Erasmus & Study Abroad Module Catalogue
The below modules are available for incoming Erasmus and Study Abroad students to select to study. Select the individual tabs below to show the module provision for each subject area.
Please ensure you are selecting modules taught in the correct semester for your exchange period.
Some modules have prerequisites or are subject to change, these are indicated in each section. Please ensure the module code is used in all documents rather than just the module title.
Module codes will provide you with an idea of which level of study that class will be at. The further students’ progress through a degree the more substantial the workload and assessments become. See the codes for the classes below. i.e., LIT1000 is a 1st year Literature class.
1000 = 1st year of degree studies
2000 = 2nd year of degree studies
3000 = 3rd year of degree studies
4000 = Postgraduate degree studies
All undergraduate level modules are 20 UK credits each. Postgraduate modules are 30 UK credits each.
Please note, some optional modules are dependent on student numbers and may be subject to change.
Biology Provision
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
This module introduces concepts in ecology across the full breadth of the subject, from microbial ecology through population and community ecology of plants and animals to aspects of human ecology, with humans as both population and habitat. It covers the basic subject-specific skills required for ecological study, including plant and animal identification, survey techniques and data handling. The fieldwork will include studies on both animals and plants which will be used to develop concepts such as energetics, food webs, limiting factors and population dynamics. Students will appreciate the broad application of the subject to environmental, medical and resource issues.
RATIONALE
Ecology covers the wealth of interactions between species and their environment, with the species including anything from prokaryotic microbes to humans. This module seeks to establish the broad appeal of ecology, including aspects of value to human biologists and microbiologists and highlight the diversity of employment that ecologists might find. The important scientific skills of experimental design, sampling theory and maintaining a clear field notebook are introduced here, alongside transferable skills such as teamwork and poster presentation. In providing a foundation in both ecology and its associated practical techniques this module underpins the more specialised ecology modules at Levels 5 and 6.
INDICATIVE CONTENT
- Ecology of humans, ecological foot printing
- Landscape ecology and conservation
- Habitat ecology and species interactions revealed through field studies
- Microbial ecology and its application in medicine and other fields
- Population ecology and its application to pest control
This module introduces the basics of chemistry, involving clear, lucid explanations of chemical concepts with coherent problem-solving approach. The understanding of Periodic table, atomic and molecular structures, pH, solutions, chemical reactions, model buildings and practical skills are the core thinking to take this module forward. The overall module aim is to provide students with a toolkit of knowledge, understanding and practical skills to appreciate the order within the chemistry and linking to the wider concepts within biological and physical sciences. Appropriate mathematical knowledge will be embedded throughout the module.
RATIONALE
This module provides a foundation in Chemistry by introducing the idea of an evidence-based subject, which has developed through interpretation and building of models. This module also provides opportunities for students to work in the chemistry laboratory on a range of activities that are linked through the theme of measurement and the acquisition of data to show the interdisciplinary nature of the chemistry, a preliminary requirement for employability in any chemical including biochemical related field or industries. The management of risk in a chemical laboratory will be an important factor.
INDICATIVE CONTENT
- Health and safety in a chemical laboratory
- The periodic table
- Atomic, molecular bondings and their models
- Carbon the basis of biological life
- Chemical reactions
- Solutions and solubility
- Spectrophotometric analysis
The cell is the basic biological unit. Using a range of activities, students will examine the molecular components that determine the structure, biochemical nature and physiology of different cells. This will then enable them to appreciate the significance of a range of signalling pathways within and between cells. Practical activities, including DNA extraction and microscopy, will be used to reinforce these aspects and will develop within student’s essential skills and confidence in scientific laboratory techniques. Through these, students will develop an appreciation of the scientific method and what constitutes a valid scientific investigation.
RATIONALE
This module introduces the cell components and cellular physiology. The module will develop a number of specific scientific theoretical and practical skills and provides the necessary underpinning scientific knowledge base for more advanced specialised studies at Levels 5 and 6. It also provides students with the background to understand biological phenomena at a variety of levels, from molecular through cellular, to complement the organ, whole organism and ecosystem levels covered in other Level 4 modules.
INDICATIVE CONTENT
- Laboratory techniques and working practices
- Cell organelles, structure and function
- Biomolecules
- Proteins, nucleic acids, carbohydrates and lipids
- Genetic manipulation
- Cells, cell membranes and cellular processes
- Excitable cells and membrane potentials
- Cell signalling and cancer development.
This is a field-based module typically based at the University in late May /early June, providing students with their first opportunity for detailed study of a particular group of organisms. The module introduces the full range of plant diversity across a wide range of habitats alongside supporting laboratory work using keys and microscopes. The module also incorporates coverage of the National Vegetation Classification (NVC), the standard method for classifying British vegetation.
RATIONALE
Despite its inherent academic value field skills have suffered a severe decline in British H.E., although there is increasing demand for such skills in both the government and private sectors. Hence its position on the Biology degree will enable graduates of this course to have significant employment opportunities open to them. In addition a familiarity with plant groups and habitats allows the theoretical work undertaken elsewhere in the course to be placed in a practical context. It also introduces and develops the fieldwork skills developed across several other modules (especially SCI 1112 Ecology), it significantly progresses the area of biology introduced in SCI 1113 Biodiversity and forms a useful background to the work undertaken in SCI 3309 Biodiversity and Conservation.
INDICATIVE CONTENT
- Identifying angiosperms from floral features
- Use of keys
- Recognition of major plant groups from a variety of habitats
- National Vegetation Classification (NVC) survey and identification method
- Herbarium skills
- Collection, preservation and preparation of plant specimens
- Legal consideration of collection
- The value of plant records
- Identification and dissection of appropriate material to allow identification of difficult plant groups (e.g. sedges, grasses, mosses)
Humans live in an environment with a baffling array of infectious agents that have diverse composition, shape, size which use as a rich shelter to propagate their own genes. This would have been the case if we have not developed a series of defence mechanisms, whose action provides the basis of immunology. A disease is an abnormal condition of an organism that impairs bodily functions. It may be caused by external factors, such as invading organisms, or it may be caused by internal dysfunctions, such as autoimmune diseases or environmental factors. This module examines our defence mechanisms that lead to immunity and a number of infectious diseases and how they influence normal physiology.
RATIONALE
Throughout our lives, humans are under threat from a great range of potential diseases. These differ greatly in their source. We may inherit specific gene abnormalities or a predisposition to specific diseases. In some cases, the diseases are produced in direct response to our own activities, such as the deliberate or passive ingestion or inhalation of toxic materials or the consumption of an inappropriate balance of food materials. Alternatively, we may succumb to a whole host of disease-causing organisms which manage to breach our elaborate defence systems. Within this module, students will examine the classic range of defence mechanisms that lead to immunity as well as potential treatment options.
This module builds on the themes and concepts developed in ‘Introduction to Cell Biology’ and ‘Anatomy and Physiology’ at Level 4. Students will examine the sources of these disease-causing factors, the impact of these on the normal physiology of the body and how they can be treated. They will study the innate and acquired immunity. Mechanisms for prevention will also be considered and in addition, they will learn about specific immunological approaches for treatment. Many students will have been ‘brought up’ with advice on what constitutes a healthy lifestyle. The physiological understanding of how certain diseases develop in the body will enable students to appreciate more fully the importance of this advice. They will also appreciate the effect of ageing in our own defence mechanisms.
INDICATIVE CONTENT
Fundamentals of Immunology:
- Innate immunity
- Acquired immunity
- Antibodies
- Anatomy of the immune response
Applied Immunology:
- Vaccines
- Immunodeficiency
- Autoimmune diseases
Causes of Infectious disease:
- Pathogens – types and their entry into the body
- Pathogen vectors
- Methods of disease transmission
This module will provide students with an understanding of plant structure and physiology. It will detail the basic structure of leaves, roots and stem, plus consideration of specialised structures. Biochemical aspects will cover photosynthesis and water regulation with hormonal control of communication with and between organisms. The module will also function as the major vehicle for delivering relevant laboratory/equipment skills including microscopy, physiology and plant development through use of model organisms.
RATIONALE
Central to any area of biology is an understanding of how an individual organism function internally. This understanding needs to incorporate how the various components are structured, develop and interact at. Moreover, for sessile and modular organisms such as plants, the range of adaptations that they have evolved that enables them to inhabit various habitats also need to be considered. This module addresses these areas. There is also a need for students to develop a range of lab skills relevant to both potential employment and subsequent study within the degree programme, particularly for SCI2308 Research Methods and SCI3335 Dissertation. These skills are introduced and developed within this module.
INDICATIVE CONTENT
- Plant organ and tissue structure: leaves, stems and roots.
- Biochemistry of photosynthesis. Adaptations to extreme environments, C4 and CAM pathways.
- Soil-plant-atmospheric feedbacks.
- Water relationships
- Environmental stimuli; tropic and nastic responses
- Plant Hormones
- Plant Secondary metabolites
Students will be exposed to the skills required for working in a research laboratory which will include developing working knowledge of the safe use of lab equipment. The module will also encompass health and safety, including legal requirements, and good laboratory practice. The students will relate these skills to their burgeoning interest in a particular area (or areas) of the discipline.
RATIONALE
It is essential that in addition to subject specific knowledge, students gain a number of transferable skills which will equip them for working life beyond their undergraduate degree. Specifically, it is becoming increasingly important in terms of futureemployability that biology students have greater experience in the technical requirements of a science degree.
INDICATIVE CONTENT
- Correct use and applications of laboratory equipment (eg. associated with microscopy, molecular biology and microbiology)
- Health and Safety requirements and how to implement them.
- How to plan and work efficiently in the laboratory
- Good Laboratory Practice and why it is important.
- Applications of these laboratory techniques to specific areas of biological knowledge determined by discussion with course tutors.
The combination of sequencing and increased computational power has led to a revolution in the way genetic information is utilized and applied. This module explores that interface. From a human perspective the sequencing of entire genomes will allow more precise diagnosis and intimations of risk, with attendant tailored treatments. Beyond humans the complex interplay between genome, epigenetic and life history is starting to be unravelled. This module builds upon the principles delivered in year two and takes the students to the leading edge of the discipline.
RATIONALE
Since the Human Genome Project was completed in 2003 the plummeting costs of whole genome sequencing coupled with the increasing availability of sequencing technology has led to an avalanche in the number genomes being sequenced. We are now in the post-genomic era were analysing the often-overwhelming amount of data generated has led to the specialist field of Bioinformatics. Bioinformatics unravels and analyses genetic data in silico and aids the answering of biological questions. This cutting-edge science is at the forefront of conservation and medicine and is one of the fastest. growing disciplines in Biology. It is imperative that Genetics students have both an understanding and practical experience of this topic.
INDICATIVE CONTENT
- Data handling and databanks (sequence, BLAST, alignment); different sections of DNA from different species
- Freeware for phylogenetics and bioinformatics
- DNA barcodes (KEGG)
- Case study session on Human Genome Project, mosquito species and Arabidopsis species
- Modes of genome organisation, comparative genomics
- Transcriptomics
- Proteomics
- Microarray Data Analysis
The module will detail the development, application and action of drugs on the human system through a combination of practical and theoretical work.
RATIONALE
This module builds upon Level 4 Cell Form and Function and Human Body Systems and develops biochemical knowledge. The content is a significant component of Health and as such is widely relevant for employment in this area.
INDICATIVE CONTENT
The module will include:
- Pharmacokinetics – Absorption & Distribution, Metabolism & Excretion
- Pharmacodynamics: Drug Receptors & Interactions, Efficacy & Tolerance, Dose Response
- Drug Development, Evaluation and Safety: Law; ADR; DDI (& other); Animal Testing
- Factors Affecting Drug Action: Disease, Exercise, Diet, Pregnancy, Pharmacology of the Elderly & Children
- Autonomic Pharmacology: Adrenergic & Cholinergic
- Chemical Mediators: Histamine, Prostoglandin, Serotonin, Nitrate Oxide
- Drugs Acting on Specific Systems: Antihypertensive, Hyperlipidaemic, Anticoagulants
- CNS: Sedatives, Anxiolytics, Anaesthetics
- Respiratory & Other: Headache Disorders, Bronchodilators, NSAIDS
- Endocrine: Drugs for Diabetes Mellitus, Fertility & Reproduction
- Chemotherapy: Antiviral, Antimicrobial, Antifungal, Antiparasitic, Inhibition of Cell Growth, Antineoplastic.
- Immunomodulating Drugs
The new Medical Microbiology (SCI3359) module will build on the introductory microbiology included in the module “Introduction to Cell Biology – SCI1117” delivered at level 4 and “Laboratory Masterclass – SCI2319” delivered at level 5. This module recognises that humans live in an environment with a baffling array of infectious agents. These are of diverse composition, shape and size and seek to use the human body as a rich shelter to propagate their own genes. The module will provide an overview of medical microbiology including bacteriology, virology, mycology and parasitology. The relationship between microbes and humans both in health and disease will be investigated.
RATIONALE
The aim of this module is to provide an introduction to medical microbiology as it impacts on the ‘professions supplementary to medicine’, in the community, and in institutions, particularly in clinics and hospitals. Students will develop an understanding of the role of microbes in health as well as disease. Students at L6 will gain an understanding of the normal human microbiota and situations where they may become pathogenic. In addition, students will be introduced to all pathogenic microorganisms that have the potential to cause human diseases including bacterial, viral and fungal diseases. The module will look at diseases of the urinogenital system, respiratory system, gastrointestinal tract, skin, blood and brain. Students will also be able to demonstrate an understanding of the diagnosis, pathogenesis and prevention of sexually transmitted diseases. The epidemiology of infectious diseases/public health will be considered along with the importance of nosocomial (hospital-acquired) infections. An understanding of infections and intoxications caused by food and water will also be discussed.
INDICATIVE CONTENT
- The human microbiota (microbiome).
- Pathogenicity & Introduction to pathogenic microorganisms.
- Bacterial vs viral infections.
- Gastrointestinal tract infections including food poisoning.
- Skin – wounds infections.
- Hospital-acquired (nosocomial) infections.
- Respiratory infections (viral & bacterial).
- Sexually transmitted disease – diagnosis, pathogenesis and prevention.
- Review common diagnosis, pathogenesis and prevention of viral, fungal and parasitic diseases in the above systems.
- Epidemiology of infectious diseases/public health
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
This module introduces the genetic and environmental control of an individual’s characteristics. It describes how variation at the DNA and chromosomal level leads to variation in the phenotype and genotype and the potential consequences of this variation including speciation. Taking a largely population genetics approach, it includes mutation, genotypic and phenotypic variation, , meiosis, Mendelian inheritance, phylogeny and speciation.
RATIONALE
Nothing in biology makes sense except in the light of evolution (Dobzhansky, 1973). This module makes sense of biology by providing an understanding of the link between variation at a molecular level, phenotypic variation at the individual level and speciation. The material covered by this module is a fundamental feature of life and central to any understanding of biology. It underpins recent developments in genetic fingerprinting, gene therapy and an understanding of conditions and diseases that have a genetic basis. This module links with macro-evolution studied in the Biodiversity module and the cellular work in Introduction to Cell Biology. It also establishes a basis for genetic and evolutionary work that may subsequently be studied in various degree programme. An understanding of this area is increasingly important in a number of areas of potential employment (e.g. health, research etc.). In addition the accelerating knowledge and application genetics makes it an essential feature on any Biology programme.
INDICATIVE CONTENT
- The neo Darwinian synthesis
- Continuous and Discrete variation – the interaction between the environment and the genotype
- Phenotypic plasticity
- Mendelian inheritance
- The molecular basis of variation
- Chromosomes and gene mapping
- Additive genetic variation
- Epistatic variation
- Meiosis
- Mutations – point mutations, frame shifts and gross chromosomal changes
- Linkage Phylogeny and cladistics Speciation
This module will explore the diversity of invertebrates in terrestrial habitats, examining their life cycles and basic physiology, but also their importance to the functioning of a range of ecosystems. Through field and laboratory work students will gain a sound knowledge of taxonomy, and the use of a wide range of sampling techniques.
RATIONALE
Invertebrates are the most diverse of all known organisms in terrestrial ecosystems contributing over 75% of species. They hold key roles in ecosystem function including pollination, nutrient cycling, regulators of insect populations and as prey for other organisms. With increasing pressure on terrestrial habitats from agriculture, forestry and urbanisation it is imperative that sustainable management and related policy takes into account the needs of this important group of organisms. Such management is underpinned by a sound knowledge of invertebrate ecology incorporating their life cycles, physiology, range of diversity and interactions with other organisms. The students will build on knowledge of ecological and evolutionary theory to understand the relationship between invertebrate diversity, morphology and phenology to key ecosystem processes and interaction across a range of habitats. This module builds on expertise and knowledge developed in the SCI1113 Biodiversity and SCI1112 Ecology, and aims to expand on core knowledge in invertebrate ecology, specifically the relationship between invertebrates and their environment, and the relationship between invertebrates and other organisms in terrestrial food webs. Furthermore, it will develop key skills in invertebrate taxonomy and sampling techniques for a range of groups through extensive field and practical work. Core transferable skills include computer literacy, data analysis and report writing, critical thinking and problem solving.
INDICATIVE CONTENT
- Examination of the diversity, ecology and ecological function of a range of invertebrate taxa among various habitats.
- Qualitative and quantitative techniques for sampling terrestrial invertebrates in a range of habitats (e.g. pitfall traps, sweep nets, tullgren funnels, butterfly transects, light traps, kick sampling).
- Identification of various taxa (e.g. moths, butterflies, spiders, beetles, aquatic invertebrates) to species level using appropriate keys.
- Appropriate display of invertebrate collections (e.g. beetle pinning, butterfly mounting, soft bodied invertebrates etc.)
Biogeography examines spatial and temporal patterns of living organisms over the Earth’s surface and highlights fundamental processes and causal factors which determine these patterns such as climate, evolutionary history, continental drift, spatial area, isolation, succession and disturbance. Key themes such as biodiversity and the history and development of ecological communities through time run through the whole module. The module culminates in exploring the impacts of human mediated changes to organism distributions, particularly the effects of habitat fragmentation and invasive non-native species.
RATIONALE
This module places community ecology into a larger spatial and temporal context and much of the content forms the theory that underpins conservation biology. The applied issues of habitat fragmentation and non-native species introductions are particularly useful to illustrate and explain the theoretical concepts. This module is also key in developing familiarity with locating and reading scientific papers through having regular discussion seminars around particular papers. Furthermore, students will present an example paper to tutors and peers in a formal oral presentation. The skills of summarizing papers, translating scientific writing into a presentable form, and delivering an interesting talk are of high value for employability so this module builds on the introduction to such skills at Level 4 and prepares students for their significant dissertation talk in Level 6.
INDICATIVE CONTENT
- Patterns of distribution, biomes, biogeographical zones, phylogeography
- Community structure, species diversity and diversity gradients
- Island biogeography – species area curves, colonization and extinction, application to habitat fragmentation
- Community development – shifts in community structure, environmental filters in primary and secondary succession
- Holocene vegetation change and reconstruction – palynology and molecular evidence
- The Amazon – a case study of species richness
- Disturbance ecology and fire ecology
- Alien species – when geographical barriers are crossed
This module provides an understanding of several aspects of general Biochemistry and Metabolism. The students will obtain a global perspective on biomolecules, and the different types of anabolic and catabolic pathways, as well as basic concepts in enzymology and eukaryotic and prokaryotic cellular energetics.
RATIONALE
The module plays a central role in understanding several advanced concepts in the field of Life sciences, which are essential for future employers in a wide range of different professional areas. In addition to the theoretical aspects of this module, students will be able to develop a range of transferable and subject specific skills for their later careers, such as basic laboratorial techniques, recording and analysis of experimental data, information retrieval and research, synthesis capabilities, and presenting scientific information to both specialised and non-specialised audiences.
INDICATIVE CONTENT
- Biomolecules Membranes and subcellular compartments
- Cell Signalling
- Enzymes and enzyme kinetics
- Eukaryotic and prokaryotic cellular energetics
- Main Metabolic Pathways
- Fermentation
- Anaerobic and Aerobic Respiration.
This module provides a basic understanding of the principles of biotechnology and its practical applications. The students will be introduced to the advances in biotechnological applications and their importance in a wide range of disciplines including agriculture, industry, and medicine as well as their limitations.
RATIONALE
The module plays a central role in providing a global understanding of the different branches within biotechnology, enabling the student to investigate future career options. In addition, students will develop a range of transferable and subject specific skills required by employers such as critical evaluation of scientific evidence and its interpretation as well as the ability to critically analyse and synthesise information.
INDICATIVE CONTENT
In order to provide a global view of different biotechnological applications, the module will consist of sessions in which these different aspects will be addressed such as:
- Agricultural, environmental and marine biotechnology
- Nutritional biotechnology
- Medical biotechnology
- Industrial biotechnology
- Bioinformatics
- Legal and ethical aspects of biotechnology
Human Genetics is the study of inherited and acquired genetic conditions at a variety of levels. This module builds upon the fundamental principles of molecular biology and genetic inheritance studied at L4. It will introduce students to inborn errors caused by inherited and acquired mutations, both in the nuclear and mitochondrial DNA and will discuss modes of inheritances and their impact on families and personal lives. This module discusses human-related genetics on a molecular, clinical and pathological level and will close with a comprehensive discussion about the role of epigenetic effects, as well as environmental and population genetics studies.
RATIONALE
Throughout our lives, humans are under threat from a great range of potential diseases. These differ greatly in their source. One might inherit specific gene abnormalities or a predisposition to specific diseases. Genetic diseases can be monogenetic, multifactorial, early or late onset, treatable or fatal. Some conditions are affected by the patient’s direct engagement with the environment or their diet, others are unaffected from any interaction. With the progress in DNA and genome analysis and interpretation many genetic conditions are today well understood and on a cellular level exceptionally characterized. Nevertheless, some devastating conditions including Huntington disease and inherited cancer syndromes as well as less severe but much more common multifactorial conditions as asthma or diabetes type 2 have clearly a genetic component, but their association is less well understood. This module builds on the themes and concepts developed in Introduction to Cell Biology and Anatomy and Physiology at Level 4 or similar modules studied elsewhere. Students will learn human genetic concepts and principles on molecular, clinical and pathological level add will apply learnt knowledge to cases discussed in class. Diagnostic procedures, therapy and their current limits and future outlooks are discussed. This module will also investigate the impact of ethical considerations of genetic counselling. Epigenetic effects and their impact from past and for future generations as well as the role of epigenetic manipulation for stem cell research will be introduced in this module. Founder effects and the role of isolates for rare diseases will be a feature when introducing both, population genetic studies and genetic risk assessment calculations including Bayes’ Theorem (A-priori vs posterior calculations).
INDICATIVE CONTENT
- Molecular Human Genetics
- Clinical Genetics including Case Studies
- Molecular Pathology in Human Genetics
- Chromosomal Aberrations and their molecular origin
- Pre- and Postnatal Diagnostic and Genetic Counselling including Case Studies / Ethical implications
- Therapy for Genetic Conditions – Limits and outlook to the future / Stem cells and their therapeutic potential
- Multifactorial disease and their genetic components – Linkage vs Association Study and their knowledge gain for us
- Isolates and other populations
- Human population genetics
This module will examine the applications of genetics including the areas of conservation, food production, health and medicine, with the evaluation of attendant ethical considerations as appropriate. The course will utilise a series of detailed case studies, exploring the relevant primary literature and examining how this has actual or potential practical applications. These examples will cover the broad range of disciplines in which genetic understanding is now being applied. This module covers several important fields including medicine (e.g. disease diagnostics), food production (GM crops), conservation, taxonomy and forensics.
RATIONALE
Genetics is the most rapidly advancing area of biology with applications far beyond academia. With the advent of DNA sequencing technologies this area of biology has developed at a breath-taking pace in the last two decades and has contributed to many advances in numerous areas. It is also one of the most controversial with topics such as genetic engineering and cloning proving to be contentious issues. This module will explore the technical aspects of genetic applications and will look at case studies as well as investigating the ethical implications involved.
INDICATIVE CONTENT
- Performance of clones in forestry in climate change scenarios
- Genetic screening for disease
- Gene therapy
- Forensics
- Conservation e.g. DNA barcoding for species identification
- Genetically Modified Organisms and applications for crop improvement
- Conservation, pedigree lines and zoos
- Phylogeny, DNA sequences and hypothesis testing
- Ethical considerations
Epidemiology is the study of factors affecting the health and illness of populations. Students following this module will develop an understanding of patterns of disease occurrence, how these patterns are monitored and, if these patterns change, how the causes are investigated. There will be a strong emphasis on data interpretation to demonstrate these themes.
RATIONALE
In this module students will focus on the factors affecting health and illness within populations. In order to do this students will need to understand how disease patterns are monitored both nationally and globally, how changes in disease patterns are investigated and how public health strategies are formulated. With globalisation resulting in the spread of communicable diseases at a faster rate than used to be the case, and lifestyle and environmental issues leading to new disease spectra in the more developed countries, this module will be highly relevant to all students. It will require students to appreciate the evidence-based approach adopted in epidemiology and the basis of and uncertainties associated with recommendations that are made. The module would be a valuable complement to the Level 5 module SCI2326 Biology of Disease which addresses how diseases affect the individual.
INDICATIVE CONTENT
- Historical patterns of disease in Britain
- Contemporary disease patterns, local, national and global, including both communicable and non-communicable diseases
- Study designs for identifying causal relationships including the Bradford-Hill Criteria
- Population-based health management
- Role of statistics and statistical analysis in identifying disease pattern changes and causal relationships
The module will provide students with a comprehensive understanding of the importance of plants to human well being in economic and broader cultural settings. Students will develop their understanding of the importance of plants in terms of human utility and less easily quantified areas such as aesthetic, symbolic and general well being. The manipulation of plants through traditional and novel methods will be explained and through these the need for plant conservation. Students will study practical methods of ex-situ plant conservation, breeding and biotechnology including micropropagation, in addition to the ability to analyse data related to ethnobotany and ecosystem services.
RATIONALE
Humans have utilised and manipulated plants for thousands of years as crops, drugs and raw materials. Modern molecular tools allied to traditional plant breeding has been used to improve the plant resources that humans have available to them. There is a further need for research into biofuels and pharmaceuticals and plant scientists are at the forefront of this expanding field. This module will develop understanding of plant specific areas of these fields as a basis for students entering into careers in biotechnology and agricultural sciences. Plants also have huge cultural importance across the globe. This includes plants as symbols of life stages and religious significance. There is now increasing evidence that working with plants is beneficial to both physical and mental wellbeing. The aim of this module is therefore to consider the relationship between plants and humans across a variety of fields.
INDICATIVE CONTENT
- Ex-situ plant conservation – botanic gardens, seed banks, tissue culture
- Economically important plants – biotechnology, pharmaceutical resource, crops, impact of disease, centres of diversity, artificial selection, selective breeding.
- Ethnobotany – the cultural and social importance of plants, importance of plants in human well-being and horticulture.
- Ethical issues. Who owns a plant and its products?
- Plant Awareness Disparity
Full Year Modules
The following modules are taught across both semester 1 and 2, you can only choose these modules if you are studying with us for the full academic year.
This module provides the knowledge which will enable students to recognise major taxa and to appreciate their evolutionary origins and relationships. It also provides the conceptual framework to understand these origins and relationships through study of the taxonomic hierarchy, the fossil record, phylogeny and the major events in the development of biodiversity. Further, it explores the diversity of organisms on the planet from a broad range of groups including microbes, invertebrates, amphibians, mammals and birds.
RATIONALE
An understanding of the full range of organisms and the major taxonomic groups into which they are classified is fundamental to whole organism biology. The course underpins the taxonomic work which students may choose to undertake in Levels 5 and 6. It provides a framework for understanding the evolutionary relationships between major groups as well as providing a basic understanding of mass extinction events on their impact on biodiversity across geological time. In addition to these theoretical and applied module elements, this module provides a platform on which identification skills can be developed further in subsequent years. An ability to identify organisms is a declining skill amongst biology graduates yet increasingly in demand amongst potential employers. Further, the module will will develop a range of transferable and subject specific skills to enhance employability, including microscopy and slide preparation, and information retrieval.
INDICATIVE CONTENT
- The origin of life
- Taxonomic hierarchy: it’s historical development and difficulties of classification
- Prokaryotic variation
- Origin of Eukaryotes
- Geological timescales
- Diversity of plants, fungi, invertebrates, chordates and notable minor animal phyla
- Mass extinctions
- Human evolution and the Anthropocene.
This is a field-based module typically based at the University in late May /early June, providing students with their first opportunity for detailed study of a particular group of organisms. The module introduces the full range of plant diversity across a wide range of habitats alongside supporting laboratory work using keys and microscopes. The module also incorporates coverage of the National Vegetation Classification (NVC), the standard method for classifying British vegetation.
RATIONALE
Despite its inherent academic value field skills have suffered a severe decline in British H.E., although there is increasing demand for such skills in both the government and private sectors. Hence its position on the Biology degree will enable graduates of this course to have significant employment opportunities open to them. In addition, a familiarity with plant groups and habitats allows the theoretical work undertaken elsewhere in the course to be placed in a practical context. It also introduces and develops the fieldwork skills developed across several other modules (especially SCI 1112 Ecology), it significantly progresses the area of biology introduced in SCI 1113 Biodiversity, and forms a useful background to the work undertaken in SCI 3309 Biodiversity and Conservation.
INDICATIVE CONTENT
- Identifying angiosperms from floral features
- Use of keys
- Recognition of major plant groups from a variety of habitats
- National Vegetation Classification (NVC) survey and identification methods
- Herbarium skills
- Collection, preservation and preparation of plant specimens
- Legal consideration of collection
- The value of plant records
- Identification and dissection of appropriate material to allow identification of difficult plant groups (e.g. sedges, grasses, mosses)
This compulsory module is designed to develop essential skills in biological research and data analysis so that students have a sound base for their future choice of dissertation research in a broad range of biological fields. It begins with sessions on experimental design and statistical analysis with varied types of data, following which students design and carry out a study of their own in small groups, complete a risk assessment and ethical approval. Students present the study as a research poster in a format similar to that of scientific conferences. This module will also provide the opportunity for students to reflect on progress on the programme and consider employability. The student will highlight skills and knowledge acquired to date, and identify gaps which may be fulfilled either through choice of research topics, modules or through additional activities (e.g. voluntary work).
RATIONAL
The skills of experimental design and sampling theory which underpin The Scientific Method have been encountered in Level 4 modules but are here developed further in preparation for the Dissertation at Level 6.The development of students’ biological research skills has been guided by the following QAA Benchmark statements for generic standards in the Biosciences:
- Be able to plan, execute and present an independent piece of hypothesis-driven work (e.g. a project) within a supported framework in which qualities such as time management, problem solving, and independence are evident.
- Have ability in a range of practical bioscience techniques, including data collection, analysis and interpretation of those data, and testing of hypotheses.
- Be able to record data accurately and to carry out basic manipulation of data (including qualitative data and some statistical analysis, when appropriate) (QAA, 2007: 10-11)
Awareness of employability is a becoming increasingly important for graduate students, particularly understanding the rangeof skills and knowledge that has been acquired over the course of the degree programme and how these can be used in a range of professions.
INDICATIVE CONTENT
- Research project design and the implementation process
- Hypothesis testing and The Scientific Method
- Practical skills in laboratory and/or fieldwork
- Use of analytical and statistical techniques including analysis of variance, regression, non-parametric tests and
- multivariate analysis
- Data presentation and research posters
- Critical review of research paper/report
- Planning for dissertation research projects and writing dissertation proposals
- Ethical issues
- Health and safety and fieldwork
- Employability planning and graduate skills; CV updates
Business School Provision
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
The module aims to provide a comprehensive foundation to the study of management from both theoretical and practical perspectives. It seeks to consider the conceptual frameworks relevant to the behaviour of individuals and groups in organisations, and the issues which are raised in their management. The module focuses on three themes; rational modes of management, people strategies and contemporary issues in the workplace. This module provides a platform for many other modules studied at levels 5 and 6.
RATIONALE
Contemporary management issues arise from an historical and international relationship between management, organisation and society. The module examines this relationship within a critical, interdisciplinary framework. The module provides both an introduction to the functions and activities of management and organisation and a framework for understanding their consequences for people within the workplace and for society, whilst allowing students to develop skills associated with academic enquiry, writing and debate.
INDICATIVE CONTENT
There are three major themes to this module. The first provides students with an understanding of the major developments in modern management since the latter half of the 20th century. The second theme considers moves away from rational models where organisations became increasingly interested in developing strong corporate cultures, improving flexibility and devising Human Resource Management (HRM)-type people management strategies. In theme the module explores contemporary issues with emphasis placed upon discussing the impact of technology, globalisation and identity. This module provides a platform for many other modules studied at level 5 and 6.
Human resource management (HRM) is the strategic and coherent approach to the effective and efficient management of people in a company or organisation such that they help their business gain a competitive advantage. It is designed to maximize employee performance in service of an employer’s strategic objectives. HR departments are responsible for
overseeing employee benefits, talent recruitment, training and development, performance appraisal, and reward management. HR also concerns itself with organisational change and industrial relations, or the balancing of organisational practices with requirements arising from collective bargaining and governmental laws. This module is designed to provide theoretical and practical insight into the challenges associated with contemporary people management across the employee life cycle. It explores manpower planning, retaining and managing talent, employee voice and conflict resolution.
