to which marriage remains an instrument of social, moral and economic regulation in society. This will mean examining the formation and function of marriage, its legal, moral and social effects, and the legal means devised to protect it. It is equally relevant today to compare and contrast the growing emergence of law relating to cohabitation. As more people choose cohabitation instead of, or as a preliminary to marriage, and have children outside marriage, so the law has sought ways to protect, adjust and regulate those relationships.
LAW3028: Sports Law
Semester 2; Credits: 15
No longer can sport and law be considered separate realms. Established general legal principles deriving from, for instance, criminal law, contract law, the law of torts, public law, administrative law, property law, competition law, EU law, company law, fiscal law and human rights law, have been applied to a wide number of sporting contexts including; public order and sport, drugs and sport, safety in sport, disciplinary measures in sport, conduct in sport and wider issues relating to restraint of trade, anti-competitive behaviour and the exploitation of sports economic potential. This module examines these developments and seeks to understand the dynamics driving the relationship between sport and law.
LAW3029: Human Rights
Semester 1; Credits: 15
This module introduces students to the assessment of the nature of human rights claims and their translation into law and legal institutions. It charts the emergence of human rights arguments through legal, social and political theory and examines how these discourses have informed the creation of national and international law. This module will further introduce students to a range of substantive areas and particular groups at both national and international levels. These substantive groups include, transnational corporations, children and women, states and war crimes. This module is also designed to require students to develop their research skills, problem solving skills, analytical and to work independently.
LAW3030: Tax Law
Semester 2; Credits: 15
This module will provide students with a solid grounding in the law and principles relating to taxation, including the taxation of business. It aims to provide students with a general understanding of the operation of the tax system, to enable students to analyse accurately the tax consequences of a given set of facts, and to make critical assessments of the law covered in the module.
LAW3031: Law of Evidence
Semester 2; Credits: 15
To study this module students must have successfully completed and passed LAW2018 Criminal Law.
This module examines the procedural framework which regulates the conduct of the adversarial trail. The main focus are the main rules of evidence which govern the conduct of a criminal trail and the extent to which the rules are an expression of the relationship between the interests of the state and the rights of the individual
LAW315: European Union Substantive Law
Semester 2; Credits: 15
This module on substantive law will examine the relevant provisions of the Treaties, the secondary legislation and provide a critical analysis of the case-law of the Community Courts on the free movement of goods, persons and services, competition policy, the free movement of capital and Economic and Monetary Union, sex discrimination and other related aspects of social law and policy. Students will also have the possibility of examining other aspects of law such as environmental or intellectual property law should they so wish.
LAW325: International Business Law
Semester 1; Credits: 15
Trading in goods for profit is a fundamental business activity and international trade is a fundamental aspect of the process of globalisation of business. This module examines the substantive law applicable to transactions in international trade. It aims to enable students to develop an understanding of the law of England and Wales as applied to the international sale of goods, as well as promoting the development of the critical and analytical skills necessary for identifying key issues in the subject and for evaluating the existing law and law reform proposals.
LIT1000: Texts and Contexts
Semester 1 and 2; Credits: 30
This English Literature foundation course is taken by all students studying English Literature. Students study a range of texts from the sixteenth to the twentieth century, including Shakespeare, Romantic poetry and Victorian novels They are also introduced to an array of critical approached to literature, which are applied to the selected texts. Assessment is through a series of coursework assignments on the set texts. The weighting for each assignment increases as the module progresses.
LIT1002: Reading Contemporary Literature
Semester 1 and 2; Credits: 30
This module focuses on recent and contemporary literature in all three major genres: poetry, drama, prose. Students study two novels, two plays, and a selection of recent poetry. Assessment is through three pieces of progressively weighted coursework.
LIT1003: Introduction to Narrative
Semester 1 and 2; Credits: 30
This module offers an introduction to the theory and practice of narrative in a range of formats and genres. It is intended to provide students with the basis for the analysis of narrative in literary and other contexts. Through the analysis of key texts, students will consider such matters as competing traditions of storytelling, genre, and interpretation.
LIT2100: The Renaissance
Semester 1 and 2; Credits: 30
This 30-credit interdisciplinary module explores the literature of the English Renaissance from c.1450 to c.1680, tracing the development of the three key literary genres: poetry, prose narrative (including autobiography) and drama in a period of extraordinary civil tumult and cultural change. It evaluates the remarkable literary output of the reigns of ten different monarchs beginning with the Tudors and ending with the restored House of Stuart, and also considers the effects which Cromwell’s commonwealth had upon the literary arts.
LIT2101: Order and Chaos
Semester 1 and 2; Credits: 30
Literature 1700-1830 This module introduces students to a wide range of literary texts written during the long eighteenth century. Genres studied include poetry, the prose-fiction novel, drama and non-fiction prose.
LIT2105: The Grand Tour
Semester 2; Credits: 15
This module examines the relationship between travel literature and the rise of the novel in the eighteenth century. The focus of study is on the letters, diaries and journals of travellers, seen in the context of developments in prose fiction.
LIT2107: Crime Fiction
Semester 2; Credits: 15
This popular genre will be studied from its origins at the end of the 19th century to the present day. The module concentrates on British and American crime fiction, tracing the history through the 'golden age' of English whodunnits and the hard-boiled American tradition through to contemporary examples. It also looks at topics such as the representation of women and masculinity; the role of place; the figure of the detective; the representation of crime, and new variations such as the eco-thriller.
LIT2108: The Female Body
Semester 1; Credits: 15
This 15 credit course explores textual representations of the female body in English Literature from the Middle Ages and in English Literature from the twentieth and twenty-first centuries. It also theorises its textual representations of the body using some clearly-expressed material from the work of key contemporary feminist and gender theorists. In this way it explores changes and continuities in the textual representation of the female form over time from an interdisciplinary and theoretical stance and thereby students are encouraged to regard contemporary attitudes to the body as part of a much larger and longer historical continuum. The problematisation and challenge of past and present representations of the body is enabled and the body is revealed as a crucial signifier of cultural/ social values. Course topics can include: body image, idealisations of the female form, brutalisation, self-brutalisation, the sexual body, the aging body, the dying body, the grotesque, the suffering body.
LIT2110 : Contested Masculinities
Semester 1; Credits: 15
What does it mean to be a man? What does it mean to be masculine? Is male identity something you ‘do’ or something you ‘are’? Is contemporary masculinity in crisis? These are some of the questions that will provide the interrogative framework for this module. Each week, we will analyse a key literary text (including Jarhead, Fever Pitch, American Psycho and Fight Club) in order to gain a better understanding of contemporary masculinities. From Queer to Female, Ethnic to Postmodern, we will trace the variable and diverse forms of masculinity within their historical and cultural contexts. In so doing, we will develop a critical understanding of twenty-first-century masculinities.
LIT2111 : Imaginary Homelands
Semester 2; Credits: 15
This module offers the opportunity to study the growing range of cosmopolitan literature which articulates contemporary cultural and political tensions. Students will read works by migrant and diasporic writers, exploring concerns about identity, displacement and belonging. The module will also consider key trends in postcolonial theory and the significant impact of events such as 9/ll on literary and theoretical interventions.
LIT2112 : Writing the Supernatural
Semester 2; Credits: 15
This module examines the textual representation(s) of the supernatural, specifically of ghosts, haunting and the haunted, in works of English Literature from the nineteenth century to the present day. It examines works drawn from three key genres: short fiction, the novella and the novel and drama and the development of short ghost fiction is particularly central to the course. The study, wherever possible, of the same story in different generic forms – e.g. The Woman in Black and The Turn of the Screw (both of which have been adapted dramatically as well as appearing in novel form) will vivify key similarities and differences between generic conventions. Course themes can include: SUPERNATURAL SUBJECTS [e.g. 1) Supernatual speakers versus spectral silence, 2) The malignant and the malign versus the kindly and the benign: spirits that harm and spirits that heal, 3) Supernatural sexuality and SUPERNATURAL SPACE [e.g. 1) Things that go bump in the night…supernatural forces and the inanimate (this can include ghostly scent which often accompanies spiritual speakers), 2) Haunted locations: Space and Place.
LIT2113 : Entertainment and Experimentation: The Fin-de-Siècle Short Story
Semester 1; Credits: 15
Do we read for entertainment or for intellectual reasons? This module examines the short fiction of the fin de siècle (c. 1880-1910), a transitional period between Victorianism and Modernism that saw the emergence of a mass reading public but also witnessed early Modernist experiments. We will explore both popular (e.g. detection, humour) and elitist (e.g. New Woman writing, proto-Modernism) short fiction from the period.
LIT2114 : Anger and After: Modern British Drama
Semester 1; Credits: 15
This module gives students the opportunity to study post-war British drama, emphasising the diversity of practice, from the growth of “kitchen-sink” realism in the fifties to the rise in experimental theatre in the sixties and seventies to the contemporary engagement with political issues. Representative texts will be studied to enable students to gain insight into the variety of theatrical writing and to provide material for reflection on this dynamic and important area of literary expression.
LIT3100 : Victorian Literature
Semester 1 and 2; Credits: 30
Victorian Literature is a year long 30 credit module in which a representative range of Victorian fiction and poetry is studied. Students will explore the social, political and cultural contexts out of which these works emerged, and will gain an insight into the development of literature in the nineteenth century.
LIT3101 : Make it New: Modernism
Semester 1 and 2; Credits: 30
Make it New focuses on the rise of twentieth-century literary Modernism as a profoundly influential artistic phenomenon. The year long 30-credit module covers the major figures of modernism in prose, drama and poetry, enabling students to gain knowledge of an artistic movement that has had a major impact on the literary arts.
LIT3103 : Science Fiction
Semester 1; Credits: 15
Science fiction is commonly conceived of as the literature of the future and yet it often has its attention fixed squarely on the present. LIT3103 uses a historical approach to read science fiction within its context of production and consumption, considering periods as diverse as the Golden Age and New Wave sf, to identify the key themes, tropes and preoccupations of a genre that appears in both popular and literary forms.
LIT3106 : Flight From Realism
Semester 2; Credits: 15
This 15-credit module examines the postmodern novel in Britain. Students study a selection of representative texts from the last twenty-five years.
LIT3107: The Short Story
Semester 2; Credits: 15
LIT 3107: The Short Story This module explores the nature of the short story as a distinct genre, separate to the novel and yet related to it. Students consider a wide range of stories and their authors. While the emphasis is on contemporary authors, their work is put into context in relation to their predecessors in the short story tradition. There is a particular focus on the short story’s representation of time. Concepts drawn from Bakhtinian and Bergsonian theory are introduced, and combined with the close reading of texts and research into individual authors. There is also consider how stories fit together in collections and anthologies; as part of the coursework, students participate in a group project which culminates in the compilation of a short anthology of published short stories.
LIT3108 : Empire and Identity
Semester 1; Credits: 15
Through the study of a wide range of poems, novels, journals, and plays, this module explores the eighteenth century’s intense interest in encounters with colonies and cultures on the outskirts of the burgeoning British Empire. It aims to introduce a variety of literary and non-literary eighteenth-century writings on empire and colonialism, dealing with concomitant issues such as writing the nation / writing the self, slavery, “race”, imperial conquest, nationalism, abolition, “gender”, Orientalism, the ‘civilizing mission’, and the ‘noble savage’. The module aims to foster a perceptive and historical awareness, that students might become sensitive to cultural diversity and important ethical issues relating to differences of nation, ethnicity, ‘race’, and ‘gender’ in the context of increasing globalisation.
LIT3109 : Sexuality and Subversion
Semester 2; Credits: 15
This 15 credit course is devoted to understanding textual representations of sexuality and sexual identity, exploring the textual representation of same-sex desire and of sexual dissidence in the British novel from the beginning of the twentieth century to the present day. It historicises and theorises literary representations of the intersections between text, sex and gender, problematising established perceptions that sexual dissidence and radicalism originated in the late twentieth-century. Course topics can include: sexuality, crisis and sexualised scandal, sexual/textual subversion, sexual deviance, sexual stereotyping, ‘coming out’ narratives, homosexuality, lesbian and gay identity, bisexuality, and transgendered sexuality.
LIT3115 : Gothic Romanticism
Semester 2; Credits: 15
At the heart of Romantic literature is a dark obsession with all things Gothic. This module will explore Romanticism’s Gothic impulse, examining the rise of the Gothic Romance in the late eighteenth and early nineteenth century. Each week, we will analyse a key literary text from the period (including the Marquis de Sade’s Justine, Charlotte Dacre’s Zofloya, Thomas De Quincey’s Confessions of an English Opium-Eater) alongside a theoretical issue in order to establish a critical vocabulary from which to interpret and understand Gothic’s many manifestations during the Romantic period. By considering the historical, cultural, aesthetic and ideological background to this mode of writing, we will trace the ways in which the Gothic Romance is both a conservative and a reactionary genre; supporting and challenging our conceptions of nature/nurture, individual/society, self/other, wild/domestic, natural/supernatural, male/female, beauty/monstrosity, intercourse/rape.
LIT3116 : Late-Victorian Gothic: Deviance, Decadence, Degeneration
Semester 2; Credits: 15
Are you prepared for an encounter with Count Dracula, Dr Jekyll (and Mr Hyde), and She-Who-Must-Be-Obeyed? This module charts the gothic revival of the late nineteenth century, exploring urban and imperial gothic fiction alongside contemporary social and cultural developments and current critical thinking. Authors covered include Oscar Wilde, R. L. Stevenson, Bram Stoker, H. Rider Haggard, and Joseph Conrad.
LIT3117 : Contemporary Irish Literature
Semester 1; Credits: 15
Novels and short stories published by writers from Ireland and Northern Ireland in the last twenty years are among the most entertaining, intriguing and exciting texts you will ever read. Unlike England, Ireland has never had a 'traditional' novel so if you want to know what can be done with the novel or the short story, this is the course for you. We will explore the diversity of contemporary Irish fiction, reading works such as Roddy Doyle's hilarious account of working-class Dublin in The Snapper; Felicia's Journey, probably the best serial killer narrative ever written; Patrick k McCabe's deeply disturbing Butcher Boy; and Emma Donoghue's groundbreaking The Woman Who Gave Birth to Rabbits. The module will pursue topics such as diversity and difference, gender, sexuality, crime, social and cultural change, nationalism and religion. But such are these works that you will shape the agenda because you will have things that you want to say about them. Indeed, this is a module you will take, as it were, in the classroom, in the cafe, on the bus and, of course, in the pub over a pint of Guinness.
LNG1003: Introduction to English Language
Semester 1 and 2; Credits: 30
This module introduces students to the phenomenon of synchronic and diachronic variation and change in the English language. It develops awareness of the effect of social context on the nature of English by means of, for example, the study of attitudes to accents and dialects, and the examination of the role of Standard English. The module also clarifies basic concepts, modes of linguistic analysis and theoretical approaches appropriate to the study of the different levels of language. In so doing, the module challenges subjective and prescriptive views on language, and replaces them with an objective and descriptive approach to language variation.
LNG1004: The Nature and Structure of Language
Semester 1 and 2; Credits: 30
The module allows students to develop their knowledge and understanding of the structure of the English Language with close attention to syntax, phonetics and phonology, and their practical application. In addition, students will engage with debates concerning the nature of language itself, such as whether language is unique to humans. They will also explore the diversity of English at the regional, national and global level.
LNG1005: Language in Use
Semester 1 and 2; Credits: 30
This module is an introduction to how the English language is used in different ways by diverse speakers and writers. Focusing on both spoken and written discourse, the module examines their distinctive formal features. It introduces pragmatics, exploring how individuals use discourse to convey meaning in particular contexts. It examines how written discourse has been and continues to be used to challenge, enforce and maintain different value systems. The module also focuses on the methodology and linguistic research, and equips students to carry out their own, small-scale sociolinguistic research project.
LNG2100: History & Development of the English Language
Semester 1; Credits: 15
This module affords the opportunity to explore what English was like earlier in its development (from Old English), to account for its present form, and to understand current changes. It develops key transferable skills of close reading, and encourages open-minded analysis of change, particularly in grammar and vocabulary.
LNG2101: Approaches to Sociolinguistic Variation
Semester 1; Credits: 15
The module looks at the major social factors that govern language use and language variation. It concentrates on the linguistic expression of social status and group solidarity and the ways in which change in society is affecting language.
LNG2101S2: Approaches to Sociolinguistic Variation
Semester 2; Credits: 15
The module looks at the major social factors that govern language use and language variation. It concentrates on the linguistic expression of social status and group solidarity and the ways in which change in society is affecting language.
LNG2102: The Language of Shakespeare and His Time
Semester 2; Credits: 15
The module examines what English was like at the time of Shakespeare and focuses on important significant differences (such as alternation between ‘thou’ and ‘you’) to promote fuller understanding of his plays. Rhetoric and contemporary debates about language provide the necessary context for appreciation of Shakespeare’s linguistic artistry and some aspects of humour.
LNG2103: Child Language Acquisition
Semester 1; Credits: 15
This module introduces the phenomenon of how children acquire their first language. It highlights the various stages involved in language acquisition, such as the one word and two word stage, and examines how different levels of language are acquired, such as phonetics and semantics. Furthermore it explores the various theories that have been put forward to explain how and why children acquire language.
LNG2103S2: Child Language Acquisition
Semester 2; Credits: 15
This module introduces the phenomenon of how children acquire their first language. It highlights the various stages involved in language acquisition, such as the one word and two word stage, and examines how different levels of language are acquired, such as phonetics and semantics. Furthermore it explores the various theories that have been put forward to explain how and why children acquire language.
LNG2105: Early English
Semester 2; Credits: 15
The module is designed to complement modules on LNG2100 History of the Language and LNG2102 Shakespeare by focusing on the language of the period 1100-1450. An exploration of the main features of Middle English and the language of important writers of the period such as Chaucer and Gower and Langland is complemented by a study of the main changes in sounds and grammar and vocabulary during the period of rapid linguistic change preceding Modern English.
LNG2106: Phonetics and Phonology
Semester 1; Credits: 15
This module builds on the work begun in the first year language modules. It gives students the opportunity to acquire theoretical and conceptual knowledge of both phonetics and phonology, as well as the practical skills needed to be able to produce, analyse and describe human speech sounds.
LNG2107: Modern English Structure and Usage
Semester 1; Credits: 15
This module is intended to build on the grammar elements of Level 4. It enables students to gain confidence in the basic linguistic descriptions of noun groups, verb groups and clauses, all vital for analytical work at degree level in language, and for intending teachers on English at any level.
LNG2107S2: Modern English Structure and Usage
Semester 2; Credits: 15
This module is intended to build on the grammar elements of Level 4. It enables students to gain confidence in the basic linguistic descriptions of noun groups, verb groups and clauses, all vital for analytical work at degree level in language, and for intending teachers on English at any level.
LNG2108: Regional Varities of English
Semester 2; Credits: 15
This module looks at the origins and relatedness of varieties of English in Britain and overseas. It looks at the major distinctive linguistic features of English around the world and offers the opportunity to undertake fieldwork and apply a range of investigative techniques.
LNG3100: Language and Education
Semester 1; Credits: 15
This module focuses on the roles played by language in facilitating - or obstructing - access to learning. As well as examining educational language policy in the UK the module focuses on spoken language use in classrooms - teacher talk and talk among learners – and on the teaching of literacy. Students are introduced particularly to Vygotskyan learning theory and are expected to apply this in reflecting critically on their personal experience as learners.
LNG3100S2: Language and Education
Semester 2; Credits: 15
This module focuses on the roles played by language in facilitating - or obstructing - access to learning. As well as examining educational language policy in the UK the module focuses on spoken language use in classrooms - teacher talk and talk among learners – and on the teaching of literacy. Students are introduced particularly to Vygotskyan learning theory and are expected to apply this in reflecting critically on their personal experience as learners.
LNG3102 : Language and World Development
Semester 2; Credits: 15
In this module we examine the roles played by English and other languages in the contemporary global linguistic ecology. Students are encouraged to problematise different definitions of the concept of development, as it is applied to many poor countries throughout the world, and to explore the language policies and planning which are associated with different societal aims, both socio-political and economic. We give particular attention to the role of language(s) in educational programmes and in access to literacy.
LNG3103 : Communicating Sexuality
Semester 2; Credits: 15
This module is designed to provide an opportunity for study of and reflection on theoretical, conceptual and political issues of language use as they relate to the articulation of sexual identity, whether heterosexual, gay, lesbian or bisexual.
LNG3104 : English in Contact
Semester 1; Credits: 15
Language contact is one of the most dynamic and controversial fields in modern linguistic thought. This module examines the effects of contact-induced language change upon English over the past millennium or more. It also looks at the effect that English has had on other languages, both those which are spoken in predominantly ‘anglophone’ (English language-dominant) areas and those which are used in non-anglophone areas. Ancient and modern contact effects will be examined using a wide range of language material, and drawing attention, through English oriented examples, to some of the most disputed questions in the study of creolistics and mixed languages.
LNG3105 : Bilingualism
Semester 1; Credits: 15
This module investigates bilingualism as a socially and culturally contextualised phenomenon, beginning by identifying processes involved in 1the acquisition of more than one language in the contexts of both the family and of a range of formal educational settings. At the level of individual language use we tackle theories surrounding conversational code-switching, and at the level of communities and societies we consider different models for the functional distribution of languages and attempts to ‘plan’ language.