RATIONALE
A manager needs to manage all elements of the business and the management of the human resource can be very challenging. This module will look at the processes behind people management. The necessity of constructively and professionally managing within the Human Resource function is more critical now than it has ever been to provide competitive advantage to business. The module offers theoretical and practical insight into the challenges and opportunity that effective management of people can bring to business sustainability and success.
The module is designed to link brand strategy and positioning to the creative aspects of branding, therefore preparing students for the marketing, marketing communications and branding industry by building a clear bridge between creative solutions and formulating strategy. Campaigns and strategic planning are an essential part of marketing communications and studying campaigns will enable students to analyse the suitability of various techniques measured against objectives and outcomes. The module requires students to examine the elements required to build successful brands and specifically the use of traditional and contemporary media, especially integrated digital campaigns as part of marketing communications.
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This module examines the role of marketing communications in building brands. Branding is a central concept in marketing. It is fundamental to the success of many products and organisations as it signals a product’s positioning strategy to the marketplace, enables companies to establish their corporate reputation, and that of their products, and through the creation of strong brands and brand equity can build customer value. The module is designed to link brand strategy and positioning to the creative aspects of branding thus preparing students for the marketing, marketing communications and branding industry by building a clear bridge between creative solutions and formulating strategy. Campaigns and strategic planning are an essential part of marketing communications and studying campaigns will enable students to analyse the suitability of various techniques measured against objectives and outcomes. The module requires students to examine the elements required to build successful brands and specifically the use of traditional and contemporary media.
This module offers a critical examination of leadership ethics and its pivotal role in driving organisational change. It equips students with the analytical tools necessary to evaluate the ethical dimensions of leadership and the moral responsibilities leaders hold. Through a combination of theoretical insights and practical case studies, students will explore how ethical leadership influences organisational culture, stakeholder engagement, and decision-making processes. The module also encourages reflective thinking on the challenges leaders face in maintaining ethical
standards during periods of change. Assessment is through an individual report and a group presentation, fostering both independent and collaborative learning.
RATIONALE
In today’s dynamic business environment, ethical leadership is crucial for fostering sustainable organisational change and building trust among stakeholders. This module addresses the need for leaders who can navigate ethical dilemmas and drive positive change while upholding ethical standards. It aims to cultivate a deep understanding of the complexities of ethical decision-making in leadership and its impact on organisational success. Through critical analysis and reflection, students will be prepared to confront ethical challenges in their professional careers, making them invaluable assets to any organisation.
Supply Chain Management in a global context, is the set of processes required to strategically manage materials and product flows from suppliers through to the final customer in order to achieve competitive advantage. This module looks at the theoretical background of supply chains and considers their practical perspectives from a global perspective. It will consider how effective supply chain systems can become key business enablers. The module also considers how international supply chains must form a significant element of the strategy of any organisation operating on a global basis.
RATIONALE
Global Supply Chain Management is essential in today’s interconnected business environment, where organizations operate on a global scale and face increasing competition. Effective supply chain management is crucial for companies to gain a competitive advantage, enhance customer satisfaction, and drive profitability. By understanding the theoretical foundations and practical perspectives of supply chains in a global context, students will be equipped with the knowledge and skills needed to navigate the complexities of modern business operations.
In this final year module, students will consider the way in which globalization has transformed the world of business, and consider how companies internationalize to take advantage of the opportunities which an interconnected global economy presents. We will develop our understanding of markets themselves, while also considering how business leaders must evaluate
and analyze constantly shifting environments. Specific attention is given to the different market entry methods, and to understanding the general (contextual) and immediate (operational) external environments. Through a critical evaluation of developments at the international level, we aim to better understand how global issues impact on marketing strategy and the decision making process business leaders must go through when considering international expansion.
RATIONALE
Global Marketing Management builds on students’ knowledge of marketing to consider the specific challenges of marketing overseas. The module requires students to develop their skills in a range of key areas including business analytics, market research, and problem solving.
This module explores the practical application of analytical techniques within organisations to enable evidence based decision making. The module pays attention to the functional design of organisations and the ways in which analytical methods are being applied to inform decisions in different functional areas, and more importantly, cross functional implications of operational decision making.
RATIONALE
The digital revolution has resulted in an exponential increase in the amount of data that is generated in society. Whilst business professionals understand that an ability to analyse data will provide them with insights that will inform and guide their decision making processes the majority of organisations still report significant gaps in their ability to derive insights that guide their decision making from the data they generate. This module will attempt to bridge the gap between data science and business decision making by introducing students to the fundamentals of data, analytics and data visualisation through a practical approach that integrates analytical capabilities within the context of organisations functions and strategies.
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
To provide students with the ability to apply and evaluate theories, concepts and techniques of business finance within the context of the financial decision-making process.
Good knowledge of business finance is a key skill in managing a business in the current political, economic, and social environment. Modern business models are placing greater emphasis on accurate financial and managerial decision-making, including the meticulous pricing and close management of costs to attain a strategic advantage over competitors. This module offers students the opportunity to actively enhance their knowledge and skills in business finance enabling them to develop effective decision-making abilities in a practical context.
Introduction to the fundamentals of finance
- Business types
- Sources of finance
- Business tax basics
Making financial decisions in business involving the planning, controlling, and monitoring of financial activities
Introduction to Financial Statements
Investment appraisal
Costing classification
Budgeting
Cost Volume Profit Analysis (Break even, Margin of Safety, Contribution)
The Triple Bottom Line and Business Sustainability Overview of computer accounting systems in business
This module introduces the fundamental concepts and theories organisational behaviour. The module also discusses key stakeholders of organisations from a contemporary perspective. It aims to lay the foundation for future learning and developing capabilities to navigate within organisational ecosystems.
In the wider global context, it is crucial to understand human behaviour within and human interaction with hard and soft elements of the organisation. Understanding the human element facilitates improving human capacity and capability, enhancing dynamic capabilities, and strengthening the agility of the organisation. In the academic context, this module prepares students to understand the wider ecosystems and advanced theories of organisational behaviour.
1. Introduction to the module and its assessment: This is the first session of the semester. In this session, key module resources are introduced.
2. Classical Era: This session is the first phrase of the introduction of historical development of how people are managed within organisational contexts.
3. Neo-classical Era: This session is the second phrase of the introduction of historical development of how people are managed within organisational contexts.
4. Modern Era: This is the third phrase of the introduction of historical development of how people are managed within organisational contexts.
5. Personality, Perception and Systematic Errors in Perceiving Others: This session introduces personality as a tangible and measurable phenomenon.
6. Groups and Teams: This session is the first step to look into the organisation as a structure.
7. Organisational Culture: Culture is a particularly critical element of organisations especially diversity is the case.
8. Motivation and Engagement: This session aims to take students to the realm of motivation and engagement.
9. Leadership: This session aims to introduce leadership theories as an interconnected concept to other intrinsic and extrinsic organisational processes and actors.
10. Contemporary Approaches in Organisations – Equality, Diversity, and Inclusion (EDI)
11. Contemporary Approaches in Organisations -Migration
12. Reflection
This module aims to provide learners with an understanding of and an ability to apply a range of mathematical and statistical concepts and techniques to a variety of economic situations. Descriptive statistics and techniques used for summarising and analysing data are fundamental to the work of business and economics professionals which allows one to present information to a wide range of participants. The use of probability, statistical tests, different set of distributions will allow one to analyse risk, uncertainty, and data to derive interpretive results. Basic probability rules are needed for analysing the importance and significance level of explanatory variables. The relationship between variables are used in the area of business planning and economic analysis. Different set of basic economic indices are provided which could be implemented in different subject areas of economics and interpreting economic situations.
RATIONALE
This module primarily introduces statistical concepts and techniques associated with economics and business. It provides core skills needed for rigorous study of economic analysis in any economic subject areas. Topics covered in this module provide foundations for economic analysis and analytical skills to derive results for interpreting economic and business situations and will contribute to the graduate employability skills.
INDICATIVE CONTENT
Index numbers – Indices for economic data such as unemployment and price, cost of living indices, inequality and poverty measures
Summarising and analysing economics and business data through descriptive statistics
Use of probability and probability distributions to make decisions under uncertain economic conditions.
Confidence intervals and hypothesis testing – Estimate accuracy of the significance of economic analysis with the small and large economic data. Evaluate the significance of the economic conditions.
Correlation, simple and multiple regressions – Association between economic variables, and their graphical and statistical presentation. Understand the statistical significance of relationships between economic variables
The two main foci of this module are encouraging students to develop an awareness of the need for market intelligence. and a knowledge of the mechanisms by which market intelligence is gathered. This module focuses on the nature of information required to make informed marketing decisions; the methods used to gather such information; the ways of interpreting and applying the resulting data and how the information is stored and retrieved.
RATIONALE
Market intelligence underpins all aspects of marketing with marketing research, and it is essential that marketers have commercial awareness of the markets they operate in or intend to enter; it is the key to informed marketing decisionmaking. Understanding the market in which you are operating and your customers, in terms of who they are, what they value, why they buy the products they buy, where they buy them from and what needs are not being fulfilled is fundamental to creating a marketing orientated organisation.
INDICATIVE CONTENT
The marketing research process, secondary research, qualitative data collection, quantitative data collection, the survey instrument, sampling, questionnaire design, marketing information systems, basic data analysis. Introduction to widely available sources of secondary research including commercial sources and government sources such as the Office for National Statistics.
Marketers have a range of tools available to them to influence consumers and communicate the value of their products to them. This module introduces these promotional tools and techniques.
Throughout the module students will be introduced to a range of concepts and theories to help us critically explore Marketing Communications – and to analyse and understand the techniques, tactics and strategies used by marketers to reach their target audiences effectively.
Students will be required to put this understanding into practice in the coursework assignment, using the concepts covered in class to frame an analysis of a marketing campaign of their choice.
Students will be expected to identify, gather and analyse a range of marketing materials including advertisements, video content, social media content, public relations materials, press releases and other information. The objective here is to understand not only what marketers do, but how and why they select certain tools, channels and messages to reach their target audience and persuade them to purchase the products or services on offer.
The module builds on semester one introductory modules on the principles of marketing, to focus on the promotional strategies developed, adapted and applied by marketers.
Students will expand their understanding of the promotional function of marketing with a focus on advertising, sales promotions, public relations, direct marketing and personal selling. In terms of student development, the module requires students to develop knowledge and conceptual understanding, and to apply a theoretical framework in the analysis of a marketing campaign.
This module introduces students to the principles and practice of Operations Management. In a world of scarce resources, there is a need to manage the production of goods and services in an efficient and effective manner. Operations Management introduces students to current and contemporary concepts in the field and is a significant underpinning for the study of business and management.
RATIONALE
Understanding Operations Management is an important part of organising and maintaining the effective and efficient production of all goods and services. The subject area is important to all areas of business and management and provides the foundation for students to integrate the concepts/theories into other business modules, wider subject areas and actual business operations in the workplace. Operations Management is an area of study that recognises the scarcity of resources and supports sustainability by making the most effective use of available resources. Building from basic economic concerns, Operations Management considers the practical organisation and apportionment of scarce materials in the production of goods and services, and seeks to ensure output is managed to provide competitive provision in the marketplace.
The module provides an overview of key concepts in strategic management. Students will explore the fundamentals of strategy, including defining mission and vision statements and understanding different strategy horizons. They will learn to analyse the external environment through industry, competitor, and macro-economic analyses, as well as assess internal environments focusing on resources, capabilities, value adding activities and competitive advantage. The module also covers strategy formulation and implementation and teaches students how to evaluate strategies. Corporate-level strategies including strategic alliances, mergers and acquisitions, joint ventures, and integration processes will be discussed, along with global strategy considerations such as entering foreign markets, leveraging location advantages, and navigating institutional challenges. Ultimately, the module aims to contribute to students’ comprehensive understanding of the strategy process.
RATIONALE
Business students are required to develop a familiarity with the rapidly changing, global environment in which organisations operate, this requires students to develop an understanding of the factors influencing the strategic direction of organisations. This requires students to develop a critical understanding of strategic analysis, strategic decision making and strategic processes within and between organisations. It also requires students to adopt an inter-disciplinary approach that draws upon their learning in other modules and any relevant experience that they possess.
The UK Digital Strategy is anticipated to significantly enhance the contribution of the nation’s tech sectors to the economy. The UK stands as Europe’s foremost data market, growing at a rate notably higher than the broader economy. This context has seen a surge in business strategies emphasising a transition from traditional economic systems to a digital-centric framework. From an economic standpoint, this transformation has spurred the creation of innovative business models. Concurrently, consumers have gained a more substantial influence in economic interactions, which has been accompanied by escalated concerns surrounding data privacy, collection, analysis, and usage. This module seeks to investigate a specific dimension of this transformation, rather than attempting to encapsulate the multifaceted changes permeating society, commerce, and the socio-political landscape that collectively form the ‘Digital Economy’. Specifically, the module will focus on how the growth in digital goods and services has been a catalyst for changes in the ways organisations develop and implement strategies. The objectives of this module are manifold: · Alignment with QAA Guidance: In compliance with QAA guidance (refer to the QAA guidance document on Enterprise and Entrepreneurship), this module is designed to foster students’ ability to generate ideas, cultivate proactive behaviours, and build competencies that are integral to making things happen. Moreover, it aspires to arm students with the essential knowledge, attributes, and skills required for navigating a digital enterprise or creating digital products or services. Conformity with QAA General Business and Management Benchmarks: The module is devised to align with QAA benchmarks for general business and management. It imparts understanding into the structure of organisations, the business environment they operate in, and the dynamic nature of commerce, while also contemplating the future of organisations in a global setting. Additionally, it develops knowledge in the realms of digital business, business policies and strategies, innovation, and corporate social responsibility. · Fostering Employability Skills: With an economic landscape that is evolving towards high-skilled and high-paying jobs, this module aims to prepare students to be adaptable and proficient professionals poised to excel in such an environment.
The advent of the internet, coupled with the proliferation of mobile devices, has revolutionised business and society, forging a new economy teeming with creativity, opportunity, connectivity, and content. This module delves into this ‘digital economy’, shedding light on the fundamental concepts that underpin commercial activities. Furthermore, it examines how existing theories of competitive advantage and value addition can be adapted or transformed in the context of digital goods and services, which are intangible in nature. The module extensively employs case studies to exemplify emerging research on the alterations in organisational strategy and the underlying business models due to digitalisation. Students are encouraged to investigate and analyse
real-world digital products. Within the digital economy, the nature of competitive advantage evolves. Digital goods and services can be distributed globally with ease, and innovations can be implemented swiftly. These factors, along with the ability to personalise services and harness data for insights, create new dimensions for gaining a competitive edge. This transformation necessitates a fresh perspective on the strategies and approaches traditionally employed in a physical market. As such, participants in this module will gain a deep understanding of the unique characteristics and potentials of digital goods and services, and how these can be leveraged to carve out a competitive advantage in an increasingly digitalised world.
RATIONALE
This module is designed to equip students with a comprehensive understanding of the global economic landscape within the broader context of a Business and Management degree. Acknowledging the influence of international forces on contemporary business operations, the module aims to cultivate in students the ability to analyse and appraise trade and FDI theories, interpret currency theories, critically analyse world markets and economic models, and stay aware of the current state of the world economy and major economic issues. By bridging theoretical insights with practical applications, the module prepares students to navigate the complexities of international economics and enhances their capacity to comprehend and contribute effectively to the dynamic global business environment.
RATIONALE
It has to be recognised that this module will sit within a broader Business and Management degree. Business operates today in an international environment, and even if not actively involved, all businesses are subject to international influences. It is important that students, as potential managers, understand the role of national and international macroeconomic change, and the diversity of markets. It is also vital that, as students of Economics, they appreciate the theory underpinning international exchange. Throughout the module, a connection will be made between theory and the real world of international exchange.
The module provides students with an in-depth exploration of tools, techniques, and best practices for proficiently monitoring and analysing social media data in relation to text, images, actions, networks, search engine, and multimedia . Given the rapid expansion of social media platforms, businesses and organisations must utilise data analytics to refine strategies, enhance performance, and foster genuine engagement with their intended audiences. By offering a holistic approach, this course equips participants with the necessary framework to effectively utilise social media monitoring and analytics, enabling them to extract valuable insights and make well-informed decisions within the contemporary digital environment. On successful completion of the module, they will be able to understand the output of such tool and interpret the results which lead to marketing decisions.
RATIONALE
As companies are collecting large amount of data, marketing decisions made by them has become data-based. More companies are now heavily investing in marketing analytics. Therefore, analysing the “digital footprints” in a meaningful manner is essential. Due to the unstructured nature of data, understanding behavioural patterns is complex. This course aims to provide a background understanding of analytics in relation to marketing strategy and communication.
Contemporary approaches to marketing require a consumer focus strategy. This module provides a comprehensive insight into consumer behaviour, from identification of needs to final satisfaction. It assists students to understand, analyse and predict various aspects of consumer behaviour and plan informed marketing strategies in different sectors. Students will gain experience in understanding and analysing the behaviour of consumers from different angels which marketing practitioners deal with.
RATIONALE
Consumers are the centre of marketing strategies and therefore understanding their behaviour is fundamentally important. Successful decisions, involved in devising an effective marketing mix for a product or service, rely on thorough knowledge of consumers. In addition, current emphasis on managing a long terms relation with consumers, personalized targeting strategies, and new trends in analysing behaviour has made this discipline increasingly more important. Consumer behaviour is also closely related to marketing research.
The module explores the process of strategy formulation and implementation and considers how the decision making process influences the choices made by those involved in deciding the strategic direction of organisations.
RATIONALE
The rapidly changing environment in which organisations operate requires students to develop an understanding of the factors influencing the strategic direction of organisations. This requires students to develop a critical understanding of how psychological, political, economic, social, cultural, and technological factors influence decision-making and the subsequent formulation and implementation of strategy in a range of different types of organisation. It also requires students to adopt an inter-disciplinary approach that draws upon their learning in other modules and any relevant experience that they possess. The module also provides an opportunity for students to develop cognitive skills such as critical analysis and evaluation, communication skills (both oral and written), team working skills, and skills in decision-making and creativity.
An understanding of the financial implications of decisions taken by businesses is vital for managers and investors. This module provides an oversight into the core financial and accounting concepts businesses must adopt including the role of the Strategic Finance and the relationships with Corporate Finance. The module introduces some of the techniques used in financial decision-making, including the complex issues involved in the financial appraisal of long-term projects and investments.
RATIONALE
The primary focus of this module is to provide an opportunity for those students with an interest in developing their finance skills to so do, and to give a deeper understanding of the theory and practice of strategic financial management and the world of corporate finance and investment management. Students will have the opportunity to develop skills on Bloomberg Terminal and open-source analytical sources such as Yahoo Finance
The module is designed to provide exposure and insights into the growing importance of managing human resources in a globalised world. It aims to develop critical awareness of why/how businesses expand across borders and encounter a myriad of challenges related to managing diverse workforces, navigating complex legal frameworks, and adapting to cultural differences. The module provides a critical understanding of the dynamics of international labour markets and the complexities of the employee/employer relationship, which is crucial for HR professionals and managers operating in multinational settings.
RATIONALE
In the dynamic landscape of global business, effective people/human resource management holds increasing importance. The need for skilled and professional management within the Human Resource domain is especially pronounced on the international stage. Managing cross-border operations requires a nuanced approach, making International HRM essential for strategically aligning human capital with diverse cultural contexts to achieve organisational goals in the face of global competition
This module is designed to immerse learners in the dynamic and complex world of contemporary economics, fostering a sophisticated understanding and critical analysis of current economic issues. It presents a detailed examination of major economic developments at both the national and global levels, highlighting their relevance to business operations and management strategies. By analyzing these subjects from a business and management perspective, the module prepares students to understand and adapt to the changing economic environment. The curriculum is intentionally crafted to encompass topics that are currently relevant and have a significant impact, ensuring learners interact with material that is both important and thought-provoking.
RATIONALE
The continual change in the economic situation, domestically and globally, and the increasing inter-dependence of economies, make it ever-more important that we understand the environment in which business operates. Managers need an understanding of these economic pressures when making decisions and planning ahead. Examples of such issues might be changes in official regulations, or government policy, which could affect businesses directly. Or they might be wider issues which will change the environment in which businesses operate, such as the sovereign debt crisis, and its implications for the Eurozone; or economic change in important markets. Economic theories obtained in earlier levels of the degree will be utilised to analyse these real-world contemporary situations and allow learners to appreciate the everchanging and multi-faceted pressures faced by businesses
All organizations require effective marketing strategy and planning. The purpose of this module is to teach marketing management and planning and involve students in marketing decision-making through a marketing simulation package. Students, working together in a team, will analyze the marketing environment, conduct competitor analysis, handle the marketing mix, and determine product portfolio positioning.
RATIONALE
Effective marketing strategy and planning are crucial for all organizations, regardless of their profit status, due to the dynamic marketing environment they operate in. Understanding this environment and devising marketing strategies is crucial for marketing managers to survive and succeed. The purpose of this module is to explain strategic marketing decision making and emphasize the significance of product design and planning in the external business environment. A marketing simulation package is utilized to involve students in the strategic marketing decision-making process.
Full Year Modules
The following modules are taught across both semester 1 and 2, you can only choose these modules if you are studying with us for the full academic year.
This module introduces the subject of new venture creation, business planning and the development stages in business start-up. Entrepreneurialism is recognised as a key element in the provision of business and management programmes. The module enables students to organise and evaluate theoretical perspectives in a practical setting whilst at the same time informing their future learning processes and outcomes. Furthermore, as careers in self-employment and small and medium sized enterprises are serious destinations, a key element to the module is a review of entrepreneurial skills and small business development through theoretical concepts of enterprise, self-employment and small business management, evaluating differing environments within which enterprise operates. This module creates an awareness of emergent business types and their markets, the factors behind small business start-ups, entry routes, funding, and barriers. A practical element includes foundational steps towards a business start-up project involving students demonstrating key skill areas such as the development stages of business planning, communication, negotiation, self-management, and problem solving, and more generic skills in numeracy, research and cognition. The combination of these aspects will enable students to critically engage in academic thinking and writing about enterprise, evaluate business ideas, choose one main idea, strategically conceptualise that idea, and prepare a business plan and model focusing on their idea could be brought successfully to market and then to pitch that idea.
The module lends itself to good academic skills development and understanding of expectations, but also to develop in both a personal and professional practice capacity. As a foundation for ongoing good studies and practice, the module creates opportunities for a range of feedback touch points, and consideration of performance, quality, standards, understanding and practice regarding functions of small business, formulating ideas, business models and plans, financing small business, strategies for growth, and professional presentation. A final part of the module gives students an opportunity to develop their reflective practice as managers using theory to inform such insights and consideration of changes going forward based on informed, evidence-based, self-reflection of key strengths and areas for development.
This module will explore entrepreneurship characteristics, behaviours, attributes, and skills as well as entrepreneurship process and the whole process of innovation from idea to product development and the conditions that must be fulfilled for innovation to thrive. It synthesizes research from a number of areas in an attempt to highlight the importance of
factors such as social and economic capital, local and regional infrastructure and the role of government in enabling (or disabling) innovation. It is intended to fulfil a number of functions, such as building upon the enterprising competencies of students who are capable of identifying opportunities and developing ventures and focus on the application of enterprising competencies and extends the learning environment into risk environment that may include legal issues, funding issues, start-up and growth strategies. It provides students with the ability to act entrepreneurially to generate, develop and communicate ideas, manage and exploit intellectual property, gain support, and deliver successful outcomes. It also provides employability and enterprising skills for students who will be facing an economy that is based on ‘high-skilled, high-paid new jobs.
The module aims to supports enterprising skills and employability by enabling students to develop the characteristics, attributes, and skills that will enable them to make contributions to the UK economy and society. Learning about entrepreneurship and innovation can provide students with alternative perspectives on their career options and the confidence to set up their own business or social enterprise. In this module, students will develop enterprising competencies, such as teamwork, and the ability to demonstrate initiative and develop original ideas. These skills and attributes are valued by employers.
Sustainability is increasingly shaping business practice and culture in the 21st century, and business has a vitally important role to play in all our sustainable futures. This module will enable students to development comprehensive and holistic understandings of sustainability and the various business and societal contexts in which these can be applied. It will explore the broad and holistic concept of sustainability as framed by the United Nations’ 17 Sustainability Development Goals (SDGs) and its integral relationship with business. Students will learn different specific ideas, concepts and theories of sustainability, the inter-connectedness of different sustainability challenges facing humanity (e.g. climate change, energy and health) and the vital role that business has to play in addressing them. They will critically analyse various climate action and broader sustainability strategies being devised by companies, and business coalitions and partnerships firms are developing with public and civil sector organisations in this area. Students will also critically evaluate how the 17 SDGs are shaping the future business agenda.
RATIONALE
The module is a crucial addition to the curriculum, designed to equip students with an advanced understanding of how sustainability is not just an ethical consideration but a core component of modern business strategy. As the imperatives of climate change and sustainability reshape global markets and consumer expectations, businesses are increasingly called upon to lead in the transition to a sustainable future. This module offers a comprehensive exploration of sustainability within various business and societal contexts, emphasizing the critical role businesses play in achieving the United Nations’ 17 Sustainability Development Goals (SDGs).
By integrating specific ideas, concepts, and theories of sustainability, the module encourages students to appreciate the complexity and interconnectedness of challenges such as climate change, energy, and health. It goes beyond theoretical discussions, prompting students to critically analyse real-world strategies and partnerships that businesses are forging to drive sustainability. Through this, students will gain a holistic understanding of sustainability’s impact on business practices and develop the analytical skills necessary to evaluate and contribute to sustainability strategies within their future careers. This module not only prepares students to meet the demands of an evolving business landscape but also to become forward-thinking leaders who can navigate and influence the integration of sustainable practices in business to drive positive societal change.
This module cultivates entrepreneurial skills through real-world contexts, emphasising innovation, problem-solving, and collaboration, equipping students for success in dynamic entrepreneurial environments.
RATIONALE
This module cultivates entrepreneurial skills, fostering innovation, creativity, and strategic thinking. It immerses students in real-world business contexts, promoting adaptability and resilience. Emphasising practical application, it instils a comprehensive understanding of entrepreneurship’s intricacies. Through dynamic approaches, students navigate diverse challenges, refining their problem-solving and decision-making capabilities. The module integrates theoretical frameworks with hands-on experiences, preparing students for entrepreneurial endeavours. It emphasises collaboration, communication, and risk management, cultivating a holistic entrepreneurial mindset. Ultimately, it equips students with the skills and mindset needed for success in the ever-evolving landscape of entrepreneurship and enterprise.
Computer Science Provision
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
A practical introduction to the fundamentals of computer programming. Students will be introduced to computational thinking, the basics of algorithmic design and the analytical techniques and processes essential for specifying, designing, and implementing simple software systems. This is a foundational module for which no pre-requisites are required.
RATIONALE
Computer programming is a sub-field within Computer Science, concerned with the creation of software systems. This module aims to equip students with the knowledge and tools needed to understand and create simple software systems, helping to prepare them for job roles in a computational world (e.g., software engineers, data scientists, web-developers, project managers etc.). To achieve this, students must be introduced to computational thinking – a problem solving approach that underpins computer programming. Computational thinking advocates breaking down large problems into a sequence of small, independently completable tasks. This approach allows complex problems to be solved efficiently at scale. To instil computational thinking, students must be taught to “think” like a machine. Once students are able to employ computational thinking, they can be taught the basics of a counter programming language. This will be achieved via hands practical exercises and problem-solving activities. These activities will challenge students, whilst developing their analytical skills. Students will ultimately attain basic proficiency in a modern programming language, that supports and reinforces the notion of computational thinking.
This module is a fusion of two distinct areas in the world of Web content production: Web Design; and Web Development. The elements of Web Design on this module will include colour & design theories, layout and typography. The elements of Web Development covered will include the use of HTML, CSS and the basics of developing accessible websites.
RATIONALE
In recent years, in a response to the rapidly changing nature of the World Wide Web (WWW), there has been a considerable push towards a more standards based and accessible approach to Web site development, using tools such as HTML and CSS. In addition, there has also been an increase in the number of Web authoring tools to aid in the development of Web sites.
This module will allow students to develop a sound understanding of the WWW, the related technologies, the relationships between them and also their use, which will be a valuable asset in all aspects of work within the Web industry. In addition, the module also provides an appropriate setting to introduce some of the more powerful, user friendly Web development tools used widely in the industry today, along with HTML and CSS and developing accessible web content.
This module is designed to provide both theoretical knowledge and practical experience in web coding, teaching students how to create foundational algorithms and data-structures in a web environment. This module will enable students to create valid solutions for small-scale real-world problems.
RATIONALE
Software development for the web has made significant progress in the last decade, moving from primarily static pages to powerful and complex applications. This module will introduce the students to the fundamentals of web coding, the core algorithms and data structures, and how to ensure that their code is secure and correct. Students will be expected to apply fundamental algorithms and data-structures to solve small-scale real-world problems. Students will have the opportunity to expand their knowledge in a number of programming languages for software development in client-server model. Students will also develop the necessary skills to create, debug and test the software applications.
In this module, students will develop an understanding of the role that games engines play in the development of interactive computer games. Creating an engagingly realistic and/or immersive experience in modern a videogame depends on creating complex, dynamic behaviour of the game characters or objects. This module explores the two fundamental components necessary to implement engaging game behaviour: Physics and artificial intelligence. Students will gain an in-depth understanding of how these are facilitated through the use of games engines.
RATIONALE
Games engines play a critical role in the development of computer games. Whether games are developed for consoles, PC or mobile devices there is typically a games engine deployed for the creation of the software. Games engines offer the core functionality required to support the implementation of games. Key features include rendering engines, physics engines, artificial intelligence, networking, streaming and threading. Engines also often provide a scripting engine to assist developers create and customise software. Otherwise, programmers make use of the engine through Application Programming Interfaces (APIs) using common programming languages such as C++, C# or Java. The rationale for this module is to explore the adoption and usage of these engines as their use is considered good practice, if not essential, in the games software development industry.
This module is designed to provide both theoretical knowledge and practical skills in the basic principles of modern networking and data communications and at the same time motivate students to develop understanding and awareness of the emerging new technologies in the field.
RATIONALE
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.
This module is designed to introduce students to the basic definitions and concepts in different relevant areas of cyber security. Students will learn the key approaches to secure information (information security), to design and evaluate secure networks (network security), to evaluate the security of web services (applications security), and to understand human aspect of security. Finally, essential legal and ethical aspects will also be presented and discussed.
RATIONALE
Organisations and individuals depend on the security of their computer systems to protect those systems and the sensitive data that they store, process, and communicate. As we can see from previous data breach incidents from well-known businesses, damage or loss through accident or malicious attack can have serious implications for those affected and can threaten the existence of organisations. With the strict data protection regulations such as the Data Protection Act 2018, protecting data becomes even more crucial. Understanding and identifying the security threat and learning the essential concepts to secure computer systems and networks is required for achieving these goals.
Module aims:
- To learn about the vulnerabilities, threat on computer systems, networks, and applications, and the obligations of businesses to protect their data.
- To understand attack approaches against computer systems, networks, and applications.
- To apply appropriate counter measures against some attacks.
- To integrate the students’ skills by tackling the complex problem of system security.
In this module, students will learn about various techniques for creating artificial intelligence. The students will acquire skills in developing algorithms in Machine Learning, Artificial Intelligence, Deep Learning, Natural Language Processing etc. In the process students will also develop various programming skills in various languages (such as python and Java) and platforms such as Pytorch, Tensorflow etc.
RATIONALE
Recent advances in computing have led to the proliferation of affordable ICT devices capable of collecting and processing massive amount of information in the form of digital data. This large amount of data can no longer be analysed using traditional model-based techniques. This has prompted researchers to develop data-based techniques that can learn patterns and relationships directly from the data itself. These methods are known as machine learning or data mining algorithms. These algorithms have now matured to a level to create an impact in our daily lives. For instance, our email clients learn to filter spams from our mailboxes from our own actions. The e-commerce websites analyse human behaviour to make recommendations or select people for offers. Social media websites like twitter customize the news feeds based on the user preferences. There are chat bots on websites that can intelligently respond to user queries. Our phone cameras are smart enough to recognize its owner and allow access to the phone. Autonomous cars now use complex deep learning algorithms to analyse and understand its environment and avoid collision with other objects on the road. IBM Watson defeated human experts in a live quiz session known as Jeopardy. DeepMind’s artificial agent called AlphaGo defeated the world champion in the Go game. Our smart phones are capable of understanding our voice commands. The list is endless. Given this proliferation of smart agents in our surroundings, it becomes necessary to create a next generation workforce who are well-versed in techniques that can help support, sustain and contribute towards creating this automated and intelligent future. This module will help the students in this regard.
Students will gain an overview of the background and the need for Big Data and how Big Data methods can be exploited by different sectors. There is a need for Information Scientists to understand and provide guidance to business’ on how to leverage the most from Big Data analysis and stay ahead of the competition. The module covers the need for Big Data, the infrastructure, security issues and software that’s being developed to handle structured and unstructured data.
RATIONALE
Computer scientists, physicists, economists, mathematicians, political scientists, bio-informaticists, sociologists, and many others are clamouring for access to the massive quantities of information produced by and about people, things, and their interactions. Diverse groups argue about the potential benefits and costs of analysing information from Twitter, Google, Facebook, Wikipedia, and every space where large groups of people leave digital traces and deposit data. Significant questions emerge. Big Data is now part of every sector and function of the global economy – from retailers, to health providers, to financial services and insurance, and to governmental and non-governmental organisations. Planning and strategic decision-making processes rely on large pools of data that need to be captured, aggregated, stored, and analysed
This module introduces the student to the principles of embedded systems as essential tools for enabling many other advanced technologies we see or experience around us. The basics of the hardware and software unique to microcontrollers, as core component of embedded systems, are introduced. The student gets to program a microcontroller and applies this skill to communicate with or control external devices.
RATIONALE
Embedded systems today form the largest percentage of computer systems in service. In fact, they are more in numbers than all the other types of computer systems put together (e.g. mainframes, personal computers, etc.). This is hardly surprising as almost all moderately intelligent devices we use or rely upon (e.g. domestic appliances, mobile telephones, motor vehicles, most automated consumer products, dispensers, toys, etc.) contain one or more microcontroller devices. These embedded systems are mostly not seen, tucked away in some unreachable locations, and are expected to function for long periods of time (often many years) without fault, any attention, maintenance and often in environmentally unfriendly places. As a result they demand some unique engineering (both hardware and software) requirements. It is for these reasons that the computing students should have some appreciation of embedded systems as part of their well balanced education.
The embedded systems specialists are increasingly sought after as the systems are increasing in numbers and the technology is rapidly advancing. At the same time research in new embedded systems technology (e.g. low power requirements, smaller geometries, higher computing power, etc.) is expanding thus creating many opportunities for the computing graduates in research as a satisfying career.
In this module students will gain an in depth understanding of the principles of computer and network security, gain an understanding of the key vulnerabilities of a networked computer system and design and construct a secure network.
RATIONALE
Security is of increasing importance for a number of reasons: Society depends increasingly on computer systems; the systems are accessible from intranets and the internet, therefore increasing the risk to system integrity. Information Systems professionals need a sound understanding of the threats and vulnerabilities of a system, and preventative and recovery measures. Students will further develop analytical and evaluative skills in the context of a complex and unpredictable systems environment in order to be able to define an appropriate level of security to meet the needs of the network owner
The aim of this module is to introduce the students to the fundamental concepts in database design. To provide the student with the ability to evaluate and apply the methodologies and techniques used in the development of modern databases. Students are expected to acquire practical skills in database modelling, development and design. Developing relational schemas using normalisation and entity relationship modelling, implementing and manipulating such schemas using SQL.
RATIONALE
This module will focus on the theory and the major principles behind database design. 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. Small, medium and large sized businesses depend upon relational database management systems (DBMS) for competitive advantage. Therefore graduates who can handle, manipulate and manage database systems and resources will have the necessary core prerequisite skills demanded by employers and professional bodies
Contemporary databases perform a central role in many information systems and an integral part of e-commerce. Helping organisations manage and make available their data resources in an Information-intensive environment.
This module will acquaint students with the advanced understanding of emerging technology and appropriate skills to critically evaluate their suitability, impact and applicability to new scenarios. It will also provide students with an ability to identify and analyse ethical issues related to use of new technology for both development or research purposes.
RATIONALE
Computing is constantly changing as advances in hardware, software and methodologies results in new systems being constantly developed and new application areas being discovered.
In this module students will be exposed to a range of issues of current importance through guest lectures from staff and outside speakers. The module will also help students to develop an understanding of the professional and legal constraints within which computing specialists operate, using a ‘discursive’ 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.
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
This module is a fundamental starting point for computer systems architecture and networks. It explores how the world is underpinned by IT. It discusses how current and modern computer architectures operate and analyses the technology on which they depend. An important aspect of modern computer technology is networking. This module introduces and covers basic principles of networks, their interconnecting components and protocols used in enabling reliable communications.
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This module aims to help students develop an understanding of the essential concepts of for computer systems architecture and networks which are important for further study at level 5 and level 6. This includes topics such as binary logic, systems, and application of operating systems to support the running of multiple application software often concurrently and networking which is heavily relied on by a plethora of communications devices. The module therefore looks at network topologies, different types of networks from LANs to WANs and introduces the basic principles of protocol layers and models used in reliable data communications. Key features of this module are the way that it integrates a wide range of theory and practice to provide the students with a systemic view of the interconnections enabling them to gain knowledge and understanding of computer networks & architecture.
This module is designed to provide both theoretical knowledge and practical skills in the basic principles of modern wireless and mobile networks. It provides students with theoretical knowledge and hands-on in experience in fundamentals, set-up, configuration and testing of wireless networks. The module focuses on indoor wireless technologies (WiFi, Bluetooth, etc), cellular networks (2G, 3G, 4G, 5G), Internet of Things (IoT) and their associated application.
RATIONALE
The past decade has seen an enormous expansion in the use of wireless and mobile technologies. A further trend has been the convergence of various forms of digital communications to facilitate next generation connected networks and smart infrastructures. Wireless networks have become essential in both indoor and outdoor applications and data related services. The rapid rise in wireless devices and transformation of associated services has resulted in increased demand of wireless and mobile networks. This module, therefore explores the wireless and mobile networking technologies its strengths, weaknesses and the need to develop new solutions.
In this module, students will develop an in-depth technical and theoretical understanding of the techniques used in producing computer graphics. 2D graphics will be covered, but particular emphasis is placed on understanding 3D graphics and the fundamental requirements for implementing a 3D rendering solution. The module considers current concepts and practical applications, as well as the mathematics underlying computer graphics by exploring the human visual system.
RATIONALE
In the implementation of immersive computer games, the role that the graphics play in creating an engaging environment cannot be underestimated. Alongside gameplay as a key feature, the visual effects which have been embedded within games on all platforms has developed rapidly over recent years. From the early block-based sprites of 8-bit computer games to the photo-realistic models which are employed in the production of current games, the graphics often are a central tool for the games producers to draw players into the environment in which the game is set. The production process makes use of specialised toolsets in which models can be created and skinned. These models are then exported from the modelling tools and programmatically manipulated within the game code in order to portray animation and movement within the game. The rationale for this module is to explore the development of graphics which are appropriate for deployment within a game, to consider the limitations of the underlying platform on which the game will be targeted, and to consider the mechanisms for manipulating models within the game once they have been created.
This module is designed to provide both theoretical knowledge and practical skills in the basic principles of modern wireless and mobile networks. It provides students with theoretical knowledge and hands-on in experience in fundamentals, set-up, configuration and testing of wireless networks. The module focuses on indoor wireless technologies (WiFi, Bluetooth, etc), cellular networks (2G, 3G, 4G, 5G), Internet of Things (IoT) and their associated application.
RATIONALE
The past decade has seen an enormous expansion in the use of wireless and mobile technologies. A further trend has been the convergence of various forms of digital communications to facilitate next generation connected networks and smart infrastructures. Wireless networks have become essential in both indoor and outdoor applications and data related services. The rapid rise in wireless devices and transformation of associated services has resulted in increased demand of wireless and mobile networks. This module, therefore explores the wireless and mobile networking technologies its strengths, weaknesses and the need to develop new solutions.
This module is designed to introduce the basic concepts and areas of cyber security. The module covers areas such as information security, security risk, vulnerability, and threats. Basic network and personal security problems and measures are also included.
RATIONALE
Security became a crucial part of computer systems as it plays an important role to prevent data breaches and helps achieving business continuity and compliance with data protection regulations. It is important, therefore, to introduce to the students the basics concepts of security, approaches to identify security threats and vulnerabilities, and basic attacks and defence approaches.
Security is a complex topic and this module provides an understanding of the context and overall security issues that apply in the use of networked computer systems from a perspective of personal data protection.
This module will enable students to gain an in-depth understanding of the theory and practice of Knowledge Representation and Reasoning and it will enhance student’s programming skills in developing efficient expert systems for addressing a wide range of different complex tasks (e.g., automated reasoning, theorem provers, natural language understanding, question-answering). With regard to the theoretical content of the module, students will be introduced to fundamental computational methods for knowledge representation and reasoning such as first-order logic, ontology engineering and propositional and predicate logic. The practical aspects will enable the students to design, implement and evaluate knowledge representation and reasoning methods and analyse the strengths and limitations of these methods.
RATIONALE
Over the past decade, there has been an exponential increase in the availability of on-line data resources and thus computational methods that can efficiently manage and interpret large-scale data resources now play a pivotal role in driving business automation and in informing critical business and design decisions. To deal with rapid proliferation of available data (in both structured and unstructured formats), data processing techniques have had to adapt. By leveraging well-defined mathematical frameworks (e.g., first-order logic), Knowledge Representation and Reasoning can explicitly and accurately model information encoded in on-line data resources and can infer new and novel knowledge that is not immediately evident to (human) users.
This module will introduce students to Knowledge Representation and Reasoning methods that can be used to extract pertinent and useful from large-scale data sources. Students will be expected to learn about fundamental computational methods for representing information and inference algorithms for extracting new and implicit knowledge. They will also be expected to develop an in-depth understanding of the strengths and limitations of different Knowledge Representation and Reasoning methods and tools. Students will have the opportunity to design, develop and evaluate Knowledge Representation and Reasoning methods and apply those to real-world data-sets. Additionally, students will obtain extensive practical experience using a wide range of Knowledge Representation and Reasoning software libraries.
In this module, students will gain an insight into the issues relating to the design and implementation of user interfaces. The development of new technologies and libraries that offer richer functionality to interface developers offers the opportunity to explore different mechanisms for the creation of interfaces. Students will develop a critical understanding of these mechanisms and also the relationship between the end user, the interface designer and the software developer through the development lifecycle that takes place. Students will also gain an insight into the human factors that offer key determinants to support decisions in the design process.
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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. Technologies such as touch screens or camera devices introduce new means by which users can interact with systems, such as through gestures or voice command. This module will have the opportunity to explore these concepts through the development of applications by exploring techniques, tools and methods which are common to effective design of modern Human-Computer interfaces.
This module focuses on practical security evaluation of computer networks or systems. The aim of the module is to introduce different practical attack and defence approaches, and besides, pays great attention on the ethical aspects. It includes the examination of different real-life hacking incidents from the ethical and legal perspectives. Finally, it presents management and technical report writing skills.
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Security is of increasing importance. Information Systems professionals therefore need a sound understanding of principles and tools that can be used to test the security of a system. This module aims to raise awareness of the need for system penetration testing and provide some experience of evaluating network and web application security, both internally and externally. A key aspect is the understanding of legal and ethical issues concerning penetration testing.
Students will further develop analytical and evaluative skills in the context of a complex and unpredictable systems environment in order to be able to test the level of security in a computer system.
Information Security management is a process by which information assets are assessed in order to determine the threats and corresponding risks to those assets. It also encompasses the methods for controlling those risks. This module provides a systemic view of the process and encompasses the legal compliance issues which complement the technical security methods explored in other modules.
RATIONALE
Information assets are of critical importance to organisations in both public and private sectors. Information security therefore needs to be considered in a systematic way to ensure that a comprehensive and effective system exists for identifying and controlling risks. Furthermore, there are legal imperatives which have a critical impact on information security.
Students will develop analytical and evaluative skills in the context of a complex and unpredictable systems environment in order to be able to develop an Information Security Management System that is fit for purpose.
Education Provision
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
The aim of this module is to introduce students to some of the key concepts and developments necessary for understanding how supporting people experiencing special educational needs, disabilities, and inclusion has been shaped and experienced in different education settings and systems across the UK. Emphasis is placed on interpreting the development and enactment of SENDI support in diverse contexts and with diverse social groups.
RATIONALE
Taking place in Year 1 of the course, the purpose of this module is to offer students an introduction to the relationship between education and the everyday experiences of SENDI support for people across different social groups. As this is the first module within the ‘activist’ mode of inquiry that runs through the programme, its purpose is to provide students with a beginning sense of the kinds of inequalities that often animate questions related to SENDI, and to understand the kinds of everyday supports provided in this regard. In doing so, it acts as a foundation to Year 2’s Contemporary Approaches to SENDI in Education and Year 3’s Education for Social Change: Supporting SENDI.
The aim of this module is to introduce students to some of the key concepts and developments necessary for understanding how mental health support is shaped and experienced in different education settings and systems across the UK. Emphasis is placed on interpreting the development and enactment of mental health support in diverse contexts and with diverse social groups.
RATIONALE
Taking place in Year 1 of the course, the purpose of this module is to offer students an introduction to the relationship between education and the everyday experiences of mental health support for people across different social groups. As this is the first module within the ‘activist’ mode of inquiry that runs through the programme, its purpose is to provide students with a beginning sense of the kinds of inequalities that often animate questions related to mental health and education, and to understand the kinds of everyday supports provided in this regard. In doing so, it acts as a foundation to Year 2’s Contemporary Approaches to Mental Health Promotion and Year 3’s Education for Social Change: Promoting Mental Health.
The aim of this module is to offer students the opportunity to reflect on how education is experienced among different communities in a variety of settings. Emphasis will be placed on the complex role education plays in shaping the everyday experiences of minority groups.
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Taking place in Year 1 of the course, the purpose of this module is to offer students an introduction to the relationship between education and the everyday experiences of minoritised communities. As this is the first module within the ‘activist’ mode of inquiry that runs through the programme, its purpose is to provide students with a beginning sense of the kinds of inequalities that often animate activist approaches to education and inclusion. In doing so, it acts as a foundation to Year 2’s BED2401 – Contemporary Approaches to Inclusive Education and Year 3’s BED3401 – Education for Social Change.
The aim of this module is to introduce students to the academic study of education. Touching upon a range of academic approaches, students will explore ‘education’ across a variety of formal educational institutions (schools, colleges, universities). It will also introduce students to education beyond the conventional school-, college-, or university-based setting. Emphasis is placed on education as an experience across multiple formal and informal spaces, including libraries, museums, prisons, community settings, heritage sites, beaches, and forests. Fields trips to these settings, as well as on-site visits from those who work in them, will feature as part of this module.
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This is a Year 1 module as it provides students with an introduction to one of the unique dimensions of the programme, i.e. its focus on education both within and beyond the work of students and teachers in classrooms or schools. As it is the Year 1 module associated with the programme’s ‘community-driven’ mode of inquiry, it can also be seen as a foundation to Year 2’s BED2402 – Education in the Community: Issues and Opportunities and Year 3’s BED3402 – Leading and Managing Community Education, which are also studied under this mode.
This module will enable students to explore some of the momentous changes in the history of education in the UK, to consider how and why those changes occurred and what were their social, political, economic and ideological causes. Students will consider the historical ripples from those changes and how they have continued to inform educational debates and policies to the present day. They will be introduced to some of the most influential educational thinkers drawn from the field of sociology whose ideas have influenced and shaped the discourses on education in our society, and to make connections between changes in policy and thinking and the ideas of key sociologists within this field
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This module will enable students to develop a strong background knowledge of how and why education has evolved over time and to gain contextual understanding that will allow them to situate current and future educational debates and policies. They will be introduced to significant figures and ideologies (particularly those from the sociological field), who have shaped and informed the educational landscape of the UK over time, allowing them to understand and engage with the political, social, economic and theoretical discourses that have driven educational change in the UK. This module will also enable students to consider the ways in which a discipline develops its own history over time, and how knowledge of the past is always critical in understanding present circumstances and in planning for the future. Knowledge, skills and attitudes gained from this module will support students in their future careers, especially if they continue to work within the broad field of education.
This module is designed to enable students to develop their knowledge and understanding of the philosophy strand of education and to develop higher level academic skills in critical analysis. These skills include the ability to synthesise ideas and analyse competing philosophical positions. A key focus will be on understanding how arguments are philosophically underpinned and value-driven
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Critical thinking is a core skill which is required throughout degree-level courses. Through engagement with real-life issues in educational policy and practice, students will develop skills in questioning assumptions and challenging taken-for-granted ‘facts’. They will develop a critical awareness of how policy and reform is underpinned by value-driven philosophies and start to develop an understanding of these. This module develops and hones their critical skills, making explicit the importance of challenging ideas, analysing philosophical arguments and starting to draw justified conclusions from this.
Alongside this skills-based approach, students will be introduced to key thinkers within the field of educational philosophy. Their arguments will be examined and critiqued in relation to current issues, considering the relevance of particular social, political and economic schools of thought to education. Again, the emphasis is on developing students’ ability to question and assess competing philosophical positions, as well as starting to consider their own perspective.
Moving beyond the realm of the University, critical thinking involves a set of skills that are crucial in the world of work and are arguably the most transferable of all that they will acquire over the course of their university studies. The ability to analyse competing arguments, recognise assumptions and present justified conclusions will prove valuable across a diverse range of fields
This module investigates Buddhism as both ancient and modern, global and local. The three jewels of Buddha, Dharma and Sangha provide the lens through which Buddhism will be explored enabling students to develop critical knowledge and understanding of Buddhist history, doctrine and practice. A variety of traditional and modern sources will be explored including sutras, biographies of the Buddha and iconography. Investigation of contemporary forms of Buddhism provide a special focus linked to a small scale fieldwork study exploring pluralism within modern western Buddhism.
RATIONALE
Scholarly and popular interest in Buddhism has grown in the West leading to the development of new forms of western Buddhism some of which have their origins in counter cultural spiritual and political movements. By undertaking this module students will engage with Buddhism as both an ancient and modern tradition enabling critical investigation of the tradition as plural, diverse, dynamic and evolving. The special study of Buddhism in the west offers students opportunities to develop their understanding of theoretical and methodological issues in the study and research of religions and to engage with faith practitioners within Buddhist communities providing a strong experiential dimension to this module.
The module will draw on varied teaching and learning resources, such as external visits and individual subject-focused teaching sessions that will take a blended approach of lectures, seminars, workshops and where possible online learning in a virtual environment.
RATIONALE
This module prepares students to be able to reflect on their knowledge about religion in the key challenges and evolutions of religion in the 21st Century and on completion they will be able to reflect critically on some of the major characteristics of religion in an informed way. They will have explored a number of theoretical and methodological problems in the study of religion, and reflected on these in relation to a range of faith traditions including (but not exclusively) Christianity, Islam, Buddhism, Scientology and various Paganisms. This will then enable them to critically evaluate some of the ways 21st century religion is presented in the media and how this may affect the ideas society has about Islam for instance.
Although the dominant focus of the module is on contemporary issues, they will also be able to comprehend how these issues need to be seen in broader historical and cultural contexts, and will therefore have become familiar with a range of scholarly methods and arguments.
With competing constructs of Islam dominating the domestic and international news agenda, a thorough understanding of the complex issues facing Islam is essential for all citizens. A range of popular, stereotypical images come to mind when considering Islam in its contemporary setting. Questions raised about Islam often parallel similar questions raised globally among Muslims themselves about the decline of Islam and its place in the modern world, especially the nature of the modern secular state and the degree to which religion has a role within it, both in Muslim majority societies and those in which Muslims constitute a minority. This module will enable students to develop an in-depth and critically reflective awareness of the challenging issues that have impacted upon Muslims through recent history by drawing upon empirical research and a wide range of critical literature.
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This module is hugely important in terms of developing knowledge and understanding of policy agendas around extremism and radicalisation. Numerous recent reports have suggested that there is a need for a greater religious literacy – in terms of really understanding what it means to belong to a religion. Islam is the second largest religion globally and nationally and is increasing in terms of size and influence. Thus the aim of the module is to provide students with the skills and knowledge to explore critical issues in contemporary Islam from a balanced, and well-informed perspective. It builds upon the earlier introductory modules at Level 4 and 5. Students are confronted with some of the questions raised by Islamic history and are required to consider viewpoints other than their own. Critical dialogue is essential to the subject as studied at higher education level. Attention is given to the dominant theological narratives related to the historical development of Islam and the present state of Muslim societies across the globe. It looks at contemporary geo-political events and examines how they are shaped by historical and cultural frameworks and perspectives. Drawing upon the disciplines of theology, history and sociology, and with a focus on the experience of Muslims in Britain, it will explore a selection of key issues in the context of Muslims living as a minority and also of religious minorities of predominantly Muslim societies. It will consider the effect of external influences, such as liberal pluralist democracy, securitisation and the influence of geo-politics and representation in the modern media in helping to shape contemporary Islam.
This module will engage students in a critical analysis of the way in which literary texts have been turned into films. They will be introduced to, and then guided in their independent exploration of, a broad range of literary and film theories. Then, they will study in some depth a select number of examples of filmic literary adaptations and practice applying theory to text in order to develop more critical and reflective analyses of these cultural products.
RATIONALE
Literature studies and film studies have long gone hand in hand, and English teachers regularly draw upon film texts in their teaching as a way to engage pupils in their studies. This module will equip students with the technical specialist knowledge of film analysis in relation to literary adaptations, thereby enabling them to develop a set of intellectual and conceptual strategies for the incorporation of film into their professional practice.
This module will engage students in the in-depth study of one of the key periods in the history of literary art. The Modernist period in literature can loosely be defined as running from the very early years of the 20th century up to either the end of the Second World War, or else even to the last years of the 1950s. Trainees on this module will study a select group of primary texts from this period and then engage in analysing them against the backdrop of their studies in general literary theory and, in particular, academic publications on the Modernist literary movement. Ultimately, the aim of this module is to foster an awareness and understanding of what it is the Modernists were reacting against, and how their artistic project fundamentally shaped the art that followed in the second half of the 20th century.
RATIONALE
Modernism is one of the most important literary periods of all for the trainee English teacher, since it is possible, and not uncommon, to argue that contemporary art is either still in the midst of Modernism or else in its immediate aftermath, reacting to it. It is possible to detect the influence of the great Modernist literary artists in almost all contemporary literature of note. Many of the towering literary names of the 20th century, Joyce, Woolf, Pound, Eliot, Frost, Beckett, are firmly placed within the Modernist art movement, and an understanding of their works and artistic projects is undoubtedly vital in the general education of future English teachers.
This module provides students with a critical overview of language and schools. It focuses on the relationships between language variation, language use, language ideology and language policy within schools, and allows students to examine concrete links between theory and practice. It will allow students to explore both historical and contemporary ideas about language and schools, particularly in England, but also from international perspectives, adopting a critical and political stance on how language in schools is used in the making of social in/equality. Students will develop a strong sense of critical language awareness enabling them to enact pedagogies and practices driven by social justice and anti-racist approaches to language education. Regular links to students’ observations and experiences on school placement will be made.
RATIONALE
By the time they come to complete this module, students on this programme will have taken two other language-focused modules in Years 1 and 2. These modules provided the foundational work for the current module, where students apply this knowledge into an exploration of language and schools. Students will be able to draw on their placement experiences so far on the programme, making clear and critical links between theory and practice. The module will encourage students to engage critically with a range of issues concerning language and schools. These include how ideologies about language translate to policies and practices; linguistic (in)justice; how language education policies are designed and implemented; language variation and classrooms; literacy practices; the relationships between language and race/class; classroom talk; critical language awareness, and grammar teaching.
This module will enable students to engage in the in-depth study of one of the key disciplines of education studies. Students will explore the genealogy of a number of key aspects of the current education sector, for example: the National Curriculum; Early Years Provision; Lifelong Learning; the Exam System; Higher Education. It will build on students’ existing knowledge of the UK Education system and significant changes within it. In their summative assessment, students will analyse a current issue, using what they know from previous historical changes to formulate their own perspective on a contemporary one.
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This module will, academically, enable students to work consistently at the forefront of the discipline of the sociology of education, exploring what current researchers are investigating, where the discipline appears to be heading, and how it can continue to make a contribution to the future of education and education studies. Vocationally, this module will provide students with the subject knowledge and skills that they will be able to draw upon in understanding the evolution of whichever sector in which they end up working, being able to trace the evolution of workplaces and working practices, and, ultimately, it will give them the confidence and knowledge to be involved in contributing to the further evolution of their workplace.
Students will consider the role of the adult in supporting children’s learning and development in a range of contexts. They will develop the knowledge, understanding and skills necessary to plan, implement and critically evaluate a learning experience.
Students will study different models for ‘instruction’ to develop their understanding of the adult’s role in supporting children’s learning. They will consider the importance of identifying a clearly-defined intended outcome for a learning experience which focuses on developing knowledge, understanding, skills, attitudes or values, and of planning a coherent sequence of steps to ensure the outcome is achieved
RATIONALE
Practitioners who are working closely with children and their families in educational and wider children’s workforce settings should understand and be able to confidently take the adult’s role in supporting children’s learning and development through planning, resourcing, implementing and critically evaluating discrete learning experiences with specific intended learning outcomes. This module takes the position that these learning experiences do not only happen in classrooms and are not exclusively linked to formal educational outcomes relating to statutory curriculum expectations or assessments.
They will study the importance for all participants of talk in a learning experience, with a specific focus on Alexander’s dialogic teaching framework, and will develop the skills needed to plan for and support talk for learning. They will study cognitive load theory and its impact on learning and planning for learning, and the value of observation when assessing and evaluating a learning experience.
There will be a clear focus on developing practice; students will bring their knowledge of social, emotional and physical development, and of models for learning to their work on this module as they consider how to ensure children’s individual needs are met and interests are nurtured. They will further develop their skills of self-evaluation and reflection as they evaluate implemented experiences.
This module will support the students to develop a critical understanding of inclusion. The module will introduce students to the policy context, theories of inclusion and implications for practice. Theories of disability will be addressed, and students will be introduced to critical disability studies as a theoretical lens. The module will address disability, sexuality, race, social deprivation and mental health.
RATIONALE
The Equality Act 2010 is the overarching piece of legislation which impacts on those working with children. Students need to know the implications of this legislation in relation to supporting children’s learning and development, in a wide range of contexts. They also need to understand the wider societal implications of the Public Sector Equality Duty. Students need to develop a critical understanding of legislation and policy frameworks that relate to inclusion so that they can work within the stator frameworks that relate to their emerging career trajectories. As part of a broader social justice agenda, students also need to develop positive attitudes towards diversity and challenge common assumptions in order to fulfil their role as inclusive social citizens
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
The aim of this module is to introduce students to current themes and debates about the nature and purpose of research and of university. Emphasis will be placed on the distinctive nature of university life in the UK context, drawing attention to some of the challenges and opportunities facing students, academics, and support staff in universities and other higher education settings. This module will also provide students with the chance to take an emerging stance in relation to their own identities and experiences as students and researchers in university.
RATIONALE
As this module takes place in year 1 of the course, its purpose is to initiate students into life at university by providing them with an opportunity to reflect on the purpose and nature of higher education, while also building a sense of community with one another. Given its emphasis on critically interrogating university education and students’ place within, this module is a foundational module to the programme’s ‘problem-posing mode of inquiry, which starts with a focus on students critically reflecting on who they are, their values, etc. It acts as a foundation for Year 2’s BED2400: Digital futures in education: Opportunities and challenges’ and Year 3’s independent research project.
The aim of this module is to equip students to investigate and question education policy in real life formal and informal educational contexts. Education is a contested space in which competing political agendas and visions of society play out. By examining education policy through a series of case studies and experiential learning opportunities, students will be able to investigate the ways policy shapes educators and students lives and experiences. Students will be encouraged to develop their critical stance on education policy and practice through themes explored in the module.
RATIONALE
The focus of this module is on the ways educators enact policy. By adopting a case study approach the module allows students to gain insights into the ways the policy chain of delivery operates, as policy makers agendas are translated into practice in real life settings. The experiential aspect is offered to allow students to understand the varying ways educators innovate or adapt policy often in response to structural factors. By focusing on questioning practice students will explore the sociological aspects of policy by examining how educators translate policy in ways that fit their context. The questions which frame this module ask, who is policy for, whose interests does it serve, are there policy winners and policy losers? By asking these questions students are encouraged to develop their skills of analysis in preparation for L6 modules.
This module sensitively grapples with the issues of gender and sexuality within the Christian traditions. Exploring feminist and queer theologies, students will explore the complex relationship between Christianity with gender and sexuality. The justification for the churches’ positional statements about gender and sexuality are often grounded in traditional readings of scripture. This has led to questions of inclusivity of the churches. This module is informed by voices that have historically been marginalised, including lesbian, gay, bisexual, transgender and intersex. The module offers a platform which demonstrate the ability for such stigmatized and silenced voices to think theologically about their own experiences.
RATIONALE
Upon completion of this module, students will gain empathy and imaginative insight into issues of religious identity, gender and sexuality, with a tolerance of diverse positions as well as ability to attend to others and have respect for others’ views. They will be aware of current intellectual frameworks and present social realities which pertain to gender and sexuality within contemporary religious discussions. Students will be literate and confident to apply knowledge and skills about gender and sexuality to social, community and workplace settings, as part of a wider inclusivity agenda.
Students undertaking this module will gain an understanding of various branches of Paganism and an awareness of some of its basic principles. The module examines how social media may influence and impact practices and accessibility and offers the opportunity to question various Pagan myths. Students will encounter questions related to religious authority, authenticity, community and ritual and will explore how Pagan identities are formed.
RATIONALE
Since the 1990s popular culture has had an influence on people’s perceptions of Western Paganisms and this has led to an increase in people identifying as Pagan (Cowan and Ezzy, 2007). The increase that has been identified in census data has demonstrated that alternate spiritualities are a part of society and spiritual faith traditions such as Druidism and Wicca are becoming popular with in particular younger generation. The rationale for this module therefore is to gain some understanding of the belief systems, history and practice of spiritual traditions within the UK so to debunk myths associated with the concept of Witch and to redress any potential prejudice.
Upon completion of this module students will be aware of the influence on current intellectual frameworks or present social realities of non-traditional and non-aligned religious movements, and contemporary spirituality. Students will be confronted with some of the questions raised by general intellectual history and required to consider viewpoints other than their own. They will be encouraged to engage in critical dialogue about Pagan truths, belief systems, practices and identities.
Contemporary society has seen the rise of a number of challenges to religion and religions. In a philosophical sense this includes the challenges of secularism, extremism, modernity and post-modernity. This module appreciates the global nature of these challenges and focuses on religion and controversial issues. This module will deepen appreciation of the value of an ethnographic approach in understanding public controversies through case studies. We aim to examine live issues, that is, controversies that are being publicly aired during the academic year.
RATIONALE
Critical analysis of religion, as part of an academic study, may stimulate engagement with contemporary concerns. Such study is a major contributor to community understanding and development and the avoidance or challenging of prejudices arising from misinformation. Contemporary society in the UK has an interest in ensuring that in matters of religion, debate is well informed and of high quality.
In order to understand the complex interrelations between religion, spirituality and secularism. Students will initially focus on key thinkers and debates to develop understanding of key terms, such as secularism, modernity and postmodernity. They will question the apparent paradox between increasing secularity and extremism, debating how philosophical movements such as modernity and post-modernity have contributed to this. Using a mix of historical, sociological and ethnographic sources, approaches and methods, this module will help students develop understanding of the contested nature and role of ‘religion’ in contemporary societies.
The module is intended to be flexible enough to allow students to engage with current issues and controversies as they arise. Upon completion of this module, students will be able to bring a degree of self-reflection to the subject and marshal arguments in a mature way while engaging in debate and dialogue with respect for the opposite case or different viewpoint.
This module will enable students to study the thinkers and ideas currently existing at the forefront of the philosophy of education. They will explore how philosophy is conducted in education studies, and what it contributes to policy-making, curriculum design, teaching, learning, and assessment. It will encourage independent thinking through the use of philosophical approaches. The goal will be to build upon students’ skills in critical analysis developed earlier in their studies in order to develop an awareness of their own values and beliefs. They will need to communicate and defend their personal position in relation to challenging issues, exploration of which will structure the sessions.
RATIONALE
In a world where learning by “doing” is becoming a dominant paradigm, this module offers students the chance to take a wider and longer view of the point, practice, and purpose of education, teaching and learning. They will discover how the policy-makers have borrowed their ideas from philosophers, and how those ideas have evolved and mutated in the hands of different stakeholders. They will discover how those currently working in the field of philosophy of education are moving debates on, and opening up new avenues of research and discovery for those who follow behind them.
This module will equip students with the ability to develop, communicate and defend their own values position in relation to education. They will have the opportunity to explore challenging and complex issues, which may cause them to revise their own assumptions. Students should be able to present their own position in a concise and convincing manner, recognising counter arguments and be able to construct valid justifications to support their assertions. This will provide them with transferable skills for the future and will enable them to develop a greater understanding of self.
The family is seen as central to British society and yet its location within the private sphere makes intervention by the state controversial. The governments’ consistent focus on raising children out of poverty and the education and broader welfare policy initiatives introduced to support that aim, have given family support a high profile. This module aims to critically examine the nature of current family-based policy and practice and consider the impact on those it affects, drawing on specific case studies, including – free school meals, universal credit, food banks, pupil premium, family learning and troubled families initiative, and by contrasting with different approaches elsewhere. Contrasting approaches to child-centred, family and education policy internationally will be analysed. Theoretical frameworks for understanding official interventions in the family will be explored and the development of current family policy considered – drawing on neo-Liberal ideology, 21st century policy approaches, and emerging policy statements.
RATIONALE
Student’s knowledge of, and ability to embed evaluation of policies in the context of “community” is one of the key dimensions of the work of practitioners and agencies working with families and communities. Understanding of the interrelationship between family, community and the state is crucial. This approach will enable the module to evaluate the impact of policy on the education and wellbeing of those families, in those communities. The module will furnish the students with the critical perspectives and knowledge they need to be able to visualise how policy, practice and research can be shaped for the future to respond to societal changes and to advance individual and social wellbeing.