LNG3105S2: Bilingualism
Semester 2; Credits: 15
This module investigates bilingualism as a socially and culturally contextualised phenomenon, beginning by identifying processes involved in 1the acquisition of more than one language in the contexts of both the family and of a range of formal educational settings. At the level of individual language use we tackle theories surrounding conversational code-switching, and at the level of communities and societies we consider different models for the functional distribution of languages and attempts to ‘plan’ language.
LNG3106 : Literary Stylistics
Semester 1; Credits: 15
As a result of the course students should be able to approach confidently the language of literary text, both poetry and prose. Through close analysis of language choices made by the writer we try to explain how particular effects are created. The course enables primarily language students to gain confidence in talking about literary texts, and students whose main focus is Literature to focus on how language is used for stylistic purposes.
LNG3107 : Linguistic Ethnography
Semester 1 and 2; Credits: 30
This module introduces students to theory and method associated with linguistic ethnography through study of significant research in this field. Students go on to design and conduct a small-scale research project based on ethnographic microanalysis of communicative events within a community or institution.
LNG3108 : TESOL
Semester 1; Credits: 15
This course introduces you to the principles and practice of good English language teaching. Issues dealt with during the module include the history of language teaching and learning, communicative language teaching, testing and placing students into the appropriate level, individual learner differences, grammatical terminology and the difference between overt and covert grammar teaching, materials evaluation and development and planning ESOL programmes and lessons.
LNG3108S2: TESOL
Semester 2; Credits: 15
This course introduces you to the principles and practice of good English language teaching. Issues dealt with during the module include the history of language teaching and learning, communicative language teaching, testing and placing students into the appropriate level, individual learner differences, grammatical terminology and the difference between overt and covert grammar teaching, materials evaluation and development and planning ESOL programmes and lessons.
LNG3109: Forensic Linguistics
Semester 1; Credits: 15
Forensic linguistics concerns the application of linguistics in the legal process, on analogy with forensic science and forensic medicine. The law is overwhelmingly a linguistic institution: laws are coded in language and legal processes, such as court cases, police investigations and the management of prisoners take place through language. This module investigates a wide range of these linguistic matters, including the origin of legal language, the use of linguistic evidence in both criminal and civil court cases, language crime, and the analysis of discourse within the courtroom.
LNG3110 : Beyond English
Semester 2; Credits: 15
What are the features of English which make it similar to other languages, how does it differ from other languages, and which features of English make it difficult for non-native speakers to learn? What features of other languages do English-speakers find difficult to learn? This module looks at the science of TYPOLOGY, the structural classification of languages, and illustrates the range of phonological, morphological and syntactic features in the world's languages, ranging from French and German, via Chinese and Arabic, to Esperanto and Klingon.
LNG3111 : Language and Identity
Semester 2; Credits: 15
This module will explore a variety of past and present approaches to the study of language and identity. It will examine how individual, social and institutional identities are constructed and their intrinsic relation to language and other socio-cultural phenomena.
LNG3112 : Language Nation and Conflict
Semester 1; Credits: 15
The module explores the links between nationhood, identity, multi-lingualism and language use in a European context. It focuses on the politics of language use within the modern nation-state, and the status of surviving minority languages, as well as exploring the conflict that often exists between groups over their language rights.
LTM2001: Leisure and Tourism Planning
Semester 1; Credits: 15
Planning for the provision of leisure services, facilities and tourism opportunities is a major challenge. Drawing upon the public policy and planning literatures, this module examines the role of public policy and the planning processes which have a major impact on leisure and tourism, not only in terms of public sector provision but in shaping the political, economic, social and environmental conditions within which the whole sector operates.
LTM2002: Marketing for Leisure and Tourism
Semester 1; Credits: 15
This module provides students with an opportunity to gain an introduction to principles of marketing and explore a wide range of theoretical marketing management models within the context of leisure and tourism.
LTM2003: Legal Frameworks for Leisure and Tourism
Semester 2; Credits: 15
This module examines the boundaries within which leisure operates and analyses the legal framework within which it exists. The module enables students the opportunity to appreciate the importance of law and regulation, whilst also developing an understanding of the function of different bodies, agencies and actors in a range of leisure contexts.
LTM2004: Arts and Culture Management
Semester 1; Credits: 15
This module draws upon a range of examples from the United Kingdom to examine the operation of policy, assess the range of public and private funding agencies and provide a broad understanding of the economic and social context of the arts, culture & entertainment industries.
LTM2005: Leisure and Tourism in the Urban Environment
Semester 2; Credits: 15
This module examines the role of leisure and tourism in new urban environments and 'twenty-four hour cities'. It examines these new spaces of conspicuous consumption for the generation and display of cultural capital, and the contexts in which many of the competing priorities and conflicts of contemporary society are played out.
LTM2006: Research Methods for Leisure and Tourism
Semester 2; Credits: 15
Research Methods for Leisure and Tourism Management builds on and develops themes and skills from the Level 4 research module (LTM1003) and prepares leisure and tourism management students for the research process expected in Level 6.
LTM3001: Strategic Management for Leisure and Tourism
Semester 1; Credits: 15
Strategy, tactics, planning and decisions are part of everyday life. In the complex, diverse and dynamic leisure and tourism sectors, the need for managers to think and operate strategically is increasing important. In the context of these intensely competitive sectors, it is essential that organisations are able to adapt to market challenges, gain competitive advantage and plan for future occurrences and changing circumstances. It is vital that managers in leisure and tourism organisations understand the range of challenges, the obstacles (as well as the opportunities and resources available to them) and the vested interests which have an influence on their environment. This module utilises a range of theoretical concepts and schools of thought and applies them to appropriate practical and real-time examples within the leisure and tourism sectors to illustrate the importance of strategic thinking to Leisure and tourism managers.
LTM3002: Events Management
Semester 2; Credits: 15
Events are a massively important and dynamic part of the leisure and tourism industry. Each year, many events occur throughout the United Kingdom. Business, sporting, cultural and mega-events dominate the media, utilise and dominate transport systems and fill hotels. They provide an important source of wealth, giving an important boost to economies, generating revenue and employment. Though the benefits are often well publicised, event management is often problematic as organisers attempts to balance perceived benefits against a range of impacts. The module explores the growing events industry and issues related to event management and examine the principles and practices associated with planning, managing and staging special events.
LTM3003: Managing the Impacts of Tourism and Leisure
Semester 2; Credits: 15
Tourism and leisure have an undoubted, profound and sometimes catastrophic effect on the physical and natural environments as well as on fragile ecosysetms. With an increasing emphasis being placed on market positioning based around price rather than quality, and the spontaneous, unplanned and poorly managed leisure and tourism development, we have witnessed a breakdown of environmental capacities and the spoiling of the quality of facilities, leisure spaces and destinations. The result is that economic, social and environmental indicators consistently show that development is no longer sustainable in its present form. Leisure and tourism and destination managers in both the public and private sectors must understand the concept of sustainable planning and the variety of environmental management techniques at their disposal to both help prevent and mitigate negative environmental impacts. It should be noted that this module is concerned with the environmental impacts of tourism and recreation. Political, cultural and economic impacts are considered in other, complimenting modules such as GEOG3002 and GEOG3010.
MED1001: Understanding Visual Cultures
Semester 1 and 2; Credits: 30
This module introduces students to ways in which they can think about, and thus critically examine the visual and visualisation. Engaging with a variety of theoretical approaches, students will be offered opportunities to actively engage with visual technologies and experiences. Students will be encourages to apply and problematise critical approaches through reflection upon their experiences. The practical application of theoretical approaches will encourage students to explore the relationships between critical thinking and creative production.
MED1002: Media and Society
Semester 1 and 2; Credits: 30
This module offers students opportunities to interrogate the complexity of interaction between media and society. Introducing students to `media-worlds’, the module encourages them to critically examine the connections between the media and social experience. The module allows students to bring their own personal experiences to discussions and equips them with the critical and analytical tools with which to position and understand these perspectives. A key theme throughout this module is an examination of the politics of media and its intersections with the material realities of everyday social life. Students will investigate the relationship between `personal politics’ and the political constraints of media industries. The module will consider the linkages between media forms and production and issues such as access, inclusiveness, marginalisation, knowledge, power and information, within the module to encourage a more sensitive appreciation of the relationships between media and society.
MED1004: Moving Image Production
Semester 1 and 2; Credits: 30
Within this module, students will be introduced to moving image production practices including the origination, development and refinement of ideas, the stages of pre-production, production and post-production and the basics of camera operation, lighting and editing. MED 1004 will also acquaint students with the issues of resource and budgetary constraints and introduce a range of creative, commercial and industrial contexts within which production may take place. Students will be encouraged to bring knowledge, information and experiences gained outside the module to their production practice thereby facilitating the development of creative critical approaches and problem-solving skills.
Module will run: Friday PM for Television Production Management OR Tuesday and Thursday for Media (Film and Television)
MED1005: Concepts: The Big Idea
Semester 1 and 2; Credits: 30
This module will examine the role and function of advertising in the promotional mix and the important aspects of message design, formulation and media selection. So as to both demonstrate their understanding and awareness of the range of concepts and principles discussed during the module, and develop their communicative skills, students will be engaged in the production of applied work focusing on the central theme of idea and concept development.
MED1009: Camera & Composition: Principles and Techniques
Semester 1 and 2; Credits: 30
Practical knowledge of camera equipment and composition are required to fully exploit the creative possibilities of visual media. MED1009 is designed to develop students’ camera skills, technical competence, and understanding of composition and concentrates on the principles of still photographic and dynamic video image production and develops students’ understanding of relevant camera techniques. The principles of still image composition that are explored during semester one are then developed in semester two and applied to the filmed image. The acquisition of photography skills at level one will further benefit students in their film and television production work as they will use these skills to produce continuity shots, recce shots and photo storyboards at Levels 5 and 6.
MED1010: Animation Production
Semester 1 and 2; Credits: 30
This 30-credit module introduces students to a variety of associated animation production techniques including 2D animation, analysing 2D and 3D animation, digital and non-digital animation, transferring analogue to digital, rostrum camera production, using light boxes, scanning images, 2D CG animation techniques, stop motion animation techniques and timing for animation. The module specifically encourages the development of practical skills from traditional to digital.
MED1011: Design for Animation
Semester 1 and 2; Credits: 30
This 30-credit module offers the opportunity to develop a range of creative animation skills and production methods, from both a digital and traditional perspective. The module may include the following areas of study: life-drawing sessions, storyboard production, creative processes via drawing and rudimentary perspective skills.
MED1013: Graphic Environments (Advertising)
Semester 1 and 2; Credits: 30
This module will encourage the student to think expansively and creatively, whilst gaining an in-depth knowledge and understanding of the particular tools required in a variety of advertising and design mediums. The Graphic Environments module is designed to provide Media (Advertising) students with a graphical foundation including the introduction of key graphic concepts, conventions and practices. The module emphasises the importance of research in providing inspiration and generating innovative ideas. Students will be encouraged to question such things as accepted conventions, advertising ‘formulas’ and ‘good’ design so as to develop their own style, and increase their academic and vocational potential.
MED1014: Newspaper Journalism: Theory and Practice
Semester 1 and 2; Credits: 30
This module introduces students to the generic skills of good journalistic practice and is designed to meet the requirements of the National Council for the Training of Journalists (www.nctj.com). They will learn to locate and treat sources, conduct interviews and originate stories for newspaper publication with due emphasis on written English (grammar and spelling). Students will complete assignments and assemble a portfolio of news stories which demonstrates their ability to write for different styles of newspaper publication and a range of readerships. They will also work in teams to produce their own newspaper products to deadline in a series of live ‘Newsday’ exercises. The module also provides basic instruction in desktop publishing (DTP) and students will work with QuarkXpress software to acquire the design skills needed to prepare page layouts and present their finished copy for publication. The module links to MED1015 Law and the Journalist where students will be required to undertake court reporting and they will also have the opportunity to practise the shorthand note-taking skills which they are developing in MED1017 Introduction to Teeline Shorthand. At the end of the module students will sit the NCTJ external examinations in Newspaper Journalism and Handout and the module also provides a foundation for the Level 5 module MED2014 Advanced Print Journalism and Production.
MED1016: Introduction to Broadcast Journalism
Semester 1 and 2; Credits: 30
While the generic skills of research, reporting and interviewing apply to journalists operating in all contexts, application of those skills varies according to the production and technical conventions of different media. The move over to ‘rolling news’ with constant updatability creates different pressures on the broadcast journalist from those which apply in print media and in this 30-credit module students will be introduced to the practice of news production in the radio and television environments. They study the theory of broadcast news journalism through analysis and evaluation of a range of news and current affairs-related programmes while at the same time learning practical skills of radio and television production and post-production in order to deliver recorded news-based items for defined audiences. The module also links with MED1014 Newspaper Journalism: Theory and Practice where students learn the generic skills of journalism in a press context and provides a foundation for the Level 5 module MED2016 Advanced Broadcast Journalism and Production.
MED1018: PR Foundations
Semester 1 and 2; Credits: 30
This module aims to equip students with foundation skills in PR. The module discusses in detail the history of PR, its American origins, the development of the PR industry in Britain and the shifting understandings of public relation roles and public perception. The module relies on communication theory to provide students with an understanding of different models of communication and their historical evolution. Students acquire an understanding of the contemporary principles of PR practice and the areas of PR specialisation. Throughout the module students are offered a comprehensive overview of the industry, its functions, its points of interaction with marketing and advertising, as well as the key skills required by employers. The importance of ethics, legal considerations and the social role of PR will also be explored. Students will be introduced to and learn to apply a number of PR practical principles: client research and working with clients, identifying and targeting stakeholders, producing CEO briefs. Students will plan, develop and evaluate a campaign proposal (using PBL methods), leading to conducting a full operational campaign at Level Two. They will also identify and evaluate examples of good and bad practice which will allow them to assess their own skills development through the PDP.
MED1019: Design Principles for PR
Semester 1 and 2; Credits: 30
While writing skills are of paramount importance in the work of public relations practitioners the design and presentation of press packs, marketing products and corporate communications play a large part in targeting and reaching audiences. To this end, PR professionals are increasingly required to be acquainted with practical media production skills which will enable them to convey their messages in the most appropriate and effective way and act as technical prescribers of expertise to clients. Students will be introduced to a range of media, including print, audio-visual (TV, radio, video and sound production, photography) and digital multimedia (CD-ROM, DVD, web). Knowledge, skills and understanding developed in this module will provide students with an essential foundation for their creative design work at subsequent levels of the programme, e.g. in MED2020 PR
MED1020: PR Media Relations
Semester 1; Credits: 15
The relationship between public relations and the media is one of mutual dependence: the former need to get their message out while newspapers and broadcasters are always hungry for material to fill their column-inches and broadcast slots. Public relations specialists can be relied upon by journalists and producers to feed them easy stories as well as interviews, press conferences and photo opportunities, but for the PR practitioner the challenge lies in making their voice heard above all the others who compete for the media’s attention. This 15-credit module is designed to give students of public relations a detailed knowledge and understanding of a range of media organizations (press, broadcasting, online), their structure and operation. This will enable students to select the most appropriate medium for their messages and target different local and national media outlets effectively, liaising with journalists, establishing contact networks, writing relevant copy and preparing press packs. This module will develop students’ writing skills, with particular reference to use of students’ writing skills.
MED1021: Product Promotion and Consumer PR
Semester 2; Credits: 15
Reputation management is a key aspect of a PR practitioner’s role; a badly formulated/executed message can be detrimental to the overall success of a product, brand or institution. The module provides knowledge and skills that enable students to plan and execute image promotion at an operational level in a range of contexts (corporate, charity, celebrity PR etc.). Using advertising and promotional techniques students will develop a prospectus for an organisation, product or service which contributes to establishing and enhancing corporate or individual reputation. Students will also utilise technical design and production skills developed in MED1019 Design Principles for PR.
MED1022: Script Writing
Semester 1 and 2; Credits: 30
Through this module students will examine the particular demands of scriptwriting for the moving image and in particular scriptwriting for animation. During the course students will undertake a variety of exercises and practical writing projects designed to help encourage an appreciation of the processes of dramatic creation. Ideas will be developed from initial concept through to a final animation production and translation of a finished product.
MED1024: Single and Multi-Camera
Contact Department; Credits: 15
During this module, students will be introduced to technical theory and the professional language of camera operation within multi and single camera operation contexts. This module will provide an introduction to the theory and practice of camera operation and the importance of using ‘manual modes’ to enable greater control of the camera, utilization of the equipment’s potential and the practical knowledge to execute creative ideas. Framing, white balance, aperture control, depth of field and shutter speed will be covered in detail. Whilst many aspects of camera operation are similar in both single and multi-camera operation, there are important differences that students must be aware of. Students will apply their knowledge to practice with a series of assignments that involve the two different modes of operation.
MED1025: Script Writing
Contact Department; Credits: 15
This module will introduce students to the theory and craft of scriptwriting, which will include consideration of story, narrative structure, character, setting and dialogue. Students will also engage in research and development and practice the process of rewriting and layering in order to adhere to established industry conventions of format and presentation. Within this module students will demonstrate their creative potential through the development of and reflection on their ideas and scripts.
MED1026: Editing
See Module Description; Credits: 15
This module introduces students to the most essential component of post-production. Using industry standard digital editing packages (such as Final Cut Pro) students will become proficient in the post-production process. This module provides a solid foundation for development and experimentation with editing processes and practices in later modules. Through the process of editing students will apply their theoretical knowledge and understanding of the creative process to their own work.
This module will run in Semester 1 for BA (Hons) Film and Television Production and Semester 2 for BA (Hons) Television Production Management.
MED1028: Sound
Contact Department; Credits: 15
This module will introduce the key concepts of professional audio practice, and the practical applications required to conceive of, and produce, professional soundtracks for film and TV. Students will gain knowledge of appropriate technical resources including the use of microphones, recording devices, booms, mixers, and sound editing software as well as being introduced to the technical theory and professional language involved in audio practice.
MED1029: Lighting
Semester 2; Credits: 15
In this module students will study the basic elements of lighting for a variety of interior and exterior locations, exploring technical considerations (exposure values, types of light, filtration, colour temperature etc) and stylistic variants (soft versus hard light, use of practicals, low and high key etc). Through this module, students will gain knowledge of important technical and professional terminology and language relating to lighting within professional contexts in addition to gaining an understanding of the implications and outcomes of creative and aesthetic choices. In addition to the acquisition of technical and craft skills and knowledge of technical theory students will also develop skills in critique and reflection through the ongoing evaluation of their own application of technical theory, skills and craft and their appraisal of the work of professionals within the field. Presentation skills, which are vital to the development of any film and television professional, are also developed through this module where students will present their work for peer group discussion.
MED1030: Practical Production Project
Semester 2; Credits: 15
This module will give students the opportunity to combine technical skills and aesthetic considerations in pre-production, camera operation, lighting, sound, and editing to produce their first complete piece of creative work. Students will develop their own production and, working in teams, will gain an understanding of how each role within a production team functions to produce a finished product.
MED1031: Professional Journalism Practice
Semester 1 and 2; Credits: 30
Taking as the key to fast and accurate information gathering, and the development of professional journalism practice in interviewing and reporting techniques for which shorthand is essential. It is designed to meet the requirements of the National Council for the Training of Journalists. Students will undertake both intensive class-based practice and work outside timetabled sessions to develop their proficiency in both accuracy and speed in shorthand and in the ability to conduct interviews, select information and accurately report from them. By the end of the first semester, students will aim to have attained between 97.5-100% accuracy in transcription from dictation taken at 60 words per minute, and by the end of the first year to have attained between 97.5-100% accuracy in transcription from dictation taken at 80 words per minute. They will also demonstrate the ability to take down information from two different interview situations and create accurate news reports from their notes. Transcription from shorthand to longhand and the process of selection and use of facts and quotes in reporting will also help in the development of keyskills in correct use of spelling, grammar and punctuation. The importance of accurate information gathering and recording for journalists cannot be over-stated: in addition to the possible legal ramifications, flawed reporting loses credibility with readers and audiences, moreover portable recorders cannot be used in courts of law and there are other circumstances in which only written note-taking may be feasible. Module will run Tuesday AM, Wednesday AM, Thursday PM and Friday AM.
MED1037: Production Co-ordination
Semester 1 and 2; Credits: 30
This module develops students’ awareness of the wide range of elements involved in a production from initiation to completion. They will gain an understanding of the inter-relationships involved in the production process. They will develop inter personal skills that will enable them to effectively communicate with a range of personnel involved in the process. Students will also engage with a range of associated professional skills that will include research, finance, health and safety and a range of administrative task and duties associated with the role of production assistant and co-ordinator.
MED1038: Cultural Industries Law and Policy
Semester 1; Credits: 15
This module will introduce students to the importance of the law as it relates specifically to the cultural industries and the production and dissemination of content. The module will introduce students to the issues and debates on topics that will include defamation, obscenity, copyright and the field of intellectual property law. The impact of European and International law on UK producers, including privacy and freedom of expression, will also be considered.
MED2001: Analysing Audiences
Semester 2; Credits: 15
This core module aims to provide students with a range of approaches to the understanding of audiences and of methods of researching and theorising those audiences. Students will experience a range of texts in a variety of media. Outcomes will include knowledge and understanding of: Audience, historically and in relation to various media, appropriate case studies, research methodologies, and the resulting theories of audience; Interactions between audience, however constituted, and a range of media texts; Methods of interrogation of media texts through a range of cultural perspectives; Consideration of the role of the media producer in audience creation and evolution, including the role of New Media and new technology in the creation of contemporary audience practices.