Theoretical frameworks for understanding official interventions in the family will be explored. The module will then move on to consider the development of current family policy – drawing on a range of ‘New Labour’, neo-Liberal and emerging policy statements. Specific initiatives will be outlined and analysed (For example the Troubled Families Initiative reported on in 2016). Increasingly third sector organisations are playing a role in enacting aspects of social policy and students will develop a critical understanding of the tensions and dilemmas involved in this. In addition, students will be encouraged to develop critical perspectives on key initiatives including the extent to which the voices of those on whom the policy is enacted are heard. Where appropriate, students will be encouraged to engage with the activities of the Institute for Social Responsibility at Edge Hill University.
Engineering Provision
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
This module provides a fundamental starting point for engineering students. Through a series of lectures, together with a range of practical laboratory sessions to help reinforce material discussed in lectures and gain hands on experience in the use of test and measurement equipment and simulation tools, students will use a problem-solving approach to explore classical concepts in engineering practice. Students are introduced to the engineering profession and the role that engineering plays in society. and the basic lab skills that are required depending upon their engineering discipline. Various soft skills are introduced in the context of developing a basic functioning electronics project. Students will be made aware of relevant regulatory requirements governing engineering activities.
RATIONALE
It is essential for engineering students to have a base knowledge that is latter built upon through their journey to be a professional engineer. This module is designed to introduce topics that are fundamental to professional engineering, which are essential for a rigorous academic study in engineering and related disciplines at university level. The topics covered within this module are generic and provide students with a grounding in how professional bodies underpin their practice. The module will also provide an overview of generic laboratory skills, giving students hands on opportunities with basic equipment to build a small project to practice their laboratory skills. This module will provide a solid base for further study and experimental work at Levels 5 and 6.
This module will focus on providing a comprehensive overview of the important mathematical concepts and methods relevant to engineering. It will emphasise applications and methods related to a variety of real-world problems from engineering to physics and mechanics. It will explore how mathematics has helped to shape the modern world. Students will be exposed to cutting-edge applications of mathematics, including those related to current research areas.
RATIONALE
Mathematics is an essential component of engineering and it is at the core of many engineering analysis techniques and concepts. In particular, the development of mathematical theories and applications have led to new engineering areas and fields. This module focuses on the relevant mathematical methods in algebra, geometry, trigonometry, complex numbers, differential and integral calculus and matrices. These will be embedded within an engineering context ie Manufacturing, Pharmaceuticals and Agriculture to provide a deep understanding on how to successfully apply the most relevant mathematical concepts and tools to engineering.
This module provides students with essential project management and planning skills, which will enable them to undertake their engineering project with confidence. Through a series of lectures and seminars, students will use a project-based learning approach to explore the processes and behaviours associated with performing an engineering research project. The journey through a research project will be mapped out, describing how to perform a literature review, the importance of citation and referencing and what constitutes a project’s aims and objectives. The qualitative and quantitative methods of performing research will be presented, and what constitutes plagiarism and the need for ethical conduct will be described with the aid of case studies. The research tools that are available for effectively conducting an engineering project, such as Microsoft Project, will be demonstrated. Sources of information in the public domain will be presented. Students will use the information presented in lectures and seminars to formulate a project proposal, which will be used as a basis for the engineering research and development project. The ability to effectively communicate the results of the module will be evaluated through a 15-minute oral presentation.
RATIONALE
Graduate engineers will spend a significant amount of their career working on projects and the ability to manage and plan work is an important aspect of an engineer’s skills portfolio. One of the major modules of the engineering degree is the Engineering Research and Development project. For many students this will be the first time that they will have been required to take on such a task, and the prospect can be daunting. This module is designed to develop expertise in topics that are essential for undertaking an engineering research and development project. The module provides a variety of essential skills, which will help develop students’ critical thinking and analytical skills and provide a solid basis for project work at Level 6 and Level 7. The outcome of this module will be a comprehensive project proposal, which will thoroughly prepare and instil confidence in the student for a major research and development project undertaking.
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
Students will be introduced to basic semiconductors and use of transistor as an amplifier and a switch. Amplifier’s classes will be discussed within a wide variety of applications. Similarly, for digital electronics, logic level models, logic gates and the design and application of digital logic circuits will be introduced to students. Students will learn to will learn to design simple analogue and digital circuits and gain an understanding of how electronic circuits are analysed, designed, verified, and tested. They will develop the capability to use electronic circuits to solve simple engineering problems.
RATIONALE
Analogue and digital circuits are an essential component of every electronic device including computers, phones, and tablets. They are used to build engineering designs that deliver various computational outcomes. This module introduces the students to the operation and application of analogue and digital logic circuits and the techniques used for their design and analysis. It also gives them an insight into how electronic circuits are used to solve simple engineering problems
This module provides a foundation of mechanical engineering fundamentals covering material structures, the types of materials and their mechanical behaviour. Through a series of lectures, together with a range of practical laboratory sessions to help reinforce material discussed in lectures and gain hands on experience in the use of test and measurement equipment and simulation tools, students will use a problem-solving approach to explore classical concepts in materials engineering. The module begins with an introduction to the structures of materials, in describing the crystalline solids, defects and disorders, and atomic bonding. The different types of materials are then described and characterised. The causes and preventions of mechanical failure are then analysed, in considering elastic and plastic deformation, creep and fatigues and toughening and stiffening mechanisms. Students will learn how to characterise the performance of mechanical behaviour and develop the capability to apply different types of materials to solve simple engineering problems.
RATIONALE
This module is designed to introduce topics that are fundamental to the study of mechanical engineering, which are essential for a rigorous academic study in engineering and related disciplines at University level. The module provides technical breadth and embraces important hands-on practical skills using simulation tools and test and measurement equipment, to enable modelling, implementation and testing of materials to solve simple engineering problems, which will help develop students’ analytical skills and build confidence in their practical abilities. The module will provide a solid basis for further study and experimental work at Levels 5 and 6
This module provides an overview of the most important mathematical concepts and methods, which are relevant to engineering. In particular, it will focus on real-world applications and methods from engineering to physics and mechanics. Students will be exposed to cutting-edge applications of mathematics, including those related to current research areas
RATIONALE
Mathematics is an essential component of engineering and it is at the core of many engineering analysis techniques and concepts. In particular, the development of mathematical theories and applications have led to new engineering areas and fields. This module focuses on the relevant mathematical methods in algebra, geometry, trigonometry, complex numbers, differential and integral calculus and matrices. These will be embedded within an engineering context such as Industry 4.0, Electronic and Electrical Engineering, etc., to provide a critical understanding on how to successfully apply the most relevant mathematical concepts and tools to engineering.
This module aims to introduce the fundamentals of signal processing. This module starts with signal analysis to help the students understand the signal representations in both time and frequency domain, then explores various signal modulation schemes for analogue- and digital-signal transmissions and their performance evaluation in terms of signal-to-noise ratio, bandwidth requirement, and error performance, then further introduce the signal filters including the design and implementation.
RATIONALE
Signal processing technologies have been developing rapidly in the past decades, which is an essential asset for building the future smart world, where interaction between smart devices heavily rely on reliable and efficient communication signal processing technologies. This module is designed to teach students the principles of signal processing, including both the underpinning theories and mathematics and practical applications with an emphasis on developing problem-solving techniques via theoretical/computational activities and building life-long active deep learning skills, thus equipping students with sufficient knowledge and hands-on practice to improve employability.
This module presents the theoretical principals and practical considerations behind the operation of electrical machines. Through a series of lectures, together with a range of practical laboratory sessions to help reinforce material discussed in lectures and gain hands-on experience in the use of test and measurement equipment and simulation tools, students will use a problem-solving approach to explore classical concepts in electrical machines, covering electromagnetism, the characteristics of motors, and the various types of DC and AC motors that are currently in operation. Students will learn how to design, test and measure the performance of electric motors in a laboratory setting. The module begins with an analysis of the natural forces that enable electricity to be converted into motion. Classical concepts describing the
relationship between Electric and Magnetic Fields, the Hall Effect, and Faraday’s Law are presented, together with Maxwell’s equations. The characteristics of electric motors are analysed, defining the circular force and electromechanical energy. The characterisation of DC motors is presented, discussing the various means of implementation that are currently available. The module then concludes with an analysis of the different types of AC motors.
RATIONALE
This module is designed to introduce topics that are fundamental to the study of electrical machines and their inclusion has been guided by bench marking in the subject. The understanding of the design and operation of electric motors is becoming an increasingly important part of electrical and mechanical engineering, as research and innovation is now intensifying on developing efficient and powerful electric motors for the automotive industry. The fundamentals of electrical machines are essential for a rigorous academic study in advanced engineering at University level. The module provides technical breadth and embraces important hands-on practical skills to enable the understanding of how various types of electric motors operate, which will help develop students’ critical thinking and build confidence in their practical skills. The module will provide a solid basis for further study at Levels 6 and 7.
This module presents the theoretical principals and practical considerations behind the transmission, propagation, and reception of radio waves. Through a series of lectures, together with a range of practical laboratory sessions to help reinforce material discussed in lectures and gain hands-on experience in the use of test and measurement equipment and simulation tools, students will use a problem-solving approach to explore classical concepts in antennas and radio wave propagation, covering electromagnetism, the characteristics of antennas, and the various empirical and geometrical models that are used to characterise the transmission channel. Students will learn how to design, test and measure the performance of antennas in a laboratory setting. The module begins with an analysis of the natural forces that enable electromagnetic waves to be transmitted over the air, beginning with Maxwell’s equations before discussing the characteristics of plane waves and types of polarisation. The characteristics of different types of antenna are analysed, including the parameters which define their performance, such as boresight, beamwidth, and gain. The different mechanisms which determine how a radio wave propagates through the air are described, before concluding with various means of modelling the transmission environment.
RATIONALE
This module is designed to introduce topics that are fundamental to the study of antennas and radio wave propagation and their inclusion has been guided by bench marking in the subject. As research and innovation is now intensifying on developing efficient and powerful means of transmitting increasingly complex signals over cellular and satellite networks, addressing the fundamentals of antennas and radio wave propagation are essential for a rigorous academic study in advanced engineering at university level. The module provides technical breadth and embraces important hands-on practical skills to enable the understanding of how various types of antenna can be used to transmit and receive signals, and how radio waves propagate through the air in different transmission environments. The module will help develop students’ critical thinking and build confidence in their practical skills and knowledge. The module will provide a solid basis for further study at Levels 6 and 7.
This module presents the theoretical principals and practical considerations behind fluid mechanics. Through a series of lectures, together with a range of practical laboratory sessions to help reinforce material discussed in lectures and gain hands-on experience in the use of test and measurement equipment and simulation tools, students will use a problem-solving approach to explore classical concepts in fluid mechanics, covering the elements that comprise fluid mechanics, fluid statics, kinematics of fluid motion and energy of moving fluids. Students will learn how to design, test and measure the characteristics of fluids in a laboratory setting. The module begins with a presentation of the properties of fluids, including viscosity, surface tension and vapour pressure. The characteristics of fluid statics, when a fluid is at rest or stationary, including pressure, buoyancy and stability are addressed, before discussing the kinematics of fluid motion, including steady and unsteady flows. The energy of moving fluid, including Bernoulli’s equation and its applications, concludes the module.
RATIONALE
This module is designed to introduce topics that are fundamental to the study of fluid mechanics and their inclusion has been guided by bench marking in the subject. Addressing the fundamentals of fluid mechanics is essential for a rigorous academic study in advanced engineering at university level. The module provides technical breadth and embraces important hands-on practical skills to enable the understanding of how fluids behave when at rest and in motion. The module will help develop students’ critical thinking and build confidence in their practical skills and knowledge. The module will provide a solid basis for further study at Levels 6 and 7
This module provides an overview of the most important thermodynamic concepts, laws and applications in some relevant practical examples. In particular, it will focus on real-world applications and methods from engineering to physics and mechanics. Students will be exposed to cutting-edge applications of thermodynamics, including those related to current research areas.
RATIONALE
Thermodynamics is the science that deals with heat and work and the properties of substances that bear a relation to heat and work. This module focuses on introducing to students the fundamental concepts linked to engineering thermodynamics, principles of thermodynamic laws and practical applications of thermodynamics. These will be embedded with a context of mechanical engineering to provide a thorough understanding on any relevant knowledge and applications in the area
This module is intended to foster professional practice and employability skills in two ways. First by simulating, as accurately as possible, what it is like to work in a given Engineering specialism. In other words, students will be introduced to the “world of work” via a simulated work environment/project – they will be put into teams that represent fictional companies or given live briefs, which need to produce real products or engage in realistic work-related activity.
In the employer derived simulation/project, for example, many engineers work as part of a team on large projects. Therefore, students will be assembled into fictional development companies, and will thereby experience the challenges that can occur when trying to develop a complicated engineering project and deliver it on schedule and with high quality.
RATIONALE
Given the increasing emphasis on self-directed learning and employability, and the highly competitive nature of the graduate job market, graduates need to be well prepared for both the immediate challenge of attaining a graduate-level job and the demands of life-long learning.
To meet these requirements, this module aims to improve the skills of engineering students and to ensure graduates have the employability skills needed for the world of work
The module reflects the IET desire for engineering students to;
Use and apply information from technical literature;
Demonstrate awareness of quality issues and their application to continuous improvement;
Demonstrate awareness of team roles and the ability to work as a member of an engineering team.
Apply their skills in problem solving, communication, information retrieval, working with others and the effective use of general IT facilities;
Plan self-learning and improve performance, as the foundation for lifelong learning/CPD.
Full Year Modules
The following modules are taught across both semester 1 and 2, you can only choose these modules if you are studying with us for the full academic year.
The aim of this module is to give each student the opportunity to show individual creativity and originality, to apply where appropriate knowledge and skills taught throughout the degree programme, to practice investigative, problem-solving, communication, management and other transferable skills, and to demonstrate the ability to undertake an individual project.
The project will be executed independently by the student, under the guidance of a supervisor. It requires the student to conduct in-depth work on a substantial problem, which includes researching and analysing the problem and finding and realising a solution. While projects may vary widely in the problem they address, the problem must be related to the students’ degree programme.
RATIONALE
The final year project is an opportunity for each student to investigate in some depth an issue of particular interest. It offers an element of specialisation within the degree to demonstrate the integration of skills and technical knowledge from the programme as a whole.
The Research & Development project has major benefits by providing students with the opportunity to demonstrate:
- their ability to apply practical and analytical skills present in the programme as a whole
- Innovation and/or creativity
- synthesis of information, ideas and practices to provide a quality solution together with an evaluation of that solution
- that their project meets a real need in a wider context
- the ability to self-manage a significant piece of work
The project requires that students, design, plan, and apply their knowledge to a solution requiring the application of technical knowledge. Project activities are largely determined and executed by the students, thus developing their ability to manage and critically evaluate their own work. Students will increase their capacity to communicate effectively and interpret responses with respect to appropriate stages of the development of the project. They will also develop and apply time management skills to project scheduling and develop a sound appreciation of the need for high quality documentation which is organised and structured to reflect the logical development of the project.
BRIEF DESCRIPTION OF THE MODULE
Today’s complex engineering challenges require a multidisciplinary approach, in bringing together various disciplines including electronics, energy and power, computing, and mechanics, as well as the need to consider other influences such as social, economic, and environmental factors. It is therefore important for students studying advance topics in a specific discipline to have a breadth of knowledge in other areas of engineering and technology to better understand the nature and complexities of the problem. Moreover, students would benefit from the experience of working in multiskilled teams, to reflect and prepare for the complexities of the working environment. This module develops group skills and multidisciplinary design knowledge through a substantial project, the subject of which will aim to develop a sustainable solution to a global engineering challenge and will be broadly related to the students’ degree programmes. The nature of the project will be informed by the research interests of the academic supervisors, as well as external influencers.
The project will be executed independently by multidisciplinary groups of 4 to 6 students, drawn from contributing degree programmes. The group project work will be performed under the guidance of an academic supervisor. The project will generate group and individual outputs, which will be clearly identified at the outset. The module requires groups to conduct in-depth work on a substantial engineering challenge, which includes researching and analysing a given problem and finding and realising a practical engineering solution.
RATIONALE
This 40-credit module is designed to introduce topics that are essential for undertaking a multidisciplinary engineering group project. The module provides a variety of necessary skills, which will help develop students’ project work, critical thinking, teamwork, and interpersonal skills, and analytical skills, and provide a solid basis for advanced individual project work at Level 7. The substantial group project is a requirement of the IET for the purpose of accreditation of a taught Master’s programme.
The module aims to give each student the opportunity to: demonstrate within a group environment, creativity, ingenuity, and originality to apply appropriate knowledge and skills taught throughout their degree programme; develop investigative, problem-solving, communication, management, and other transferable skills; demonstrate the ability to undertake a substantial multidisciplinary group project with a view to achieving a common goal.
The multidisciplinary group project is an opportunity for each student to investigate in some depth an issue of particular interest, while also contributing more widely to the group’s common goals. The module offers an element of specialisation to demonstrate the integration of skills, group work and technical knowledge.
The substantial multidisciplinary group project has major benefits in providing students with the opportunity to demonstrate:
- their ability to apply practical and analytical skills present in the programme as a whole
- innovation and/or creativity
- synthesis of information, ideas, and practices to provide a quality solution together with a critical evaluation of that solution
- that their project meets a real need in a wider context of global significance
- the ability to self-manage a significant piece of work within the confines of group activities
- teamwork and peer evaluation of the process.
English and Creative Writing Provision
Semester 1 ModulesThe following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
This module introduces students to the art of writing by focusing on published pieces, specifically short prose, poems and dramatic script by concentrating on the analysis of literary texts. Through the close examination of set texts, students will be supported in developing skills in reading as a writer and writerly techniques of perception, language and effect. Students are expected to read a range of prose, poetry and scripts with the aim of integrating reading as a writer into an ongoing practice of reflection on their own writing and its development.
This module has a practical aspect, in which students will produce a short piece of prose, poetry or dramatic script. In order to do so, they will engage with a variety of techniques, forms and styles, illustrated by the close analysis of published literature. They will also develop the discipline of writing practice through the keeping of a writer’s journal and by reflecting on their own progress.
RATIONALE
Students need insights into the basic requirements of writing imaginative prose, poetry and dramatic script with a particular focus on voice and character, which this module provides. Students need to be able to identify specific aspects of reading as a writer. Through the practice of reading as a writer and researching these techniques through creative practice, students will develop an understanding of the theory and practice of creative writing. Transferable skills include the ability to conduct independent research through reading and observation and to communicate ideas in clear and succinct theoretical and practical expressions.
This module will introduce students to the skills and approaches necessary to successfully engage with academic study in the twenty-first century. This module provides a foundation for the exploration of English at university level. The module allows students to acquire and consolidate key skills required for degree-level study of the English language. Students will be introduced to a range of influential key theories from the 20th and 21st centuries, and learn how to apply these to literary and linguistic texts and approaches. Students will make practical applications of these approaches to the primary and secondary texts studied on the module, including in the wider context of decolonisation.
The graduate attributes developed on this module skills include core skills, conceptualising/thinking skills, people-related skills and personal attributes – all skills which are fully transferable to students’ future careers.
RATIONALE
It is important that students are introduced to a range of ‘ways of reading’ primary and secondary texts at university level. They must also develop the close reading skills necessary for University-level study, as well as engaging critically with a mix of literary, linguistic, and creative approaches in assignments designed to provide early feedback on academic writing. It is particularly important that students from a variety of different backgrounds, and who have had a wide range of learning experiences before embarking on their degree course, receive a firm foundation in this material to build their analytical skills and confidence for the rest of their learning journey. Students will enhance their existing key skills of reading/comprehension, speaking and presentation, listening and information retrieval through studying this module.
This module provides an integrated approach to the acquisition of graduate transferable skills and attributes which essential to succeed both at degree level and in future employment. The module supports students in familiarising themselves with the requirements of academic study, including an understanding of the structure and delivery of a degree, and the expectations around their independent learning. It is essential that students are given the opportunity to develop this understanding and learn core study and organisational skills required for their academic success at an early stage in their degree.
This module introduces students to the structure of the English language. During the course students will learn to use grammatical terminology to label words, clauses, sentences and structures. The module is delivered by a combination of lectures and student-centred, practical workshops.
The module incorporates and aims to develop many graduate attributes including core skills (digital literacy and literacy) and conceptualising and thinking skills (particularly planning and organisation, creative and innovative thinking and reflective skills). The teaching and learning strategies used on this module also encourage and help students communicate effectively with their peers and tutors, and develop many personal attributes (flexibility, resilience, self-motivation and belief, professionalism, empathy and inclusivity).
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This module introduces students to the grammar of language and helps them gain knowledge and understanding of formal descriptive grammatical terminology and its application. This module gives students a solid grounding in how language is structured and how grammatical structures relate to functions, providing important foundations for further language study and information that is helpful in a number of careers (e.g. primary and secondary school teaching, English language teaching, proof reading, editing, publishing, writing). The module is open to all ‘English’ and ‘English language’ students.
During the module students are expected to acquire the following skills:
• develop learner autonomy by working independently, improving planning and organisation, self-motivation and belief, flexibility and resilience
• improve their time management and organisational skills
• work and communicate effectively in groups, improving professionalism, empathy and inclusivity
• communicate effectively and appropriately through spoken and written language, improving core and personal skills
• use appropriate grammatical terminology
• develop their descriptive and analytical skills
• develop digital literacy
This module enables students to write in, and experiment with, a variety of styles, to read a range of contemporary and recent poetry, and to relate that reading to an on-going process of reflection that will feedback into a robust and inventive writing practice. Emphasis will be placed upon continuous journaling, intensive reading and workshop participation.
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This module aims to assist students develop as creative writers and to develop as readers of poetry and to reflect on his or her processes. Writing and reflection and reading feed into one another and develop co-terminology. Becoming an experienced and varied writer, becoming a wide reader and reflecting on the nature of writing poetry leads to literate, creative, reflective and flexible students, with requisite transferable skills for the career opportunities within and out with the cultural economies.
This module gives students the opportunity to focus on a choice of single authors (such as Shakespeare or Austen) or related group of authors (such as the Brontës) whose works are sufficiently extensive to justify a whole module’s study. Students will examine their selected author’s work in the light of recent critical and theoretical approaches to authorship and canonicity, and develop an ability to theorise the relationship between an author and his/ her literary work. Students will acquire a specialist knowledge of a literary period and a major writer through examination of the author’s development in relation to relevant historical, cultural and literary contexts.
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[The example given hereafter is that of Austen in order to demonstrate what the module might look like in practice]
The module gives students a choice to study the works of Jane Austen, a popularly and critically celebrated author. The module will focus on recent and current theoretical and critical approaches to their work, and students will develop an ability to theorise the relationship between authors and their literary oeuvre. Students will acquire a specialist knowledge of the literary sphere of periods from the Renaissance to the present day, and of the historical, cultural and literary contexts which informed their chosen author’s writing. Students will additionally acquire a wide range of transferable skills; they will improve both their skills in reading and interpreting primary texts and extend their range of critical expertise through engaging with secondary texts. Students will develop skills in information retrieval and research, in critical reasoning and interpretation through completing this module.
This module offers students an opportunity to study a range of significant American literature from the nineteenth and twentieth centuries. The module enables students to examine various ways in which America is imagined and constructed in literature. The module will examine the ways in which persistent figures, landscapes, and mythic concepts are engrained in American culture and embedded in the wider world’s imagination. Such concepts retain imaginative power because of frequent re-enactments in popular cultural productions. This module will trace the complex histories and literary appropriations and discursive shifts that form these cultural productions. The module offers an opportunity to concentrate specific study on American literature in its historical, social, cultural, political, critical, and theoretical contexts.
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This module will develop students’ understanding of the ways in which American identity and definition of nation have been mediated across history and forms of literature. Students will have the opportunity to study a range of significant key texts that contribute to the thematic plurality of fictions of, and about, America. The module will develop awareness of core foundational myths upon which constructions of American national identity have been based. A central theme of the module is to encourage students to critically evaluate the assumptions, conflicts, divisions, and prejudices evident in literary refraction of the ‘America dream’ and its key concepts of individualism, opportunity, and freedom. Through the study of significant creative, critical, and theoretical texts, students will be introduced to a significant area of literary study that aligns with the internationalisation agenda. The module will develop students’ appreciation of a comparative national literary tradition that is nonetheless written in the English language and will therefore broaden students’ knowledge and understanding of Anglophone world culture. Students will develop skills in research and interpretation through completing this module.
The module provides an overview of the history and development of the English language from its earliest beginnings to the present-day. It covers the influence of Chaucer and Shakespeare on the language, and the role of dictionaries and the King James Bible in the making of what English has become today. There are input sessions focusing on the effect of linguistic borrowing on the language, sound change over time, the history of English spelling, the rise of standard English and English in society, focusing on forms of address. Later sessions focus on recent change in the language and the growth of regional standards of English around the world.
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This is a compulsory module for all English and English Language students. It develops key transferable skills such as close reading, the adoption of linguistic conventions, and appreciation of the systematic nature of language and much of language change. The module also addresses some of the key political and social issues around the changing role of English, around the world and over time. The module allows students to develop attention to precise details of change, the identification of underlying linguistic systems, and the organisation and presentation of material logically. It enhances students’ experience of working autonomously and develops ability to come to evidence-based conclusions. While working to a brief, students will learn to employ appropriate academic apparatus, abide by instructions concerning word length, and use appropriate conventions of linguistic citation.
The Victorians saw literature as a form of social commentary. This period survey module explores Victorian prose and poetry that addressed the pressing social and cultural questions of the period, such as the impacts of industrialisation, urbanisation, scientific advance and secularisation. The module examines the work of a range of canonical and popular Victorian authors, situated in their literary, cultural and historical contexts. Students will be able to apply a range of critical approaches to the literature studied, and will also gain experience in interdisciplinary work.
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Victorian literature is a key component of any English Literature degree. The Victorian period (1837-1901) witnessed major advances in the availability of print and in literacy, extensive poetic experimentation and the establishment of the novel as a dominant literary form. This module examines a range of canonical and popular literature in its generic, material, social and cultural contexts in order to provide students with the contextual understanding that is an essential part of the study of Victorian literature.
The module enhances students’ academic, personal and professional development by allowing them to sharpen their skills in close reading, critical analysis, understanding of key concepts and contexts, and logical argumentation. Apart from subject-specific skills, students will also gain transferable written and oral skills as well as skills of analysis, comparison, time management and team work. The development of such skills will be particularly valuable to individuals working or intending to work in education, media and publishing but also to those from broader employment areas. The module may in particular appeal to future teachers who are likely to encounter Victorian literature on school curricula.
The law is overwhelmingly a linguistic institution. Laws are coded in language and the concepts that are used to construct law are accessible only through language. Legal processes, such as court cases, police investigations, and the management of prisoners take place almost exclusively though language. Forensic linguistics concerns the application of linguistics to describe and analyse language and discourse in the legal process. This module takes a broad view of the subject to examine a wide interface between language and the law.
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All of us come into contact with legal matters, for example, via contracts between us and our partners, employers and service providers. In this module, students are presented with the opportunity of investigating this important area of applied linguistics. In so doing they are able to apply their knowledge and understanding of linguistic techniques of description and analysis in an interdisciplinary fashion, in order to gain a critical understanding of the function and effect of language in legal matters. Although this is a fairly new application of linguistics, it has rapidly acquired a respectable legitimacy among lawyers, judges and juries as well as among linguists.
The module addresses the aims of the programme by developing existing subject knowledge: it requires knowledge of, inter alia, specific forms and functions of English; of the metalanguage of its description; of both diachronic and synchronic aspects of legal language; and of the effect of both context and purpose on the structure of written and spoken English.
The module addresses transferable graduate skills, such as, skills in reasoning; and the ability to analyse data; effective learning skills; critical thinking skills; information retrieval and selection skills; communication and presentation skills; and interactive and group skills. The module will also enhance students’ digital literacy.
This Historical Linguistics module centres around one key question: how and why does language change? Language change can be a way through which to explore not only language and its structure, but also human (pre)history, society, cognition and psychology. Historical linguistics is therefore one of the most dynamic fields in linguistics. It deals with many of the same issues and questions as other areas of the field, such as sociolinguistics, but takes a diachronic approach to them, looking at change over time.
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The rationale for the module is twofold. Firstly, it will be of benefit to English Language students taking other courses within the subject, because in order to understand how language works in the present day, it is crucial to achieve an understanding of the ‘long view’, i.e. how it has worked in the past, and what the continuities are between past and present. Indeed, as Bowern and Evans (2015) point out, there is an ‘increasing appreciation for the insights that language change can provide for synchronic fields such as syntax and phonology’.Therefore, in addition to directly building on directly relevant historical second year English Language modules such as the History and Development of English, Early English (600-1500AD) and the Language of Shakespeare and his time, this module will build on other second year modules such as Analysing Discourse, Approaches to Sociolinguistic Variation and even Child Language Acquisition. It will also meet a need in the third year English Language programme for a module which engages with historical texts and language change over time, because although there are three historical modules in the second year, there is currently no historical module in the third year for English Language students. Furthermore, by utilizing online resources such as the Mapping Metaphor online database and corpora of historical documents, this module engages with the digital turn in linguistics and digital humanities more generally. Secondly, this module will allow English language students to make links between historical linguistics and other (pre)historical disciplines which are increasingly turning to linguistic data, such as anthropology, archaeology and even genetics.
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
This module enables students to gain a basic understanding and knowledge of the description and classification of speech sounds, introduces them to the sound system of English, and activates this knowledge in the study of poetry and prosody. In addition, it will allow them to focus overtly on the employability skills that they develop on this module and to gain knowledge and understanding of the ways in which phonetics are directly relevant to several fields, such as speech and language therapy, second language learning, education, literary stylistics, forensic phonetics and artificial intelligence.
The module and aims to develop graduate attributes including core skills (digital literacy, data analysis and literacy) and conceptualising and thinking skills (critical thinking, planning and organisation, creative and innovative thinking and reflective skills). The teaching and learning strategies used on this module also encourage students to communicate effectively with their peers and tutors, developing people-related skills (communication, teamworking, influencing and negotiation, networking and leadership) and personal attributes (ability, flexibility, resilience, self-motivation and belief, professionalism, empathy and inclusivity).
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This module acts as an introduction to the study of English in Higher Education. It is important that students develop their knowledge of formal literary and linguistic study at the level of prosody and phonology, and explore the description and classification of speech sounds and literary characteristics. The module provides students with the appropriate academic terminology and represents an important theoretical and practical foundation for further academic study.
As part of the module students are encouraged to focus on their employability skills that they have developed on the module to gain knowledge and understanding of the ways in which phonetics and phonology are directly relevant to several career paths such as publishing, copyediting, speech and language therapy, second language learning, education, literary stylistics, forensic phonetics and artificial intelligence.
Students need to develop the ability to carry out close reading of texts and to apply systematic analysis to linguistic data and literary examples, improving their core and conceptualising/thinking skills. This module will do this. Also, reflecting on their work and progress during the module, will encourage learner autonomy and help students develop personal attributes such as self-motivation and belief, resilience and planning and organisation skills. By working and presenting in groups, students will also develop their people-related skills.
Students need to develop the ability to carry out close reading of texts and to apply systematic analysis to linguistic data and literary examples, improving their core and conceptualising/thinking skills. This module will do this. Also, reflecting on their work and progress during the module, will encourage learner autonomy and help students develop personal attributes such as self-motivation and belief, resilience and planning and organisation skills. By working and presenting in groups, students will also develop their people-related skills.
This module will introduce students to narrative storytelling on screen. It is designed to develop students’ ability to articulate informed, personal responses to visual narratives by equipping them with vocabulary and knowledge appropriate to this Level. The module emphasises the narrative and stylistic aspects of visual analysis in, for example, sequential art, film, television, and digital games, with particular attention paid to image and sound interpretation, academic vocabulary, and methods through which visual sequences can be analysed, including in the wider context of decolonisation.
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Given a significant proportion of narrative media are visual in nature, a fundamental understanding of visual communication style is of great value to an informed student of narrative considering its place in wider storytelling practices. As such, this module enables students to acquire the necessary academic skills and vocabularies to interpret visual texts. The module will develop students’ abilities to describe, distinguish and appraise the technical, stylistic and aesthetic resources available to the storyteller, and the range of choices that can be made in the construction of visual narrative. In addition, students will also be equipped to make informed assessments of technical and stylistic variations in selected visual narrative storytelling contexts.
This module explores the different aspects of meaning as expressed through the combination of lexis and grammar. It examines meaning in relation to the world, society, culture and attitude, and looks into how words and their meanings relate to one another. The module also investigates meaning expressed directly or indirectly. As dictionaries provide detailed information on lexicogrammatical meaning and use, they are an integral part of the module focus.
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Meaning is at the core of language expression and interaction. This module aims to familiarise students with the fundamental issues and concepts in linguistic semantics (i.e. context-independent meaning) and pragmatics (i.e. context-dependent meaning); to identify and explore the multifaceted nature of meaning, including both language-internal and language-external aspects of meaning, as well as the relationship between the two. The knowledge and skills introduced in this module are directly relevant to jobs in text editing, dictionary compilation, and language teaching.
This module introduces students to the art of writing short fiction, poetry and dramatic script, through ongoing creative practice. Students are required to create original work in each of these forms, through a process of drafting and editing, individually and through workshops, and to reflect on that process critically.