MED2002: Telling Tales: Problematising Narrative and Genre
Semester 1; Credits: 15
This core module aims to provide students with insight into a range of theories and media practices relating to narrative and its evolution of generic tropes. Students will experience and develop analytic skills through a range of media. Outcomes will include an appreciation of: Historical contexts of narratologies and their application in the media industry; The role of genre in the creation and reception of bestsellers across the full range of media, including media production and marketing; The role of technological development in the mediation of generic formulation and consumption; Cultural significance of genre and narrative in the analysis of a range of contemporary contexts.
MED2003: Images and Fictions: The Policies of Representation
Semester 1; Credits: 15
Within this module students will interrogate representational forms and practices. Encouraging students to consider how and why representation may be considered as political practice, they will be given opportunities to critically examine their own, and others representational practices and apply theoretically informed perspectives to tasks and projects. MED2003 will develop students’ understanding of representational systems and encourage critical engagement with issues of naturalisation, marginalisation and exclusion as the overarching themes of the module.
MED2004: Media Industries: Practice, Process and Forms
Semester 2; Credits: 15
This module focuses on the issues which are driving current debates within the media industries, for example the impact of technological advances and media 'convergence' on how media businesses are organised, owned and controlled. You will acquire a detailed knowledge and understanding of contemporary economic, legislative and regulatory frameworks and systems and will analyse how these affect the relationship of media practitioners with their audiences.
MED2008: Experimental Film and Animation
Semester 1 and 2; Credits: 30
This module will offer students the opportunity to experiment with moving image forms, techniques and conventions and narrative and non-narrative structures. The module introduces students to an exciting and diverse range of production techniques and concepts. During the module, students will be encouraged to select, mix and or/synthesise approaches and work with concepts such as metaphor, symbolism and anthropomorphism.
MED2009: Branding Campaign Strategies (Advertising)
Semester 1 and 2; Credits: 30
This module encourages students to consider the range of activities that comprise the development of an advertising strategy, from researching and defining objectives, through targeting audiences, media selection, and the identification of primary and secondary benefits, to testing, implementation and evaluation. An essential part of the development of students’ strategies will be the creation of pre-production materials of roughs or scamps which can be developed into storyboards and later to key frames and anima tics where appropriate.
MED2010: Direct Marketing: Creating Buzz
Semester 1 and 2; Credits: 30
This module encourages students to think critically about advertising, marketing and promotion as a series of social and cultural processes, and encourages a consideration of the ways in which word-of-mouth, buzz and resonance can be harnessed and stimulated. Students will engage with a range of contemporary concepts and theories concerning the manipulation and stimulation of invisible networks and the generation of buzz and resonance that they will apply through the production of a number of strategies and campaign outlines. The module will encourage students to explore the ways in which the demands and pressures of contemporary markets problematise traditional approaches and traditional communicative channels.
MED2014: Advanced Print Journalism and Production
Semester 1 and 2; Credits: 30
Journalists are increasingly expected to be multi-skilled in order to work in modern multimedia newsrooms, however while the generic skills of research; reporting and interviewing apply to journalists operating in all contexts the application of those skills varies according to the production and technical conventions of different media. Building on knowledge and skills acquired in the Level 4 module MED1014 Newspaper Journalism: Theory and Practice students will be given the opportunity to extend their range of news writing to specialist genres such as politics, the arts and sport. Features will be a main focus of the module with students being introduced to the workings of the magazine industry where most feature-writing is located. Advanced skills in desktop publishing (DTP) will be developed as students learn the rules and practice of sub-editing and how to design effective and innovative page layouts; they will also engage with the theory and practice of photojournalism where pictorial images are developed into visual narratives in their own right. During this module students will work as a team according to Periodicals Training Council guidelines to develop, design and create a print-based magazine which will require them to conduct large-scale research into markets, finance, production and distribution. The module will link to MED2015 Online Journalism and News Production where the general impact of the internet on newspapers and magazines will be considered, and also to MED2013 News and Society where students will analyse the structure, ownership and control of the British press and will engage with professional codes (Press Complaints Commission, National Union of Journalists) which regulate the activity of print journalists from an ethical perspective
MED2015: Online Jounalism and Production
Semester 1 and 2; Credits: 30
The internet makes specific demands on the nature and style of content and it is essential that journalism students are capable of demonstrating an understanding of, and ability to operate according to, these codes and conventions. Further demands are placed on the online journalist as the fundamentals of journalism – careful research, balanced and fair reporting, transparent sourcing and clear presentation – do not disappear in cyberspace and are arguably given more importance given the pervasive power and consequences of the instant global dissemination of news that is engendered by the World Wide Web. Building on knowledge already acquired in the Level 4 modules MED1014 Newspaper Journalism: Theory and Practice and MED1016 Introduction to Broadcast Journalism this module will explore the marriage of traditional journalistic values and skills with new media tools and techniques, allowing students to develop new styles of writing for the internet while at the same time providing them with the practical skills to create, design and lay out web-pages. Students will also set up their own news website which will form the basis of live real-time practical ‘Newsday’ exercises throughout the course. The module links with MED2014 Advanced Print Journalism and Production and MED2016 Advanced Broadcast Journalism and Production in so far as students will need to consider the impact of the web and multimedia on broadcast news media and the press, and there are also clear links to MED2013 News and Society where they will examine issues relating to control and regulation of the media including the internet.
MED2016: Advanced Broadcast Journalism and Production
Semester 1 and 2; Credits: 30
The move over to ‘rolling news’ with constant updatability creates different pressures on the broadcast journalist from those which apply in print media. Building on knowledge and skills gained in the Level 4 module MED1016 Introduction to Broadcast Journalism students will extend their range and skills to working in live news situations including outside broadcast working and the production and execution of live news sequence programmes (‘Newsday’ exercises) as well as analysing and evaluating a range of news and current affairs-related programmes. The module also links with MED2015 Online Journalism and Production where students will consider the ‘convergence’ of the internet with digital television news services, e.g. BBCi. There are also links with MED2013 News and Society where students examine the structure, ownership and control of UK broadcast news media and engage with the industry codes (Ofcom, BBC Producers’ Guidelines) which regulate broadcasters’ activity from an ethical perspective.
MED2017: Advanced Teeline Shorthand
Semester 1 and 2; Credits: 0
Building upon the Level 4 module MED1017 Introduction to Tee line Shorthand this module is designed to help students increase their proficiency in shorthand in both accuracy and speed. They will undertake intensive class-based practice as well as working outside timetabled sessions to attain between 97-100% accuracy in transcription from dictation taken at 80-100 words per minute, which is the minimum standard required by the National Council for the Training of Journalists (www.nctj.com). The module links with second year practice-based modules MED2014 Advanced Print Journalism and Production, MED2015 Online Journalism and Production and MED2016 Advanced Broadcast Journalism and Production where students will use their shorthand for accurate note-taking of interviews, press conferences etc. They will also require good shorthand skills when reporting council meetings in the Level 6 module MED3015 Reporting Local and Central Government. In addition to the module assessment students will sit the external shorthand examination of the NCTJ (80-100 wpm) during their second year.
MED2018: 3D and Interactive Animation
Semester 1 and 2; Credits: 30
This module recognizes the differing requirements demanded by a variety of digital animation formats such as computer games, on-line animation and mobile technologies. The module will require students to engage with the various problems associated with these particular formats as well as introducing the concept of non-linear narrative structures and interactive animation techniques. Subjects may include: character animation for games, pre-rendered and real-time animation, creating 3D environments.
MED2019: Character Animation
Semester 1 and 2; Credits: 30
Building on the knowledge gained at level one this module focuses on the discipline of character animation production. Via this module students will develop a variety of character animation production techniques and processes including 2D and 3D CG animation. The module may include the following subjects; life-drawing, facial animation, body language, concepts of movement and gesture, weight, balance and dynamics, caricature and expression (including facial expression and body language) and acting.
MED2020: PR Campaigns
Semester 1 and 2; Credits: 30
Once the public relations opportunity has been defined through research and analysis, practitioners must devise a strategy for coping with the problem or capitalising on the opportunity. Planning is concerned with making the basic strategic decision about the most appropriate course of action, taking into account the full range of stakeholders. Hence it is a proactive rather than reactive process and it is a fundamental requirement of successful campaigns. The aim of this module is to develop the planning and execution of PR campaigns at a strategic level for a range of organisations and contexts. It will enable students to manage and evaluate PR communication both internally and externally.
MED2021: Documentary
Semester 1 and 2; Credits: 30
Any simple division between factual and fictional modes of moving image production is problematised by the documentary. The longevity and fragmentation of documentary as ‘genre’ and ‘sub-genres’ presents a complex and fascinating series of debates from Grierson’s claims in 1926, to more recent issues raised by contemporary documentarists, critics and theorists. Through consideration of the form and function of documentary students are offered opportunities to engage with problematic issues concerning ethics, treatment, practices and techniques related to documentary production.
MED2022: Issue and Crisis Management
Semester 1 and 2; Credits: 30
The strategic importance of the public relations function is perhaps most graphically illustrated when organisations face a crisis, which may threaten their competitive position, or in some cases their survival. Such crises may be the result of internal or external factors linked to organisation, individuals, products, service or the market. In this 30 credit module students will adopt a theoretical and conceptual approach to issue identification, contingency planning and problem resolution and apply this in a series of scenario based exercises and real life case studies in order to evaluate the effectiveness of crisis management strategies.
MED2023: PR Ethics
Semester 1; Credits: 15
The content of the module confronts students with current ethical debates in public relations and gives an overview of legal and regulatory recommendations, notably the CIPR’s Code of Practice. The application of knowledge takes place during case study debates and mock events and students will visit industry to conduct an ethics audit of a PR consultancy or department. The particular emphasis of the module is on advising clients, ongoing social responsibility and taking ethical decisions during times of crisis. These are placed in the larger context of universal issues and specific problems affecting the world today (environment, media responsibility, political accountability, public participation etc.). Students will reflect upon their acquisition and development of core and transferable skills through engagement with the Level 5 PDP.
MED2024: Research Methods for PR
Semester 2; Credits: 15
This module encourages students to understand and apply key principles of PR academic research and identify and justify appropriate methods and techniques. Emphasis is placed on both qualitative and quantitative research methodologies, the correct investigation and use of multiple academic sources and the characteristics of academic writing. It systematises the research knowledge acquired by students at Level 4 and builds a more solid structure to lay the foundations for dissertation research at level three. At the end of the module students will be required to produce an outline plan of their dissertation, including an indicative literature research, methodology and timeline.
MED2025: Public Opinion and Persuasion
Semester 1; Credits: 15
In this module students discuss main theories of public opinion formation, persuasion techniques and testing methods. The module has a strong communication component, emphasising the discursive elements of a variety of texts. It also relies on a wide range of theories, from Chomsky’s ‘Propaganda Model’, to Gramsci’s concept of ‘hegemony’. The module introduces students to models of audience consumption and reception, building on knowledge gained in MED1021, PR Product Promotion. Examples are drawn from a number of countries and historical periods. The module makes references to and analyses a variety of media and ask students to apply a number of rhetorical techniques to their own PR work.
MED2026: Post Production and SFX
Contact Department; Credits: 15
This module builds upon the skills-base accumulated throughout the programme and is designed to provide students with a high level of practical post-production techniques and skills as well as the ability to critically analyse screened SFX. The module may include the following subjects: advanced 3D effects, compositing and SFX techniques, post production processes, including blue-screen.
MED2027: Sound for Animation
Contact Department; Credits: 15
This module offers students the opportunity to further develop sound production skills acquired at level one as well as consider the use of sound within the animation arena at a higher level of detail. During the module students will create sound effects using a variety of techniques as well as develop and edit sounds to complement animated sequences.
MED2028: Lighting Effects
Semester 2; Credits: 15
Via this module students will have the opportunity to engage with the complex nature of lighting in both physical and virtual environments. Within the theoretical framework of the module students will explore the practical and dynamic effects of lighting and colour. The module may include the following areas of study: light colour, ambient, direct and spot lighting, light as a subject, light positioning, computer-generated lighting, falloff, lighting for mood and shadows.
MED2029: News Placement
Semester 1 or 2; Credits: 15
According to a recent MORI poll (www.mori.com/polls) 50% of graduates consider working in the media as a serious career option. With this level of demand it is essential that journalism undergraduates are adequately prepared to compete for employment by completing a significant amount of work experience while on their course of study and this Level 5 module is designed to enable them to apply the theoretical and practical skills they have acquired in the first year of course by undertaking an initial placement of 2 weeks/10 days in a real-world professional environment. Working in conjunction with accrediting bodies in addition to its existing contacts in the news industry, the Department of Media undertakes to place each Level 5 student with one of its ‘placement partners’ which are currently drawn from press and broadcast news organisations such as local newspapers and local BBC and commercial radio stations from east and central Lancashire, to Merseyside and the Wirral. Students on placement will establish professional contacts and gain valuable experience which will enhance their CVs and successful completion of the module will also prepare them to seek their own work experience including the extended (4-week) placement which forms part of the Level 6 module MED3019 Journalism Professional Industrial Practice and is intended to facilitate their transition from study to the world of work.
MED2030: Journalism Research Methods
Semester 1 and 2; Credits: 15
This 15-credit module familiarises students with the key principles of academic research. Emphasis is placed on both qualitative and quantitative research methodologies, the correct investigation and use of multiple academic sources and the characteristics of academic writing. It systematises the research knowledge acquired by students earlier in the programme and builds a more solid structure in anticipation of the Journalism Dissertation module (MED3013) at Level 6. MED2030 also links to the Level 5 Personal Development Portfolio where students will record and reflect upon their engagement with research skills through their Personal Skills Audit.
MED2031: Changing Technology
Semester 1 and 2; Credits: 30
Through this module, students will engage with a critical and conceptual understanding of ‘digital cultures’. Consideration of key theoretical frameworks will allow students the opportunity to examine crucial issues such as convergence, broad- narrow- and pod-casting, social shaping, technological determinism, authorship, ownership, copyright, and ‘digital aesthetics’. Through this critical and conceptual engagement, students will be encouraged to locate their own practices within an understanding of digital cultures and recognise the wider social and cultural contexts of digital production, distribution, and exhibition.
MED2032: Advanced Production
Semester 1; Credits: 15
Excellent presentation is at the core of this module. Students will explore ways of showing their work to its best advantage. Although ‘topping and tailing’ (titles and end credits) can take a simple form, students will be encouraged to develop a visual (and aural) awareness of good design and use these concepts to enhance their work. Students will also be encouraged to consider their potential audience, in terms of marketing, and adapt their post-production techniques accordingly.
This module allows students to develop the technical skills in title generation, graphics, post-production sound and advanced editing and techniques. During the module, students will practice the skills required to produce finished pieces of work to both professional technical standards and also expressing a high degree of creativity. The commercial nature of ‘product’ and the importance of market research will be developed in order that students become more aware of the ‘business’ nature of the film and television industries. The module will look at the techniques available, consider styles and their application, market demands and expectations, and evaluate these concepts and practices. Students will apply their knowledge and understanding to apply post-production techniques to their chosen productions.
MED2033: Digital Film & TV Practice
Semester 1; Credits: 15
Digital convergence and the recent and ongoing innovation of digital applications and wireless platforms for exhibition and distribution have created a need for new forms of audio visual production. This module provides students with an opportunity to explore (via a production project) avenues of digital production designed for wireless and internet broadcast, and develops expertise relating to new forms of production. It prepares them for the numerous new production initiatives and challenges emerging in both the film and television industries, and in 3G, interactive and internet broadcasting.
MED2034: Television Drama
Semester 1; Credits: 15
This module introduces students to the form and function of television drama and the commercial and technical demands, and the creative potential, of the TV studio for drama production. The major broadcasters and independent producers, for economic, practical and stylistic reasons, use the TV studio and sound stage some 80% of the time for the production of single films, television drama series and serials, soap operas and situation comedies. The television studio is a testing arena in both technical and creative terms for the production of drama, and a key area for career opportunity and development.
Students will have the opportunity to develop their own scripts – either original or an adaptation. This module will develop the inter-personal skills of the students as they work with other departments (for example Performing Arts) or seek actors from outside sources. The students will have to decide how to visually interpret their script – realistically or in a stylised form and produce the sets for the production. The whole production process will involve a lot of group work and pre-production work.
MED2035: Short Film
Semester 2; Credits: 15
The short film gives filmmakers the opportunity to test out ideas or tell a story within the confines of a limited budget. For many filmmakers the short film provides an important vehicle for promoting their filmmaking abilities through festivals and short film competitions. Whilst theatrical release is seldom appropriate for the short film, it nonetheless offers filmmakers crucial experience of the technical, creative, organisational and administrative demands involved in film production. Through consideration of short film exhibition students are exposed to the challenges facing independent filmmakers in relation to getting their work ‘seen’. Through this module, students will also be encouraged to consider alternative exhibition platforms for their short film, for example mobile phones and web.
This module is designed to give students the opportunity to make their own short film for submission to a festival or competition or for exhibition over an alternative platform. The overarching theme of this module is the development of students’ understanding of creativity and the creative processes in relation to film production. Students will be encouraged to experiment with techniques and will attend workshops that focus on the development of creative practices and processes. The relationships between technical, creative, and aesthetic choices will be considered in relation to the ‘real-world’ issues of budget constraints and financing. Students may adapt an existing story or work from an original idea, and the option to work outside of a tutor-directed brief is designed to give students opportunities for creative autonomy and expression.
MED2036: Documentary and Factual Programming
Semester 1; Credits: 15
Given the increasing importance and prominence of factual programming reflected in the schedules of mainstream terrestrial television as well as cable and satellite, and the expanding market indicated in the digital expansion already underway, the re-emergence of the documentary genre is clear. The marketplace demand for graduates with the necessary knowledge and skills in documentary and factual programme making will increase and the rationale for this module is somewhat axiomatic. It is underpinned in the news values demonstrated by such output as GMTV where the audience thirst for the latest on reality shows is clear by daily updates. The boundaries between factual programming normally identified with documentary are now blurred with the light entertainment genre.
This module will examine the theoretical components of factual programming, including ethical considerations and will apply creative and technical skills to the production of a factual programme. As well as developing their practical skills in an ever and rapidly changing media environment, it will also demonstrate to the students the different genres of factual programming in existence now and the future direction and expectations they are likely to take. The students will begin developing further skills which will help in the production in year 6 of a show reel. They will continue to practise skills that are essential for the production of a professionally produced piece of factual programming.
MED2037: Television Light Entertainment
Semester 2; Credits: 15
The Light Entertainment programme can be any of a variety of formats (variety, sit-com, quiz, etc.). The importance of a good script, experienced performers, audience selection and participation (if appropriate), set design and high operational standards will be emphasized.
This module will explore the historic and changing light entertainment industry and its importance within contemporary television. Consideration of light entertainment audiences, production values and participants (for example presenters and contestants) will engage students with the theory and creative practice of the genre. Students will be expected to adopt a professional approach to whichever sub-genre they opt to produce. As is now common practice, a series of short trailers for the production will need to be produced in addition to the programme.
MED2038: Music Video
Semester 1; Credits: 15
This module introduces students to the academic theory of popular music and cultural theory, which will be applied to the production of music videos. By synthesising their understanding of the industrial contexts in which music videos are produced with the development of technical skills gained at level one, students will produce music videos appropriate to an agreed creative brief which will satisfy the various needs of multi-channel, niche-audience music television. In doing so students will demonstrate their understanding of the complex cultural context in which music videos are produced, and the consideration of the relationship between musicians, the music industry and culture industry, and further demonstrate their creative ability to enhance the creativity and professionalism to their work. Planning of post-production will also be included in this module as this type of production is usually heavily dependent on this area of work. Issues relating to copyright will be discussed and the current policy of the institution on this subject will be observed.
MED2039: Client-led Brief
Semester 2; Credits: 15
In order for students to place their work within the creative sphere it is imperative that they have a knowledge and awareness of the workings of the commercial and promotional environments. The module centres on the key relationship between client (commercial company, commissioning editor etc.) and the production team.
Working within the constraints of client brief students will apply their creative and professional knowledge and skills in response to the brief set. This will enable them to work within the confines of an industrial context. Meetings with the client to show how the work is progressing are essential – as are good communication skills and the ability to present ideas and concepts clearly. This module provides students with the skills to operate at a professional level within the media marketplace. Students will also develop knowledge of and apply key elements of marketing and public relations to the promotion of their own product.
MED2042: Television Research Project
Contact Department; Credits: 15
This 15-credit module offers students the opportunity to undertake the type of research associated with a Television Research Assistant. The role of Research Assistant is an established pathway to becoming a Producer and, as this is also a possible route for Production Managers to follow, programme research is seen as a valuable addition to the Television Production Management programme. Students will undertake research into a genre of their choice and produce material that allows the producer, or director, to develop the initial concept of the production. For example, this may take the form of background factual research for a documentary, specific audience member research for an audience-involved debating programme, contestant research for a quiz show, or any specific topic related to the successful progression of production.
The module familiarises students with the key principles of research, the correct investigation and use of multiple sources and the characteristics of the associated style of writing.
MED2045: Children's Television
Semester 2; Credits: 15
Children’s Television production and programming is pivotal to all major broadcasters’ remit, and now involves some twenty percent of all television production. Dedicated channels – national and international, terrestrial, cable and satellite, are constantly searching for new and innovative content. It is an area which demands a clear understanding of the different types and age groups of the young audience, whether producing educational content for pre-school, news shows for adolescents or drama for young teens. It is also an area where narrative and stylistic innovation are welcome, where programme makers are actively encouraged to try new forms and experiment with delivery. Every major broadcaster has a dedicated website streaming trailers interactive and sample content. With the BBC Children’s Programmes locating to Manchester, there will be a real opportunity to develop a strong and lasting link with the country’s key children’s TV producer.