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This module will enable students to develop foundational skills needed to write original short fiction, poetry and dramatic script. Students need to have an understanding of the working methods and techniques appropriate to each form and will need to evaluate their application in their own creative practice, that of their peers and in published literary texts. This module will do this. Transferable skills include the ability to conduct independent research, to communicate ideas clearly and succinctly, both orally and in written form, and to give and receive feedback effectively.
Romanticism is a 20-credit / one-semester, second-year period-survey module that provides an introduction to texts, authors, genres and central themes from the first stirrings of what has been traditionally conceived of as the Romantic age in the 1760s, until the dawn of the Victorian age seventy years later. Poetry, the prose essay and the novel are all studied.
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Romanticism, either in its traditional form as the ‘Romantic period’, or in its more recent guise as a constituent part of the ‘long eighteenth century’ (c.1660-1830), is one of the major periods of English Literature, as reflected in the great attention paid to the age by critics / scholars, students and the general reading public alike. The module provides a historical and critical framework for understanding British literature and culture of the period, and of its domination by the impact of the French Revolution (1789), which polarised British society between radicals and reactionaries. The module will introduce students to the richness and diversity of one of the great literary periods, one which redefined its predecessors and shaped its successors to the extent that critics and cultural commentators still debate the extent to which are ‘children of the Romantics’ today. The module will enable students to explore in some depth a crucial and seminal literary period and, in doing so, will develop their subject knowledge and enhance their critical skills.
Through the study of important creative, critical and theoretical texts associated with the eighteenth century, students will be introduced to an important area of literary study. The challenges of the important creative, critical and theoretical texts of Romanticism with which students will engage will present them with an opportunity to develop higher order reading skills, and to develop their critical expertise. The module offers students the opportunity to develop key subject-specific skills in the comprehension of the complex nature of literary languages, close reading of complex texts and an understanding of the influence of cultural circumstances on literary production. Students will develop skills in research, critical reasoning and interpretation through completing this module.
This module will enable students to begin to develop their research and academic writing skills within a structure which provides a clear and continuing framework of support. It will take students through weekly subject-based sessions for study of a thematic and genre-based branch that is significant for current literary study.
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This module will offer students a varying selection well-defined, specialist research topics current in literary studies. Emphasis will be on close reading and understanding of texts and their contexts, and on methodologies and current debates in literary studies, including the use of digital resources. This module will support students by providing a clear structure and rational for varying subject pathways based on current staff research. These topics align with research interests of tutors so that within a supportive structure students undertake work as developing literary critics with the potential to work at the cutting edge of their discipline. Throughout the module, students will be encouraged to articulate their arguments in verbal as well as written form in supported small group and seminar discussions.
This module takes a linguistic approach to the examination of discourse, both written and spoken. It explores how discourse is structured and considers how meaning in discourse is created and negotiated between addressors and addressees. Furthermore, it presents a linguistic approach to the study of the communication, creation, maintenance and contestation of ideologies via discourse.
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This module aims to contribute to subject knowledge and to key subject specific skills by contributing to the students’ knowledge of the structure and functions of discourse; increasing awareness of the relationship between language use and context, and the importance of background knowledge in the communication and interpretation of discourse meaning; improving students’ skills in the close reading and analysis of written text and transcripts of spoken discourse; and, as with other English modules, encouraging the bibliographical skills appropriate to the discipline in the presentation of written work. This module contributes to the students’ academic and graduate skills in a number of ways: enhancing their ability to analyse and critically examine diverse forms of discourse; encouraging them to work with others to collectively accomplish a prescribed task, namely to produce a piece of transcription; and by improving their research skills, such as data gathering and the consideration of research ethics.
This module addresses the principles underlying short-story writing. Students will gain a critical understanding of the generic characteristics of the short story, while also appreciating the fluidity of the form. They will apply that understanding to their own creative work, evaluating their own progress and that of their peers alongside the close study of published examples. Students will also be given guidance on potential outlets for their work. The creative work they submit for assessment helps them to experience the full potential of the modern short story at a standard length.
This is a practical module, in which students will produce their own short stories, developed through their writer’s journal, writing exercises, class discussion and ongoing peer appraisal. Students will engage with a variety of techniques and approaches, illustrated by the close analysis of a range of published examples. Students will also reflect on their individual progress, articulating a sense of their own evolving poetics.
Topics may include:
- Narrative structure – plot-based and image-based elements; narrative turning points, ‘open’ and ‘closed’ endings, the epiphany
- Linear and non-linear narrative (e.g. the use of analepsis or ‘flashback’)
- Narrative voice
- Narrative viewpoint – including first-person and unreliable narration; free indirect discourse; third-person narration
BRIEF DESCRIPTION OF THE MODULE
This 20-credit / one-semester, third-year module develops students’ understanding and appreciation of the key features of early twentieth-century movements in the literary arts. The module will examine a range of different forms, styles and practices in order to focus on the heterogeneous interpretations of the term modernism and engage with ongoing debates in modernist studies.
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Modernism has been identified as the dominant literary movement of the twentieth century. As such, it had a profound effect on the ways in which literature was produced and perceived. Recent transformations in modernist studies have extended the parameters of this literary canon in acknowledgement of the diversity of writers and works that may be associated with the aesthetics of modernism. Contemporary theoretical and critical approaches have revitalized the field and opened up new lines of enquiry and ways of engagement with literary texts which underpin the plurality of modernism(s).
Modernism altered the relationship between reader and writer, creating the conditions in which further late-twentieth-century upheavals in the field of literary production occurred, and it continues to resonate in contemporary literature. This module enables students to explore the texts which contributed to this major shift in literary culture; to develop literary analyses framed by social and political contexts in which writers operated, and to acknowledge the transatlantic and/or colonial networks which impact on writing and the modernist aesthetic.
Through the study of important creative and theoretical texts associated with modernism, students will be introduced to an important area of literary study. The difficulty of modernist texts will present an opportunity for students to develop higher order reading skills, and to extend their critical expertise. The module offers students the opportunity to develop key subject-specific skills in the comprehension of the complex nature of literary languages, close reading of complex texts and an understanding of the influence of cultural circumstances on literary production. Students will develop skills in research, critical reasoning and interpretation through completing this module.
The module focuses on the critical analysis of texts (spoken or written); that is, it discusses how discourse analysis can help uncover implicit attitudes, ideologies, and power relations. The module examines in detail the core theoretical approaches, concepts, and constructs which underlie critical discourse studies. At the same time, it discusses the different techniques that can be utilised, demonstrates their use, and provides opportunities to carry out critical discourse analysis of different types of texts in a variety of contexts.
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This module contributes to subject knowledge and to key subject specific skills by helping students develop their understanding of the power of discourse to construct identities. It helps increase students’ awareness how lexical, grammatical and discourse choices, examined in light of the relevant context, can reveal underlying stance, ideologies, and power relations.
This module contributes to the students’ academic and graduate skills in a number of ways: enhancing their ability to critically examine diverse forms of discourse; and by improving their research skills, in particular, their analytical skills in terms of both the use of analytical techniques and interpretation of research results.
Full Year Modules
The following modules are taught across both semester 1 and 2, you can only choose these modules if you are studying with us for the full academic year.
This module is based around the study of key theories and methodologies which have had a lasting impact on the disciplines of English and Creative Writing. It introduces students to significant ideas in contemporary criticism which shape scholarship in the twenty-first century. Students will engage with some philosophical and some linguistic approaches which reflect changing ideas about the text and which will implement their understanding of these ideas in their interpretive, critical and analytical writing. Students will enhance their existing key transferable skills of reading, writing and comprehension, verbal communication and presentation and listening and information retrieval through completing this module. They will acquire a wide range of subject-specific and transferable skills, including the ability to read and apply challenging, ambitious and complex ideas.
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Theory is a body of ongoing debates with which students should have an intellectual engagement. The module ensures that students will engage with a variety of approaches to language, literature, and culture. It is important that students are equipped with the skills necessary to question their discipline and to be able to identify those ‘landmark’ ways of thinking about texts which often challenge conventional attitudes in today’s culture, and this module will do that.
This module is an introduction to how the English language is used in different ways by varied speakers. It allows students to explore the diversity of English at the regional, national and global level. The module also focuses on the methodology of linguistic research and allows students to carry out their own, small-scale sociolinguistic research project.
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This module will advance students’ understanding of language by exploring in some detail the social parameters of variation, such as age, gender and social class. Students will investigate regional, national and global varieties of English. In this way, the module provides students with a solid grounding for further English language study by familiarising them with key issues associated with language use and requires them to reflect on their own communicative competence. The module enhances students’ understanding of formal lexical, grammatical, and phonological aspects of language through their analysis and investigation of linguistic features in context. The module also allows students to engage with the methodologies of sociolinguistics and to undertake their own, small-scale, supervised research project. In doing so, it allows students to develop skills in critical thinking, presentation, research methodology, self-directed learning and academic writing.
This module is designed to introduce student writers to various ways of exploring their writing practice through a series of exercises and writing experiments. The module will relate fully to the central ethos of the course, which is to support students to become innovative writers who creatively explore ways of writing and thinking about writing, and who are able to write with versatility and to read widely and beyond their own personal tastes, becoming adaptable and reflective writers. All activities will be developed and encouraged via writing workshops.
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New Creative Writing students may not have had the chance at school and college to widen their reading and practice within a discipline or area of writing and, therefore, may not have acquired a robust critical awareness of ways in which they might explore and examine their own creative practice. The aims of this module are to:
Explore poetics and begin to develop philosophies of writing
Explore writing practice through writing exercises and experimentation
Give the student writer the essential skills to form their own writing process
This module offers students an overview of British children’s literature alongside an overview of stages involved in child language development. It explores theoretical and methodological approaches to the history and representation of childhood in literature and describes how children learn first through listening and speaking, being read to by caregivers and how this leads to pre-literacy and later literacy skills. The module also introduces and examines theories relating to the topics of children’s literature and child language development, including literacy. This interdisciplinary module takes a hybrid approach, drawing on strengths in literary and linguistic studies, while cognizant of disciplines such as psychology, education and child development.
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This Level 5 module will provide students with the opportunity to learn how children develop language and early literacy by being read to. In parallel, students will study examples of children’s literature published between the eighteenth and twenty-first centuries, enabling them to do in-depth work on relevant literary theories. This module will be useful in thinking about the representation, construction, socialisation and education of children.
Working with Children is specifically designed to address employability, with both seminar discussion and assessment aimed to encourage students to consider important issues relating to developmental aspects of human language. This module also has a strong vocational aspect as it prompts students to consider the pedagogical and health and wellbeing aspects of children’s literature and develop a knowledge of children’s language development of use to students who intend to follow careers with infants and young children, including pre-school teaching and speech and language therapy.
The module will explore various strategies towards Scriptwriting with a particular emphasis on writing imaginatively for the stage. Students will gain an understanding of the central role of the playwright in the theatre making process. They will be involved in a dramaturgical analysis of a range of scripts and gain an understanding of how plays are constructed. They will experience writing collaboratively as well as developing their own personal practice and playwright’s aesthetic. Finally, students will prepare, pitch, develop and write to format their own original One Act Play.
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This module addresses the underlying principles of writing for the stage. Students will gain a critical understanding of the form by encouraging writers to discuss and analyse the works of a range of contemporary playwrights. Students will then apply this understanding to their own creative work, learning to redraft and accept constructive feedback from peers and understand the process of playwriting as well as exploring various dramaturgical strategies and new approaches for writing contemporary stage plays by developing their own personal aesthetic. The employability aspects of this module will be addressed by exploring some of the issues involved in writing for theatre – including getting new work developed and produced.
This module is concerned with literary, linguistic and creative representations of same-sex desire and gender diversity, particularly those that challenge, disrupt or queer normative expectations, including in the wider context of decolonisation. Queer linguistic approaches, as well as those based on third-wave feminism, allow students to critique earlier linguistic analysis of language and gender which are based on hegemonic, dichotomous gender ideologies. The module will place a range of text types, such as transcripts of spoken language, historical and contemporary novels and autobiographical writings in their social and political contexts to examine the changes and continuities in queer textual representation across time and place. The language used to describe queer lives and experiences, both within the set texts and beyond them, will form an integral part of this module. Students will have the opportunity to respond critically and creatively to these texts, using relevant literary, cultural and linguistic theories to inform their interpretations.
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Understanding queer representation is vital to critical and creative engagement in today’s literary and social landscape. This module will allow level 6 students to develop a well-informed analysis and/or practice in queer literature and criticism, as well as broader literary representations of identity, history, struggle and social change in different types of media and texts. The module also provides students with an opportunity to build on the linguistic knowledge and analytical skills that they have acquired at levels 4 and 5 in their study of, for example, sociolinguistics, historical linguistics, and discourse analysis, and to use that as a basis to develop specialised understanding and knowledge of the interplay between language, sexuality and gender to a degree commensurate with Level 6.
Students taking this module will engage with primary sources and discover how social, sociolinguistic and cultural theories can be used to explain language use, drawing on their own experiences through active discussion and debate. They will examine histories of the suppression of sexual and gender expression, and how these directly impact on existing social structures. In considering politicised arguments related to power, freedom and equality, students taking this module learn to evaluate and critique their own notions of what is ‘normal’ or ‘natural’, and to examine how these notions are reproduced in society.
By exploring sexuality and gender in an academic context, this module encourages students to historicise and theorise queer struggles, and to examine their own roles as citizens and social beings. As well as being of inherent value, these skills have applications in teaching, youth work, research, media and creative industries, and link directly with Edge Hill’s commitment to equality, diversity and inclusion in its policies and practices.
This module will explore recent ecocritical approaches to literature, exploring how writing both represents and reimagines the environment. Beginning with Romantic representations of nature and its relationship with human creativity, the module explores Victorian conceptions of the impact imperialism and colonialism had on the world, twentieth-century engagement with climate change, up to contemporary imaginings of the end of the world and afterwards. The module engages students in thinking about the impact of literary representation on significant global challenges such as biodiversity loss, climate change, and sustainability.
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Given that sustainability, working ethically and being socially conscious are now embedded within the English Subject Benchmarks Statement, it is imperative that students have the opportunity to study a module such as this. Not only does it speak to their interests, this module ensures that students can engage with a significant aspect of modern literature and theory: imaginative encounters with human impact on the environment. The module will equip students with a theoretical and methodological language to engage with environmentally-informed criticism. It will explicitly connect the literature studied in the course with real world issues: the impact of imperialism, the advent of the Anthropocene, climate collapse, and biodiversity loss, as well as campaigns to ameliorate life on the planet.
Notes: ^ denotes optional module, may not run each year and availability is dependent on student numbers and staff availability
Level 7 (Masters level) modules are not guaranteed to run in the same semester every year, so please contact the Programme Leader before choices are made.
Geography and Geology Provision
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
The module provides a broad introduction to the study of human geography, identifying and exploring key interrelationships, namely between people, places and environments. The module outlines conceptual and theoretical approaches to the study of human geography. Attention focuses on the role of time, space and scale in human geography. In addition, the module introduces students to current debates, concerns and issues within the discipline. The module connects a knowledge and understanding of human geography with the development of key transferable skills.
RATIONALE
The module will focus on comprehension of the nature of change within human environments and foster an understanding of the diversity and interdependence of places at various spatial scales. The module will be guided by QAA benchmark statements: ‘Describe and exemplify the nature of change and variability within societies and environments ‘Describe and exemplify the reciprocal relationships between societies and environmental at multiple spatial and temporal scales
This module develops students’ skills in collecting, handling, analysing and presenting geographical data and information. The module will focus first on acquiring information and data from library sources and in the field. A three-day residential field trip will introduce students to a range of field data collection techniques. Subsequently, the focus will be on data analysis using spreadsheets and statistical testing and on data presentation in graphical format. Students will be introduced to the use of Geographical Information Systems (GIS) for the analysis and presentation of spatial data.
RATIONALE
Core elements of contemporary geographical practice are the ability to handle, analyse and communicate spatial and graphical data using ICT. Geography students need to learn how to convert increasingly complex and diverse sets of data into geographical information and how to communicate this information in a variety of formats.
The module is essentially skills based and practical. It provides a grounding in a range of subject-specific and transferrable skills that are required for the study of geography at degree level. Students will build on these skills during subsequent skills-based modules taken in the first and second years of their programme and will apply them in other modules throughout their course of study, including the dissertation modules. Students will learn how to find academic information and to reference it correctly. The module will also develop their essay-writing skills. Students will be instructed in methods for the processing and analysis of numerical data using spreadsheets. They will also learn how to present the results using appropriate graphs and to apply a range of statistical tests to geographical data. Students will be introduced to the basic principles and uses of Geographical Information Systems (GIS) and digital cartography.
This module is designed to begin the development of students’ capabilities in the following list, as set out in the QAA benchmark statement for Geography (QAA, 2022): ‘Carry out routine investigations as instructed. Know the difference between accuracy and precision. Illustrate both quantitative and qualitative approaches for analysis of geographical information and data and perform basic applications. Summarise information and data and make accurate interpretations. Illustrate diversity of specialised techniques and approaches involved in presenting geographical knowledge and information (for example, GIS, cartography and different textual strategies). Communicate geographical ideas, principles and theories by written oral and graphical means. Present material to support a reasoned argument. Use communications and ICT to select, analyse, present and communicate geographical information.’ (QAA, 2022)
The module will investigate the research process, enhancing and developing essential Geoscience techniques, providing a basis for future research.
RATIONALE
The module builds upon core geographical research skills introduced in Level 4 within the framework of conducting a research project based upon local fieldwork. The aim of this module is to provide students with an understanding of the different approaches to research and the fundamental issues surrounding research (such as ethics), and to also equip students with the skills necessary to design, conduct, and report their own research projects. Such research skills will be developed and applied in an overseas setting (GEO2249/GEO2250/GEO2251) later. Introduction to these skills will assist students in their choice of dissertation investigation at Level 6.
The extension of development of students’ research skills has been guided by the following QAA (2022) Benchmark statements: ‘evaluate the issues involved in applying research design and execution skills within the specific context of field-based research; Evaluate the diversity of specialised techniques and approaches involved in analysing geographical information (for example, special techniques for the analysis of spatial information, GIS, laboratory techniques, qualitative and quantitative techniques) undertake independent/self-directed study/learning (including time management) to achieve consistent, proficient and sustained attainment’ (QAA, 2022)
This second year module develops students’ knowledge and skills in remote sensing and Geographical Information Systems (GIS), building on the Level 4 GEO1060 Contemporary Geographical Skills module. Practical training in the application of both remote sensing and GIS to answer spatial and environmental questions forms a substantial component of the module. The module focuses on remote sensing analysis and interpretation of aerial and satellite imagery, which has transformed the way that geographers and geoscientists view the Earth, and on the use of GIS for processing and analysing a wide variety of spatial data in fields such as planning, health studies, population studies, natural resource management and environmental investigations aimed at tackling sustainability challenges such as land degradation and climate change. The module explores how remote sensing and GIS have improved our understanding of atmospheric, oceanic and earth surface processes, landscape changes, the built environment and spatial variation within societies, have supported sustainable environmental management, and have enabled a better understanding of the interaction of humans with the natural world. This module provides the knowledge, skills and experience necessary to utilize these tools and available data sources.
RATIONALE
Remote sensing and Geographical Information Systems, although only developed relatively recently, now underpin research across the discipline of geography as well as being widely applied in business and the public sector, and therefore having significant value for graduate employability. GIS is also gradually becoming integrated into the Geography National Curriculum. The exponential increase in the availability and use of digital geographic information has created a need for experts with the knowledge and skills to create and use this spatial information for society’s benefit. This module combines development of students’ understanding of the principals of these two techniques alongside training in their application to a range of geographical research questions. Students will also develop their knowledge of the wide range of freely available data that can be managed, processed and analysed using GIS and remote sensing techniques. This module will build on the introduction to GIS given in the first-year GEO1060 Contemporary Geographical Skills module. Students will be able to apply their learning in this module in a number of other modules during their course, notably the dissertation modules, and may choose to build on the GIS skills taught in this module by taking the final-year Applied GIS module if they are considering working in this field. In addition to the subject-specific skills that are the focus of this module, students’ transferable ICT skills will also be developed.
This module is designed to develop students’ capabilities in the following areas, as set out in the QAA benchmark statement for Geography (QAA, 2022): Demonstrate comprehension of the nature of change and variability within societies and environments. Demonstrate comprehension of the diversity and interdependency of places at various spatial scales. Apply a systematic approach to accuracy, precision and uncertainty. Evaluate the diversity of techniques and approaches involved in collecting geographical information (for example, instrumentation, remote sensing, cartographic surveying, social survey, observation and the use of textual and archival sources). Evaluate both quantitative and qualitative approaches for analysis of geographical information and data, including competence in the application of a range of these approaches. Evaluate the diversity of specialised techniques and approaches involved in analysing geographical information (for example, special techniques for analysis of spatial information, GIS, laboratory techniques, qualitative and quantitative techniques). Synthesize information and data and make accurate interpretations in the context of current geographical knowledge.
- Evaluate the diversity of specialised techniques and approaches involved in presenting geographical information (for example, GIS, cartography and different textual strategies.
- Use communications and ICT effectively and appropriately to select, analyse, present and communicate geographical information.
- Undertake independent/self-directed study/learning (including time management) to achieve consistent, proficient and sustained attainment.’ (QAA 2022)
This module will explore the emerging field of disaster mitigation of cultural heritage sites, as well as the role that cultural heritage plays in post-disaster recovery. It will allow students to demonstrate their abilities to research and evaluate information of cultural heritage and disasters both as individuals and in groups.
RATIONALE
The Sendai Framework for Disaster Risk Reduction was codified in 2015 at the United Nations World Conference on Disaster Risk Reduction. Notably, the Sendai Framework singles out cultural heritage as a vital element of both disaster risk reduction and post-disaster recovery. Scholars of disaster have also shown us that disasters can act as windows-exposing how our societies function. Everyday life often functions without us questioning how our society works, or without us thinking about or questioning why things are the way they are and why we do the things we do. But often- during and after- a disaster we have the opportunity to examine and question the societal process: Why do we do things this way? Is this the best way to do it? Is it fair? The occasion of a disaster allows us to see this exposed society. While none of these concepts are strictly speaking new as such, we have moved towards codifying these terms in evolving iterations of best practices. This module will explore these concepts in relation to disaster mitigation of urban cultural heritage.
The module will be guided by QAA benchmark statements:
‘Demonstrate critical insight of the complexity of the reciprocal relationships between societies and environments at multiple spatial and temporal scales.
Synthesize information and data and make accurate and critically reflective interpretations in the context of current geographical knowledge.
Critically reflect on a range of views about geographical issues and come to a reasoned evaluation.’ (QAA 202)
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
This is an introductory module in physical geography which looks at basic concepts and their development. It outlines the physical framework of the Earth’s surface and investigates the materials and processes operating there. It covers introductory aspects of biogeography, meteorology, hydrology and geomorphology. The module will also cover a range of laboratory methods and equipment for the recording and analysis of physical geographical phenomena.
RATIONALE
The module provides an introduction to approaches, concepts and knowledge in physical geography at a level appropriate to an introductory module in higher education. It provides an understanding of the various components within the physical environment and the nature of flows of energy and materials that link them. The module will also provide a range of practical experiences in physical geography, providing an understanding of the various equipment and techniques appropriate to compliment theoretical studies within the physical environment.
The module will be guided by QAA benchmark statements: ‘Describe and exemplify the nature of change and variability within societies and environments. Carry out routine investigations as instructed.
Illustrate both quantitative and qualitative approaches for analysis of geographical information and data and perform basic applications’ (QAA 2022)
This module is an introduction to geographical research, providing skills that students require to study, research and succeed in their degree programme. It enables students to identify and use geographical information in appropriate and effective ways. Skills developed will include key skills, together with more specialist skills such as cartographical, research skills, statistical skills and fieldwork skills.
RATIONALE
Geo-students must be able to research their subject effectively in order to learn and to disseminate information, this module focuses on introducing and developing geographical research methodologies, building upon a wide range of subject specific and transferrable skills.
The module will teach and develop a number of subject specific skills, including, research skills (e.g. link preparation, methods and analysis to answer a question/problem), map skills, statistical analysis, and fieldwork skills (field note taking, sketching, risk & ethical assessment, specific geographical techniques).
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. 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 transferrable skills. The module ultimately provides the necessary skills base as a foundation to Level 5 and 6 independent research activities.
The module will be guided by QAA benchmark statements:
‘Illustrate both quantitative and qualitative approaches for analysis of geographical information and data and perform basic applications. Summarise information and make accurate interpretations. Describe the process of learning and present a basic assessment of personal strengths and weaknesses.’ (QAA 2022)
This module will extend knowledge and understanding of the diversity of spaces and places in a foreign field setting. The module will further enhance the field and research skills developed at Level 4, and in previous modules at level 5 (GEO2249). Students will explore a very different environment to the UK in an overseas location to enrich their understanding of physical (and human) environments. They will have the opportunity to apply techniques to new scenarios, investigate processes and explore a range of physical and anthropogenic environments. The module will improve students cultural and social capital, and their employability.
RATIONALE
Fieldwork is fundamental to geographical education and is required as an element of an Undergraduate degree in Geography by the QAA Subject Benchmark Statement (QAA, 2022). Using investigative research processes, this module will enhance and develop essential field research methods and provide a broad base for future choices in terms of physical study and employability. The module will develop important field and investigation skills explored at Level 4 within the framework of devising and implementing research programmes based on foreign fieldwork, and will follow the five principles for Undergraduate field courses as outlined by the Royal Geographical Society (RGS, 2020). The module will continue to develop student understanding of the different approaches to research, the fundamental issues surrounding research (such as ethics, health and safety, sustainable fieldwork), and to also equip students with the skills necessary to design, conduct, and report their own research projects.
The continued development of student’s geographical research skills has been guided by the following QAA Benchmark statements: Evaluate the issues involved in applying research design and execution skills within the specific context of field-based research. Evaluate the diversity of specialised techniques and approaches involved in analysing geographical information (for example, special techniques for the analysis of spatial information, GIS, laboratory techniques, qualitative and quantitative techniques). Undertake independent/self-directed study/learning (including time management) to achieve consistent, proficient, and sustained attainment (QAA, 2022)
This module will extend knowledge and understanding of the diversity of spaces and places in a foreign field setting. The module will further enhance the field and research skills developed at Level 4, and in previous modules at level 5 (SPY2150). Students will explore very different environments of an overseas location to enrich students understanding of human environments. They will have the opportunity to apply techniques to new scenarios, investigate processes and explore a range of physical and anthropogenic environments. The module will improve students cultural and social capital, and their employability.
RATIONALE
Fieldwork is fundamental to geographical education and is required as an element of an Undergraduate degree in Geography by the QAA Subject Benchmark Statement (QAA, 2022). Using investigative research processes, this module will enhance and develop essential field research methods and provide a broad base for future choices in terms of Human Geography study and employability. The module will develop important field and investigation skills explored at Level 4 within the framework of devising and implementing research programmes based on foreign fieldwork, and will follow the five principles for Undergraduate field courses as outlined by the Royal Geographical Society (RGS, 2020). The module will continue to develop student understanding of the different approaches to research, the fundamental issues surrounding research (such as ethics, health and safety, sustainable fieldwork), and to also equip students with the skills necessary to design, conduct, and report their own research projects.
The continued development of student’s geographical research skills has been guided by the following QAA Benchmark statements: Evaluate the issues involved in applying research design and execution skills within the specific context of field-based research. Evaluate the diversity of specialised techniques and approaches involved in analysing geographical information (for example, special techniques for the analysis of spatial information, GIS, laboratory techniques, qualitative and quantitative techniques). Undertake independent/self-directed study/learning (including time management) to achieve consistent, proficient, and sustained attainment (QAA, 2022)
This module will investigate sedimentary processes and products across a range of environments past and present. A range of techniques for examining, describing, interpreting, and classifying sediments and sedimentary rocks, will be introduced, including hand specimen and microscope analysis, and field data recording (logging). These techniques will be used to interpret modern and ancient sedimentary environments.
RATIONALE
The module provides an integrated approach to the theoretical and practical study of sediments and sedimentary rocks interpreting present and past environments. 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, while the impact of the environment on sediment production and characteristics is a growing field of research, of which modern anthropogenic climate change is perhaps the most prominent example. Group and independent laboratory work and fieldwork will enhance key and interpersonal skills, especially in areas of laboratory observation, recording and presentation of observations (observe-record-interpret). The directed and independent study elements will enhance their use of ICT and other research tools.
The module will be guided by QAA benchmark statements:
- ‘Conduct fieldwork and laboratory investigations competently (as appropriate).
- Interpret and evaluate practical results in a logical manner.
- Gather, prepare, process, and interpret data using appropriate techniques.’ (QAA 2022)
The module is a practical application of all the students’ geological knowledge needed for field mapping and for undertaking research in geology. The module will enhance the students range of laboratory techniques, will train on the use of dedicated software for geological applications, and will train on geological field mapping introducing the students to independent field working in complex terranes. The module will also train the students in the process of developing a research proposal in geology.
RATIONALE
The module gives students the opportunity to develop a range of skills needed in the geological sciences. It will build upon the students existing geological knowledge and skill base, introducing field techniques working in remote and complex terranes and the key techniques to perform research in geology. These experiences along with group and independent work will enhance key and interpersonal skills, especially in areas of field observation, recording and manual and digital presentation of their observations. The directed and independent study elements of the module will enhance their use of geological observation and recording along with ICT and other research tools.
The module will be guided by QAA benchmark statements:
- Conduct fieldwork and laboratory investigations competently (as appropriate).
- Gather, prepare, process and interpret data using appropriate techniques.
- Reflect on the process of learning and evaluate personal strengths and weaknesses.’ (QAA 2022)
This module focuses on real world environmental problems faced by geo-environmental specialists in the context of climate change and the move away from reliance on fossil fuels to renewable energy sources; mineral planning issues (with focus on super quarries), the reduction and management of construction and domestic waste; waste disposal facilities and planning issues; contaminated land remediation; UK geohazards and their management including superficial and anthropogenic (made ground) deposits; water resources (including quality and management) and the conservation of geodiversity.
There is also opportunity to produce an industry style geoenvironmental management report.
RATIONALE
Geoenvironmental Management enables students to apply their learning to real world geo-environmental science as well as introducing knowledge and a skill base not encountered before. The module aims to enable students to utilise their generic geo skills and knowledge by application to this applied rapidly developing area of geoscience. Geoenvironmental specialists are increasingly challenged to solve environmental problems related to the reduction or management of construction and domestic waste, waste disposal facilities, clean-up of contaminated sites, water supply and management, renewable energy resources and the conservation of geodiversity. This effort has given rise to a new discipline of specialists in the geoenvironmental field. 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, together with an awareness of renewable energy sources/resources and geoenvironmental industry regulations and planning. The purpose of this course is to teach principles and phenomena in geoenvironmental science, which are required as basic knowledge for landfill management, remediation for contaminated lands; managing water supply and water quality; managing geohazards; geoenvironmental related planning issues and environmental impacts. Regulatory frameworks and changing environmental legislation have increased the job market for geo-environmental specialisms and this module seeks to provide students with the exposure and skills relevant to this work area.
The module will be guided by QAA benchmark statements:
- ‘Analyse, synthesise, summarise, appraise and critically evaluate information.
- Take a critical approach to academic literature, data and other sources of information.
- Use appropriate numerical, statistical and qualitative techniques.
- Effectively articulate and synthesise an argument.’ (QAA 2022)
BRIEF DESCRIPTION OF THE MODULE
Migration is a hot topic across the Global North and the South. Migration occurs across space influencing and shaping the spatial, demographic, economic, social and political environment of both the origin and destination locations. This module will equip students with the factual knowledge and conceptual skills to understand migration processes, migration consequences and migration governance.
RATIONALE
This module will provide an introduction and overview of the complex and vibrant topic of migration. It does so by exploring migration processes, migration consequences and migration governance. This module aims to encourage students to understand geographical approaches and theories of migration. A specific focus on migration processes built around theoretical aspects will develop students’ conceptual understanding of migration. Students’ perspectives will be challenged by looking at various forms of migration, the consequences of migration and how it is governed in the UK. This module will actively engage students to form and express their views on migration across space. In line with that, the objectives of this module are to
- Familiarise students with contemporary trends in global migration.
- Familiarise students with the political, social, economic and geographic dynamics of migratory patterns.
- Introduce students to the contemporary theoretical debates and concepts.
- Introduce students to current political debates in the UK regarding migration.
The module will be guided by QAA benchmark statements:
- ‘Critically reflect on a range of views about geographical issues and come to a reasoned evaluation.
- Reflect on and appraise the reasons for the diversity and interdependency of places at various spatial scales.
- Synthesize information and data and make accurate and critically reflective interpretations in the context of current geographical knowledge.’ (QAA 2022).
Full Year Modules
The following modules are taught across both semester 1 and 2, you can only choose these modules if you are studying with us for the full academic year.
Geography is a multidisciplinary subject, but what defines it as an academic discipline? This module will introduce students to the nature and scope of geography as a science; explore the growth and development of the subject; review key conceptual frameworks in which the subject operates; and, more broadly, develop geographical thinking at the onset of the degree programme.