This module will provide students with the opportunity to produce work aimed at this large, and growing, market. Students will examine current children’s broadcasting in terms of its entertainment, educational and informative content and formulate the content of a pilot production. On completion of the pilot, students will submit their work to various broadcasters for industry feedback.
MED2046: Production Management
Semester 1 and 2; Credits: 30
An ability to understand and reflect constructively on the complete production process is vital to production managers. This 30-credit module develops students’ knowledge of planning and identification and management of resources for a professional production. There is an emphasis on budgetary control, expenditure, logistics and the development of higher level communication skills associated with the role of the production manager. The module will develop the students’ knowledge of the relationship between production values and budgetary concerns.
MED2047: Work Placement
Semester 2; Credits: 15
According to a MORI poll conducted in 2004 (www.mori.com/polls) 50% of graduates consider working in the media as a serious career option and with this level of demand it is essential that undergraduates are adequately prepared to compete for employment opportunities by completing a significant amount of work experience while engaged on their course of study. This 15-credit Level 5 module is designed to enable them to apply the theoretical and practical skills they have acquired in the first and second, years of the course by undertaking an initial placement of 2 to 6 weeks duration in a real-world professional environment. Working in conjunction with industry partners and existing contacts, the Department of Media undertakes to place students with one of its ‘placement partners’. Students on placement will establish professional contacts and gain valuable experience, which will enhance their CVs.
MED2048: Media Law
Semester 1 and 2; Credits: 30
Today’s journalists need to be aware of the increasing amount of publication law which impacts on their everyday work: from court reporting to copyright, defamation to official secrets, the risks involved in non-conformity cannot be over-stated. In a climate where media organisations are prosecuted for contempt of court or journalists face libel actions which can result in significant damages and costs, editors need to be assured that reporters have a good familiarity with, and understanding of legal rules and process. In this 30-credit module students will develop that understanding using the law syllabus of the National Council for the Training of Journalists as the basis for study.
In the first semester they will learn about the court system, divisions of law and the legal profession and will consider in detail those areas of civil and criminal law, which influence what journalists can and cannot write, e.g. defamation, privacy, confidence, official secrets, copyright and data protection. In the second semester students will learn the rules of court reporting including reporting restrictions and contempt. This module links to MED1014 Newspaper Journalism: Theory and Practice and MED1016 Introduction to Broadcast Journalism from year one and the advanced print or broadcast journalism modules in year two. Students will attend magistrates and crown courts accompanied by their tutor and use shorthand skills acquired in MED1031 Professional Journalism Practice: Information Gathering and Recording from year one and MED2017 Advanced Teeline Shorthand in year two to take accurate notes which will afford their reports the legal protection of privilege. At the end of each semester, the students will also sit the appropriate NCTJ external examinations in Law.
MED3001: Identities
Semester 1; Credits: 15
This 15-credit module takes as its key themes the concepts of public/national identities and private/personal identities. Students will be encouraged to critically investigate the nature of identity and to form ideas around political constraints, bodily limitations, personal freedoms and notions of belonging that inform an interrogation of ‘the subject’. Students will be encouraged to consider how ideas surrounding identity inflect upon cultural production and practices and further develop their examination of the relationships between issues such as exclusion, marginalisation and agency.
MED3002: Media Policy
Semester 1 and 2; Credits: 30
This 30-credit module invites students to take a wider view of media events and issues and to understand the relationship between social, cultural and technological change and media performance within both national and international contexts. The module seeks to develop awareness and understanding of a variety of issues relating to policy making from 1945 to the present and includes for example, ownership, the underlying principles, current practice and developing trends within Public Service Broadcasting, the impact of the private sector and comparative models of regulation in Europe. The module also encourages students to explore issues such as normative and radical representations and ideology.
MED3003: Media Futures
Semester 2; Credits: 15
This 15-credit module examines a number of key themes including social experience and shaping of media forms, access, participation and engagement, the impact of and upon urban environments and the relationship between ‘private and public spheres’. This module encourages students to critique the speculative futurism characteristic of many extant approaches. A problematises the scrutiny of issues such as ‘new interface paradigms’ that are equally speculative, technologically deterministic and grounded in a misunderstanding of the present situation.
PSY1001: Introductory Psychology
Semester 1 and 2; Credits: 30
PSY 1001 an introductory module that provides foundation knowledge for level 2 and 3 psychology modules. Its aim is to introduce students to theories and concepts central to the study of behaviour. It explores how processes underlying behaviour work (such as perception, sensation, and memory) and how human beings are embedded within a social world (e.g., with regard to personality, social influence, and individual differences). In this way, the module aims to provide the student with a broad understanding of basic theories and concepts in psychology, and of the range of interrelated approaches towards the psychological study of human behaviour.
This new module represents the convergence of modules PSY 103 and PSY101, which have developed to increasingly complement one another in terms of content and assessment, and unifies the grounding for second level courses such as Social Psychology I and II, Developmental Psychology I and II, Cognitive Psychology I and II, Biological Psychology, and Personality and Individual Differences. In particular, the module provides key grounding in topics required for British Psychological Society accreditation. Regardless of whether students are psychology majors, this module encourages students to examine their own assumptions and practices in relation to their own personal lives and those of others around them. It also provides potentially empowering awareness of basic psychological issues (e.g., behaviour change, the basis of how drugs work, influences on memory, personality, etc.).
The aim of this module is to provide students with a good general background in the basic theoretical concepts of psychology, and to provide the basis for more applied psychological research in Level 2 and 3 courses. The work in this module should help students to develop a basic awareness of relevant psychological concepts and theories and to have some awareness of their potential application in contemporary society and the study of behaviour. The module aims to provide not only knowledge about psychological phenomena, but also practical research experience, and ways of thinking about behaviour and how the mind works.
LEARNING OUTCOMES
Students will demonstrate:
1. basic understanding of psychological concepts and theories of behaviour, and the ability to 2. describe these concepts and theories to communicate this understanding (e.g,, in essay form or equivalent) 3. show understanding of a breadth of relevant concepts and theories (e.g., in multiple choice, or equivalent) 4. 2 Ability to apply basic research skills to describe scientific ideas, based on 5. psychological literature and 6. practical experience.
PSY1003: Research Methods 1: Basic Research Methods and Data Analysis
Semester 1 and 2; Credits: 30
Psychology is an empirical science built upon knowledge acquired through research. Traditionally, psychological knowledge has been acquired through quantitatively oriented research methods, with qualitatively oriented methods gaining credibility within contemporary psychology. This module will seek to provide students with a grounding in both quantitatively and qualitatively focussed approaches to research.
The methods of quantitative and qualitative research to be covered in this module will include experimentation, psychometric testing, observation, surveys, content analysis, thematic analysis and interviews. For quantitatively oriented research students will be taught the conventional non-parametric and parametric statistical procedures concerned with two conditions of testing or the analysis of data from two variables. The concepts and procedures learned here will provide a basis for the more complex forms of analysis to be taught in Year 2. For qualitatively focussed research students will focus on identification of major themes, emphasised as a basis to more complex techniques of analysis in Year 2.
This module will also introduce students to the importance of ethics in any form of psychological research, and their obligations as researchers.
LEARNING OUTCOMES
On successful completion of this module students will:
1. Be able to conduct and report appropriately upon a small scale research project using two or more research methods
2. Be able to analyse quantitative research data manually, making appropriate use of common non-parametric and parametric statistical procedures and the concepts underlying them
3. Be able to perform a basic analysis of qualitative data using themes
4. Be able to employ SPSS for the storage and analysis of quantitative data
PSY2001: Social Psychology
Semester 1; Credits: 15
The aim of this module is to provide students with a good general background in social psychology building on Level One, or equivalent, knowledge, skills and understanding in social psychology. The work in this module should help students develop critical awareness, improve interpersonal and social skills, and learn about the unique contribution of social psychology to the analysis of social problems.
The module aims to make students aware of the extent to which social influences and interactions are pervasive in affecting individual behaviour, including their own, while the actions of the individual in turn affect other individuals and groups. The student thus develops an awareness of the relationship between person and situation and how this dynamic relationship both influences and is crucial to, the understanding of behaviour. The module also aims to make students critically aware of the ethical issues raised by social psychological research. It is an important part of this module to enable students to reflect on what is relevant to their own lives and the lives of others in the light of social psychological findings about social problems and processes. It encourages students to be ‘mindful’ – aware of how their own thinking may be influenced by social processes.
LEARNING OUTCOMES
On successful completion of this module students will : -
1. have knowledge and critical understanding of the ethical guidelines for social psychological research current in Western cultures and understand the need to put these into practice 2. be able to evaluate current theories and models of social behaviour and the related research and be able to assess their implications for explaining human behaviour 3. be able to apply social psychological theory to the analysis of some contemporary social problems and personal problems and issues 4. have knowledge of the forces and influences impacting on their own and others’ behaviour
PSY2002: Developmental Psychology
Semester 1; Credits: 15
Children make up a quarter of the population of the developed world. Low birth weight and infant mortality rates remain a concern not only in the developing world but also in the industrialised countries. In the developing world, child labour is widespread and it is becoming an issue of concern for the industrialised economies. Children spend significantly less time with their parents than was the case just ten years ago and there is a greatly increased incidence of single parent families, often associated with poverty and with implications for social and educational development. Other agents, such as TV and videos are assuming leading roles in the socialisation process. Education is increasingly seen as a core element of government policy and the increasing pressures faced by children to achieve high levels of attainment at school is a potential cause for concern. A clear understanding of those aspects of the child’s cognitive functioning which underpin performance in this area is vital in its own right and in the context of developing effective approaches to teaching and learning. Given this background, the central concern of the course is to provide the basis for a clear understanding of the processes underpinning human development from the point of conception through to the end of adolescence. To what extent are the physical, emotional and intellectual strains which confront children compatible with their healthy psychological development? Optimal psychological development and the development of a healthy self-concept are key accomplishments of childhood and adolescence. Suicide remains one of the leading causes of death among teenagers. A thorough understanding of these processes is necessary to gain insights into and promote healthy development. An understanding of factors affecting psychological development in childhood has enormous practical implications in terms of the formulation of policy and good practice in areas such as child care, education and health. Knowledge of this domain will allow the individual to make a valuable contribution in a range of vocational areas involving interaction with children and with agencies committed to their welfare and optimal development. These include social work, teaching, child guidance and educational psychology, the probation service and the medical professions.
LEARNING OUTCOMES
On successful completion of this module students will have: 1. a critical knowledge of the cognitive, physical, and social aspects of development from conception to adolescence 2. a critical understanding of different developmental perspectives (e.g., interactionist, constructivist, nativist, etc.) 3. a critical knowledge of the specialised research methodologies used to study infant behaviour and development
PSY2003: Research Methods II: Analysis of Variance and Related Techniques
Semester 1; Credits: 15
Psychology is an empirical science employing a variety of research methods. Quantitative methodology is still predominant within the discipline, with analysis of variance (ANOVA) and related techniques being amongst the most common examples of this. This module is designed to enable students to employ these techniques, both in the appropriate design of studies and in the analysis of results. Students will learn to conduct such analyses both manually and using the Statistical Package for the Social Sciences (SPSS). In doing so, the module will equip students with vital skills for the conducting of their own research. Furthermore, it will also enable them to read and comprehend more fully the research of other psychologists.
LEARNING OUTCOMES
correctly interpret and report the findings of studies, for example, in the psychological literature, employing ANOVA and related techniques; 2) describe the role and relevance of some of the techniques related to ANOVA; employ ANOVA and some related techniques manually in the analysis of a set of data; 4) appropriately design and conduct their own small scale research studies employing ANOVA and related techniques; use SPSS to analyse data from their own small scale study using ANOVA and related techniques, and to report the results and conclusions appropriately.
PSY2004: Perception and Memory
Semester 1; Credits: 15
Perception and memory enable us to engage with a world composed of meaningful objects and events. This module is concerned with providing an understanding of the processes that allow us to perceive, cognise, and act in such a world. In this way, the module reflects a fundamental aspect of the study of psychology and includes areas of learning identified as core by the British Psychological Society. It builds on knowledge in first-year psychology (e.g., PSY1001). More generally, the study of perception and memory-related processes is at the leading edge of cognitive and neuroscientific research. In addition, the module also gives an indication of routes of advance in psychology and key issues in the wider discipline, e.g., by showing the convergence of computational, experimental, and neurocognitive work, and by indicating key underlying issues such as the mind-body issue. In this way, it provides relevant learning for all psychology undergraduates as well as those considering postgraduate study in areas related to cognition.
The module offers enabling and potentially empowering knowledge for students who wish to pursue vocational careers in psychology or related fields. E.g., the understanding of perceptual and memory deficits is relevant to work with special client groups, and cognitive neuropsychology is relevant to clinical career paths in psychology. The study of perception and memory is also a relevant foundation for forensic work, and applied disciplines such as those including training, job or task design.
LEARNING OUTCOMES
On successful completion of this module students will have:
1. a critical understanding of major cognitive perspectives, research findings and issues with regard to perception and memory 2. a critical understanding of the psychological approach to cognition and its consequences, strengths, and challenges (such as the mind-brain problem, consciousness, and advances in cognitive sciences) 3. a thorough understanding of the nature of cognitive processing, how it works, and challenges faced by the cognitive system (such as how it is possible to recognize objects, and how cognition and emotion relate to one another) 4. a thorough knowledge of the cognitive neuropsychology and neurocognition of perception and memory, and understanding of deficits of perception and memory
PSY2006: Biological Foundations of Behaviour
Semester 2; Credits: 15
The study of the biological bases of behaviour is a compulsory area for inclusion on any psychology degree. Not least of the reasons for inclusion the need to retain the recognition of British Psychological Society (BPS). However, the inclusion of this module on the degree should not be seen as simply a matter of conforming to a rule. A proper understanding of psychological processes and behaviour requires knowledge of the biological processes accompanying them, most notably the activity of the nervous and endocrine systems. The content of this module therefore provides a further dimension of understanding to many of the other modules of this course, in particular PSY 3005, PSY 3007, and CSS 3012.
LEARNING OUTCOMES
On successful completion of this module students will be able to:
1. explain the structure and functioning of the human nervous and endocrine systems with regard to their roles in psychological processes and behaviour: 2. explain the basic principles underlying the genetic inheritance of individual characteristics: 3. explain the ethological and sociobiological approaches to the explanation of behaviour: 4. critically discuss the contribution of biologically based processes explanations of behaviour, alongside the contributions of psychological and sociological processes.
PSY2007: Research Methods III: Qualitative Research Methods in Psychology
Semester 2; Credits: 15
An important current focus of psychological research is the understanding of individual lives, this interest lends itself to a more qualitative approach toward understanding and methodologies in psychology.
Qualitative research is identified as any kind of research that produces findings not arrived at through statistical procedures. This type of research is grounded in a philosophical position that is broadly ‘interpretivist’ – it is concerned with how the social world is interpreted, understood, experienced and produced. It is based on methods of data collection that are flexible and sensitive to the social context in which the data are produced. Qualitative research aims to produce rounded understandings on the basis of rich, contextual and detailed data. The emphasis is on ‘holistic’ forms of explanation.
The module emphasises the currency of qualitative approaches to understanding the person; focussing on contemporary developments such as in Narrative Psychology. It encourages self-awareness and reflection in order that students develop some awareness of the ways in which the researcher and the surrounding culture shape and influence the research question and the collection and analysis of ‘data’.
The module content is a useful adjunct to the quantitative research modules, it covers important aspects of applied psychological study for anyone interested in working intensively with people. It provides a useful applied grounding in contemporary methodology for dissertation research and for any student interested in working within a health, social work, psychology, child-care or elder setting.
LEARNING OUTCOMES
On successful completion of this module students will be able to:
demonstrate an understanding of the philosophical context of qualitative methods of research in psychology demonstrate an understanding of a range of approaches to collecting and interpreting qualitative ‘data’ critically evaluate a range of qualitative research methodologies use practical methods for exploring and analysing qualitative data and personal narratives demonstrate the ability to identify and explore limitations in identifying the individual through discourse and analysis of discourse
PSY2008: Personality and Individual Differences
Semester 2; Credits: 15
The principle aim of this module is to provide students with an appreciation of individual differences in the study of human behaviour. Individual differences interact in almost every example of psychological research with experimental or situational paradigms to produce results differing profoundly for individuals of different personalities, different capacities and different motivations. The study of individual differences then, is of central importance in any psychology course.
LEARNING OUTCOMES
On successful completion of this module students will have:
1. a critical knowledge of the different theoretical approaches associated with individual differences and personality (e.g. trait, psychoanalytic, social cognitive etc) 2. a knowledge of methodological issues in relation to the study of personality and individual differences (e.g. reliability, validity etc) 3. an critical understanding of the relevance of the various theories of personality and individual differences as they relate to applied contexts (such as crime, work and mental health)
PSY2009: Thinking and Language
Semester 2; Credits: 15
Thinking and language enable us to reason about and interact meaningfully with the external world. This module is concerned with providing an understanding of the processes that allow us to communicate, comprehend, and use information and knowledge. In this way, the module reflects fundamental issues in the study of psychology, and relates to topics identified by the British Psychological Society as core areas of psychological knowledge.
The module deals with relevant topics for students who wish to continue with post-graduate courses in Cognitive Psychology and other relevant programmes. More widely, topics such as judgment and decision making have potential multi-disciplinary relevance (e.g., in economics, medicine, artificial intelligence, sociology, and statistics) as well as providing students with knowledge relevant to options in year three, such as work psychology. Topics encountered in the module are also relevant to research and work in language and communication (e.g., psycholinguistics, media and communication, and disorders of communication). The understanding of comprehension and language deficits is relevant to work with special client groups, and cognitive neuropsychology is relevant to clinical paths in psychology. The module also provides potential foundation for other career routes including work relating to speech and language therapy. In this way, the module offers relevant knowledge for students who wish to pursue vocational careers in psychology or related fields.
The module also offers potentially empowering knowledge about issues, processes, and skills in communication, reasoning, problem solving, and decision making. These apply in any vocation, area of employment, or personal challenge, and therefore may benefit students in their future careers and everyday lives.
LEARNING OUTCOMES
On successful completion of this module students will have:
1. a critical understanding of major cognitive perspectives, research findings and issues with regard to thinking and language, and of the relationship between language and thought 2. a thorough understanding of the mechanisms and processes underlying speech perception and language comprehension, and speech and language deficits 3. a thorough knowledge of thinking and reasoning processes, and a thorough understanding of constraints on effective problem solving, decision-making, and everyday judgements, such as problem solving heuristics and their limitations
PSY3002: Research Methods IV: Regression Analysis & Advanced Statistical Procedures
Semester 2; Credits: 15
Psychology is an empirical science employing a variety of research methods. Quantitative methodology is still predominant within the discipline, with the techniques listed in the Outline Content for this module being amongst the most common examples of this. This module is designed to enable students to employ these techniques in the analysis of results employing the Statistical Package for the Social Sciences (SPSS). In doing so, the module will equip students with vital skills for the analysing of data from their own research, which in the first instance means their dissertation. In this regard, the workshops will provide an opportunity for additional tutorial support for the analysis of dissertation data, in liaison with dissertation supervisors, which has hitherto been provided on a relatively unorganised ad hoc basis. Furthermore, the module will also enable students to read and comprehend more fully the research of other psychologists and its implications for their analysis. This module will also provide a strong basis in psychological research methods for students intending to progress to postgraduate study.
LEARNING OUTCOMES
On successful completion of this module students will be able to:
correctly describe the role and relevance of the statistical techniques covered in the module; 2) comprehend the findings of studies which have used these techniques in the analysis of their data; appropriately employ these statistical techniques in the analysis of a set of data; correctly report the results from having used these statistical techniques in the analysis of a set of data.
PSY3003: Work Psychology
Not offered 2008/9; Credits: 15
The module aims to enable students to understand the application of psychology to people in terms of their lives at the workplace, their economic and work-relevant behaviour, and as participants in organizations.
The module builds on knowledge acquired in earlier modules such as knowledge, skill, and decision making in cognitive psychology, individual differences in social psychology, and motivation. Many of the themes identified there are explored in an applied context in this module.
Work psychology is an important area within the broader discipline. E.g.,, the British Psychological Society publishes a journal in this field (Journal of Organisational and Occupational Psychology). Work Psychology and related applied topics are offered at masters level in a wide range of educational institutions. This module will provide an indication of the subject matter for those considering studying this topic at post graduate level, as well as looking at other topics allied to people’s work and economic lives.
Work psychology offers potentially empowering knowledge (1) for people encountering organizational processes in their future lives and in their work-related and economic behaviour, (2) for those who wish to seek employment opportunities e.g., in personnel and administration, and (3) for those who are considering post graduate study in applied or work psychology. Written and group presentation reports in the assessment are intended to converge towards the nature of requirements for the presentation of information and learning in organizations.
LEARNING OUTCOMES
On successful completion of this module students will have:
1. a critical understanding of major theoretical perspectives, research findings, techniques, and psychometric approaches with regard to modern work psychology 2. a critical understanding of factors relating to performance and experience in economic life and relevant mediators, measures, and interventions, such as in organization, training, employee selection and assessment, well-being and job related stress 3. developed the practice of organizational teamwork by identifying the module itself as an organization and learned by participating as members inputting into the ongoing organization of the module (e.g., in independent teamwork, suggestions for desired outcomes, and topics for special study.)