RATIONALE
Transition from further education to higher education can be a challenge for students, particularly in the realisation of the true nature of the discipline, its many facets and approaches to knowledge generation. This module aims to develop an appreciation of the wider discipline, its developmental history and the interlinkages between sub-disciplines. By understanding the historical development of key epistemologies, students will develop a contextual framework through which criticality of materials, as their degree progresses, can be applied.
Throughout the module, we aim to support the transition to higher education, by providing opportunities to develop key academic and transferrable skills. These may include: time management; managing independent learning; reflection on skills development; information gathering (literature searches, selection of appropriate data/literature sources); how to make use of lectures; effective reading and note-taking; referencing and academic integrity; essay and report writing; employability; managing feedback; oral presentation; group work; critical thought.
The module will be guided by QAA benchmark statements: Describe the history of geography as a discipline and the relevant contexts of past and present geographical knowledge production, and contemporary implications of this history. Describe and exemplify the diversity of approaches to generation of knowledge and understanding deriving from experience of the epistemologies of the natural and social sciences and humanities. Describe the process of learning and present a basic assessment of personal strengths and weaknesses.’ (QAA 2022)
The module provides students with an awareness and understanding of the nature of environmental issues facing the world today. Issues such as climatic change, water quality, flooding, biodiversity loss and human vulnerability to natural hazards will be considered. Through case studies, the physical processes underlying the issues will be explained together with an evaluation of management responses.
RATIONALE
The human population faces a wide range of environmental issues at the present day and will continue to in the future. The module explores the important impact that people have on the environment and the influence that the environment exerts on people. It will focus on both natural hazards and the modification of environmental systems by human activity and the problems this may pose. The module will use case studies to explore a range of interactions between the physical environment and society.
The module will be guided by QAA benchmark statements: ‘Describe and exemplify the reciprocal relationships between societies and environments at multiple spatial and temporal scales.’ (QAA 2022)
The module is a broad introduction to and overview of geology, delivering an understanding of the processes which shape the Earth, and to develop practical skills in recognising the evidence of these processes. The module will have a primary focus on the materials of which the Earth is made, how the major constituents are distributed between core, mantle and crust, and how this changes with time through the agencies of plate tectonics and volcanism. From this viewpoint of underlying process, the course will also consider the inherent availability of natural resources and the potential for predicting natural hazards.
RATIONALE
The module is intended as a broad introduction to geology and geological hazards, either as part of a geology degree programme, or to provide a basic knowledge of geology and geohazards for a related programme. The module explores the central paradigms in the Earth sciences: uniformitarianism (the present is the key to the past); geological time; evolution (the history of life on Earth); and plate tectonics. It also introduces Geological Maps, Stratigraphy, Natural Hazards, and Earth Science terminology, nomenclature and classification of rocks, minerals, fossils, and geological structures.
The module will be guided by QAA benchmark statements:
‘Have a knowledge and understanding of subject-specific theories, paradigms, concepts and principles.
Integrate evidence from a range of sources to test findings and hypotheses’ (QAA 2022)
An introduction to a range of field and laboratory geological techniques covering the range of knowledge and skills that a
geologist in training will need to successfully study and practise geology at more advanced levels. This module illustrates the composition and formation of major mineral and rock groups and identify and classify fossils. The module will provide skills suitable to the description, identification and classification of these geological materials in hand specimens and under the petrographic microscope.
RATIONALE
This module affords an introduction to the geological processes and materials which make up planet Earth. It considers the
range and origin of these materials. It will provide students with the skills to describe and analyse these materials and the
knowledge to understand their development and meaning. The module will be guided by QAA benchmark statements: ‘Conduct fieldwork and laboratory investigations competently (as appropriate). Describe and record observations effectively in the field and laboratory.’ (QAA 2022)
This module develops students’ understanding of geomorphic processes, landforms and landscapes. The module will focus on three selected earth surface environments, such as fluvial, hillslope and periglacial environments, and will investigate in detail the geomorphic processes operating in each environment and the characteristics of the landforms they produce. The dynamic nature of earth surface environments will be illustrated through lectures, practical classes and fieldwork. Key concepts for understanding the relationships between landforms and geomorphic processes will also be introduced during the module.
RATIONALE
The earth’s land surface is dynamic, altering as a result of a range of geomorphic processes that vary depending on the nature of the environment and, in some cases, may pose a hazard to human populations. This module studies the geomorphic processes that modify the earth’s surface, the landforms and landscapes that they produce, and the linkages between them. Students will learn to identify landforms and to differentiate between similar landforms on the basis of their characteristics. They will study the geomorphic processes that form and modify landforms and landscapes and will relate individual landforms to the specific processes involved in their formation. Students will also learn about specific concepts that underpin geomorphological understanding of landforms and landscapes, such as equilibrium concepts and geomorphic thresholds. In order to study landforms and processes in depth, the module will focus on three earth surface environments selected from a list including fluvial environments, hillslopes, periglacial environments, glacial environments, coastal environments and aeolian environments.
This module is designed to develop students’ capabilities in the following areas, as set out in the QAA benchmark statement for Geography (QAA, 2022):
- ‘Demonstrate comprehension of the nature of change and variability within societies and environments.
- Demonstrate comprehension of the diversity and interdependency of places at various spatial scales.
- Apply understanding of geographical concepts in different situations.
- Apply a systematic approach to accuracy, precision and uncertainty.
- Synthesize information and data and make accurate interpretations in the context of current geographical knowledge.
- Communicate geographical ideas, principles and theories effectively and fluently by written, oral and graphical means.
- Communicate and compare different views about geographical issues.
- Synthesize material appropriately to support the presentation of a reasoned argument to the intended audience.
- Use communications and ICT effectively and appropriately to select, analyse, present and communicate geographical information.’ (QAA 2022)
This module aims to provide students with a detailed understanding of the climate and environment system. It covers a range of atmospheric processes through to the development of weather systems, with a specific focus on mid-latitude weather. Climatic variability of planet Earth is then considered, making use of paleoenvironmental techniques to explore past climate/environment change, and climatic projections to explore future scenarios. It includes practical training in the analysis and interpretation of meteorological data, and methods used in the field and laboratory analysis of palaeoenvironments.
RATIONALE
Understanding how the global climate system operates is of significant importance considering the ever-changing environment that we live in. The module will develop understanding of the fundamentals of the climate system, providing context for past and future climate and environmental changes; drivers of climate change, in particular of radiative forcing; atmospheric composition and the influence of greenhouse gas content; general circulation and distribution of energy and heat around the globe. Taking a particular interest in mid-latitudinal weather and climate, we will explore contemporary weather systems and future climate scenario projections. We will then move to consider past and future climate and environmental change, making use of palaeo-proxy data as evidence of past change and review the influential mechanisms (natural and anthropogenic).
The module will be guided by QAA benchmark statements:
- Demonstrate comprehension of the nature of change and variability within societies and environments.
- Synthesize information and data and make accurate interpretations in the context of current geographical knowledge.
- Synthesize material appropriately to support the presentation of a reasoned argument to the intended audience.’ (QAA 2022)
This module will identify the nature of natural hazards, the relationships between hazards and risk to people, and evaluate monitoring and mitigation techniques. It will investigate the distribution, causes and management of a range of major natural hazards. It will allow students to demonstrate their abilities to research and evaluate information on natural hazards in areas of this discipline that interests them the most.
RATIONALE
As Earth’s growing population makes demands on the use of more marginal and hazard prone lands, more and more people are becoming exposed to risk from relatively low frequency but high magnitude natural events – for example, the 2004 Indian Ocean tsunami, 2005’s Hurricane Katrina in New Orleans, the 2010 eruptions of Mount Merapi in Indonesia and Eyjafjallajökull in Iceland, or the 2011 Tohoku earthquake in Japan. In addition, climate change is increasing the frequency and magnitude of meteorological and hydrological hazards such as hurricanes, flooding, wildfires and drought. Technological development also increases our exposure to natural hazards, such as perturbations in the Earth’s magnetic field, or solar flares, which would not have impacted pre-technological civilisation. The study of such natural hazards, and consideration of measures for adaptation and mitigation, are therefore more crucial than ever. This module provides a topical and adaptable focus to the study of natural hazards, using examples from the present and the geological past. The module also explores social, economic and political factors influencing the nature and severity of natural hazard events. The research/literature/evidence-based teaching style of the course allows it to be accessible for students from a range of backgrounds across the entire field of geosciences, from human geography to physical geography, geoenvironmental hazards, or geology; and to focus their learning in the course on aspects which best suit their discipline.
The module will be guided by QAA benchmark statements:
- ‘Demonstrate critical insight of the complexity of the reciprocal relationships between societies and environments at multiple spatial and temporal scales.
- Synthesize information and data and make accurate and critically reflective interpretations in the context of current geographical knowledge.
- Critically reflect on a range of views about geographical issues and come to a reasoned evaluation.’ (QAA 2022)
The module develops knowledge and understanding of the nature of environmental change throughout Earth’s history and focussing on the Quaternary epoch. The module examines evidence of change, potential causes, and the spatial and temporal responses. The module explores the major changes of the Late Glacial, Holocene and recent periods and elucidates the relative contribution of natural and anthropogenic drivers of these changes. In addition, the module will critically consider the techniques and methodologies used in the reconstruction of environmental changes discussed.
RATIONALE
The Quaternary is a period of profound global change, including advances and retreats of ice sheets, expansions and contractions of desert regions and large, rapid changes to both ocean circulation and the biosphere. Understanding the Quaternary period provides the context for present day climate issues and a backdrop to human evolution. By exploring these timescales we gain critical insights into the nature and sensitivity of the global climate system to external forcing and internal interactions between the various ‘spheres’ (atmosphere, lithosphere, cryosphere, hydrosphere and biosphere). This module will also explore global and local archives of climate change and learn about the responses of different landscapes and environments. In particular, understanding the relationship between natural and anthropogenic factors, and environmental change over various spatial and temporal scales are vital if we are able to make predictions about the future. The past is the key to the present.
The module will be guided by QAA benchmark statements:
- ‘Demonstrate critical insight of the complexity of the reciprocal relationships between societies and environments at multiple spatial and temporal scales.
- Demonstrate a critical understanding of the history of geography as a discipline and the relevant contexts of past and present geographical knowledge production, and contemporary implications of this history.
- Critically appraise and reflect on use of the diversity of techniques and approaches involved in collecting geographical information (for example, instrumentations, remote sensing, cartographic, surveying, social survey, observation and the use of textual and archival sources).’ (QAA 2022)
GIS is a growing and increasingly specialised field, providing spatial data management and analysis to many academic disciplines as well as a broad range of business and public organisations. The module focuses on the theory and application of GIS technologies for geographical and environmental enquiry and/or application. Students will develop advanced technical skills which will enhance their employability. During this module students will become familiar with both industry-standard software including ArcGIS and Open Source software including QGIS.
RATIONALE
The module extends the GIS skills and knowledge developed at Level 5 through the GEO2253 Digital Geography module. Students will explore contemporary theory, research and application of GIS to gain a better understanding of how the technology can be used in geographical and environmental enquiry and its application in real world contexts.
This module is designed to develop students’ capabilities in the following areas, as set out in the QAA benchmark statement for Geography (QAA, 2022):
- ‘Demonstrate critical insight into the nature and causes of change and variability within societies and environments.
- Critically appraise the diversity of approaches to the generation of knowledge and understanding deriving from experience of the epistemologies of the natural and social sciences and humanities.
- Critically reflect on the accuracy, precision and uncertainty of research data.
- Critically appraise and reflect on use of the diversity of techniques and approaches involved in collecting geographical information (for example, instrumentation, remote sensing, cartographic surveying, social survey, observation and the use of textual and archival sources).
- Critically appraise and reflect on the application of quantitative and qualitative approaches for analysis of geographical data, including excellent and sophisticated application of a range of these approaches.
- Demonstrate a mastery of techniques and approaches involved in analysing geographical information (for example, special techniques for the analysis of spatial information, GIS, laboratory techniques, qualitative and quantitative techniques) and very good judgment of their effectiveness.
- Synthesize information and data and make accurate and critically reflective interpretations in the context of current geographical knowledge.
- Critically evaluate and reflect on the appropriate application of the diversity of specialised geographical techniques and approaches.
- Communicate geographical ideas, principles and theories with flair, accuracy and sophistication by written, oral and graphical means.
- Use communications and ICT with a high level of competence to select, analyse, present and communicate geographical information.
- Undertake highly autonomous and well organised study/ learning and time management to achieve consistent, proficient and sustained attainment.’ (QAA, 2022)
Notes: * These modules require co-requisites.
^ These modules require pre-requisites and consultation with the relevant programme leader.
History Provision
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
This module focuses on the period between the fall of the Roman Empire and the thirteenth century, which saw the emergence of Europe as a distinct entity as well as the unification and development of countries such as England and France. ‘Christendom’ is often used to describe medieval Europe and we will look at how the Church did indeed give a type of cohesion to the continent. The Church assumed leadership of societies after the fall of Rome and held a deep and powerful influence on the medieval outlook. We will consider how this influence manifested itself through a study of the state, power and authority as well as popular beliefs and the medieval world-view. We will also consider the tensions which arose between the bishop of Rome and the development of more secular authority and culture.
RATIONALE
It is important for students to study: societies which differed significantly politically, socially, economically and culturally from both the world they live in and other more modern periods of history which they have studied. The understanding of how these societies viewed themselves. The processes whereby subsequent generations of historians (and their histories) interpreted and reinterpreted these societies, often in the light of their own contemporary needs, beliefs and aspirations. The dynamic and diverse character of the medieval world, and thus challenge the stereotype of static uniformity.
For thousands of years, perhaps starting with the Akkadian empire of ancient Mesopotamia in the 3rd millennium BCE, empire and colonialism were the norms of political order around the globe. In the 20th century, however, that ceased to be the case; not only did the nation-state become the most common political structure, but the very idea of colonialism was discredited, and disavowed by global political institutions. This class examines why this change happened, with a focus on the British empire. The module begins in 1896 with the Second International’s decision to commit itself to the right to national self-determination as a core part of its political programme– that platform constituted the first public use of this terminology in relation to nations. The module ends with the post-colonial independence of nations in South-East Asia and sub-Saharan Africa, Malaya and Ghana, two years after the Bandung conference of Asia-Africa nations in 1955, which asserted the principle of national self-determination as the basis of a post-colonial world.
RATIONALE In the wake of the global Black Lives Matter movement of 2020, students have shown a tremendous interest in the legacies of colonialism, and how they continue to shape the world we live in. Indeed, students have been at the forefront of the decolonize movement, and this module will provide an historical gateway into these core issues of post-modernity. It continues a long tradition of imperial history at Edge Hill, which began with the ‘Third World’ Studies of the 1970s and the Afro-Asian Studies programme
It is difficult to find nuance in popular perception of the Vikings, which either maligns them as bloodthirsty savages or glorifies them as free-spirited warriors. Who were the Vikings in reality, and what was their impact on early medieval history? The actions of these raiders and traders had significant consequences for Europe in the early Middle Ages, causing devastating amounts of damage but also opening up new avenues of trade and communication. In this module, we will undertake an in-depth examination of the Viking Age and its aftermath across the early medieval world. We will study the background behind the rise of the Vikings and the effects of their raiding on the North Atlantic region. We will also examine the political and cultural repercussions of the Viking Age, from its impact on European politics (including an extended study of Viking-Age Dublin) to the influence of Scandinavian art, archaeology, and mythology. The module will conclude with a look at how the Viking Age was remembered across Europe in chronicles, annals, and sagas from the twelfth century onwards.
RATIONALE
Viewed from the perspective of continental Europe, Britain and Ireland have always been considered the western fringe of the Viking territory. Yet when we reorient our perspective to that of the Vikings themselves, we find that the Irish Sea region stood at the heart of a maritime empire that spanned the whole of the known world. A key aim of this module is to help students understand the significant impact of the Viking Age from the medieval period to the present day by drawing heavily upon the incredibly rich and easily accessible Viking heritage of the northwest. An astonishing 16 Viking hoards have been found in the region; the highest concentration in England; and this module is designed to take advantage of the proximity and accessibility of these exciting finds by engaging with local heritage organisations such as the Museum of Liverpool, where a collaborative programme allows undergraduate students to study the Huxley Hoard in person. Yet the module does not glorify the Viking Age, as it also incorporates important material that illustrates the impact of the Viking slave trade on the early medieval world. In The Viking World students will reimagine the Lancashire coast as the centre of a trading network that spanned from Greenland to Russia as they learn how the actions of these raiders and traders had significant consequences for Europe in the early Middle Ages, causing devastating amounts of damage but also opening up new avenues of trade and communication. At the same time, genetic and historical evidence for the melting pot; diversity of Viking-age settlement in this part of the world will challenge the dangerous modern narrative of Viking ethnic identity which has presumed Vikings to be a biological category rather than what it was, namely, a medieval job description.
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
This module on world history in the twentieth century will examine some of the main events, political and social movements, economic developments and ideologies which dominated the twentieth century around the world. We will look at the rise and fall of the great ideologies of Communism, Nazism and Fascism, in Russia, Italy, Germany and elsewhere. We will explore the turbulent international relations of the period, from the end of the first world war, through the causes and outcome of the second world war, to the development of the Cold War between the Super Powers after 1945. We will also look at international relations and the global economic system after the fall of the Soviet Empire in 1989-1991. Economic and social change will also figure prominently with detailed examination of popular protest and youth culture. The fall of the great European empires at the hands of nationalist movements will also be a major theme, with particular emphasis upon anti-colonial movements. By the end of the module, students should have a sound grasp of some of the major developments around the world in the twentieth century.
RATIONALE
This Module is designed to act as a bridge between school/FE work and HE work. As such it seeks to introduce students to the concerns of professional historians, and the conventions of their practice. The module will introduce students to the key developments that shaped the Twentieth Century experience and, at the same time, introduce students to the perspectives and approaches of professional historians towards those developments. The module content is organised into thematic bundles of seminars and lectures. The lectures will act as broad introductions to topics. The seminars, which will take a variety of forms – whole group discussions, presentations, workshops based around documents, video screenings. The module will provide a students with a deep historical understanding of the processes creating the present-day world.
This module will focus on the immense social, political and religious changes which took place in Early Modern England. Reformation of the church, the outbreak of civil war, the emergence of radical sectarian groups and an increasingly politicised people created a rapidly changing society. We will explore the diverse responses to those changes and the fear that they lived in a ‘world turned upside down’. Although the period can be characterized as one of tension and crisis, we will also consider continuities from the medieval period, and the existence of political and social consensus, climaxing in the restoration of monarchy after the short-lived republic. The module will consider whether we can truly agree with the perception of the early modern period as one of approaching modernity through a study of key developments in church, state and culture during the period 1500-1660.
RATIONALE
The module is intended to introduce students to
– Societies which differed significantly politically, socially, economically and culturally from both the world they live in and other more modern periods of history which they have studied. An understanding of how these societies viewed themselves. The basic chronology of this key period in England’s history and the development of its religious and political institutions and culture. The processes whereby subsequent generations of historians (and their histories) interpreted and reinterpreted these societies, often in the light of their own contemporary needs, beliefs and aspirations
This module will give students extensive practical experience with digital archives and will help them to develop a range of advanced digital research skills. It will be taught entirely in computer rooms and will take the form of weekly 2-hour workshops. The historical content of the module will be structured around the history of crime and society in eighteenth and nineteenth-century Britain – a subject area that is popular with students and well-supported by the library’s existing digital subscriptions.
RATIONALE
Digital tools and archives are becoming increasingly central to the process of historical research. Most students have embraced these new resources and the new possibilities they offer for pursuing original research projects. While computer sessions have already been introduced modules at all levels of the history programme, these isolated workshops do not give students the time and experience required to develop advanced research skills or a critical awareness of digital methodologies. The module aims to address this problem by making digital research its primary focus. It will be taught entirely in computer rooms and will take the form of practical, two-hour workshops focused on a particular archive or research methodology. The module will be open to all Level 5 students but will be particularly useful for those who intend to pursue a dissertation or special subject project at Level 6.
Rather than discuss digital methodologies in an abstract way, the new module will focus on the same historical subjects as its predecessors. The history of crime has long been central to the department’s teaching and proved to be enduringly popular with students. More pertinently, it is supported by a wide range of digital tools and archives and is currently the focus of several pioneering digital humanities research projects. It provides the ideal historical focus for a module of this nature and will allow students to apply their new research skills to a series of interlinked historiographical debates and problems.
This module examines British rule in Palestine from 1917 until 1948. It focuses on the development of British policy and its impact on the Zionist-Palestinian conflict. Special attention is paid to recent historical literature that has emphasised the significance of the British Mandate in the history of the Israel/Palestine conflict.
RATIONALE
Prior to British rule in Palestine, the Zionist movement had made very limited advances in the country and were a small minority in a land that was a part of the Ottoman empire. ‘Palestine’ did not even exist as a political entity prior to the British Mandate. Yet just over three decades later the State of Israel was established, and the first Arab Israeli war commenced. The aim of the module is to enable students to analyse the origins and development of Britain’s occupation of Palestine, and its impact upon the Zionist-Palestinian conflict. It will help to broaden their horizons by focusing on an additional extra-European region and will give them valuable insights into an issue of great and ongoing significance for international politics.
Full Year Modules
The following modules are taught across both semester 1 and 2, you can only choose these modules if you are studying with us for the full academic year.
Becoming a Historian will introduce first year undergraduate students to the tools and methods required to become an independent historical researcher with respect to both academic and public history. These skills include: (1) selecting and interpreting primary evidence; (2) independently locating and reading academic books and articles; (3) making effective use of digital tools and archives; (4) applying these research skills to a specific historical problem; and (5) producing a clear, convincing, and original argument. The module will also enable students to begin thinking about potential career paths for history graduates and the skills those require. This will be achieved through a key employability task to ensure students engage with their personal development in this respect from an early point.
RATIONALE
The purpose of the Becoming a Historian module is to introduce first year undergraduate students to the tools and methods required to become an independent historical researcher. These skills include: (1) selecting and interpreting primary evidence; (2) independently locating and reading books and articles; (3) making effective use of digital tools and archives; (4) applying these research skills to a specific historical problem; and (5) producing a clear, convincing, and original argument. This skills-focused module is designed to support students’ work on other Level 4 modules and prepare them to produce high quality work at Level 5 and Level 6. Becoming a Historian builds students confidence and experience by encouraging first year students to produce small pieces of original historical research, an expectation that is often delayed until Level 6 on many history programmes. By introducing independent research at an earlier stage, we aim to improve the quality of students work at Levels 5 and 6, and to prepare them more effectively for the demands of the independent study project in Level 6. This approach also allows students to make more effective use of the university’s digital resources throughout the history programme. The module will introduce students to a range of different assessment methods used elsewhere on the degree. In particular, it will task students with completing a small public-facing history project such as a short documentary, walking tour, podcast, exhibition plan, teaching resources, etc. This will help to prepare students for our careers-focused, placement module at Level 5. The module will be assessed using: (1)an analysis of a primary source that students have independently located using a digital archive; (2) a small public history project; and (3) a job application exercise. In relation to the skills that students will develop on this module, they are also tasked with beginning to think about potential careers for history graduates, evaluate their existing skills and those they are developing on their degree and then map those onto an action plan for their own development.
This module will introduce students to modern British history and issues that have been traditionally neglected in the public domain, secondary and tertiary education: race, gender, disability, sexuality, and social inequalities. Through this material, the module will support the development of core historical and transferable skills and introduce students to themes that will be studied at Level 5 and Level 6.
RATIONALE
As shown in publications on inequalities in higher education produced by the Royal Historical Society’s, university History programmes in the UK have much work to do in regard to tackling inequalities in relation to race, gender, sexuality, and class. These aspects of History have long been neglected, and contemporary best practice is to ensure that curricula tackle these issues head-on. The aim of this module is make the history of inequality in Britain prominent within the Level 4 curriculum of the programme. In addition, the module will incorporate a variety of methods by which students can construct and present information and arguments. These will also help to develop key transferrable skills. Finally, the module will enable students to benefit from research-informed teaching and learning in connection with the University’s International Centre on Racism, along with research expertise in gender and class inequalities.
Making History is a practical module in which students will apply their historical skills and knowledge to a public-facing project of their choosing. This project can be organised around external work-related experience (such as at a museum, archive, or school), or an independent project supervised by academics (e.g. a video documentary or social media account). Students will have the option of either: (1) identifying an external partner themselves (subject to approval from the module leader); (2) selecting from a list of external partners identified by the department; or (3) working on a public history project without experience of an external work provider. The flexibility of this approach means that if arranged work experience falls through students can always undertake an independent project and still complete the module. The precise nature of each project will be determined through discussions between students, tutors, and external partners, but should always involve students making meaningful use of the historical skills and knowledge developed during the course their degree. We expect that most students will work with external partners in the heritage and education sectors, but will consider prospective placements outside these areas if we believe that they will be beneficial to the personal and professional development of our students. Students will submit a non-assessed proposal before undertaking their projects which will be signed off my the module leader and any external partners who are involved.
The module is divided into three phases.
- Public History – a series of workshops devoted to different forms of public history, featuring conversations and guest lectures from industry professionals and former EHU students. These sessions will also address how to pitch a viable public history project.
- Work-related project – students work on their work experience/project, under the supervision of academic tutors and external partners.
- Dissertation prep – the final half semester of the module will focus on research methods and preparing students for their 3rd year dissertation. Students will already have engaged in discussion about the methods and approaches involved in their work experience/project.
The module will be supported by the University Careers Team and the FAS Work Placement Officer. Students will be supervised by the module leader and by their personal tutors while on placement.
RATIONALE
The module is designed to enhance the employability skills of our students by developing their independence, self-discipline, self-motivation and time management skills. This module, through practice-based work and planning for their third year Independent Study Project, facilitate student engagement with research methods and approaches. Students taking the module will frame, through a process of negotiation, their own discrete project – a process that will help to prepare them for the development of a final year dissertation project. Students will be responsible for the execution of this project and for ensuring that it meets the needs of their external partner and any other participants/beneficiaries. The module will require students to demonstrate the transferable nature of the skills they have developed on the History programme and, at the same time, successfully apply historical skills in a non-academic context. The assessment will help students to record evidence of their work and to reflect upon its significance in ways that will be applicable to future job applications and interviews. The dissertation proposal assessment will ensure that students identify viable projects for their third year and have the opportunity to begin their research over the summer.
This module will enable students to examine a range of crimes that occurred in England and Wales over the century between c.1840 and 1940 and their criminal justice, social, cultural and economic contexts. Crime and punishment will be used as a lens through which to explore and analyse important changes over time and the impact of key events such as the First World War and the spread of motorcar ownership.
RATIONALE
This module will enable students to examine a range of crimes that occurred in England and Wales over the century between c.1840 and 1940, some of which historians have suggested have historically been so common as to be termed ‘everyday’. This module will analyse the criminal justice contexts in which crime has occurred and it the impact crime has had on contemporary society. During the chronological period covered, crime became an issue of national importance and perceived as originating partly in major social change and upheaval, such as, urbanisation, the First World War and expanded ownership of the motor car. Some crimes became associated with geographic regions, for example, ‘kicking Lancashire’ and the association between male violence and the use of clogs as a weapon in the second half of the nineteenth century, or London-based hooliganism at the turn of the century. All crimes have a history, and historians ask questions of the past that are relevant to the concerns of the world in which they live. In the early twenty-first century crime continues to be a major issue. In that sense, this module will allow students to develop their understanding and interpretation of early twenty-first century crime through a focus on its long-standing historical background.
Given Edge Hill’s own rich feminist and suffragette history, as well as an increased awareness of the importance of studying the history of gender and questioning the gender of the history that we teach in the twenty-first century, this module will explore the history of gender through the lens of ‘Gender and Power’ across a wide range of time periods and regions. The module will focus on a rich range of case studies to explore the intersections of gender, power, and privilege throughout history. It is important to note that this module is not a history of women: rather, we will explore constructions of gendered masculinity, femininity, and the spaces between and surrounding gendered identities throughout the ages. Our goal will be to uncover the range of ways in which gender has been constructed in relation to power throughout the ages, as well as to study the range of scholarly approaches to gender and power from a modern perspective.
RATIONALE
Along with an increased awareness of the constructed nature of gender identities in the twenty-first century has come a recognition of the ways in which gendered identities have historically been linked to power in the past. By studying Gender and Power across a wide chronological and geographic range, this module will give students firm historical and scholarly grounding in gendered construction of power at different historical moments across different geographic regions of the globe. Studying gender and power will both give our students access to previously marginalized voices often left out of mainstream historical conversations, as well as the tools to understand and engage in important contemporary conversations surrounding gender, power, and privilege in a range of spheres from the political, to the cultural, to the social.
Law and Criminal Justice
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
This module aims to provide students with a contemporary and detailed understanding of the pivotal issues pertaining to the mentally disordered offender (MDO). The module will specifically focus on those individuals detained under Part III of the Mental Health Act (1983) who will be frequently detained under Section 37 MHA (1983), which is a Home Office restriction order.
RATIONALE
There has been a general increase in the number of restricted patients detained over the last ten years (Ministry of Justice, 2010). However, the gender differential has remained relatively static over the last decade with women being subject to 11-13% of restriction orders and men representing 87-89%. Many mentally disordered offenders (MDO) will be detained in secure hospital provision in the NHS and Independent sector which spans a security spectrum of low secure, medium secure and enhanced medium security. However, some MDO’s require treatment under conditions of high security due to their dangerous, violent or criminal propensities, and the needs of these patients are met by the four high secure NHS hospitals in the UK which are Ashworth, Broadmoor, Rampton and Carstairs. Most people detained in the high secure hospitals are men with women accounting for around 6% of the high secure hospital population, this figure mirrors the statistics available for dangerous women detained in prison. The diversion of MDO’s from the criminal justice system into healthcare has been a cornerstone of policy and practice for the last two decades (DH, 1992), and most would have a primary diagnosis of Schizophrenia or serious mental illness or a ‘treatable’ personality disorder. The category of Dangerous Severe Personality Disorder (DSPD) emerged in the aftermath of high profile cases such as that of Michael Stone who attacked Josie Lawrence and killed her mother and sister. He had been assessed by psychiatric services as having an untreatable personality disorder and excluded for treatment. In 2007, amendments to the Mental Health Act (1983) removed the category of psychopathic disorder and a more inclusive approach to the treatment of personality disorder emerged (DH, 2003).However, the category of DSPD has no legal or medical basis and is subsequently something of a contentious political category. The complex medical, legal, and political aspects of the mentally disordered offender will be explored in the module alongside scrutiny of care and treatment practices which are effective and reduce recidivism, as well as those considered contentious and a further deprivation of liberty or in contravention of the Human Rights Act (1998).
There is much debate focused around the concepts of punishment and treatment in the UK and the wider world. This module enables students to acquire a detailed understanding of the key theoretical and practical arguments in the contemporary fields of criminal justice and health and social care. The module will explore a variety of treatment options which are available to offenders across the criminal justice and health and social care services, considering their effectiveness and how the treatment may be best delivered. The concept of risk and dangerousness will be explored, with students encouraged to consider the complex processes of determining an offender’s risk of harm and risk of reoffending, alongside the problems with directing and delivering an effective treatment pathway.
RATIONALE
The progression beyond the ‘nothing works’ era (Martinson, 1974) to the ‘what works?’ era (Maguire, 1995) has seen a shift in criminal justice services considering which treatment approaches are effective and for who? There is recognition that a universal approach to the treatment of offenders is no longer suitable and collaborative multi-agency working, from the courts, prison service, probation and health and social care services allows for a broad consideration of factors when directing treatment for offenders. Structured risk assessment tools alongside clinical judgement are widely utilised to; determine risk levels, highlight remaining risk factors to be addressed and to direct the treatment pathway for an offender.
The concepts of risk and dangerousness will be introduced within this module with consideration given to those offenders with personality disorder and learning disabilities. The increase in both number and variety of accredited offending behaviour programmes offered across services is evident during the past decade, with conflicting findings around their effectiveness for the offenders who complete them. Such general treatment programmes will be discussed in comparison to more specialised treatment regimes, for example, dangerous and severe personality disorder (DSPD) units. The rehabilitation and treatment of offenders is emphasised within the statement of purpose across the criminal justice and health and social care sectors. The treatment of offenders is a widely contentious issue, regularly attended to by the media and high on the political agenda. The economic implications and conflicting evidence to support a significant reduction in offending through treatment opens up further debate about the relationship between rehabilitation and punishment.
The module will critically explore how psychology can inform our knowledge of offenders and offending. Building on the level 4 and 5 learning of psychological theory, this module will critically assess the relationship between offending and mental and personality disorders, with reference to culpability and risk. Drawing upon investigative, forensic and social psychological frameworks, students will critically consider how psychological investigations can inform our knowledge of risk and offending behaviour beyond traditional offender profiling. It will critically evaluate how the methods employed by investigators can influence false confessions. The module will also investigate some of the psychological techniques employed by criminals in the form of grooming and criminal exploitation.
RATIONALE
The module seeks to extend the students’ knowledge of psychological and individual explanations of crime as evidenced at level 4 and 5. It will explore firstly: how investigative, forensic and social psychology can be used to enhance our knowledge of offending behaviours and investigations; and secondly, how psychological processes can influence and impact upon the actions of offenders. The module is designed to encourage students to think critically about how psychology as a discipline can inform our knowledge of offending and offenders.