PSY3004: Personal Relationships
Semester 2; Credits: 15
Personal relationships are a crucial aspect of people’s lives. Just how crucial is often not realised until they are lacking or hit problems. Recent years have seen a boom in research on relationships and this is now accepted as a major area of psychology. It is an area that integrates material from many branches of psychology, such as social, developmental and counselling psychology, and even other related disciplines such as sociology and anthropology. Previous incarnations of this course at other Universities have shown that students appreciate this course as having real personal significance, immediate relevance to their everyday experiences and potential utility in their future employment. This module includes information on well-adapted and dysfunctional patterns of relating. It also includes material on therapeutic interventions. As such, it has direct relevance to work in the caring professions (e.g., social work, teaching, nursing, counselling) as well as providing a foundation for further training in professional psychology. Beyond this relevance to specific areas of professional employment, the module is based on empirical research and so will provide a strong general academic background that will be advantageous in a variety of organisational contexts.
LEARNING OUTCOMES
On completion of this unit, students will: 1. have gained an in-depth understanding of the nature and interrelatedness of a wide variety of personal relationships 2. have a critical appreciation of a range of methodological approaches and able to conduct to research in this distinctive area of psychology 3. understand the practical implications of personal relationships demonstrate an awareness of a variety of approaches to the remediation of dysfunctional relationships
PSY3006: Educational Psychology
Semester 1; Credits: 15
Education is a core element of government policy. A clear understanding of those aspects of the child’s cognitive and social functioning which underpin educational performance is vital in the context of developing optimal teaching strategies. Education takes place within a social framework, this module will critically examine the relationship between the social settings in which learning takes place and the psychological models that explore how learning takes place.
The 1996 Education Act suggests that an individual has Special Educational Needs (SEN) if the educational provision ‘normally’ available does not meet those needs. Identifying SEN is an important focus of government policy and it is important to develop a rigorous and methodologically sound approach to identifying individual needs rapidly, in order that corrective measures may be implemented and each child has the opportunity to maximize their potential
This module will explore the literature in the area of Educational Psychology and Special Educational Needs such as Attention Deficit and Attention Deficit Hyperactivity Disorder (ADD, ADHD), or more specific conditions such as dyslexia or dyscalcula. It will provide students with an insight into the issues involved in identifying a child as having needs that are ‘special’ and the implications of responding to the educational needs of the individual child, within current social systems and structures.
The module will provide students with an overview of the applied subject area so that those contemplating a post graduate career in the field of education will be better informed concerning the subject domain.
LEARNING OUTCOMES
On successful completion of this module students will be able to:
1. demonstrate a critical understanding of how theories in developmental psychology inform teaching/learning situations and strategies 2. show a critical understanding of the influence of gender, ethnicity, culture, social class and parental involvement on learning 3. demonstrate a critical awareness of the relationship between the physical, psychological and social conditions which can create SEN 4. evaluate the framework of central strategies for the diagnosis, testing and responses to SEN 5. critically examine the support of SEN within the school and in collaboration with the Educational Psychology services in case study scenarios
PSY3008: Critical Perspectives in Developmental Psychology
Semester 2; Credits: 15
Building on the Developmental Psychology module and Research Methods Module this module will explore the ‘situated’ child. It will question the position of the child in society by employing a political perspective. Models and images of childhood, as well as normative goals of development, those underpinning much of traditional developmental psychology and educational policy, will be critiqued. Definitions of method and methodology and examination of the use of quantitative and qualitative techniques of enquiry will be undertaken. Ethical issues associated with carrying out research within professional settings, and particularly with children, will be discussed, especially in relation to carrying out research ‘with’ children and also from a ‘reflexive’ practitioner perspective.
Research, employing the skills necessary to plan, set up, carry out, analyse and present research, will be undertaken. The module will provide a theoretical and practical framework for contemporary research practice.
Students will be encouraged to work collaboratively when planning, carrying out research, gathering information, developing their own proposals, etc. and to establish a clear focus for their work. Opportunities to reinforce previous skills, and extend these further, are likely to increase self-confidence as well as highlight areas requiring any additional support.
In particular, this module will provide students with the opportunity to examine discriminatory assumptions and practices that have underpinned research traditions and consequently research findings. They will consider how such findings are then used to inform theory/policy/practice that reinforces inequality for some individuals/groups/communities. Students will be expected to address the use of anti-discriminatory methodology in their research.
Knowledge gained from this module will allow the individual to make a valuable contribution in a range of vocational areas involving interaction with children and with agencies committed to their welfare and development. These might include research, social work, teaching, child guidance and educational psychology, the probation service and the medical professions.
LEARNING OUTCOMES
Successful completion of this module will enable students to demonstrate:
1. a critical awareness of child development 2. that they can challenge and critically explore the advantages and limitations of different research methods 3. an ability to take a critical stance when identifying methodological issues, such as the relationship between theory and research, politics and practice 4. that they can be evaluative in their justification of the methodology selected for use in a specific context, when carrying out and presenting a piece of research 5. they can analyse critically the principles underpinning research with children/young people 6. develop an ability to work with teams and be analytical in their reflection on the processes therein
PSY3011: Deconstructing Abnormal Psychology
Semester 1; Credits: 15
This is an optional Year 3 module for students on the BSc Hons Psychology programme. This module is designed to encourage critical analysis and aims to provide you with strong academic skills useful in a variety of vocational roles. The module also provides relevant information for those wishing to go onto work in clinical practice or other related disciplines (e.g social work, teaching, nursing, counselling etc.) and as such provides a foundation for further training in professional psychology.
This module will introduce you to the critical study of abnormal psychology and provide you with a critical understanding of the variety of perspectives in the field and how they apply to specific disorders. Students will develop their understanding through assessing the relative merits of different paradigms and treatments of specific disorders such as schizophrenia, eating disorders, personality disorders, sexual disorders and stress disorders. Debates around the medical model, cultural ideologies and the social construction of mental (ill) health are explored.
PSY3011 will allow you to flex your academic muscles i.e to become independent, critical thinkers, whilst studying areas of interest to you as you will be deciding what subjects you want to learn about more and to critique and question the dominant medical model view of mental health.
We feel that the module can only be seen as credible if its broader aims were directly endorsed by the contributions of people for whom mental distress has been a reality. This is why we have paid particular attention to the developments of and consulted with user-led networks in the UK and the Critical Psychiatry movement in writing this module. Therefore, students will have the opportunity to discuss with service users their experiences of mental distress outside of a textbook. Learning from service users can be an extremely powerful experience. In addition, for us to become effective, humble, honest practitioners we need to be exposed to the experiences of those people who live and cope with mental distress.
“It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.” ~Jacob Bronowski
We will expect you all to engage fully with the module and although challenging and perhaps different from what you have experienced previously, it will be both rewarding and enjoyable.
PSY3012: Stress Anxiety & Coping
Semester 1; Credits: 15
The module is a third year option for students following the BSc (HONS) Psychology programme. Stress and anxiety are major contributors to problems in mental and physical health. Psychology has a role to play in helping to understand the cause of stress and anxiety, how people differ in the way they attempt to respond to, or cope with stress and anxiety and interventions designed to prevent or reduce stress and anxiety. This module will offer a critical examination of psychological models and theories of stress, anxiety and coping, research (both basic and applied) and the practice of psychological professions involved: occupational, health, clinical and counselling.
As well as broadening the choice offered at level 3, this module develops all areas of the core BPS curriculum: social, cognitive, developmental and biological while showing strong links to many different areas of applied psychology. This module will be of general educational interest to students whose lives may be directly touched by issues covered in this course at present or in the future, and will offer a good academic background to students who wish to pursue these interests at post-graduate level.
LEARNING OUTCOMES
Students will be able to:
1. Describe and evaluate models of stress, anxiety and coping 2. Critically analyse research involving conceptualisations of stress, anxiety and coping (with particular emphases on the relationship between stress and health and test anxiety) 3. Describe and evaluate the aetiology of anxiety disorders 4. Describe and evaluate stress and anxiety interventions 5. Develop a critical-reflexive outlook in relation to the course material
PSY3013: Memory in the Real World
Semester 2; Credits: 15
The module is a third year option for students following the BSc (HONS) Psychology programme.
Memory underpins every thought we have and everything we have learned, from how we walk and talk, through to recognising our favourite movie stars in a magazine. Memory is at the heart of cognitive psychology; the branch of psychology that deals with mental processes and their effects on human behaviour. This module aims to provide students with an in-depth overview of this core area of Psychology. Students will be provided with a critical overview of both classic and contemporary research issues in this area. This will include applied and laboratory based experimental research, memory in clinical populations and the development of memory across the lifespan. An emphasis will also be given to historical aspects of Cognitive Psychology and memory research. In addition to this, the course also aims to give students practical experience of the research techniques used by current memory researchers. As well as broadening the choice offered at level 3, this module develops several areas of the core BPS curriculum: historical issues in Psychology, Cognitive Psychology, Neuropsychology, and research methods. The course is intended to expand upon information taught in Year 2 Cognitive Psychology and Research Methods classes (the latter taught by myself).
This module will be of general educational interest to all students, and will provide a strong basis for those aiming to study research methods at post-graduate level (a core MSc course for Psychologists) as well as those interested in careers in clinical psychology and nursing.
LEARNING OUTCOMES
Students will be able to:
1. Describe and evaluate the different components of human memory. 2. Describe and evaluate the applied aspects of human memory research. 3. Critically analyse research involving human memory. 4. To understand and have experience of utilising the research techniques favoured by current memory researchers. 5. Design and implement experiments examining core aspects of human memory
PSY3014: Abnormal Psychology
Semester 2; Credits: 15
This module will introduce students to the study of abnormal psychology and psychiatric disorders. It aims to provide them with a thorough understanding of a variety of perspectives in psychology and how they apply to specific mental disorders. Students will develop their understanding and the relative merits of a medical/clinical model (diagnosis, and treatment) of specific disorders, which will include schizophrenia (and other personality disorders), attention-deficit/hyperactivity disorders, Bipolar-mood disorders and Cognitive disorders related to aging. This module has been designed to encourage students to critically analyse the medical model of mental disorders/health, as seen from the historical, social, psychopharmacological (neuroscience/ neuropsychological) and medical perspectives. This module aims to provide students with strong academic skills useful in a variety of vocational roles (for example, teaching counselling, clinical psychology, mental health professionals etc), and as such provides a foundation for further training in professional psychology.
Learning outcomes Student will be able to: Describe and critically evaluate different aspects of the mental disorders/health explored in the lecture series. Critically analyse research in the field of mental disorders/health Critically evaluate the treatment and diagnosis of the mental disorders covered in the lecture series
PT1010: Physical Theatre 1
Semester 1 and 2; Credits: 30
The purpose of this module is to introduce students to physical theatre, integrating theoretical and practical lines of enquiry. The module is designed to lay the foundations for the study of the expressive body in performance. The module also introduces students to current debates surrounding the nature and definition of physical theatre. The principal aim of the module is to equip students practically and theoretically for progression into Level 5, via the exploration of different physical theatre methodologies.
PT2010 : Physical Theatre Performance Perspectives 2
Semester 1 and 2; Credits: 30
Building on knowledge gained in PT1010, this studio-based module leads students into a more concentrated investigation of specific methodologies of performance practice. It further enables them to develop and apply their critical abilities to the exploration of research questions through an interdisciplinary approach to practice. This module particularly emphasises the integration of theory and practice and the development of a strong identification with and grasp of practice as research. Furthermore, the module prepares students for study in PT3010, which is a more specialised and autonomous module.
PT3010 : Physical Theatre Performance Perspectives 3
Semester 1; Credits: 15
PT3010 is the Level 6 module for the advanced study of Physical Theatre within the Drama, Physical Theatre and Dance programme. Having completed the introductory and intermediate level modules, students in PT3010 engage in a more specific and specialised study within contemporary physical theatre.
This module focuses on specific techniques, theories and approaches to European physical theatre practitioners and companies. Through practical exploration, the module allows students to engage with a specific strand of physical theatre and synthesize their findings with their own artistic approach to performance practice. Students will choose to focus on one of several distinct approaches to physical theatre in their theoretical exploration, critical inquiry and creative practice.
The Level 6 Physical Theatre module is designed to encourage students in their development of skills as autonomous, critically astute practitioners who are capable of developing, articulating and critically reflecting upon their own performance work. If feasible, this module may include a research trip to the Grotowski Centre in Wroclaw, Poland, for workshops with companies including Theatre ZAR.
SCI1100: The Variety of Life
Semester 1 and 2; Credits: 30
This module will provide students with an understanding of the range of living organisms and the major taxonomic groups into which they are classified. It will enable students to assign organisms to appropriate taxa and to appreciate their evolutionary relationships, and the time of their appearance on Earth.
SCI1101: Introduction to Ecology
Semester 1 and 2; Credits: 30
This module introduces ecological concepts such as energetics, decomposition, food webs, limiting factors and succession. Ecological skills including plant and animal identification, survey techniques and data handling will be developed through practical work in the field. Most of the fieldwork in the first semester will focus on one particular habitat (such as a woodland) to enable students to develop a fuller picture of how that particular ecosystem functions. A short residential field course will take place in the second semester.
SCI1102: Cellular Form and Function
Semester 1 and 2; Credits: 30
This module provides an introduction to cellular physiology and biochemistry at a level appropriate to a first year science module in higher education. Through a range of practical activity, the module will develop essential skills and confidence in scientific laboratory techniques in areas of biology such as preparation of solutions, use of DNA technology, calibration and the use of standards and recording scientific observation. Focus will also be devoted to the development of generic skills of particular importance within science degree programmes.
SCI1103: Biology and Society
Semester 1 and 2; Credits: 30
Through the study of Man’s changing view of the natural world, students will examine the fluidity of scientific thought and the interplay between established knowledge, theories and new discoveries. They will also develop an appreciation of the contribution biology makes to society and the influence society has on both the speed and direction of research in the biological sciences.
SCI2002: Ecology in Space and Time
Semester 2; Credits: 15
This module looks at spatial and temporal aspects of ecology which underpin conservation and habitat management in temperate ecosystems. Such aspects would include diversity, dispersal, colonisation, succession, island biogeography, patch dynamics and metapopulations. The module ensures students are familiar with on-equilibrium ecology resulting from disturbance and human activity, and the need to manage dynamic systems in conservation.
SCI2100: Plant Taxonomy
Semester 1; Credits: 15
This module examines the taxonomy of particular terrestrial plant groups through fieldwork and laboratory analysis. An understanding of plant taxonomy time is fundamental to understanding plant biodiversity both at a national and global level.
SCI2101: Cellular Genetics
Semester 1; Credits: 15
This module provides a coverage of how genetic variation at the DNA and chromosomal level leads to variation in the phenotype and the potential consequences of this variation. This is a fundamental feature of life and central to any understanding of Biology.
SCI2102: Ecology in Space and Time
Semester 2; Credits: 15
This module looks at spatial and temporal aspects of ecology which underpin conservation and habitat management in temperate ecosystems. Such aspects would include diversity, dispersal, colonisation, succession, island biogeography, patch dynamics and metapopulations. The module ensures students are familiar with on-equilibrium ecology resulting from disturbance and human activity, and the need to manage dynamic systems in conservation
SCI2103: BioGIS
Semester 1; Credits: 15
Remote Sensing - the analysis and interpretation of aerial and satellite imagery - has transformed the manner in which geographers and geoscientists view the Earth. The biological community and especially ecologists have recently made significant use of the technology. The synoptic view of the Earth, provide by this technology has greatly improved our understanding of ecosystems whether of atmospheric, oceanic or Earth Systems. It has helped to sustain environmental management and enabled a better understanding of the interaction of humans with the natural world. Vast amounts of spatial and non-spatial data from different sources are now available to bio-scientists engaged in ecological work. In order to turn this data into useful information, it must be efficiently managed, processed and analysed before being displayed in a proper format. Geographical Information Systems enable this task. Geographical Information Systems are widely used in a variety of fields including, ecology, planning, health studies, environmental investigations and resource management and the commercial consultancies. This module seeks to provide, and develop, the knowledge, experience and skills necessary to utilise this information.
SCI2104: Biology Placement
Semester 2; Credits: 30
The placement module will provide students with a professional setting in which they can apply their Biology knowledge and skills acquired in lectures, workshops, and practical classes, whilst simultaneously extending and refining their knowledge and skills, over and above the experiences provided through the mechanisms of fieldwork and dissertation work. The placement module may provide a diverse range of career outlets.
SCI2105: Marine Biology
Semester 2; Credits: 15
This module introduces the methods of the marine biologist necessary for the surveying of marine communities and biomonitoring. It allows students to become familiar with the wide range of animal groups restricted to the marine environment. Some of the basic principles of marine biology are developed via practical investigations and conservation issues related to the marine environment will be introduced.
SCI2106: Animal Physiology
Semester 1; Credits: 15
This module examines the physiology of animals from a systems perspective. It aims to develop understanding of the physiological mechanisms of animals using a comparative and practical-based approach. The module will provide the knowledge and skills base for progress to more advanced studies integrating physiology, ecology and behaviour at level 3 in the Biology programme.
SCI3004: Pollution Ecology
Semester 2; Credits: 15
This module provides an overview of the biological and chemical effects of pollutants released into the environment. Particular emphasis will be placed on the use of biological effects at the individual and community levels to monitor pollutants and on the impact of extensive pollution, such as acidification, eutrophication and climate change, on natural habitats.
SCI3006: Restoration Ecology
Semester 2; Credits: 15
This module incorporates the latest developments in applying ecological theory and management experience into the restoration of damaged habitat, the creation of novel habitat on ex-agricultural land and reclamation of ex-industrial land.
SCI3012: Advanced Aquatic Ecology
Contact Department; Credits: 15
This module gives students the opportunity to pursue one area of interest to a much higher level. They will be required to research a topic using mainly primary sources and to synthesise and communicate their results to their peers. The topic area will be selected by the student. Examples may include the ecology of specific habitats (e.g rocky shores, coral reefs) or specific groups of organisms (e.g. marine mammals, seabirds, chironomids, salmonids).
SCI3013: Fisheries Ecology
Contact Department; Credits: 15
This module will examine the biology of freshwater and marine fish species together with the science that supports sustainable fisheries management and conservation. The module will develop aspects of physiology introduced in Level 5 and will complement the practical studies experienced in Freshwater Biology (SCI2012). This module also provides the opportunity to study the impact of human exploitation of fisheries resources.
SPT1102: Sport and Society
Semester 1 and 2; Credits: 30
This module introduces students to the underpinning knowledge and understanding related to the socio-cultural aspects of the study of sport and recreation. This will encompass the social, historical, cultural, developmental and managerial elements of sport.
SPT1103: Understanding Practical Performance
Semester 1 and 2; Credits: 30
This practically based module is designed to enable students to experience and appreciate the factors underpinning successful sports performance. Throughout the course, students will come to understand performance in terms of participation, learning processes and structured observation of selected individual activities and team sports.
SPT1104: Developing Academic and Personal Skills
Semester 1 and 2; Credits: 30
This module offers students’ the opportunity to integrate and develop personal and academic skills related to the study of programmes broadly concerned with sport. Academic skills identified as prerequisites for study at Level 5, across a range of programmes offered in sport and physical education, are introduced and developed within this module. In addition, students are provided with the opportunity to develop, conduct and evaluate a personal development plan encouraging reflective practice.
SPT1105: Foundation in Sports Therapy
Semester 1 and 2; Credits: 30
This module is designed to provide students with an introduction to the role of a sports therapist and provides the foundation on which students will build further knowledge, skills and expertise in the path to becoming qualified sports therapists. The module aims to develop a safe and effective sport therapy practitioner. The module addresses the gross anatomy and kinesiology of the human structure, evaluates the assessment and treatment of sports injuries and introduces massage as a treatment modality for soft tissue injuries. The module takes a hands-on approach to delivery and substantial engagement in safe and effective practical activities is expected. Students will undertake a recognised First Aid qualification and will be expected to demonstrate their ability to administer first aid in a sports setting.
SPT1111: Scientific Analysis of Sport and Exercise
Semester 1 and 2; Credits: 30
This module is designed to provide students with an introduction to the scientific study of sport and exercise. The module will incorporate study of the three core scientific disciplines of biomechanics, physiology and psychology.
SPT2401: Sport & Exercise Biomechanics
Semester 1; Credits: 15
In this module students will gain theoretical knowledge of kinesiology, mechanical principles of movement, linear and angular kinematics and kinetics, and fluid mechanics.
SPT2402: Sport and Exercise Physiology
Semester 1; Credits: 15
This module will evaluate the effects of sport and exercise intervention on the participant from a physiological perspective including evaluation of the acute and chronic responses to sport and exercise participation. Furthermore students will gain practical knowledge and experience of executing practical laboratory activities
SPT2403: Sport and Exercise Development
Semester 1; Credits: 15
This module will enable the students to evaluate the psychological factors and principles that influence sport performances and exercise participation. It will also allow students to gain practical knowledge and experience of executing practical laboratory activities.
SPT2404: Personal and Professional Development I
Semester 1 and 2; Credits: 15
This module is designed to develop transferable skills and enable students to progress in their specific area of career aspiration. This module provides the opportunity to obtain coaching awards and other, associated, professional qualifications.