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
RATIONALE
When we ask what “what is international law?”, we want to know what is its nature. Is it a body of rules? Who does it apply to? Who ‘regulates’ the application of international law? Why should anyone comply with it? Where is international law to be found? The Public International Law course addresses and examines these questions. International law has been derided or disregarded by many of the world’s foremost jurists and legal commentators. They have questioned the existence of any set of rules governing inter-state relations; its entitlement to be called ‘law’; and its effectiveness in controlling states in ‘real life’ situations.
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.
This module is designed to allow the students to understand the overall context of policing and its core function in society, whilst introducing them to a variety of procedures and ethical decision making. It is also intended to compliment other modules in introducing them to the Criminal Justice System.
RATIONALE
Students will look at the concepts and principles of policing by consent, the structure of the police service, the concept of professionalism, national policies and strategies in relation to policing and the role of the College of Policing. They will also be introduced to the extent of police powers, regulation and the use of them fairly and without bias. The students will be introduced to and look at the national decision-making model, code of ethics, discretion, decision making, recording of decisions, the importance of accountability and the importance of critically reviewing policing decisions. The new Policing Education Qualifications Framework (PEQF) provides three entry routes into the policing profession at the rank of police constable, one of which is the pre-join undergraduate Degree in Professional Policing (pre-join Degree).This module forms part of a suite of 20 credit modules designed to ensure coverage of the national curriculum for the pre-join degree in professional policing (as prescribed by the College of Policing as the professional body for policing) which is professionally transformative, in that there is comprehensive, modern and up-to-date coverage of areas of knowledge, skills and professional approaches that have been identified as critical to 21st century policing role of the constable.
This module is designed to introduce the students to the Criminal Justice System
RATIONALE
The students will look at the function of the Criminal Justice System and the police role within it, as well as looking at various pieces of associated legislation. They will look at victims, the victim’s commissioner, codes of practice, and the role of the family liaison officer Students will also explore the custody processes as it appertains in particular to the detention, custody, charging, disclosure and escorting of detainees. They will also look at the courts, sentencing, out of court disposals, restorative justice and the key players such as the CPS, Youth Offending Service, probation etc. The new Policing Education Qualifications Framework (PEQF) provides three entry routes into the policing profession at the rank of police constable, one of which is the pre-join undergraduate Degree in Professional Policing (pre-join Degree).
This module forms part of a suite of 20 credit modules designed to ensure coverage of the national curriculum for the pre-join degree in professional policing (as prescribed by the College of Policing as the professional body for policing) which is professionally transformative, in that there is comprehensive, modern and up-to-date coverage of areas of knowledge, skills and professional approaches that have been identified as critical to 21st century policing role of the constable. The national curriculum for the police constable has been developed so that students will receive a comprehensive education, based upon the professional responsibility of the police service and all who work within it to serve and protect the public in the most effective ways possible. The curriculum demonstrates the candidate’s learning and development through 5 key areas of policing practice, these key areas are informed by 18 specific areas of knowledge, skills and professional awareness that have been identified as critical to the performance of the role of a police constable.
This module introduces students to the assessment of the nature of human rights claims and their translation into law and legal institutions. The module 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 issues both at a national and international level. These issues include, the role of state actors, international organisations, women and children, crimes against humanity, genocide and mass murder.
This module is designed to give students a firm grounding in human rights law both at a domestic and international level. The module seeks to develop students’ appreciation of the relationship and the conflicts between law, politics and social cultures in the context of human rights. The module is designed in order that students gain an awareness of the policy issues which influence both domestic and international human rights law. This module is designed to require students to further develop their analytical, research and problem solving skills.
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
This module provides students with an opportunity to gain an integrated understanding of the key policy, practice, and societal drivers which currently direct responses to addictions and offending. The relationship between punishment, rehabilitation, addiction and the individual actor and the State will be a key focus. This module will draw on the paradigms inherent in criminological, psychological and sociological representations of crime, punishment, rehabilitation and addiction.
RATIONALE
The Government strategy (Ministry of Justice, 2010), ‘Reducing Demand, Restricting Supply, Building Recovery’ recognises the impact that addictions (e.g. drug and alcohol dependence) has on societal harm and crime. The strategy sets out to tackle dependence on all drugs including prescription and over the counter medicines, this is a significant shift as previous strategy focused largely on heroin and crack cocaine. Furthermore, the impact of alcohol misuse on crime and the harm generated by severe alcohol dependence has been recognised together with the fact that the UK has high rates of binge drinking among young people (Hibell et al; 2009).The need for changes to the sentencing framework is acknowledged in the Ministry of Justice (2010) policy, ‘Breaking the Cycle: Effective Punishment, Rehabilitation and Sentencing of Offenders’ as it is known that 50% of adult offenders re-offend within one year of completion of sentence, as do 75% of those sentenced to youth custody. Changes to the sentencing framework have the themes of protecting the public and punishment and rehabilitation of offenders at their core.
Transparency, accountability, and payment by results are viewed as effective processes to increase positive change in local communities. Alternatives to custody, which promote punishment and pay back as well as the treatment and rehabilitation of those with addictions (e.g. drug and alcohol dependency, pathological gambling) is a key strand of contemporary policy. The themes of employment and health are also considered central to contemporary strategy; however, the challenges are immense, particularly when considered against a background of financial austerity in public sector services.
The module will give students an opportunity to develop an understanding of key principles of Business Law and Company Law as they relate to business and commerce. The module includes a practical examination of company formation and decision-making, together with the respective roles of shareholders and directors. The module also considers the choice of business medium.
RATIONALE
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 law relating to the formation of companies is also a topical and expanding subject, concerned with companies as legal institutions and the law regulating them and their activities. As well as setting the running of a business in its legal context, this module will also concentrate on the key features of the company as a legal institution and cover a selection of topics addressing some of the main legal issues relating to companies and business activity.
This module introduces the students to one of the seven foundational subjects of legal knowledge. It provides a clear map through the different torts, while at the same time identifying the common underlying themes and uniting principles.
RATIONALE
The Law of Torts is a core and dynamic subject, occupying a central position within the law of obligations. The subject is largely based on the case law of England & Wales, but it also includes important statutory provisions and, increasingly, demands an awareness of the impact of the jurisprudence of the European Court of Human Rights. The Module will provide students with the opportunity to develop their knowledge of a core legal subject. It is also designed to enable students to develop their research skills, problem-solving skills, and independent study skills. Finally it is designed to enable students to develop the key skills of oral and written communication and information technology.
This module introduces students to a number of the practical aspects of seeking and being employed in the legal professions. It will introduce students to a number of aspects of the practical curriculum delivered on a Legal Practice Course and a Bar Professional Training Course. The level of complexity of this module is designed to be foundational and introductory.
RATIONALE
In essence, this module is designed to provide students with the opportunity to lay the foundations for the development of a number of skills and competences related to working in the legal professions. It aims to begin the process of equipping students with some of the practical lawyers’ skills that should enhance employability. It is the first of three optional modules on our programmes that are important aspects of our employability strategy.
This one semester module examines the Constitutional and Substantive Law of the European Union. While the United Kingdom is not a Member State of the European Union, it maintains a close relationship with the Union. As such, law students are required to be familiar with the powers conferred to this supranational organisation and the substantive rights granted to those subject to EU law. This module explores the principles, legal instruments, competences and rights recognised and conferred by EU Law and the rules regulating its Internal Market.
RATIONALE
The professional accrediting bodies require all qualifying law degrees to include European Union Law as part of the compulsory curriculum. The reason for this requirement are is that European Union has been the source of the majority of the laws effective in the United Kingdom until recently, and the UK and EU will maintain a close relationship after Brexit. The principles regulating the action of the EU and the four freedoms are still relevant for UK students, as they apply in some areas covered by the Withdrawal Agreement between the EU and the UK. Laws on subjects as varied as anti-discrimination free movement of persons, goods, capital, services and establishment or anti-competitive behaviour originate at European Union level. Indeed, the study of national law would be incomplete without a detailed understanding of the institutions, key constitutional principles, and the core rules of European Union Law.
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. The key areas studied in this module will allow students to see the breadth of the subject and also how these key areas fit together to form a coherent whole.
RATIONALE
This module will guide students through the principles of contemporary land law. The module is arranged to facilitate the growth of a steady understanding of key property concepts and principles which will enable students to place those concepts and principles within a practical 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.
This module provides students with the opportunity to further develop a number of the practical aspects of being employed in the legal professions. It will build on some of the skills and competences acquired in LAW1006 and cover, in a more advanced way, a number of aspects of the practical curriculum delivered on Legal Practice Courses and Bar Professional Training Courses.
RATIONALE
In essence, this module is designed to provide students with the opportunity to further develop a number of skills and competences related to working in the legal professions. It aims to equip students with a number of the core practical lawyers’ skills that should enhance employability and lay solid foundations for students who may wish to embark on the LPC or BPTC. It is the second of three optional modules on our programmes that are important aspects of our employability strategy aimed at the legal professions.
Judicial review is a way of challenging how an organisation carries out a public function. It is a specialised type of legal proceeding.
Unlike private law which involves a dispute over a person’s rights and obligations, judicial review has a wider public importance because it is about ensuring the state does not exceed the powers given to it by law. This difference means that special rules apply to judicial review. The court’s role is to look at whether a decision was lawfully available to the body which made it.
This module will provide you with a good understanding of the process involved in bringing a claim for judicial review. It will also provide you with the opportunity to develop the skills of locating learning resources, case and statute analysis, legal reasoning, criticism and oral presentation and argument.
The subject may be broken down into three parts: pre action protocol, the permission stage and the substantive stage.
The level and complexity of this module is designed to be advanced
RATIONALE
To provide understanding of judicial review and practical experience of bringing and managing a claim in accordance with Civil Procedure Rules. This module will form part of the legal practice pathway which is endorsed by the Law Professional Advisory Panel.
The Family Law course will examine the main areas of substantive 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, with the more specialised area of regulation of parents and children forming a separate course.
Family Law will introduce the concept and nature of marriage (including same-sex marriage). It will consider the extent to which marriage remains an instrument of social, moral and economic regulation in society. This will require an examination of the formation and function of marriage, its legal moral and social effects, and the legal means devised by the State to protect it. This will include the legal effects of marriage, void and voidable marriages and the law of annulment.
Equally it is relevant in today’s society to compare and contrast the growing emergence of law relating to cohabitation as more and more people choose cohabitation instead of, or as a preliminary to, marriage. The course will also examine the law pertaining to parenthood and proof of parenthood including blood testing and DNA samples. It will also discuss reproductive technologies and surrogacy, and the legal consequences of parenthood as recognised by the Human Embryology and Fertilisation Act 1990/2009.
RATIONALE
The word ‘family’ is one which is difficult to define. In one sense it can mean all persons related by blood or marriage or since 2005, civil partners. It may include all the members of a household, including parents and children with perhaps other relations, lodgers and even servants. Family law is normally seen as the law that governs the relationships between children and parents, and adults in close emotional relationships.
Unlike other branches of law, such as equity & trusts or tort law, which are clearly legal creations, family law relates, in many ways to an entity – “the family”. This law has developed through common law and statute to allegedly “improve” the relationships between parents, children and the state. More often family law concerns itself with the break down of family relationships.
The course will examine marriage and divorce. With respect to financial provision the course will look at family property, the division of property after divorce, orders for financial relief on divorce and relationship breakdown and orders for financial support of children. It will consider the law pertaining to parenthood and proof of parenthood – this means blood testing and DNA samples. Students will be expected to understand the social policy and philosophical implications of the law. Family Law will also introduce and examine the concept of parental responsibility and discuss how the law intervenes when a relationship breaks down and issues can not be resolved regarding the living arrangements and contact with a child of the relationship. It will examine the issues surrounding matrimonial home rights, regulation of the rights of occupation, ancillary relief and the protection offered by the civil law in relation to domestic violence. The domestic violence provisions of the Family Law Act 1996 will be discussed alongside the wider social and policy implications of violence in the home.
The module critically examines the key principles of intellectual property (IP) law, the nature and scope of IP rights, procedures, national, regional and international, for the granting and recognition of the rights, mechanisms for enforcement, as well as defences against the enforcement. It critically reviews the role of international institutions concerned with IP, namely the World Intellectual Property Organisation (WIPO), the World Trade Organisation (WTO), and the European Union and other regional bodies. The module focuses on the protection of copyright and related rights, patents, trademarks, designs, and geographical and other denominations of origin. This includes the study of the WIPO Treaties, the WTO Agreement on Trade-Related Aspects of Intellectual Property Rights (the TRIPs Agreement), as well as the relevant European legislation.
RATIONALE
The module aims to provide students with systematic knowledge, understanding and critical awareness of substantive intellectual property law in its international context, and to equip students with the theoretical and conceptual framework necessary to analyse critically the international intellectual property law regime.
Intellectual property plays an increasingly important role in international trade and economic development. Many businesses are engaging in international commerce on some level. A significant number of companies have foreign subsidiaries or affiliates, and even purely domestic entities can become involved in international transactions in a variety of ways. Often, intellectual property assets will be a component of such international transactions. In addition, with fast development of new technologies, and widespread use of the internet and other cross border communications and commercial technologies, intellectual property rights need to be protected and regulated at an international level. As globalisation increases and national boundaries become more penetrable, there is a corresponding need for well-developed knowledge regarding international intellectual property law.
The module is thus designed for students who wish to develop a specialist knowledge of the increasingly important field of intellectual property and related areas in a global commercial setting. It is suited to those involved with international business organisations and law firms, as well as to students who wish to deepen their understanding of international intellectual property law in preparation for a research degree, or teaching and research in Higher Education.
This module examines the complex pattern of international regulatory frameworks affecting sport. It explores the role of sport in society and assesses claims that sport should be self regulating as a consequence of its unique characteristics which distinguish it from other industries. The key sources and institutions of international sports law are explored, with particular emphasis given to the role of the international sports governing bodies, the Court of Arbitration for Sport (CAS), the World Anti-Doping Agency (WADA), the Council of Europe and the European Union (EU). National patterns of state sports law and policy throughout Europe are also considered and contrasted with the US model of sport. The impact of these bodies on sports broadcasting, the rights of athletes and wider issues of sports governance is explored.
RATIONALE
As sport has commercialised and legal disputes arise, two constituencies require a greater understanding of the nexus between sport and the emerging international regulatory environment. First, the sports sector has needed to professionalise in order to address the increasing occurrence of litigation within the sector. Second, law practitioners require greater understanding of the subject so that they can appropriately advise clients. This module therefore appeals to those students with ambitions of becoming sports administrators or sports law practitioners. The module will also appeal to students who simply wish to further their understanding of this rapidly developing field of enquiry.
The Module concentrates upon the Law of Criminal Evidence in England and Wales. It initially focuses upon a number of types of criminal evidence, and examines the procedural safeguards which govern the decision to admit these types of evidence at trial. It then widens its focus to include an examination of the operation of the Court of Criminal Appeal and the Criminal Cases Review Commission.
RATIONALE
This Module examines how the Law of Criminal Evidence in England and Wales categorizes and defines a number of types of criminal evidence. This examination is combined with a detailed consideration of the common law and statutory criteria for the admissibility and exclusion of evidence of these types of criminal evidence. The purpose of this examination is to enable students to focus upon the basic analytical framework underlying the Law of Criminal Evidence.
This basic analytical framework will then be set within the wider context of the institutions of the criminal justice system of England and Wales. This wider context will initially be developed through an understanding that prosecution evidence is essentially dependent upon pre-trial practices of evidence gathering; and that its admissibility at trial will be determined by the extent to which common law and statutory criteria regulate these police practices.
This initial understanding will then be supplemented by consideration of the regulation of decisions regarding the admissibility of evidence at the criminal trial, together with the capacity for a wider reconsideration of the case. This will be examined through a detailed focus upon the operation of the Court of Criminal Appeal and the Criminal Cases Review Commission. This will enable students to comprehend the relationship between the law of criminal evidence and the appellate function of the criminal justice system in England and Wales.
In studying this wider context of the criminal justice system, through this focus upon the two levels of regulation, students will examine the broader relationship between the law of criminal evidence and the underlying institutional dynamics of the criminal justice system.
This module examines the international legal aspects of the international community’s efforts to maintain international peace and security. It explores the ‘law before war’ known as jus ad bellum, including the prohibition of force, the principle of non-intervention, and the powers and role of the relevant United Nations organs in settling or responding to international disputes and situations. It will also give students an insight into States’ rights to self-defence, and the international community’s roles and responsibilities to responding to mass atrocity crimes under the ‘Responsibility to Protect’.
RATIONALE
The maintenance of international peace and security is one of the most topical and controversial areas of international law, with many of the world’s current crises at the forefront of the development of this area of law today. This module will give students an opportunity to understand the key framework of international law that regulates international conduct relating to international peace and security, and it will also introduce them to the key actors and international organisations that have the powers and responsibilities for responding to situations that threaten peace and security. This includes an in-depth examination of the United Nations Security Council and the General Assembly.
With this background, the module is designed to develop students’ independent research, critical discussion, and problem-solving skills, with an opportunity to debate and discuss some of the most pressing issues in international law.
The Criminal Justice system in the UK controls the behaviour of citizens and helps citizens understand the effects of their actions through punishment and rehabilitation of those who violate the laws.
This area of law is regulated by the Criminal Procedure Rules and legislation including the Police and Criminal Evidence Act (PACE) 1984. PACE regulates the power of police and sets out rules regarding the detention and interrogation of suspects. The role of the Criminal Defence Duty Solicitor is to help suspects when detained at the police station.
The Duty Solicitor is an advocate who ensures that the offender’s legal rights are observed and that proper legal advice is given. The Duty solicitor explains what is likely to happen in the case, discuss the evidence that the police have, the strengths of the evidence and whether the evidence is strong enough for the suspect to be charged. The Duty solicitor advises the suspect at the police interview and provides the suspect with legal advice.
This module will provide students with a good understanding of the vital service provided by the Duty Solicitor. Students will learn how to conduct interviews and to request disclosure from police. Students will also learn PACE rules that regulate police interviews and application for bail. Students will learn about Criminal Procedure Rules and how the service they provide must be in compliance, obligations to the client and to the court.
The module provides students with the opportunity to develop the skills of locating learning resources, case and statute analysis, legal reasoning, and advocacy.
The level and complexity of this module is designed to be advanced.
RATIONALE
This module will provide students with an understanding of the role of the Criminal Defence Duty Solicitor and the service they provide suspects at the police station and at a hearing in compliance with Criminal Procedure Rules.
This module will form part of the legal practice pathway which is endorsed by the Law Professional Advisory Panel
This module has been designed to introduce the students to the concepts of Evidenced Based Policing, Problem Orientated Policing and Problem Solving.
RATIONALE
Students will look at the professional concept of evidenced based policing, explore the rationale for its approach, discuss the benefits and constraints of of its uses and identify examples of good practice. They will also explore the sources of research and evidence for evidenced based policing such as What Works, POLKA, Global Policing Database, HMICFRS etc.
Students will engage with the principles of problem solving and problem orientated policing, looking at the various theories and models such as SARA, Problem Analysis Triangle, Routine Activity Theory, Rational Choice Theory etc.. They will also look at the various tools that can be used for effective problem solving, whilst analysing the benefits and barriers to this approach to policing.
The new Policing Education Qualifications Framework (PEQF) provides three entry routes into the policing profession at the rank of police constable, one of which is the pre-join undergraduate Degree in Professional Policing (pre-join Degree).
This module forms part of a suite of 20 credit modules designed to ensure coverage of the national curriculum for the pre-join degree in professional policing (as prescribed by the College of Policing as the professional body for policing) which is professionally transformative, in that there is comprehensive, modern and up-to-date coverage of areas of knowledge, skills and professional approaches that have been identified as critical to 21st century policing role of the constable.
The national curriculum for the police constable has been developed so that students will receive a comprehensive education, based upon the professional responsibility of the police service and all who work within it to serve and protect the public in the most effective ways possible. The curriculum demonstrates the candidate’s learning and development through 5 key areas of policing practice, these key areas are informed by 18 specific areas of knowledge, skills and professional awareness that have been identified as critical to the performance of the role of a police constable.
Criminology & Politics
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
The module will demonstrate the importance of critical criminology by building on key theories and concepts introduced in CRI1142 and SPY1123, hereby encouraging students to develop their critical awareness and evaluation skills. It considers the controversies, contradictions and common sense assumptions that underpin the generation of ‘knowledge’ around concepts such as ‘crime’, harm, punishments, rights and justice. The module contests the concept of ‘official truths’ and examines how specific discourses contribute to the establishment of ‘legitimate’ knowledge and the barriers this creates for those attempting to present alternative versions and accounts. The module will draw on a diverse range of topic to demonstrate how knowledge is shaped by power and how the processes of denial, neutralisation and disqualification are used to silence dissent.
RATIONALE
The module is predicated on the development and application of critical and analytical skills. In line with QAA Benchmark Statements for Criminology (2022) the module will encourage students to compare, contrast and evaluate competing sources of information (4.5) in order to understand the complexities within and between official, professional, media and ‘alternative’ or autobiographical accounts. In providing opportunities to practice and refine these skills, the module makes an important contribution to students’ acquisition and development of transferable skills, including critical evaluation, self-directed study, collaborative working and written communication (4.5) while at the same time requiring the ability to retrieve and utilise information from a wide range of sources.
This module will consider the connections between crime and music. Rather than just being a form of entertainment, music can reflect more important messages about problematic social arrangements and practices. In line with QAA benchmarks for criminology, the module will facilitate students’ critical evaluation of criminal justice agency practices and developments in terms of changing values and relationships between individuals, groups, and public and private agencies in different locations, using musicians, music genres, and the music industry. The continued social injustices that can occur through the use, abuse, and suppression of music have great importance to criminologists who are interested in how state and corporate power can be use against the most powerless in society. Discrimination of various types, whether that is racism or homophobia are frequently experienced by musicians and their fans, and this module will use relevant theoretical perspectives to analyse power differentials. As per the QAA benchmarks, this module will examine cultural meanings of crime, harm, deviance and stigmatised differences, including, but not restricted to, racism, sexism, and age.
RATIONALE
Ostensibly music genres are both products and objects of the criminal justice system. Music can function as a source of knowledge about crime, because of how it is policed and pacified and also as a source of deviant or transgressive behaviour. Music can be weaponised as a resource for political dominance and social control. The erosion of freedom of expression for many musicians, the use of music as a means for the powerful to torture the powerless are areas that the discipline of criminology has much to contribute to. The way that music is used, suppressed or censored is an important area for criminologists to consider as this can uncover violations of the human rights of individuals and groups and reveal grave social injustices. This module will assist criminology students to develop a range of skills, such as critical thinking, presenting effective arguments and the ability to listen to others; as noted in the QAA benchmarks, these are all crucial skills for global citizenship and future careers.
The aim of this module is to develop a critical understanding of victimisation in a variety of contexts: from personal experiences of victimisation through crime, through to victimisation through corporate harm and/or state actions which may or may not be criminalised by law. The module aims to develop the students’ appreciation of victimology as a distinctive academic discipline, and its contribution to the relatively recent provision of victim support initiatives on national and international levels. By focusing on relevant socio-economic and socio-political contexts, the modules seeks to stimulate critical engagement with the concepts of victimhood and victimisation and encourage critical analysis of multifaceted experiences of victimisation of individuals, groups and communities in a globalised world. As such, it follows the Subject Benchmark Statement for Criminology (2022) recommending that undergraduate criminology programmes include study on ‘how crime, social harm, deviance and victimisation are socially and legally constructed’ and address ‘relationships of crime, harm, deviance and victimisation to social divisions such as age, gender, sexuality, social class, race, ethnicity, disability and religious faith’ (p.4).
RATIONALE
The study of victimisation is regarded as a central component to the study of criminology and criminal justice, crime and harm (see Subject Benchmark Statement (2022) for Criminology pages: 4 and 5). This module will provide a comprehensive overview of the key theories, debates and practices relating to victimisation today. In this, it will follow the Subject Benchmark Statement (2022) for Criminology by giving the students ‘the opportunity to engage in contemporary social and criminal justice related matters, such as recognition of systemic and cultural discrimination, and bias between and across groups in society’. It will also cover the practical aspects of the provision of support for victims in a variety of contexts, introducing a practical component to enhance the students’ experience and skills.
This module is designed to critically reflect on and analyse the discipline of Criminology, its political, practical and theoretical strengths and limitations, and the production and commodification of criminological knowledge. It will consider whether criminology has become a ‘parasitic’ discipline with the criminalisation of social problems, and the ever increasing techniques of crime control, forming the justification for the discipline’s existence, rather than providing a platform for resistance. It will explore the concept of the ‘criminological imagination’ as an alternative way of envisaging the discipline and its utility. It will consider the way in which criminology has to connect with other disciplines in order to expand the range of issues it deals with and in order to help criminologists make sense of issues where the ‘normal’ boundaries of criminology would stifle or limit an analysis.
RATIONALE
QAA Benchmark statements for Criminology (2014) note that the discipline must be responsive to the cross-fertilisation of ideas and methods between a range of human and social sciences (S3.1) and that continued theoretical debates within other disciplines are essential to the vitality of Criminology (S3.4). Thus the skills of reflection and reflexivity are essential for a deep and advanced understanding of criminological concerns and, arguably, for successful participation in the social world and the world of work. This module prioritises political, academic and personal reflection / reflexivity. It is concerned with encouraging students to critique the discipline on academic and political levels and further, on a personal level, to envisage criminology and the issues it can and should be concerned with, not as something they ‘stand outside’ of and observe, but rather as something they are inherently and actively part of.
This module explores the foundations of political analysis and the concepts, approaches and methods through which we understand the subject. It will critically examine the core ideas central to the study of politics. It is a building block which will enable students to understand key elements of POL1002.
RATIONALE
The module offers a strong grounding in the key, foundation concepts essential to any study of politics. In addressing issues such as democracy and politics in their philosophical and abstract forms, students will develop a greater understanding of the subject. In addressing the nature of the state and sovereignty, students will come to have a deeper, critical understanding of power, systems of governance and political legitimacy. Finally, by addressing ideology, students will gain a deeper understanding of the key traditions of political thought and belief that have shaped western democracy since the Enlightenment.
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
The module will introduce students to key aspects of the criminal justice system, primarily in England and Wales but with some reference to other UK and international jurisdictions. The module will critically analyse official responses to ‘crime’ and deviance through an examination of fundamental criminal justice agencies including the police, criminal courts and prisons as well as probation and youth justice services.
RATIONALE
Fundamental to this module is the application of analytical skills to an in-depth examination of the criminal justice system. Whilst not vocational per se, this module could enhance future career and employment opportunities. A critical understanding of the administration of criminal justice is essential grounding for more specialised study in Level 5 and Level 6, but also has vocational relevance for students wishing to pursue careers in the criminal justice system, social work, youth work and other related fields. Acquisition of subject-specific knowledge is complemented by the development of a range of transferable skills, from essential research and information retrieval through to critical evaluation of contradictory and competing accounts.
The news media plays a primary role in the construction of social problems, crime, deviance and to an extent, reality and as such, the relationship between crime, media and criminology is long established. The module will critically explore the representation of ‘crime’ and criminal activity within various types of media forms incorporating: traditional print, online news domains and social media forums. The module will develop a critical theoretical framework to examine the criminological and wider societal significance of the production and reproduction of dominant images and discourses around ‘crime’ criminalisation and the construction of victims, perpetrators and events.
RATIONALE
While this module is not directly aligned to vocational imperatives, the transferable skills and knowledge gained may be applied within criminal justice agencies and key media related and third sector posts. The critical analysis of news manufacture and examination of the significance of dominant ideologies communicated as the ‘norm’ through discourse, language and power will enhance their understanding of its impact on key policies and practice within professional institutions.
In line with QAA benchmark statements for Criminology (2014) the module will enable students “to develop a critical understanding of the construction and influence of representations of crime and victims, and of responses to crime and deviance, as found in official reports, the mass media and public opinion” (2.4.). Further, the module will promote representations of crime, deviance, offenders, victims and agents and agencies of control in the media, popular and high culture and official discourses, whether these be public or private” (3.3).
Migration is widely recognised as one of the most pressing issues facing Europe today. However, public debates around migration are often characterised by ignorance and fearmongering. Even where responses to current waves of migration are positive, they often involve decontextualization, and the recycling of mythologies about past waves of migration. There is therefore an urgent need for better public understanding of the historical context behind migration. This module aims to equip students as citizens to be part of that better informed public debate. By viewing current issues both within a longer-term historical perspective, and within contemporary debates in critical migration studies, students will be able to critically examine claims made about, for example, the exceptionalism of current waves of migration, and situate them within a broader history of people on the move within, beyond and into Europe. By placing current debates within such a context, they will be enabled to understand political and social issues ranging from refugees to migrant workers, from cosmopolitanism to immigration controls, and from anti-racist activism to anti-migrant backlashes within a longer term context.
RATIONALE
Interdisciplinary teaching on this module will enable students to relate and make associations with other disciplines such as Social Science and Geography. This approach will enable students to be exposed to more theoretical and contemporary approaches to critical migration studies, at the same time as retaining the best of historical approaches. The chronological content will be limited to the period since 1918, with the majority of the period since 1945. This module will enable students to develop their knowledge of migration issues and apply that knowledge to patterns in migration occurring in the twenty-first century and the problems and opportunities that poses.
The purpose of this module is to explore the concept of violence and the various forms it can take, ranging from intrapersonal violence (e.g. self harm) to interpersonal violence, institutional and state violence, and violence on a global scale. Students will be encouraged to look beyond established understandings of what constitutes a violent act to explore more abstract forms of violence such as harm, denial of rights, and poverty. Criminological theory will form the basis of considerations of aspects of violence, and the structural relations of class (production), ‘race’ (neo-colonialism) and gender/sexuality (reproduction) will be highlighted as the determining contexts in which such violence occurs and is legitimated. Power, dominance, legitimacy and hegemony will be the key themes of the module.
RATIONALE
Benchmark statements for Criminology (2014) highlight the need for the discipline to take a reflexive approach to understandings of crime and deviance, and processes of criminalisation and victimisation. This module seeks to take a key feature of these processes – violence – and examine it from a variety of perspectives. It is concerned with encouraging students to critique the notion of violence, and challenge perceptions of what makes an act violent. Benchmark statements further refer to the need for students to consider “ the local, national, and international contexts of crime, victimisation, and responses to crime and deviance” (para 2.4). Thus this module seeks to locate violence within processes of globalisation and as a function of international conflict and re-ordering.
This module will provide students with a critical knowledge and understanding of the nature, functions and justifications for the use of punishment, specifically incarceration, in modern society. It will consider the philosophical theories that are used to legitimise the state’s use of imprisonment and the sociological theories that explain historical developments in the purpose of state punishment. The various divisions and functions of the prison estate will be examined within their historical, structural, political, social and geographical contexts. Related methods of state punishment, such as the death penalty, will also be considered. The module will take an international perspective and explore penal theory and practice in a range of countries. The relationships between power, legitimacy and justice will be explored throughout.
RATIONALE
In line with QAA benchmark statements for Criminology (2014) this module will provide an opportunity for students to: develop their knowledge and understanding of ‘the philosophy and politics of criminal justice and modes of punishment’ (S4.2); examine the prison system in light of human rights and civil liberties (S2.4); and explore the relationship (or lack thereof) between criminal justice and social justice. The module will be useful for those students who wish to work within the criminal justice system or related professions. It combines theoretical analysis and its application with an understanding of how the penal system is organised and administered.
This module will examine the development of the discourse about rights and justice. Taking a national and international approach, the module will consider the development of rights historically and the new discourses of rights. Students will evaluate statutory policies and responses to the issue of rights and justice. Students will consider how States respond to issues of justice and rights, including where States themselves uphold or violate citizen’s rights.
RATIONALE
The Human Rights Act (1998) came into force in the UK enshrining the European Convention on Human Rights in domestic legislation. This signified a fundamental shift in the conceptualisation of rights in the UK, establishing new rights enshrined in law. The QAA benchmark statements for Criminology (2014) state the importance of ‘assessing the merits and diversity of objectives of competing responses to crime, deviance and harm, including the protection of human rights’.
The module is not directly committed to vocational imperatives. However, the module will consolidate students’ understanding of the area of human rights and justice which is a significant area for employers, particularly public bodies. The module will expand oral communication skills which will be of direct relevance to students entering professionals or further study. The skill involved in producing, presenting and writing about a rights and justice-based issue will enhance career opportunities.
The module will examine on a comparative basis the government and politics of a small number of European countries including France, Germany and Italy. It will explore in a systematic manner through the application of a number of theoretical models the nature of the systems of government and politics in the States.
RATIONALE
To extend the study of government and politics to a range of European countries beyond the United Kingdom by looking at France, Germany Italy and others and to enable students to consider and evaluate some of the key political science theories and models. In essence therefore, to broaden and deepen students’ knowledge of government and politics and develop their theoretical and analytical skills and understanding. There are frequently live issues in the politics of the countries studied and this module allows students to consider these in real time.
Full Year Modules
The following modules are taught across both semester 1 and 2, you can only choose these modules if you are studying with us for the full academic year.
Students will be presented with a number of case studies on substantive topics of current interest and importance and will undertake systematic examination of some of the major changes that are occurring and their implications for British society and other societies across the world. Phenomena such as the economic crisis, the environmental crisis, the increasing religiosity of politics and problems in the developing world are looked at to foster an understanding of contemporary society and some of the key issues it faces. Aspects of social and criminal justice, harms and rights, and the role that the media plays in shaping social perceptions, will be examined throughout.