SPT2405: Research Development
Semester 1 and 2; Credits: 15
This module offers students the opportunity to acquire the necessary skills to conduct independent research within the field of sport, exercise and coaching science. The module builds on knowledge and understanding of research methods addressed in SPT1104 Developing Academic and Personal Skills and allows students the opportunity to plan and design a piece of independent intellectual work at level 6. In addition to developing knowledge and understanding of the range of scientific research methods the module will provide students with an awareness of mono-disciplinary, interdisciplinary and multidisciplinary approaches to research within sport, exercise and coaching science.
SPT2406: Applied Performance Analysis
Semester 2; Credits: 15
This module enables students to develop theoretical knowledge of performance analysis and apply models, theories and concepts to a specific sporting environment. Students will be introduced to the processes of performance analysis and develop practical skills to prepare them for future careers in both coaching and applied sports science environments. Focusing on technique analysis the module helps students identify and plan corrective strategies for skill acquisition and team performance situations.
SPT2407: Physiological Demands of Elite Performance
Semester 2; Credits: 15
This module enables students to analyse the various physiological demands of performance at an ‘elite’ level and perform physiological assessment of ‘elite’ athletes. Students will gain practical knowledge and experience of conducting and participating in sports specific testing in both field and laboratory settings. The content will have direct relevance to both coaching and scientific support work since it particularly focuses on working with athletes and coaches at the elite end of the performance scale.
SPT2408: Human Motor Performance
Semester 2; Credits: 15
This module offers the opportunity to develop a greater understanding of motor control and skill acquisition in sport. Students will gain practical knowledge and experience of conducting and participating in sport-specific testing in both field and laboratory settings.
SPT2409: Physical Activity, Health and Disease
Semester 2; Credits: 15
This module aims to develop understanding of the concepts of health and disease and evaluate the role that physical activity can have in the prevention of disease and evaluate the role that physical activity can have in the prevention of disease and the promotion of health. The module has direct relevance for students who may wish to pursue a career in the field of health promotion and exercise referral.
SPT2410: Fitness Appraisal and Development
Semester 2; Credits: 15
This module will provide students with the opportunity to gain practical skills in carrying out appropriate and safe fitness appraisals on low-to-moderate risk clients. It will also develop the knowledge and understanding of how to interpret the outcome of fitness appraisals and develop exercise programmes. The module will therefore have direct relevance to students wishing to pursue careers in health promotion and the exercise industry.
SPT2411: Exercise and Health Behaviours 1
Semester 2; Credits: 15
This module aims to develop and understanding of the concepts of health behaviours and evaluate the impact of psychological factors on the effectiveness of exercise referral in the promotion of health. The module has direct relevance for students who may wish to pursue a career in the field of health promotion and exercise referral.
SPT2501: Social Analysis of Sport
Semester 1; Credits: 15
The major purpose of this module is twofold; to demonstrate analytically both the increasing significance of the study of sport to a sociological appreciation of contemporary society, and the contribution which sociology may make to our deeper understanding of sport in contemporary society.
SPT2502: Philosophical Enquiry in Sport and Leisure
Semester 2; Credits: 15
This is a new and important academic discipline within the study of sport. It will look closely at philosophical issues that are raised by the study of PE, sports science, sports development and management, to develop skills of critical thought and reflection on the nature of the issues raised.
SPT2503: Power and Deviance in Sport
Semester 2; Credits: 15
This module seeks to develop student’s powers of critical analysis, presenting a challenge to develop personal attitudes towards sport, and provide a detailed understanding of the sociological analysis of sport. The skills of critical analysis and evaluation applied to contemporary sporting issues are directly transferable to other professional contexts.
SPT2504: Safeguarding Children in Sport
Semester 1; Credits: 15
The position of physical education and sport within society demands an exploration of its suitability for the development and protection of children. The safety of children in physical activity is now high on the agenda of all educational institutions and sport organisations. It is essential for all physical education students to have an awareness of the context and scope of the problem and an understanding of the major issues in this field. The module focuses on a range of issues concerning children and the law.
SPT2601: Principles of Movement
Semester 1; Credits: 15
Based on key biomechanical principles and the analysis of movement, the module aims to enable students to acquire the necessary observational, theoretical and practical skills necessary to understand the principles of movement and to apply such knowledge and understanding through structured, corrective practices to improve skill development.
SPT2602: Physiological Components of Human Performance
Semester 2; Credits: 15
The module provides students with the necessary skills, knowledge and understanding to teach the physiological aspects of the PE curriculum in addition to both GCSE and Advanced level syllabuses. The content includes aerobic and anaerobic energy provision, muscle performance and the effects of training.
SPT2603: History and Development of PE
Semester 1; Credits: 15
The historical reasons for the inclusion of various forms of physical education within the curriculum and their relationship to the development to education itself provide the basis for this module. Students will explore the evolution of schooling, social, political and educational influences on curricula and recent developments in both PE and teaching.
SPT2604: Expressive Movement in PE
Semester 2; Credits: 15
This module introduces dance and gym as areas of activity each with its own philosophy, and required skills. Students will, primarily through practical activities, gain further background knowledge and an understanding of key theoretical principles. It also examines the place of dance and gym on the curriculum and considers aesthetic qualities within human movement to enhance understanding of planning and performing this aspect of human activity.
SPT2605: Physical Education Required Knowledge, Skills and Understanding
Semester 1 and 2; Credits: 30
The focus of learning through this module covers the practice of physical education teaching across the Key Stages in the National Curriculum (NCPE). Students will experience a range of activities outlined in the NCPE. Key to their preparation for teaching, students will enhance their subject knowledge and learn about teaching and learning strategies, class management and the process of assessment in physical education.
SPT2607: Research Methods for Physical Education and Sports Studies
Semester 2; Credits: 15
This module is designed to provide students with the necessary understanding of research methods for physical education, including ethical considerations, to allow them to develop a research proposal for their final year dissertation. The module will address both qualitative and quantitative research methods and offer the opportunity to acquire the necessary skills to conduct school-based/active research.
SPT2701: Development of Sport and Physical Activity
Semester 1 and 2; Credits: 30
This module develops student’s knowledge of the theoretical background necessary for the acquisition of core skills required to appreciate the complexities of planning and implementing contemporary sports development programmes. This module introduces students to issues of identifying the value of sport to the individual and their community, of developing the mechanisms and partnerships to enable the provision of sporting opportunities and of resource acquisition to continue to meet the demands of national agendas. The module provides the base, within a structured academic programme, for the exploration of the policies and issues involved in the provision and delivery of sport, which are then developed further in other components of the degree.
SPT2702: Sport in the Inner City
Semester 1; Credits: 15
Sport can help to reduce social exclusion, promote lifelong learning and provide opportunities for engagement in community life through voluntary work. Investigates the role of sport in these wider agendas and illustrates the variety of partners and networks that the contemporary sports development officer is involved with. This includes reviewing the place of sport in urban regeneration and the policy processes involved in the development of sport facilities.
SPT2703: Sport and the Environment
Semester 2; Credits: 15
Reviewing the issues involved in, both, using the environment as a resource for active participation, and engaging inhabitants in sporting opportunities, the module also investigates the specific problems involved in the provision and delivery of sport and physical activity by examining the conflicts of interests arising between competing land users.
SPT2704: Management for Sport - Operational Management & Events
Semester 1 and 2; Credits: 30
The module seeks to develop the understanding of appropriate theory in management by investigating the functional management for sport, and management behaviours. It also examines theoretical models of event planning which culminates in planning a sporting event in a practical, real time context.
SPT2801: The Coaching Process
Semester 1; Credits: 15
This module will aim to build upon the practical skills of SPT1003. This module will deliver the key theoretical and practical concepts that underpin contemporary coaching theory and practice. By the end of the module the students will have developed a conceptual framework of the coaching process through ethical, pedagogical, managerial and behavioural characteristics all of which underpin good coaching. The module will enable students to acquire the practical and organisational skills of good practice in sports coaching. The course will have a strong practical element, and a parallel theoretical strand, which will underpin practice.
SPT2802: Talent Identification and Performance Development
Semester 2; Credits: 15
This module outlines the key stages of talent detection, identification and development. Students will gain an insight into the process of detection and developing talented performers and will further extend their knowledge of the skills of coaching in relation to the development of talented performers. Students will also explore and analyse the requirements of coaches at all levels of the performance continuum in relation to Talent ID in order to identify and develop coaches in supporting talented performers.
SPT2803: Performer in Action
Semester 1; Credits: 15
This module offers the opportunity to build on the knowledge gained in level 4 (SPT1001) and to apply scientific physiological knowledge to the performer. The module aims to enable students to analyse the physical demands of various sports and apply appropriate laboratory and field-based methods of assessment. Students will gain an understanding of various physiological parameters such as energy systems, physiological adaptations and performance indicators. Students will gain practical knowledge and experience of evaluating the performer in lab and field-based situations.
SPT2805: Notational Analysis
Semester 2; Credits: 15
The module aims to expand knowledge and understanding acquired in SPT1001 at Level 4. It develops the student’s ability to understand the process and application of notational analysis in sport. It examines different methods of notational analysis and the process of how notational analysis can be applied to a variety of coaching environments. The ability to analyse both the performer’s needs and coaching behaviour are key skills of good and competent professional practice. Notation is a key skill in enabling practitioners to develop a broader understanding of the conceptual frameworks underpinning all level of sport performance.
SPT2806: Ethics and Sport
Semester 2; Credits: 15
The aim of this module is to develop students’ ability to identify and analyse ethical issues in relation to sport in general, and more specifically in relation to the role of the coach. The coaching of athletes presents a wide range of contentious ethical issues that require the coach to demonstrate an ability to identify and analyse potential moral dilemmas. This module will develop the skills of critical thought necessary for analysis of such ethical issues.
SPT2901: Mechancial Basis of Human Movement
Semester 1; Credits: 15
This module aims to develop the students theoretical knowledge of sport and exercise biomechanics acquired in level four as part of Scientific Analysis of Sport and Exercise (SPT1101) and underpins sports therapy clinical practice modules across level 6. Specifically students will gain theoretical knowledge of mechanical basis of human movement, prevention of and rehabilitation from injuries. The module aims to provide students with a framework of basic concepts and knowledge for an understanding of sports injuries in their role as a sport therapy specialist.
SPT2902: Psychology of Sports Injury
Semester 1; Credits: 15
This module aims to develop the students theoretical knowledge of sport and exercise biomechanics acquired in level four as part of Scientific Analysis of Sport and Exercise (SPT1101) and underpins sports therapy clinical practice modules across level 6. Specifically students will gain theoretical knowledge of mechanical basis of human movement, prevention of and rehabilitation from injuries. The module aims to provide students with a framework of basic concepts and knowledge for an understanding of sports injuries in their role as a sport therapy specialist
SPT2903: Sports Therapy Principles and Practice
Semester 1 ; Credits: 30
The key emphasis within this module is on evidence based practice with students provided with opportunities to assess and manage injuries within a sports therapy environment. The module is designed to provide the prospective Sports Therapist with the skills to provide safe and effective practice within a clinical/practical setting in their management, treatment, rehabilitation and education functions as a practitioner. The module builds on introductory aspects introduced in SPT 1105 and specifically addresses the use of physical assessment and testing methods in injury rehabilitation, the educative role of the therapist with respect to prevention of injury and disease and health and safety and legal issues linked to clinical practice. The module will also include EMG, and will provide students with the opportunity to develop an understanding and gain practical experience.
SPT2904: Manual Therapy 1
Semester 2; Credits: 15
This module offers the opportunity to build on the knowledge gained in SPT1105 Foundation in Sports Therapy, specifically the embedded elements of massage and remedial therapy at level 4 and underpins the level 6 module SPT3904 Manual Therapy Vertebral Mobilisations. The module provides students with an introduction to peripheral mobilisation techniques and further develops techniques of remedial massage and management of soft tissue injury acquired at level 4. Specifically the module aims to provide students with the knowledge and understanding of the concepts of manual therapy techniques and their application to the treatment and management of soft tissue and peripheral joint injuries. Students will gain experience in the examination and assessment of these types of injury and will gain the necessary skills to enable them to conduct a competent evaluation of signs and symptoms.
SPT3401: Applied Sport & Exercise Biomechanics
Semester 1; Credits: 15
This module aims to develop the students knowledge of theoretical approaches developed in Sport and Exercise Biomechanics (SPT2401) acquired at level five, with emphasis on independent research and advanced methodological procedures. Further, the module aims to expand the student’s practical experience in the use of biomechanics equipment and the analysis of human performance, and to encourage critical analysis of the validity and reliability of sports and exercise biomechanics equipment and testing protocols.
SPT3402: Applied Sport & Exercise Physiology
Semester 1; Credits: 15
This module offers the opportunity for students to study the role and relevance of sport and exercise physiology to human performance in a more focused and selective manner. The module will examine the performer in context of different environmental extremes and investigate key physiological limitations to human performance. The module will allow the student to apply knowledge gained at levels four (SPT1101) and five (SPT2402) to a variety of settings. The module will be of direct relevance to all students wishing to pursue careers in sport and exercise settings. Credit Rating 15
SPT3403: Applied Sport & Exercise Psychology
Semester 1; Credits: 15
This module offers the opportunity for students to study the role and relevance of sport and exercise psychology to human performance in a more focused and selective manner. The module will examine the performer in context of different environmental situations and investigate key psychological aspects of human performance. The module will allow the student to apply knowledge gained at levels four and five to a variety of settings. The module will be of direct relevance to all students wishing to pursue careers in sport and exercise settings.
SPT3404: Personal and Professional Development 2
Semester 1 and 2; Credits: 15
This module offers students the opportunity to build on the skills, knowledge and understanding developed in SPT2404 Personal and Professional Development I. The module is designed to develop transferable skills and enable students to develop both personally and professionally towards their intended route upon completion of their degree programme. The module will include the development of skills to enable graduates to 'take responsibility for their own learning and continuing professional development’.
SPT3407: Preparation and planning for performance
Semester 2; Credits: 15
This module aims to provide students with the opportunity to apply principles of sports science to developing and applying holistic and systematic sports training programmes. The module synthesises and integrates the key theories from the sports sciences and utilises contemporary training methodologies including the concept of periodisation. The principles and methodologies of training are transferable skills across a variety of sports settings. The module builds on knowledge and understanding developed in level 5 modules such as Physiological Demands of Elite Performance.
SPT3408: Visual Perception and Action in Sport
Semester 2; Credits: 15
This module offers the opportunity for students to further develop the knowledge, skills and understanding developed in SPT 2408 Human Motor Performance at level 5. The module will enable students to examine the implications of theories and concepts relating to the impact of visual perception on skill acquisition. The module will be of direct relevance to students wishing to pursue careers in sports science support work.
SPT3409: Complimentary Therapies
Semester 1; Credits: 15
This module will offer students’ the opportunity to evaluate health promotion from an applied holistic perspective, where the exercise professional forms part of the health promotion team. Increasingly a range of treatments and therapies are being utilised by clients to promote health it is important for exercise and health professionals to develop an awareness of these therapies and their potential risks and benefits for 'normal' and 'special' populations. The module is designed to provide an innovative and contemporary perspective on complimentary therapies and therefore has direct relevance for students who may wish to pursue careers in the field of health promotion and exercise referral.
SPT3410: Exercise Prescription & Referral
Semester 2; Credits: 15
This module will provide students with the opportunity to critically evaluate exercise prescription for special populations, such as those with chronic disease and higher risk patients. The role, format and impact of exercise referral schemes on functional health status will also be evaluated. The National Quality Assurance Framework for Exercise Referral Systems (NHS, 2001) suggests that ‘referral schemes will form an important element in the delivery of local action plans to increase activity levels, reduce obesity and help tackle chronic disease’. The module links to National Occupational Standards for Teaching and Instructing Exercise and Fitness. This module therefore will have direct relevance to students who wish to pursue a career in the exercise industry or health promotion.
SPT3411: Exercise & Health Behaviours 2
Semester 2; Credits: 15
This module will offer students’ the opportunity to further develop the knowledge, skills and understanding developed in SPT 2411 at level 5. This module takes an applied focus to the study of physical activity behaviour. Guideline 2 of the National Assurance Quality Framework for Exercise Referral Systems (NHS, 2001) suggests that instructors should ‘understand and apply a proven model of behaviour change in interactions with referred patients participating in the referral scheme’. The module has direct relevance for students who may wish to pursue careers in the field of health promotion and exercise referral.
SPT3501: Sexuality, Culture and Sport
Semester 1; Credits: 15
This module develops issues, concepts and theories introduced at level 5 (Social and Historical Analysis of Sport; Power and Deviance in Sport) and encourages a deeper understanding of the contribution of Critical research and theory to the analysis and development of sport in contemporary society. The study of sexuality and gender has been a relatively recent addition, yet a fruitful and developing area of the social sciences over the last 20 years. Research by social scientists working within sport studies from a feminist and pro-feminist perspective represent some of the most critical and significant contributions to the understanding of sport in contemporary society, locating issues of sexuality and gender at the root of many social ills within contemporary sport. This module seeks to survey issues of sexuality and gender in contemporary society, with a special emphasis on sport and social change. It explores the relationship between gendered and sexual identities and diversities and the social construction of heterosexist sport, and seeks to question the norms and values of heterosexism as well as explore their meanings and problems. It evaluates the historical and theoretical contexts of sexual and gendered identity and diversity, and mixes academic analyses and reflection with oral testimony. The module is anticipated as a challenging and stimulating experience that will encourage critical questioning of prevailing social norms and critical reflection on the issues and problems raised by sexual and gendered differences in contemporary sport and society.
SPT3502: Sport, Culture and the Body
Semester 1; Credits: 15
This module will introduce students to contemporary work on the body in philosophy, cultural studies and sociology and apply this material to the study of sport and popular culture. The module will also deal with the growing literature on embodiment and the body in the philosophy and sociology of sport. This will enable students to develop critical interpretations of the role of the body in sport as, among other things, a commodity, a machine, a source of alienation, a signifier of ethnicity, gender and sexuality and the product of labour. The module aims to expand knowledge and understanding acquired in SPT 2501 Social and Historical Analysis, SPT 2502 Philosophy and Ethics of Sport and Recreation and SPT 2503 Power and Deviance.
SPT3503: The Business of Sport - The Sports Industry in the 21st Century
Semester 2; Credits: 15
As a complementary approach to those of the cultural studies and sociology of sport, the module will focus on the economics and finance of major sport organisations and their structures. The growth of commercial sport in the latter part of the 20th Century has led to sport sociologists and those working within sport and the media to increasingly focus on this area. There has been an increasing recognition of the need to explore and explain the political and economic structures of sport, particularly in the relationships with media organisations and the interests of sporting goods manufacturers, operating in increasingly global marketplaces. This module will complement and develop ideas and concepts from social and cultural analysis of sport and look more deeply at the way in which the commercial sport industry is structured, how it operates and how it impacts on other aspects of sport policy and culture; for example, looking at the impacts for example of mega-events and a global media on the development of sport nationally and internationally. The module will link to other vocational modules and a range of potential careers, as the interests and organisations in commercial sport are more critically analysed and investigated.
SPT3601: Pedagogy of Physical Education and Sport
Semester 2; Credits: 15
Enhancing the skills, knowledge and understanding gained at levels one and two, the intention of the pedagogy module is to explore the art and science of teaching and learning in the context of Physical Education. Building upon the content of modules SPT 2604 and SPT 2605 students will be introduced to key concepts underpinning learning and teaching. Different learning styles and approaches to teaching will be explored - the central issue being the diversity which will facilitate successful outcomes in delivery and access to learning through meeting learning preferences. Work carried out in this module will be related to, and demonstrated in, the context of practical taught activities, as appropriate, to reinforce theoretical concepts. The work undertaken in this module will harmonise with that undertaken in SPT 3602 and the practical module SPT 3605 to form a coherent basis from which to proceed to a post-graduate course of teacher training, work in community settings, youth sport or related professions based upon knowledge of the underpinning theoretical components and practical aspects of teaching and learning through physical education Knowledge of different methods of accessing learning and variety of methods of presenting material are transferable skills which will also be of value in any related professional career.
SPT3602: Child Development and Physical Activity
Semester 2; Credits: 15
This module will embrace the development of the knowledge and understanding gained at level 5 by applying individual disciplines to the holistic study of child development and physical activity. The module offers an applied and integrated approach to child development and physical activity. The holistic approach adopted in this module is designed to enable students to acquire the necessary skills to employ a multidisciplinary approach to working with children in applied settings. The module has direct relevance to those students wishing to pursue careers in physical education and youth work in a community setting. Accordingly, the module fosters initial links with IT guidelines (TDA, 2007). The module provides students with the necessary skills, knowledge and understanding to monitor physical activity levels, appreciate the benefits of regular physical activity and identify a range of physical activity promotion strategies.
SPT3603: PE and the Community
Semester 1; Credits: 15
It is important that prospective teachers understand that the links between schools and communities continue to become stronger through Government policy with initiatives such as health promotion (e.g. Healthy Schools), Education Actions Zones, Excellence in Cities, Citizenship and Social Inclusion and Responsibility, all of which have physical activity as a central component. It is vital that teachers know how to foster and develop these links in light of the legal duty of loco parentis during school hours. Knowledge and understanding of all these issues will ensure students have a working platform for entering the job market or when applying for PGCE places in an increasingly competitive market.
SPT3604: Social, Political, Economic and Cultural Influences in PE
Semester 1; Credits: 15
This module critically investigates the place of physical education as a curriculum subject in the socio-political context of the United Kingdom (specifically England and Wales). It is in essence a module which examines the political sociology of physical education. This module highlights that physical education does not stand alone from the social, political, economic and cultural contexts and conditions in which it is made and delivered. It outlines the ideological imperatives which constantly struggle to become the dominant discourse implicit in the making of education policy, how that struggle is conducted, and the role of physical education as a tool both of the struggle and in transmitting a dominant ideology. Through doing so, it makes the students more aware of their own ideologies in relation to the content and delivery of physical education and the consequences of their socialisation for the experiences of pupils that they will teach. The delivery of, and discussion within, the module is underpinned by critical theory.
SPT3605: Physical Education Advanced Knowledge, Skills and Understanding
Semester 1 and 2; Credits: 30
Continuing the work undertaken at level 5, the module encompasses more complex skills and provides students with opportunities to enhance their knowledge and understanding of the transfer of pedagogic theory and practice within the medium of physical education teaching. Building upon the work carried out and the performance standards achieved in module SPT 2605, students will extend the breadth and depth of their knowledge and understanding in those areas underpinning the practicals of physical education teaching. The work undertaken in this module will also harmonise with that undertaken in SPT 3601 to form a coherent basis from which to proceed to a post-graduate course of teacher training, work in community settings, youth sport or related professions based upon knowledge of the underpinning theoretical components and practical aspects of teaching and learning through physical education. Knowledge of different methods of accessing learning and variety of methods of presenting material are transferable skills which will also be of value in any related professional career.
SPT3701: Development of Sports Programmes
Semester 1 and 2; Credits: 30
This module forms the base for level 6 study and provides a detailed examination of the variety of sports opportunities that are available today. Factors affecting choices, participation and non-participation, and types of varieties of the sport experience will be investigated. It seeks to develop an in-depth understanding of the core sports providers and major organisations involved in sports development in the United Kingdom. The politics of sports policy will feature, as will an examination of contemporary issues relevant to sports development in the United Kingdom. The module also provides the opportunity to become engaged in a ‘real time’ development project related to the local community and gain experience in, and develop the critical skills required for, the management and delivery of contemporary sports provision.
SPT3702: Management and Planning for Sport and Recreation
Semester 1; Credits: 15
This module provides an opportunity for students to develop knowledge and understanding of the application of planning and management theory to sport and recreation organisations. By building upon the knowledge gained in linked modules in level 4 and 5, students will be developing critical awareness and a greater understanding of the processes and concepts involved in sport and recreation management at the more strategic level. To reinforce the vocational relevance of the module, sessions will aim to develop the problem solving, analytical and decision making skills of students, utilising contemporary examples and range of organisation types in order to prepare students for a range of potential careers in sport or sport and recreation contexts. The module will develop further underpinning knowledge and critical awareness of the policy and practice in sport organisations.
SPT3703: Sports Issues Forum
Semester 2; Credits: 15
Building upon knowledge gained from the whole programme of study, this module provides the opportunity to gain valuable practical experience and skill in communicating ideas succinctly to an audience. The student-led seminars provide the platform to raise issues that impact on the provision and delivery of sporting opportunities, and to develop the confidence to prepare, plan and debate the product of their research. In addition, the experience will develop a team working ethos which is essential for employment in the sports industry.
SPT3704: Delivering Sports Programmes
Semester 1; Credits: 15
Building upon knowledge gained from SPT 2701, this module further develops student’s knowledge of the application of the various tools available to enable the planning, programming and delivery of sports provision. The module provides the opportunity to develop the skills required to produce examples of practical work programmes, which simulate the methods essential to deliver sporting opportunities in the community.
SPT3705: Professional Industrial Placement
Semester 1 and 2 ; Credits: 30
The module provides a practical context to apply and evaluate the theoretical concepts covered at level five, leading to reflection and evaluation of the entire process. To achieve this, the module provides the opportunity to undertake a concerted period of professional experience within the sports industry, and is formulated from consultation of good practice placement across the Institution, the Higher Education sector and potential providers. Not only does this module provide an opportunity for intellectual skills development through knowledge synthesis, reflection and evaluation, it is a context to further develop the broad range of professional transferable skills which enhance an individual’s capacity to learn.
SPT3801: Applied Coaching Process
Semester 1; Credits: 15
This module is designed to provide students with an understanding of the different coaching models, ways to optimise performance and the underlying coaching principles related to the coaching process and skill acquisition. The module will provide students with the opportunity to increase their knowledge of skill developments within the sports environment. Students will develop essential coaching skills which can be used with individuals to obtain optimal performance. The knowledge and understanding gained in this module will be beneficial to students seeking to continue study and pursue careers in coaching science, fitness industry and scientific support of athletes/teams.
SPT3802: Leadership and Coaching Behaviour
Semester 2; Credits: 15
This module examines the sports contexts in which the principles of management operate in coaching and the implications for the coach. Managing the coaching process demands that coaches address their role in decision making, implementation and interpersonal aspects of coaching. This module will enable students to understand the principles of group dynamics and cohesion that assist in developing sports performance. Students will acquire the concepts of theoretical issues which relate to the leadership and the management of the coaching process
SPT3803: Advanced Sports Coaching
Semester 2; Credits: 15
This module is both innovative and distinctive within the environment of participation and performance coaching. The module not only addresses the issues pertinent to the improvement of individual and team performance but also in addition provides the coach with the opportunity to develop their personal skills through the application of multidisciplinary and theoretical models which are based on recent interdisciplinary academic research related to coaching and sport performance. Practical explanations of the work undertaken by sports science providers within professional sport highlight this multi-disciplinary approach. Contemporary themes, which are specified in current literature together with the increasing demands of performance standards impacting on coaching, will be both evaluated and discussed.
SPT3804: The Coach as Reflective Practitioner
Semester 1; Credits: 15
This module develops the practitioners base of the students. It examines the relationship between theory and practice and uses key concepts of practitioner reflection. This module encapsulates conventional thinking in sports pedagogy by encouraging the student to loop their coaching sessions in a way, which make them more responsive to the needs of the performer. In line with conventional professional practice, this module will enable students to acquire the conceptual, theoretical and practical skills of practitioner reflection. The course will have a strong emphasis on looping professional practice into a professional competency framework. This module therefore links theory to practice and back, with a strong emphasis on “right actions” and ethical practice.
SPT3805: Performance Conditioning
Semester 1; Credits: 15
This module is designed to provide students with an understanding of conditioning in sport. Students will identify and examine the components relating to sports conditioning such as strength, speed, power, endurance and flexibility. Students will apply the theoretical principles acquired to the development of a sports specific training programme. The knowledge and understanding gained in this module will be beneficial to students seeking to continue study and pursue careers in coaching science, the fitness industry and scientific support of athletes/teams.
SPT3902: Applied Sports Psychology for Sports Therapists
Semester 1; Credits: 15
This module will offer students the opportunity to further develop the knowledge, skills and understanding developed in SPT 2902 at level 5. The module will examine the psychosocial aspects of injury, the role of counselling for injured athletes and specific counselling strategies used in injury rehabilitation.
SPT3903: Advanced Clinical & Practical Sports Therapy
Semester 1 and 2; Credits: 30
This module offers the opportunity to build on the knowledge, understanding and practical competencies gained across level 5 modules enabling students to apply the assessment, diagnostic, treatment and rehabilitation skills developed in previous modules to manage sports injuries. The module aims to provide students with a level of knowledge and understanding appropriate to a sports therapy specialist and will develop further the student’s ability to rationalise and apply knowledge in a practical sports therapy environment. The module will include electrotherapy, ultra sound, and its use in the inflammatory process. Students will be able to demonstrate their competency in diagnosing, assessment and treatment of injury and will be expected to undertake placements within the sports therapy unit to augment their practical experience.
SPT3904: Manual Therapy 2
Semester 1; Credits: 30
This module offers the opportunity to build on the manual therapy techniques and assessment skills gained in SPT 1105 Foundations in Sports Therapy SPT 2903 Sports Therapy Principles and Practice and SPT 2904 Manual Therapy 1. Specifically the module aims to provide students with the knowledge and understanding of the concepts of manual therapy techniques and their application to the treatment and management of injuries to the vertebral regions. Students will gain the knowledge skills and understanding to distinguish between neurological and mechanical causes of signs and symptoms that can result from vertebral pathology. Students will be able to identify those vertebral problems which can be appropriately managed by the sports therapist and those which require referral to a medical practitioner.
SPY1003: The Making of the Modern World
Semester 1 and 2; Credits: 20
This module is designed with three purposes in mind. First, it seeks to redress a fundamental lack of understanding or attention in students joining Social and Psychological Sciences programmes to the broad context of how the contemporary world developed. The programme teams have the conviction that a module that provides that broad context and explains its relevance with give students a sense of putting programme studies within a historical and social context, give them a framework with which to locate the changes and developments mapped specifically in their programmes and give them a greater confidence in the reading and studies through understanding the making of the modern world.
Secondly, it gives what might classically be described as a broad ‘liberal education’. The SPS staff team generally hold the conviction that this broad curriculum is valuable in itself in terms of the student’s development as a thinking and learned person. Understanding the present through the past allows students to have a sense of the way their society has developed and how the ‘big questions’ they face today as citizens have been formed. This module in particular gives an invitation for students to recognise that their specific programme studies occur within a broader context they can address imaginatively, thoughtfully and with pleasure.
Finally, the ‘liberal education’ curriculum provides fertile ground for the use of teaching, learning and assessment strategies that will strengthen the student’s study skills and ability to self-direct their learning and work in groups.
SPY1004: Introduction to Early Childhood Studies
Semester 1 and 2; Credits: 30
The module will introduce students to the multi-disciplinary nature of the study of early childhood. Importantly, the conceptual tools for sociological, educational and health analysis in levels five and six of the programme are established in this module. Key issues and theoretical perspectives in the study of health, development and learning are introduced and a sociological analysis is applied to the constructions of childhood, family and society. It is intended that students will be introduced to aspects of the physical, social and emotional development of children and how this is affected by the social and cultural context in which they live. A critical analytical framework is introduced. Students will have opportunities to explore common health challenges that influence children’s potential for growth and development.
The module establishes contexts for working with children and families where an understanding and an analysis of the inter-relationship between different aspects of a child’s development is necessary in order to enable students to appreciate the importance of working in a reflective and inter-professional way. Students will have the opportunity to access and use a range of sources to supplement their subject knowledge and to communicate their thoughts and findings in oral and written work, in small groups, independently and as a class.
SPY1005: Introduction to Social and Development Psychology
Semester 1 and 2; Credits: 20
SPY1005 is an introductory module that provides a foundation and disciplinary wide introduction to those concentrating on Childhood & Youth Studies, Early Childhood Studies and Social Work Studies. The module introduces students to theories and concepts central to the study of psychology and explores psychological explanations of many core issues (e.g. with regard to childhood development, basic motives, arousal and emotion and attitudes), across the breadth of psychological work. This module provides a thorough grounding for all second and third level childhood courses in the Childhood & Youth, Early Childhood Studies and Social Work Studies programmes. These include attachment, social and cognitive development in childhood, influences on behaviour, aggression, attitudes and attitude change.
As graduates of Early Childhood Studies, Childhood and Youth Studies and Social Work Studies may go on to work in quasi-clinical settings, (including the caring professions, teaching, childcare, the police, counselling, social work), students need to be aware of the field of psychology as a whole. The psychological study of human behaviour will allow students to investigate the mechanisms and processes of how we perceive, think and attend to situations, relate to others and function in the wider world.
SPY1006: Introduction to Social Policy and Education Studies
Semester 1 and 2; Credits: 30
This is an introductory level 4 module for students on the BA (Hons) programmes in Childhood and Youth Studies and Early Childhood Studies. It has been designed to contribute to the development of a sound academic foundation for students on these programmes.
The undergraduate study of Early Childhood, Childhood and Youth must take place within an academic context , two key elements of which are the area of social policy and the field of education studies. This module will seek to introduce students, initially, to the broad issues within social policy – its various philosophies, underlying ideologies and dimensions and some of its recent relevant social consequences. This will form the basis on which policy and practice with regard to children and young people may later in the student’s programme be studied, understood and subjected to critical reflection. The second major purpose of this module is to offer an introduction to the interdisciplinary study of education as a process which plays a key role in shaping both the identity of children and youths and the experience of childhood and youth.
SPY1010: Self & Society
Semester 1 and 2; Credits: 20
This module for seeks to introduce students to the contemporary resurgence of sociological interest in self, identity and sociality within a rapidly changing world. It introduces students to key theoretical and conceptual approaches to the sociological study of self and society. It explores the process of contemporary social change and its impact at what Giddens calls ‘intensional’ and ‘extensional’ levels, i.e., the levels both of the intentional self and of social institutions and society writ large. In so doing it aims to develop an understanding of the interrelatedness of changes in self and society, of globalising influences and personal dispositions, and to provide a sound basis for the further study of Sociology.
The module considers such questions as 'Who am I?' , 'How do I see myself?' , 'How do others see me?' These, and other similar questions, lie very central to the concerns of many people within contemporary Western society. The module will direct the students attention to the “increasing interconnection between the two ‘extremes’ of extentionality and intentionality: globalising influences on the one hand and personal dispositions
SPY1011: The Sociological Imagination: An Introduction to Sociological Thinking
Semester 1 and 2; Credits: 30
This module provides a foundation in sociological concepts theories and ideas – focused on macro-sociology, alongside an introduction to sociological research through the development of the skills of analysing and evaluating sociological research. The module is built around the idea of thinking sociologically – developing a ‘sociological imagination’ by which ‘private troubles’ are seen as ‘public issues’ (Mills 1972). The module builds on the idea of thinking sociologically – not simply reading the sociology discipline but applying sociological thinking to everyday life and contemporary issues – against the notion of commonsense thinking. It provides a thorough grounding in sociological concepts and theory but deployed to the task of using theory rather than simply engaging in exposition. The module extends this concern to empirical sociology in developing the capacities to analyse and evaluate data generated by both actors and authorities in society and sociologists as inquirers in society.
This foundation of sociological knowledge will enable students to grasp what a sociological perspective is and understand how sociologists look at the world.
SPY1014: Introduction to Childhood and Youth Studies
Semester 1 and 2; Credits: 30
The module will introduce students to the multi-disciplinary nature of the study of childhood and youth. Importantly, the conceptual tools for sociological, educational and health analysis in levels 4 and five of the programme are established in this module. Key issues and theoretical perspectives in the study of health, development and learning are introduced and a sociological analysis is applied to the constructions of childhood, youth, family and society. It is intended that students will be introduced to the way in which children and young people’s lives are affected by the social and cultural context in which they live.
This module will afford opportunity for students to explore their personal beliefs, assumptions and expectations about childhood, youth, family and society, and the ways in which these are developed, reinforced and perpetuated by dominant ideologies and the roles of social institutions in contemporary Britain. The module will explore social constructions of childhood and youth as distinct groups and will begin to consider theories based on children and young people being at particular and significant stages of human development.
SPY2001: Research Methods (Qualitative & Quantitative)
Semester 1 and 2; Credits: 30
The rationale for this module hinges on the crucial distinction recognised within SPS between students who read social science and those who practise it. The former comprise students who combine an SPS Joint programme with that drawn from another department. The latter comprise either single honours SPS students or those who combine two joint honours programmes drawn from SPS. This module is intended for the latter group of students and will offer a clear induction into the nature of social science methodology, with a particular emphasis on the student’s chosen programme. It is a compulsory module for such students for three key reasons. First, in order to develop a deep understanding of the nature and content of any academic discipline, it is necessary to understand how such disciplinary knowledge is produced. Such knowledge clearly is the ultimate product of social scientific research activity and a critical appreciation of methodology is therefore crucial. This links to the second reason, which concerns the requirement that all such graduates complete an undergraduate dissertation in the social sciences. The module will enable students to focus on the application of research methods to appropriate topics of study and will culminate in the production of a programme specific dissertation proposal. Finally, and of equal importance, the module will offer students the opportunity to develop key transferable skills which are of currency in the graduate labour market. SPS takes very seriously the employability of its graduates and this module, together with that concerning Work Based or Experiential Learning, represent the cornerstone of such provision.
SPY2004: Diversity and Equality Studies
Semester 1 and 2; Credits: 30
At the core of the study of contemporary societies is the notion of equality, and the movement towards a society that is more equal in the way in which rights are accorded and acknowledged, citizens’ civil, political and social equality is established, and individual and social justice are recognised. This has been extremely important in the development of the form and function of modern welfare provision. Social work is at the heart of that provision, and theoretically its practice is aimed at helping to secure the rights that attach to citizenship.
It follows that a sound understanding of the concept of equality, and associated concepts of equal opportunities, anti-oppression and citizenship should inform good social work practice. This module explores different conceptions and theoretical critiques; the problems and contradictions inherent in the concepts themselves; and the issues and problems that arise from their operationalisation and application in society. It thus offers potential social work practitioners the opportunity to develop an inquiring and analytical understanding of these concepts, and their relevance to social work practice.
SPY2005: Equality Into Practice
Semester 1; Credits: 15
At the core of the study of contemporary societies is the notion of equality, and the movement towards a society that is more equal in the way in which rights are accorded and acknowledged, both individual and social justice are equally acknowledged and people are equally recognised in law, culture, politics and society. It has been extremely important in both the development of modern societies welfare provision, law and social policy, and in academic’s studies of change and development in modern societies. This module seeks to explore the concept of equality, and associated concepts of equal opportunities and anti-oppression, exploring different conceptions and theoretical critiques, the problems and contradictions inherent in the concepts themselves and the issues and problems that arise from their operationalisation and application in society.
This module also carries a PDP element for the programme. The PDP element seeks to make transparent the academic and intellectual skills that are brought to bear in examining equality, and to have students both use and reflect on these skills.
SPY2006: Developmental Issues: Learning, Culture, Play, Language and Literacy
Semester 1 and 2; Credits: 30
As a specialist module for the Early Childhood Studies programme, developmental issues will be explored for children between the ages of 0-7 years. Key issues and theoretical perspectives in the study of culture, play, language and literacy are introduced and explored. The module establishes contexts for understanding young children’s developmental issues and will allow an analysis of the inter-relationship between different aspects of a child’s development. A critical analytical framework is introduced.
The module intends to be underpinned by staff research in the areas of play, play therapy, attachment and language and literacy and provides underpinning material for such Level 4 and Level 5 modules as Work-based/Experience-based Learning, Dissertation and Critical Theory & Practice in Education Services.
Students will have the opportunity to access and use a range of sources to supplement their subject knowledge and to communicate their thoughts and findings in oral and written work, in small groups, independently and as a class.
SPY2007: Politics, Policy Making and the Law in Early Years
Semester 1 and 2; Credits: 30
The current emphasis on inter-disciplinary and inter-professional approaches to studying and working with children is a welcome and much-needed development, but it presents students with the difficult task of linking theory and practice across a range of settings operating within differing legal and policy contexts. Building upon earlier learning in first level modules, this second year module enables students to understand these differing legal and policy contexts by situating them within a more general exploration of concepts of need, rights and responsibilities as they apply to the state, the family and the child in early years. The module also provides a conceptual framework to help identify and analyse the focus and structure of some of the main services for children, young people and their families. Students will be given the opportunity to explore and analyse two main service areas - social work and education - to consider the influences on law and policy and how legislative and policy changes are and can be brought about.
In the context of rapidly shifting law and policy in relation to the early years, this module is designed both to provide students with the necessary knowledge and skills for work in a range of settings and to provide them with a range of generic employment skills which would be of benefit in any profession. It will also enable students to develop the skills to access, understand and study a variety of law and policy sources and processes.
SPY2010: Legal and Ethical Contexts of Social Work Practice
Semester 1 and 2; Credits: 30
The underpinning purpose of this module is to introduce students to the legal frameworks within which social work practice is located and to engage them in a critical examination of the tensions and contradictions in the relationship between social work and the law.
The module will provide a knowledge base in terms of the primary pieces of legislation, legal processes and principles, statutory duties, powers and responsibilities and will consider the interface between law and social work values. The context for study will primarily be the law in England and Wales although some cross-cultural comparison may be appropriate.
The module will help students to appreciate the complexities of the practice of social work law and will promote their understanding of the dilemmas intrinsic to reflective social work practice (care versus control; rights versus risks).
SPY2011: Theories and Methods for Social Work Practice
Semester 1; Credits: 15
This module focuses on the central, but complex place of theory and methods to social work practice. It offers a critical examination of theoretical concepts and disciplinary knowledge that inform the social work process. The module explores the knowledge, models and skills applied to casework methods and to social work practice with families, groups, communities and larger social systems. It aims to help students develop a reflective and critical response to the methods used in social work practice.
The module explores the need for social workers to practice in a disciplined way. Social work is analysed as a resource for individuals, families and groups, which is practiced in a team context, both within agency and across agency boundaries. The ambiguities of welfare are analysed and social work as surveillance and control is explored. The need for social workers to be aware of social divisions and inequalities and to incorporate this awareness into their practice is emphasised. Overall the module addresses the importance of developing a systematic understanding and critical awareness of a range of methods and approaches relevant to the inter-professional context of contemporary practice.
SPY2014: Sociology of Conflict
Semester 2; Credits: 15
The sociological study of armed conflict is an important and growing field of inquiry. Intra- and inter- state conflicts are key problems facing the contemporary global community and are, in turn, rooted in the complex character of modern societies. The nature and source of such conflict has also been a central interest for sociological theorists since the founding of the discipline. The study of conflict therefore does more than allow students to become familiar with the particular dynamics of specific conflicts. It also allows a series of key concepts, theories and issues in the social sciences to be investigated and applied to real world situations. The rationale of this module is therefore to introduce students to the sociological analysis of the roots and nature of social conflict and in so doing make them familiar with a range of concepts and theories that are central to the sociology programme.
The module will therefore allow students to examine the analysis of conflict in work of contemporary social theorists and through key sociological concepts concerning the relationship between conflict, identity and the organisation of power in modern societies. They will become familiar with sociological analyses of ethnicity and nationalism, political economy, engendered forms of violence and the representation of conflict. Students will also be introduced to the study of mechanisms for conflict management and resolution, providing a basis for the case study approach adopted in level 6 modules: The Sociology of Post-Conflict Transition. The overall aim is therefore to allow students to assess the significance of currents within contemporary sociological thought as well as critically examining concrete cases of conflict.
SPY2015: Representations of Childhood and Youth
Semester 2; Credits: 15
This module will explore and analyse ways in which childhood and youth are represented in popular culture, including film, drama, soap operas and documentaries, in historical and contemporary genre. These representations will be examined in the context of popular culture about, and specifically for, children and young people. A critical approach will be adopted by drawing on theoretical perspectives, which underpin the CYS and ECS programmes. These include sociological, psychological, social policy and educational perspectives. We will also draw on cultural studies and film theory.
In taking this approach consideration will be given to representations of social divisions such as age, gender, sexuality, race and disability. Areas of study will include: children as adventurers and heroes; children and young people in war and conflict; representations of children and young people’s experiences of education; the globalization of childhood. Broad themes are also identified which include the nature of dependence and resilience; the transition from childhood to adulthood; the nature of relationships between children and adults; the globalisation of childhood; and childhood and youth as both part of the universal experience of humanity and as culturally, temprally and socially contingent.
SPY2016: Childhood and Youth Studies in Context: Youth, Transitions and Culture
Semester 1 and 2; Credits: 30
The module will provide students with an understanding of some of the key conceptual and theoretical approaches to the study of youth and childhood in contemporary societies. It will adopt a primarily sociological framework to explore the relationship between theory, policy and practice as these both reflect and impact upon the changing experiences of children and young people. The aim of the module is also therefore to allow students to examine the work of major contemporary social theorists through the study of youth and childhood issues. Understanding contemporary youth transitions requires an analysis of the social construction of youth and childhood in relation to questions of inequality and social exclusion on the grounds of class, ethnicity, gender, sexual orientation and disability. The module will also allow students to explore the interaction of structure and agency in the lives of young people in the fields of youth justice and youth culture and will also consider the impact of developmentalism on theory, policy and practice with children and young people.
SPY2017: Policy and Law for Children and Young People
Semester 1 and 2; Credits: 30
The current emphasis on inter-disciplinary and inter-professional approaches to studying and working with children and young people is a welcome and much-needed development, but it presents students with the difficult task of linking theory and practice across a range of settings operating within differing legal and policy contexts. Building upon earlier learning in level 4 modules, this level 5 module enables students to understand these differing legal and policy contexts by situating them within a more general exploration of concepts of need, rights and responsibilities as they apply to the state, the family, the child and the young person. The module also provides a conceptual framework to help identify and analyse the focus and structure of some of the main services for children, young people and their families. Students will be given the opportunity to explore and analyse two main service areas - social work and education - to consider the influences on law and policy and how legislative and policy changes are and can be brought about.
In the context of rapidly shifting law and policy in relation to children and young people, this module is designed both to provide students with the necessary knowledge and skills for work in a range of settings and to provide them with a range of generic employment skills which would be of benefit in any profession. It will also enable students to develop the skills to access, understand and study a variety of law and policy sources.
SPY2112: Individual, Social & Collective Identity
Semester 1; Credits: 15
In recent years it is clear that approaches to the study of identity have become much more central to the social sciences in that they are seen as conceptually valuable in seeking to account for social and cultural change. This module takes a clearly sociological approach to the study of identity at individual, social and collective levels.
SPY2113: Gender & Sexuality
Semester 1; Credits: 15
Social Identity and how social identities are constructed and ‘read’ in the social world are a critical subject for study at the beginning of the 21st Century. Whether debate is focused on the recognition of the rights and needs of disabled people, the continuing relevance of class inequality, or the extent to which gender divisions have been widened or reduced, the study of identity, and particularly difference and diversity within contemporary societies, is a critical axis through which equality, oppression, exploitation, rights and justice can be explored.
This module establishes the theoretical and conceptual criteria for understanding identity in society through a tutor-led exposition of one social division – sexuality – after which successive sessions explore others as a base for students to develop their analyses around identity questions they feel are important – around issues of class, race, gender and disability. It also seeks to provoke more general insights into social identities and difference, such as whether there are the limits to diversity, and to what extent egalitarian legislation and politics has a real impact in ameliorating social divisions.
SPY3002: Interdisciplinary Team-Working
Semester 1; Credits: 15
The module will involve students in a critical examination of professions, professional identity and professional practice in the context of welfare, health and education services for children, families and adults. It will provide students with the opportunity to consider and critically analyse the meaning and development of professionalisation, frameworks for ‘best practice’ and the implications of current policy and strategies for intervention.
The module will enable students to critically engage with such ideas, concepts and issues as professional power; partnership; developmentalism; inter-professional and multi-agency working; anti-oppressive, reflective and ‘critical practice’. Throughout, the aim is to provide opportunities for critical analysis of the links and relationship between theory and practice and to encourage the use of learning from previous experience and learning.
SPY3003: International Perspectives on Children and Families
Semester 2; Credits: 15
This module establishes a global perspective on the study of children, families and young people. It adopts a comparative approach, drawing on differences within the European experience, and expanding to global dimensions to consider experiences in culturally different and developing societies. The aim is to consider how constructions of childhood, family and youth are shaped by interactions between cultural representations and political and economic structures in differing social contexts. Global influences and an understanding of globalisation trends also increasingly shape the social and cultural experiences of children and families and global interconnectedness is an important issue to consider.
In a vocational frame an appreciation of perspectives from other cultures and societies are of value in fostering a critical approach to the analysis of children’s experiences, allowing for deeper reflection on constructs, policy and practice in the local environment. Practice and policy decisions concerning children and young people in the U.K. are increasingly based on practice observed by policy makers in other countries. As the links within the European Union grow and more people work across international boundaries, the experience this comparative module provides will enhance students’ understanding of the wider scene and importantly move them beyond a Eurocentric view. The module will enable students to analyse, evaluate, challenge and eventually help formulate new policy and practice.
SPY3004: Contemporary Theory and Practice in Education Services
Semester 1 and 2; Credits: 30
This module is designed to enable students to critically examine the world of children’s education. Lying at its heart is the claim that education is a political activity which confronts a range of issues to do with ideology, politics and values which in themselves function at a variety of different levels of power, status and influence. Students will focus on competing discursive narratives, which demonstrate the intensely political nature of education, teaching and learning. The contemporary ‘Children’s Agenda’ and concomitant organisational changes in service delivery set the backdrop for the module.
A key aspect of the module will be to critically explore the theoretical basis of educational provision and the manner in which educators both in formal and informal settings, are required to implement policies made elsewhere over which they may have little influence. As with the other level 6 modules in this programme the approach and the structure of the module enable students to understand the importance of, and begin to develop, reflective practice in modern children’s services. A vocational orientation is clear where the module addresses a range of professional national vocational standards and codes of practice including: Common Core of Skills and Knowledge for the Children’s Workforce, 2005; Every Child Matters: Change for Children Outcomes Framework, 2004; TDA The National Standards; TDA Standards for QTS.
SPY3005: Contemporary Theory and Practice in Social Work Services
Semester 1 and 2; Credits: 30
The key feature of this module is its emphasis on the position of ‘the child’ and ‘children’s voices’ in theory, policy, research and practice. It is designed to enable students to critically examine the world of social work services for children. The application of professional knowledge and skills from the social and behavioural sciences which social work embraces in its practice with children will be critically analysed and evaluated.
The social work role with children and families is critically examined in the context of inter-professional collaboration. The contemporary ‘Children’s Agenda’ and concomitant organisational changes in service delivery set the backdrop for the module. Account is taken of key social work areas of knowledge, skills and practice with children and families including: national occupational standards key roles; codes of practice; legal, social and political context; assessment processes; inter-disciplinarity; safeguarding; diversity; family support and substitute care; disabled children.
As with the other level 6 modules in this programme the approach and the structure of the module enable students to understand the importance of, and begin to develop, reflective practice in modern children’s services. A vocational orientation is clear where the module addresses a range of professional national vocational standards and codes of practice.
SPY3007: Contemporary Theory and Practice in Safeguarding Children and Young People
Semester 1 and 2; Credits: 30
The key feature of this module is its emphasis on the position of ‘the child’ and ‘children’s voices’ in theory, policy, research and practice in the arena of child protection. It is designed to enable students to critically examine the world of Children’s Services (social work, education and health) from a distinctly inter-professional perspective and in the specific context of safeguarding children and young people. The safeguarding of children and young people is high on Government policy agenda. The Children Act 2004 gives effect to the legislative proposals set out in the Green Paper, ‘Every Child Matters’ (2003), creating clear lines of accountability for children’s services and in particular, emphasising the need for better joint working and the need to equip all staff having contact with children with knowledge and skills appropriate to their role, enhancing the focus on safeguarding and protecting children.
The module provides students with the opportunity to critically analyse the knowledge base of child abuse and child protection as well as evaluating child protection policy and practice. It also seeks to develop skills and knowledge that will develop reflective practice in this area
SPY3009: Contemporary Theory and Practice in Children’s Services
Semester 1 and 2; Credits: 30
The key feature of this module is its emphasis on the position of ‘the child’ and ‘children’s voices’ in theory, policy, research and practice. It is designed to enable students to critically examine the world of Children’s Services (social work, education and health) from a distinctly inter-professional perspective. A critical analytical approach will be taken to the contemporary ‘Children’s Agenda’ and concomitant organisational changes in service delivery. Such an approach enables students to understand the importance of, and begin to develop, reflective practice in modern children’s services.
Emphasising its vocational orientation, the module addresses a range of professional national vocational standards, codes of practice and benchmark statements including the Common Core of Skills and Knowledge for the Children’s Workforce (HM Govt, 2005) Every Child Matters: Change for Children Outcomes Framework (DfES/DH, 2004); National Service Framework for Children Young People and Maternity Services: Core Standards (DH, 2004); GSCC Codes of Practice for Social Care Workers and Employers (DH, 2002); The National Occupational Standards for Social Work (TOPSS, 2002).
SPY3010: Contemporary Theory and Practice in Adult Services
Semester 1 and 2; Credits: 30
not offered 2008/9
This module is designed to enable students to critically examine the world of Adult Services from a distinctly inter-professional perspective. A critical analytical approach will be taken to the contemporary perception of ageing and adulthood and concomitant organisational changes in service delivery. Such an approach enables students to understand the importance of, and begin to develop, reflective practice in modern adult services. Taking a both a life cycle and lifestyle approach, the module will explore social constructions of age and ageing in a variety of aspects of life, including disability, gender and sexuality, and ‘old age’.
Emphasising its vocational orientation, the module addresses a range of professional national vocational standards, codes of practice and benchmark statements including the National Service Framework for Older People, 2001; GSCC Codes of Practice for Social Care Workers and Employers, 2002; The National Occupational Standards for Social Work, 2002.
SPY3011: Contemporary Theory and Practice in Mental Health
Semester 1 and 2; Credits: 30
This module is designed to enable students to critically examine the world of mental health theory and practice from a distinctly inter-professional perspective. A critical analytical approach will be taken to contemporary mental health policy and legislation, and concomitant organisational changes in service delivery. Such an approach enables students to understand the importance of, and begin to develop, reflective practice in modern mental health services.
Emphasising its vocational orientation, the module addresses a range of professional national vocational standards, codes of practice and benchmark statements including: The Ten Essential Shared Capabilities: A Framework for the Whole of the Mental Health Workforce (DH, 2004); National Service Framework for Mental Health (DH, 2000); Codes of Practice for Social Care Workers and Employers (GSCC, 2002); The National Occupational Standards for Social Work (TOPSS, 2002); The National Occupational Standards for Mental Health (Skills for Health, 2003).
SPY3012: Sociology of Post-Conflict Transition
Semester 2; Credits: 15
This module is designed to build on the Level Five core sociology module The Sociology of Conflict by allowing students to apply their broad-based theoretical knowledge to the sustained analysis of case studies of societies in the process of post-conflict transition. The module is therefore designed to allow students to develop the conceptual tools and investigative strategies that allow them to evaluate the contribution that sociological knowledge can provide to the study of conflict and post-conflict transition in modern social settings. Students will employ sociological perspectives and theories to examine the sorts of issues that have to be dealt with in societies emerging from conflict. The module also includes provision for an extensive field trip to one of the case studies under examination. This will build on the experience developed over the longstanding and highly successful field trip to Northern Ireland and will provide students with a unique learning experience. The field trip will not only allow students to gain a greater insight into the specific society and conflict in question. It will also allow them to develop practical and methodological fieldwork research skills and insights.
SPY3013: The Holocaust
Not offered 2008/9; Credits: 15
The Holocaust was a tragically defining episode of the 20th century, a crisis for European civilisation and a universal catastrophe for humanity. Each generation has a responsibility to ask the question: why? Social scientific disciplines (sociology, social psychology, psychoanalysis, psychology) have studied the thoughts, feelings, and actions of people involved in social situations resulting in the systematic murder of other human beings (Newman and Erber, eds. 2002). The study of the Nazi Genocide, for which the term ‘Holocaust’ is now established, will enable level six students to explore the most basic problematic of social science, the continuous and dynamic interaction between persons and situations, agents and structures, in the context of a challenging case study, about which there exists a strong and available social scientific literature. Students will also be able to turn critical attention upon their own discipline and examine how social science has measured up to the challenge of the Shoah (Newman and Erber, 2002 in Newman and Eber eds. 2002) asking, among other questions, whether social scientific explanation has a inescapable tendency to be deterministic and to ‘exonerate’ perpetrators.
SPY3014: Desire, Identity, Difference
Contact Department; Credits: 15
One of the most attractive recent lines of criticisms of the emergent field of studies in sexuality concerns the nature of conceptual thinking and theoretical study. Although it deconstructs medico-moral and legal-political pathologies and prejudices, and disrupts the ‘normal’ understanding of sexual identities, relations, behaviours and acts with subversive bodies of knowledge, it still presents itself in a scientific, rationalist and forensic form. In doing so it fails to account for the phenomenology of embodiment – the messy physicality and material location of the sensuous and desire with sexual bodies. This model focuses attention on the key concerns of this new sociology of sexuality – engaging with the sexual self as an embodiment, sexual ethics as a key discourse in understanding permission, prohibitions and regulations of sexual behaviour and acts, and exploring diverse sexual desires. This new sociology seeks to explore the sexual self and body and its differences and diversity, bodies of knowledge that contrast legal critique, social construction and a phenomenological perception of the sexual subject and centre thinking about sexuality on desire, pleasure and emotions/sensations.
SPY3015: Masculinities
Contact Department; Credits: 15
A recent lead article of the German magazine, Der Spiegel (15-09-03) carried the headline “A Sickness called Men”, in mid 2005 the Swiss Sonntags Zeitung (Sunday Newspaper) ran lead story about the increasing number of young and other women who cannot find a decent man with whom to share their life. In Britain, well known personalities have involved themselves in the debate over men. The ex news reader Michael Buerk produced an analysis of contemporary British society as a ‘Femocracy’ in which “men have been relegated to the role of pathetic sperm providers.” (The Guardian 17-08-05). The public ‘luvvie’ Sir Bob Geldof has sounded off regarding what he sees as the family law’s unfairness to men and virtual disregard of the role of fatherhood. We have also had examples of direct action by the more radical men’s group Fathers4Justice in the form of a Batman protest at Buckingham Palace and a purple flour bomb attack on Tony Blair in the House of Commons. All of this reflects a significant trend in popular culture in which the alleged triumph of women in all spheres of social life has caused the very reason for men's existence and their useful role in society to be questioned and for such views , rightly or otherwise to generate some form of resistance. It is against what has been called a 'crisis' in masculinity that this module will review what social science can tell us about masculine identities and the representations of masculinity in the 21st century.
SPY3016: Contemporary Theory and Practice in Youth Services
Semester 1 and 2; Credits: 30
The key feature of this module is its emphasis on the interdisciplinarity of theoretical and empirical understanding of young people's experiences and life contexts. It is designed to enable students to critically examine youth services from theoretical, policy, legal and practice perspectives. The module will take a critical analytical approach to the contemporary ‘Youth Agenda’ and concomitant organisational changes in service delivery. Such an approach enables students to understand the importance of, and begin to develop, reflective practice in modern youth services. The module will address issues concerning such subjects as citizenship, education, training, young people’s health, housing, youth justice, employment, transitions, culture and subcultures. The module is intended to provide a forum for students to engage with research, services, theories and practice in work with young people.
Emphasising its vocational orientation, the module addresses a range of professional national vocational standards, codes of practice and benchmark statements including the Common Core of Skills and Knowledge for the Children’s Workforce, 2005; Every Child Matters: Change for Children Outcomes Framework, 2004; National Service Framework for Children Young People and Maternity Services: Core Standards, 2004; GSCC Codes of Practice for Social Care Workers and Employers, 2002; The National Occupational Standards for Social Work, 2002; Youth Matters, 2005
SPY3019: Comparative Perspectives on Social Work
Semester 2; Credits: 15
This module establishes a global perspective on the study of social work. It adopts a comparative approach, drawing on differences within the European experience, and expanding to global dimensions to consider experiences in culturally different and developing societies. The aim is to consider how social work is shaped by interactions between cultural representations and political and economic structures in differing social contexts. Global influences and an understanding of globalisation trends also increasingly shape the national and cultural experiences of social work and global interconnectedness is an important issue to consider.
In a vocational frame an appreciation of perspectives from other cultures and societies are of value in fostering a critical approach to the analysis of social work, allowing for deeper reflection on constructs, policy and practice in the local environment. Practice and policy decisions concerning social work users in the UK are increasingly based on practice observed by policy makers in other countries. As the links within the European Union grow and more people work across international boundaries, the experience this comparative module provides will enhance students’ understanding of the wider scene and importantly move them beyond a Eurocentric view. The module will enable students to analyse, evaluate, challenge and eventually help formulate new policy and practice.
VT1040 : Performance Objects for Makers and Animators
Semester 1 and 2; Credits: 30
VT1040 concerns itself with the practice and theory in the making and animation of specific performance objects associated with traditional forms of performance now being defined as part of Visual Theatre. The module will concern itself with the basic theory and practice of the making and animation of mask, puppets and clowns.
WRI1000: Introduction to Fiction and Poetry Writing
Semester 1 and 2; Credits: 30
A module for Joints and Minors that will prepare students generally for continued study, but which will concentrate on the skills of writing short stories and short poems. You will be expected to read examples of these, comment on them, and reflect at the end of the module on your learning.
WRI1001: Introduction to Life Writing and Script Writing
Semester 1 and 2; Credits: 30
A module for Joint pathways that will prepare students generally for continued study, but which will concentrate on the skills of writing literary non fiction and scripts for performance. Students will be expected to read examples of these, comment on them, and reflect at the end of the module on your learning.
WRI2001: Writing Poetry 2
Semester 1; Credits: 15
This module will introduce students to writing poetry in a variety of forms. You will work towards a portfolio of poems.
WRI2002: Scriptwriting 2
Semester 1; Credits: 15
This course will concentrate upon the skills of writing scripts and envisaging them as performed pieces, working from workshop exercises and journal research. You will work towards the production of a portfolio of a number of types of performance scripts. You will produce a reflection upon the processes used, and the lessons learned.
WRI2003: Fiction 2
Semester 2; Credits: 15
This module builds on the skills students learnt in fiction writing during their first year to explore the specific requirements of writing short stories across a range of genres. Students will produce two complete short stories (1500 words and 2000 words) and a 1000 word study of a published story by an established writer.
WRI2004: Writer's Context
Semester 2; Credits: 15
his module will introduce Joint students to a further study of writing and reading as a writer, as well as allowing them to explore the profession of the writer in the contemporary world.
WRI3001: Writing Poetry 3
Semester 2; Credits: 15
This module will enable you to experiment widely in terms of poetry writing styles, culminating in the production of a substantial portfolio of poems. You will examine aspects such as Free Verse, Writing for the Ear and Performance, Writing for the Eye and the Page.
WRI3002: Scriptwriting 2
Semester 1; Credits: 15
Scriptwriting explores the dynamics of live or recorded performance from the writer’s point of view. You will further extend your knowledge of the principles of wiring for theatre, radio or film through your own wiring and the work of professional scriptwriters, completing a thirty minute script.
WRI3003: Fiction 3
Semester 1; Credits: 15
Building on the skills introduced in Fiction 2, this module extends students’ abilities in prose fiction by exploring more complex themes in their own work, and by experimenting with style and structure. There is a particular emphasis on voice, viewpoint and multiple narrators. Students may produce either short stories or two chapters of a novel.
WRI3004: Writer's Workshop
Semester 2; Credits: 15
Based on intensive workshop activity and independent study, this module gives students the opportunity to work on an individual extended project in poetry, fiction, scriptwriting, lifewriting or a combination of these forms.