RATIONALE
As the QAA Criminology Benchmarks (2014) state, criminology and social policy have never been discrete and separate areas and there are advantages for students’ understanding of the modern world by exploring common ground. Further, the benchmarks particularly stress ‘the principles of human rights and civil liberties’ and ‘the dimensions of social divisions and social diversity in relation to criminological topics’ (p9).Issues such as government, immigration, food, poverty, transport, social exclusion and technology and the media are important issues for consideration. Developing a deeper, contextual understanding of these issues will assist students in developing their knowledge and application of theories and concepts. Exploring these phenomena through the lens of the mass media further fulfils the call within the benchmarks to be cognisant of ‘mass media, new medic. Official reports and…public opinion’ (p11, para 4.2).
The aim of this module is to provide a broad contextualisation to current issues and the making of the modern world. The reflective elements and links to PDP will strengthen the student’s study skills and ability to self-direct their learning and work in groups. The PDP element seeks to make transparent the academic and intellectual skills that are brought to bear in examining ‘current issues’, and to have students both use and reflect on these skills.
This module looks at the relationships of States to each other and to international and supranational institutions. It also looks at the role of non state actors, such as NGOs.
RATIONALE
This module introduces students to the key topic of International Relations. It is difficult to understand politics today without having an understanding of how States relate to each other, of international and supranational institutions and of the global trends and pressures which impact on and influence politics and policy making. The grounding in this topic will enable students to choose modules at level 5 and 6 with an international dimension.
This module looks at how policy is made, in government(s), in international organisations and in political parties and at some of the ways of analysing and evaluating the process and policy success. It will explore a series of case studies as well as a number of models used for explaining and understanding policy-making. It will also look at some of the organisations and departments involved in the policy-making process, from think tanks to specialist parts of government.
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Many bodies in politics make policy. This can be in response to crises, in an attempt to introduce particular ideological approaches or to find ways of solving long and short term problems. An understanding of policy making approaches and the policy-making “world” is vital for understanding politics and for understanding why some ideas succeed and others fail. The module will provide a foundation for future study of political issues and will use case studies from the UK, from overseas and from international organisations. It will highlight, among other things, the concept of Policy Transfer in which Governments learn from/transfer policy from other countries and other settings.
This module looks at Politics in the US today and in the recent past. It focuses on major trends and key developments while exploring in some detail the key institutions relevant to US Politics.
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Studying Contemporary US Politics will give students an understanding of one of the major “theatres of politics” in our world. While Edge Hill already offers a range of US related modules in the History Department, this module effectively fills a gap by concentrating on the political events and issues in the US today. Current experience shows that there is a demand from students for more on current politics in America. Given that this nation provides considerable news coverage in the UK media, this module could also help boost student employment prospects by giving them the tools to talk knowledgeably about developments. The module will build on the compulsory Level 4 module on Systems and Institutions. It will also enable students to be better prepared for certain options at Level 6.
This ‘shell’ module is designed to enable a student to acquire 20 credits at Level 5 towards their final award through self-directed learning. It allows students to focus on a particular agreed topic or focus and explore it, with tutorial support, to produce a particular research project based piece of work that comprises the agreed focus of the assessment, and a learning diary that demonstrates a reflective approach to executing the study. The self-directed learning focus allows for a sense of both leading on the learning taking place and reflecting on its progress, problems and problem-solving.
The choice of subject matter must conform to the following criteria: It must fall within the scope of Politics and International Relations topics, it must be capable of being supported by existing staff expertise, it must involve not only desk research such as library searches but information retrieval from a range of primary sources (such as for example UN Security Council meeting notes or Hansard transcripts). This focus on self-directed learning allows for a valuable learning experience and through a reflective diary gives students a valuable sense of developing reflective skills focused on how they have conceived, managed and executed their project.
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This ‘shell’ module provides an opportunity for students to draw out and develop their self-directed learning skills and build on the foundations of their academic studies in a focused, applied and reflective fashion. It provides a learning experience that focuses on a particular topic of interest or potential use to the student.
The flexibility of the module also makes it ideal as a module to be taken by incoming international students or other students who have disruptions to the normal pattern of study
This module looks in depth at political communication and how it is used by various players in the political arena.
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It is impossible to understand modern day politics without understanding how politicians and campaign groups communicate. This module builds on students’ understanding (from levels 4 and 5) of political systems and practices and analyses pieces of communication in a critical way.
This module aims to give students a thorough and deep understanding of the workings of the UK Parliament, and Parliamentary systems and of the issues affecting them. It will explore the history, culture and possible future of Parliament while also examining in-depth aspects of Parliamentary process and issues of regulation and ethics. Module tutors will aim to provide opportunities for students to meet those working in Parliament, such as MPs and staff members.
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The decisions of Parliament, and the workings of the institution, are highly relevant to most aspects of modern life. Knowledge and understanding of how Parliament works is increasingly key to jobs in a wide range of professions. This module seeks to give students the understanding which will benefit them as citizens while also providing ability to better compete in the jobs market
This module addresses new forms of grassroots protest movements, often linked to equality movements, and inspired with a collective skepticism for modern democracy and connected by the internet and new forms of on line communication.
RATIONALE
The rise of many high profile grassroots protest groups globally has been linked to crises in democracy and governance resulting from the outplaying of cold way ideologies and the restructuring of the global geo political landscapes.
This module examines the activist practices of modern political movements, identifies the role of communication and technology and evaluates how successful they have been. It asks the most important question: whether the role of communication technologies has been overplayed in these debates and whether it is changes in the political structures of nations that are more important.
Media Provision
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
Animation is fundamentally concerned with the ability to effectively create the illusion of movement using inanimate forms. Through the investigation of a range of animation process and techniques this module introduces key animation principles that can be applied across various formats and media. This module is designed to build a strong practical animation foundation from which students can explore and develop essential animation skills and techniques. Examples may include pixilation, rotoscoping, sound production, 3D CGI, Stop-motion, model-making and 2D animation production techniques.
Practical workshops will develop an essential practical and contextual foundation from which to establish connections and relationships between various animation processes and motivations, as well as the techniques and procedures that underpin them; such as sound, editing, cinematography and a range of practical skills.
RATIONALE
Animation as an expressive visual communication method is most effective when combined with a thorough knowledge and mastery of the techniques for its production. To achieve this, students will be required, from the very beginning of the programme, to understand, develop and practise key principles of timing, movement and framing for animation.
For students entering into the field of animation today it is similarly important to be aware of the expansive range of current production processes, the potential animation communication opportunities offered by a diverse digital landscape and the ability to recognise synergies emergent between these processes. Through gaining practical experience with current and emerging animation techniques married with a thorough contextualisation of these processes students will gain a flexible and transferable skills base, one that reflects the changing methods within a constantly shifting marketplace.
Bringing together shared theoretical principles from film theory, media studies and animation analysis students will be asked to question the meaning of animation as a mode of communication, an art form and cultural phenomenon. Discussions and topics include montage, anime, animated documentary, gaming and adult sitcoms.
This module places animation within an historical and contemporary context, exploring the concept of animation as a form of communication within today’s creative and interdisciplinary visual environment. Via both written and practical-based work students will investigate a broad range of animation styles and approaches in European and International animation texts. Also, this module aims to develop students’ understanding and knowledge of animation production as a method to place their own animation production design work within an appropriate contemporary context.
RATIONALE
The subject of animation exists within a unique environment which draws upon aspects from fine art, graphics, illustration, film and TV production to name a few. Traditionally this rich source of influences that surrounds animation as a discipline has made the subject difficult to contextualise within contemporary media practice. Moreover, the introduction of digital production methods, particularly within CGI animation, can provide levels of photorealism indistinguishable from the photographic image, furthering the debate about our understanding of Animation. This module seeks to address some of the fundamental questions relating to Animation as both a practice and an as area for academic study.
This module studies the complexity of factors that shape the relationship between media, culture and society. Students become aware of media representations of reality, identity constructions and the relationship between media producers and users. The module will also look into how reality is produced, reproduced, maintained and transformed by the media. A key focus is the interplay between the various roles of the media: civic role in a democratic system, media as business and media as public service provider. Students will consider the linkages between media forms and production, and issues such as access, inclusiveness, marginalization, knowledge, power and information. Students will analyse media organizations, the way media content is produced, distributed and received by audiences, as well as its contribution to culture and social progress.
RATIONALE
In the first year students need to understand how meaning is produced and derived in the relationship between producers, the medium and the audience. This allows students to make the shift from media consumers to media producers and analyse the consequences of their media practice. It allows students to acquire knowledge about the multifaceted role of the media: representing race, ethnicity and gender; helping groups and individuals construct identity; providing a communication channel between media producers and users; mediating between decision-makers and the public; informing, persuading and educating; and especially positioning itself at the heart of any democratic society. The module also needs to engage with the phenomenon of deep mediatization, which now defines the relationship that cultures and societies have with technology. This module supports students’ theoretical understanding and development of analytical tools, which they can build upon at levels 5 and 6.
MED1458 is a module that charts the growth of social media since the development of Web 2.0 and the role that it has had in the development of fan and DIY media, and how these have come into conflict with traditional gatekeeping elites of the corporate mainstream media. Students are asked to critical evaluate how far social media has become a controversial space for the discussion of politics and political and social debates. It is interested encouraging students to analyse of the shift from the media of the masses to the media of the self and encourages them to explore the potential of social media platforms as a means of developing global profiles for individuals and groups previously given limited access to the mainstream media.
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Social media has, arguably, been the single greatest advance in personal and group communication globally since the development of the printing press and pamphlets. While individuals once relied entirely upon the mass media to be able to express themselves to large groups, now social media gives people a potentially global audience. From YouTube and Instagram influencers, to controversial Twitter figures and the fake news of Facebook memes, MED1458 asks students to develop a deeper online literacy and a keen understanding of the power of social media to influence political, social and economic debates.
Good stories are at the heart of all film and television. This can be the story of the sloth (who ideally wants to stay put) making their painful way through the Madagascan forest to find their mate as Planet Earth II (BBC One, 2016) gave us, or the story of a mafia boss whose job is making him increasingly anxious (The Sopranos, HBO, 1999-2007). What these short summaries indicate already is that often, at the heart of the stories themselves lie key conflicts that are developed around key oppositional pairs. These conflicts are often played out in central characters, or sometimes in opposing ones or groups such as the Starks versus the Lannisters in Game of Thrones (HBO, 2011-2019) or Willy vs the Chocolate Cartel in Wonka (Paul King, 2023). In this module, students will learn the basics of how stories on film and television work and learn to apply them by developing their own idea to treatment plus scene level.
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In order to develop their creativity, students need to understand the central mechanisms of how stories work and what specific forms they take on film and television. Thus, they need to learn about universal narrative concepts such as oppositional pairs, conflict, character, etc., but also about specifics for film and television such as the three-act structure, notions of segmentation, serialisation, series versus serials, etc.
In addition, it isn’t enough for students to understand how the narratives themselves work, but they need to understand that narratives are always developed for an audience – and nowhere is this more important than film and television that functions as a business and spends a lot of time examining and learning about their audience. The module therefore introduces students to the more prosaic side of script development as well, namely understanding production companies, broadcasters/platforms and other logistical elements of script preparation.
The module examines the development of transmedia storytelling within digital environments. The convergence of media, technologies and culture has heralded in a new age of audience engagement within media franchises. The module will reflect on this enhanced two-way communication and will engage students in new and innovative ways of connecting to the audience with extended narrative and content, thus allowing their knowledge to impact on their practice.
RATIONALE
Marketing and audience engagement with films and television programmes has changed dramatically over the last decade. Audiences, who are constantly connected through smartphones and second screens expect to connect with content outside of the core film/television programme, when they want, where they want and on their own devices.
This convergence of modern technologies and the flowing of media content across multiple platforms has allowed content producers to connect with audience at multiple entry points within a film/television franchise. This has allowed for a new form of audience participation that encompasses the current trends in digital platforms and social media including websites, podcasts, Instagram, Tumblr, Facebook,etc. This offers the audience a chance to be immersed in the narrative outside of the schedule program.
The module will investigate the current transmedia trends within film and television to analyse the underpinning strategies used for developing a transmedia ‘world’ where the central narrative of a film or television programme is extended through different delivery platforms and protracted narratives.
Through investigative research into up-to-date studio practice, industry masterclasses, studio visits and taught sessions this module focuses on students’ abilities to understand and apply current animation production processes and techniques. Through this module students will be presented with opportunities to develop specialist skills relating to a range of 2D, 3D CGI and Stop-motion animation practice that might include VFX, rigging techniques, motion-control and sound production techniques.
RATIONALE
In the increasingly specialist field of animation it is important that students are conversant with current animation design, process and technical craft skills and are abreast of sector trends that might influence their career options and employability within this competitive market.
It is also important for students to recognise points of technical convergence and to possess the ability to capitalise on current trends and practical advancements to inform their own work. The Animation Studio Skills module operates as a complementary production module where knowledge gained can directly influence work developed elsewhere on the programme at this level.
This module provides the opportunity to engage with the complex nature of lighting and cinematography in both physical and virtual environments whilst exploring the equally critical role of performance and its staging.
Within the framework of the module you will explore the synergies between animated performance and the dynamic effects of cinematography, and the related design sensitivities required for, 3D CGI, Stop-motion and 2D animation, across a variety of production contexts through both group and individual work.
RATIONALE
Creating mood and atmosphere or establishing a specific situation or time within the animated image is largely dependent on both the artistic performance of the animator through their characters and creative staging of this with an effective cinematographic sensitivity.
Digital animation processes often require the animator to have an in-depth appreciation of the tools, methods and strategies used for lighting situations in a real-world environment. For example, in 3D CGI animation the use of light is crucial for defining materials and setting the scene. A poor understanding of lighting techniques can have implications not only on the aesthetic success of the animation but may also impact heavily on aspects of production, development and rendering.
This module encourages students to engage directly with a range of performance approaches and lighting techniques and situations by providing studio-based training and using the latest lighting equipment. Through undertaking a series of dedicated projects students will gain a broad base of transferable skills and knowledge in areas of performance and its lighting, shadow and colour for the use within animation projects.
This module develops students’ historical and critical knowledge of telefantasy, a TV genre that is typically speculative and has taken a variety of forms predominantly since the 1950s in Britain and America. Dramas are studied in their historical, socio-political and industrial contexts, extrapolating thematic and ideological preoccupations. Students are introduced to conventions of visual storytelling in, and formal or industrial constraints on, televisual production. They are also given the opportunity to critically consider telefantasy’s common function of reflecting upon the popular zeitgeist and so students can interpret how social, political and cultural movements have been re-constructed through a speculative lens. Key conventions in the dramas will be explored as well as dominant themes in critical approaches.
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Telefantasy reveals much about the society, culture and conditions of its production context. Science fiction and speculative dramas often proliferate at times of political trauma or change, such as the Cold War or the post-9/11 era. This module enables students to develop knowledge of post-Second World War history onwards and recognise the impact of context upon such speculative products in terms of production practices, themes and interpretations.
Design Context introduces students to art and design history primarily focusing on modernism to the present day. It will also explore visual analysis, theories and research methodologies which designers use to conduct research and inform practice. This can include design ethnography, design anthropology, linguistic theories, semiotics, psychological theories and gender theories but will be foundational and introductory in nature. The aim of introducing theories is to enable the students to appreciate that the philosophical thinking of the time influences trends, styles and the work of authors and practitioners in art, design and media. This will support students to make sense of the visual world by constructing and building a design vocabulary which they will use to describe and analyse their own and other’s imagery. The main outcome from this module will be a body of research and writing, with the opportunity for visual cues or experiments.
RATIONALE
A robust knowledge of art and design history will enable the students to locate their own and other’s practice in context. Students will also appreciate the origins of design movements and approaches and this will support their conception of future design research and practice landscapes. It will be important for students to learn the conventional histories of graphic design alongside art histories and other fields of design. This holistic picture will enable students to frame the subject and subsequently their practice within social, political and cultural contexts. An emphasis on research methodologies and theories will support students’ academic research and writing journey through to their dissertation in the final year.
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
Character and narrative represent the two main drivers for the production of an animated product. This module will introduce strategies and skills for developing and presenting character designs, animating and extracting effective performance to create appeal, emotion and convey narrative.
This module establishes key aspects of analysing and understanding acting and performance for underpinning character development design and movement.
Students will explore aspects of acting for stage and screen, analyse human movement, gesture and pose, form and anatomy through workshops and practical assignments. Students will learn how to adapt live movement into convincing animated timing and investigate potentials for audio to enhance performance.
Identifying professional formats and standards for production design and presentation, students will learn to research, plan and articulate their solutions for application across a range of animation concepts, essential in working across CGI, stop –motion and 2D animation processes.
RATIONALE
Successful character animation is determined by the abilities of the animator to apply a broad range of interrelated skills and associated disciplines. This includes design, acting, movement analysis, anatomy, timing and understanding of the role and synergy of the character within the scene and production, driven by the concept, treatment or script. Students will be introduced to essential skills expected in the professional environment for the development and presentation of designs through to the mechanics and processes of animating character movements and expressions.
With this focus the module encourages individual creative responses into workable and communicable production, develops confidence in pitch and presentation and identifies core skills for key vocational areas in the animation industry.
Within today’s visually dominated culture animation exists as a principal mode of communication across a range of media formats. In this module, through a series of focused research/animation projects students will engage with global contexts for animation and apply their findings to generate commercially/experimentally oriented animation-based products. Application of animation might include, projection-mapping projects, VR simulations, augmented reality or animations for mobile devices.
Research, imagination and exploration will drive the ideas within this module and students will be asked to stretch the boundaries around traditional animation production/communication, break the constraints of the rectangular frame and find experimental solutions for commercial problems. Practical workshops, research tasks and site visits will assist the development of skills and knowledge required to complete an original animation response.
RATIONALE
Animation is a multi-functional, diverse format for communicating ideas. As such, students studying animation are required to develop a flexible, critical understanding of the complex relationships that exist in animation media within an increasingly global context. This module supports such development and provides students with opportunities to research and apply, current and emerging practices within the rich historical lineage of experimental animation.
At this level it is essential for students to gain an appreciation of the full stylistic range and approaches to their subject in order to effectively deconstruct, design and discuss an animated product. As such, the module will introduce students to contemporary, emerging and traditional concepts, practices and processes and discuss the potential for animation to provide inter-medial approaches to problem solving within independent and commercial animation practice, and to evidence this learning through their outputs.
By emphasising the importance of innovation in the development of the animated form students on this module will be asked to redefine and re-apply conventions to contemporary animation practice as well as to identify and study key elements and tools unique to each process.
This module is designed to give students practical experience and understanding of how to identify and promote the ‘newsworthy’ elements of a potential story or feature and present it in the format and structure that journalists use. The writing techniques used by journalists are of a major advantage across a range of online and offline media platforms and the module aims to develop these core communications skills. This module is based around frequent writing exercises and feedback on style and content.
RATIONALE
Clear writing is essential to a career in print and online journalism as well as Public Relations, Marketing and other forms of modern communication. It is however difficult for students to find space and time to practice this. This module is designed to enable repeated practice so that skills can be developed to complement other areas of their media work. An understanding of journalistic writing is vital for this and the module will be led by academics who are practicing journalists. Students will learn the structures of writing news articles, features, reviews, press releases and other forms of written communication designed to broaden their skills and express themselves more precisely.
A critical evaluation of the production processes of citizen media in the age of the internet. The module will challenge students to think critically about the role of the platforms like Youtube, podcasting, blogs and social media. It will concentrate on an analysis of key theoretical frameworks including participation, disintermediation, fandoms and non-mainstream media.
RATIONALE
The internet has fundamentally challenged the gatekeepers of old mainstream media, in the creation, production and distribution of media texts. For example the internet has destabilised the publishing industry with rise of social media, and Youtube and Netflix has challenged the primacy of broadcasting networks. These platforms have also put production and distribution into the control of ‘people formally know as the audience’ (Rosen 2008).
The access to new audiences by grassroots media producers has developed ‘many to many’ modes of distribution, which subverts the traditional broadcasting model of ‘one to many’. Students wishing to work in modern media industries must be cognisant with the opportunities offered by technologies like podcasting and video blogging and how they are now part of the media ecosystem.
The animated frame provides a blank canvas from which to generate, explore, and manipulate concepts of space and place. With a focus on environment, this will be an introduction to methods designed to help you develop believable and engaging animated spaces. Sessions include spatial narrative, architectural research observation, and construction and soundscapes – all of which can help to establish the location of your animation. Animation assignment/s with a focus on environment/place.
RATIONALE
This Module examines the importance of the art and skills of constructing and developing environments within animation production. With the advent of 3D CGI environment work, animation production has increasingly moved away from creating just 2D backdrops of landscape and cityscape to include working with geometry in 2.5D. In this module, the student explores different contexts and techniques and their role in creating environments.
The technological and economic imperative for 2.5D often needs to be accompanied by an informed understanding of 3D projection. That includes an awareness of how an environment works to the narrative. With an imperative for understanding about environments for animation production work being the way a setting supports the narrative.
The commercial application for an animated product is no longer confined to a single screen, 16:9 format, instead animation output today embraces small-screen formats, large-elongated multi-screen side-of-building-advertisements as well as game-based environments, all which sit alongside more traditional platforms for TV or film. Through the investigation of real-world contexts such as festivals, VR, projection for theatre venues, art projects, as well as TV and commercial advertising, Animation and the Real World examines the diverse range of possible screening opportunities for animation outputs today. Also, through this module students will consider and develop professional approaches to project-management, pitching, concept research, working to client specifications and delivering a final product.
Assessment will be via live and simulated creative industries/animation briefs, which will provide students with opportunities to develop the skills, techniques and processes to respond effectively to commercially orientated products in creative, imaginative and exciting ways.
RATIONALE
In an environment where pervasive visual communication dominates information flow, animation (now more than ever before) plays a key role in our understanding of the world around. Therefore, students entering the animation industry beyond graduation will need to adopt strategies for developing/adapting concepts to suit a broad spectrum of possible visual communication formats and audiences using a variety of technologies and delivery types. Similarly, students working within the animation industry will be required to understand and be conversant with methods for pitch presentation, working with a client and delivering a project on time and to specification. Through this module and via working where possible with live briefs and/or simulations students will hone their skills in these areas.
Placing animation in real world contexts ranging from festivals, commercial briefs, multi-platform outputs, VR and projection for theatre will provide a foundation on which students can build an understanding of a range of the specific core skills and processes, as well as the creative challenges associated with this form of visual communication.
Fantasy film and media can span a wide range of texts and genres. As a broad category, fantasy and the fantastic incorporates horror, science fiction, the Gothic, the supernatural, surrealism, fairy tales, myths, legends, magical realms and musicals. It can facilitate discussions relating to socio-political contexts, allegory, ideology, industrial contexts, franchises, adaptation, aesthetics, gender, identification and representation. This module, drawing upon a broad range of critical and contextual approaches and theories, such as theories of the uncanny, abjection, the ‘other’, will allow students to explore and interrogate the design, function and impact of fantastic film and media.
RATIONALE
Given the proliferation of fantasy-based fiction and media, which incorporates a diverse range of popular culture products, including feature films, television, games, comics, graphics novels, novels and internet content, this module offers a timely opportunity to engage with the texts and contexts. This module will equip students with critical and analytical skills, as well as providing insights into contexts of production and reception. Analysing fantasy texts using a range of approaches, theories, and relevant vocabularies, including psychoanalytic and cultural theories, will enable students to engage with questions that may, but are not restricted to, include; representation, the body, monstrosity, the uncanny, enchantment, estrangement and visual design.
This module provides a critical and historical approach to various forms of animation, encompassing movements such as mainstream, political and avant-garde styles, and encouraging critical appreciation of diverse animations from around the globe.
RATIONALE
Being both a popular mainstream form in a variety of media including television, film and game, animation provides a rich field for study. Furthermore, the subject of animation exists within a unique environment which draws upon aspects from fine art, graphics, illustration, film and TV production to name a few. Having a history at least as long as live action cinema, animated forms have been at the centre of a number of critical debates from those around its use in political propaganda to the relationship of art to the everyday and the real. A range of critical approaches will be evaluated in the light of animation as a form that shares so much with live action cinema, yet formally proclaims its dissimilarity with it.
Non-fiction television encompasses a broad range of content, including news programming, investigative journalism, natural history documentary, popular factual competitions, reality television, quiz and game shows, and satirical sketch shows. In this module, students will explore the rich variety of non-fiction on television, considering aesthetic, ethical and industrial analytical dimensions. Students will be encouraged to adopt a historically informed and global view of non-fiction programming, accounting for the social, cultural and political contexts from which it emerges.
The module will combine academic analysis with professional practice. Students will learn about the history of non-fiction television, its industrial importance, issues of ethics and regulation, and some of the ways in which non-fiction forms have been analysed by television scholars. This knowledge will then be applied in a treatment for a non-fiction television programme in a genre of the student’s choice, produced to a professional standard. Students will produce an academically-informed commentary alongside this project, tying together practice and theory.
RATIONALE
While television drama might occupy much of our cultural conversation, hour for hour non-fiction programming dominates the schedules. Put simply, most of what is watched on television falls under this category. Unsurprisingly, then, many of the employment opportunities afforded to graduates of Media Studies programmes will be in the production or dissemination of non-fiction content. Many students are highly intellectually invested in non-fiction television, keen to learn more about its production, and to critique it on aesthetic and ethical grounds. This module will provide opportunities for them to do this, and to apply the knowledge they have developed to their own short-form non-fiction project.
Full Year Modules
The following modules are taught across both semester 1 and 2, you can only choose these modules if you are studying with us for the full academic year.
This module will introduce students to the theory and practice associated with film sound, and particularly post-production sound design. Students will be subject to both relevant theory and the technology necessary for successful capture of audio suitable for film. The module will be assessed by two pieces of interrelated coursework. Students will record all of the sound for a short digital movie, using only one microphone and a digital recorder. They will then have the opportunity explore the perceptual properties of sound and manipulate it for dramatic effect with industry standard software. They will also keep a production dairy which reflects their knowledge and comprehension of the subject as gained over the duration of module.
RATIONALE
Film sound is often a misunderstood process, given that, in most cases, it is common for the sound to be recorded separately, and often after filming. Although this is a flexible technique, it does however, make it one of the more complex techniques in the film making process. For this reason, students need to gain experience of the technology and techniques associated with film sound early on in their careers. This module, then, aims to introduce students to such techniques, with a view to successful film making. Relevant underpinning theory associated with audio capture and manipulation will be considered throughout.
This module provides the student with the opportunity to research and explore the concept of social and political change and their effect on animation production content in global audience contexts. Using contemporary Disney production output and its global media company contexts the student will explore both changing character design and story content guidelines for audiences in the light of social change and the implications of the increasing control of of these major players in a global media world.
RATIONALE
In an increasingly global media world it is imperative that students engage with the changing landscape of socially responsible content creation and the ever increasing guidelines and conventions that are now effecting the design of international production products.
Through the investigation of the drivers and processes of the American studio system and Disney corporation the aim here is explore there effect on modern trans global media product design alongside the growing effects of recognised changes in social responsibilities and national and international identities in a world increasingly controlled by a few global media corporations.
This module provides the student with the opportunity to research and explore the concept of social and political change and their effect on animation production content in global audience contexts. Using contemporary Disney production output and its global media company contexts the student will explore both changing character design and story content guidelines for audiences in the light of social change and the implications of the increasing control of of these major players in a global media world.
RATIONALE
In an increasingly global media world it is imperative that students engage with the changing landscape of socially responsible content creation and the ever increasing guidelines and conventions that are now effecting the design of international production products.
Through the investigation of the drivers and processes of the American studio system and Disney corporation the aim here is explore there effect on modern trans global media product design alongside the growing effects of recognised changes in social responsibilities and national and international identities in a world increasingly controlled by a few global media corporations.
This module will allow students to study contemporary media practices, the impact of technology on creative industries, developments in global and local media, and changing paradigms of media production and audience consumption. This module aims to engage students with the dominant themes which are present within media and culture industries. It is designed to be flexible in order to accommodate contemporary developments. Students will develop a critical awareness of a number of key themes including social experience and shaping of media forms, access, participation and engagement and the relationship between private and public spheres. By considering these themes through a range of different theory and research, students will discover a variety of approaches to gaining understanding of what is a rapidly expanding frontier of creative and cultural practice, and media knowledge.
RATIONALE
It is essential for media students to be able to demonstrate to employers that they understand contemporary working practices and have an awareness of future developments. Contemporary media develop rapidly as new technologies are tested, explored and marketed and old ones gain new functions. Media employers highlight the need for students to be aware of these developments and to remain well-informed. The module is designed to inform students about contemporary developments and teach them the skills to learn about, conceptualise and evaluate new developments.
This module examines global cinema(s) beyond Hollywood, from significant national and regional cinemas, diasporic, and ‘minor’ cinemas, and/or associated filmmakers and film practitioners that have either helped to establish a national cinema or have played an influential role in the industry globally. It will explore the industrial and political contexts and the institutional players that affect the production and circulation of films produced around the world, outside Hollywood. Students will examine a range of key texts within their cultural, social, political and historical contexts, learning about significant developments and influences within and across cinema cultures.
RATIONALE
The 20th century established the economic and stylistic dominance of mainstream cinema produced in North America, popularly known as Hollywood cinema. Because of its profusion and economic stability in the industry, Hollywood films tend to be the most familiar cinema to audiences, particularly in the west. This lends a bias to those who study film, endorsing the Hollywood product as the stylistic ‘normal’ or ‘mainstream’.
This module introduces the student to films produced outside of the dominant ‘Hollywood’/US media industries, encouraging a broader knowledge of global cinema, significant national cinemas and cinematic cultures. It allows for a historical, economic, political, contextual, aesthetic and cultural analysis of cinema, thereby enabling students to enhance their knowledge of world film.
The module critically analyses some key developments in media in relation to film and television, within the context of larger developments of digitalisation and globalisation. It will examine how convergence, new distribution technologies, multi-platform environments and aspects of global/glocalisation impact on film and television . The module will give the students a chance to analyse the impact these environments have on the design and production of content and production, the planning of marketing strategies, the relevance of global and diasporic audiences, and the way film and television find and communicate with their audiences.
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Both fiction film and television continue to flourish as creative industries in the UK, and many of our students end up working in them. The module will allow students to gain detailed insight into contemporary developments in the production of film and television, whilst also allowing them to study how film and television create meaning.
Notes: ^ Denotes optional module, may not run each year and availability is dependent on student numbers and staff availability
* Denotes direct entry permissible with the need for prior assessment.
Level 6 modules require recognition of equivalent prior learning and consultation with relevant programme leaders.
Performing Arts Provision
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
The module is an introductory practical exploration of the fundamental skills required by the theatre actor in a number of different historical and cultural contexts, ranging from ancient times to the dawn of the modern age of drama. The module provides a creative environment in which the individual student’s own performance awareness of the art of the actor through theatre history can be developed. By providing an overview of the historical development of acting from ancient times to the dawn of the modern period of drama, the module provides the performing arts student with an introductory knowledge and understanding of the socio-cultural role of actors in different historical contexts and the range of acting techniques developed in response to the establishment of the English theatrical canon. The module focuses broadly upon the development of Western performance traditions, but draws on contextual examples and theoretical perspectives from around the world.
The principal aim of DRA1303 is to begin the drama and musical theatre student’s process of uncovering and examining some of the techniques and skills employed by actors working in a range of live performance contexts. The purpose of the module is to provide a practical workshop environment in which students explore the performance skills and awareness required by actors in a range of different theatrical contexts. It is through these personal encounters that students in this module will come to a deeper recognition and appreciation of the complexity and longevity of the theatre actors’ art thereby enabling them to build a foundation knowledge and understanding of not only the historical development of acting, but also the historical role the actor has played in the cultural creation and communication of meaning. This module is in explicit and deliberate dialogue with canonical practices in order to make clear the existing relationship between historical methodologies and the contemporary theatre industry. This relationship will thus be challenged and interrogated. The module contributes to the foundation development of the Level 4 student’s employability skills by offering students the opportunity to take responsibility for facilitating regular warm up workshop activities, alongside tutor-led workshops. In this way the module offers to initiate the development of essential areas of practical skill and technique that drama students will always find useful, both throughout their degree programme, and also in the context of work within the creative industries and fields of employment (such as teaching). The graduate employability of the students on this module is enhanced in terms of both subject-specific and generic skills, in line with the Subject Benchmark Statement for DDP 2019: ’’Graduate-ness’ in this domain cannot be defined in the singular but will involve a range of both subject-specific and generic skills. Skills and attributes of dance, drama and performance graduates are highly sought after by non-cognate industries. These skills include those of communication (written, oral and performance), of research and analysis, the ability to work independently, interpersonally and in groups, to deadlines and under pressure, with flexibility, imagination, self-motivation and organisation’ (Subject Benchmark Statement for DDP, 3.4: 6).
DAN1300 introduces Level 4 students to a range of dance practices within historical western and global traditions. Students will develop their knowledge and skills though regular studio practice-based sessions which are contextualised by relevant contemporary cultural discussions. This experience will be underscored and widened through the study of experiential anatomy and holistic approaches to the moving body.
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At Level 4, students will be introduced to a range of dance techniques alongside their contemporary cultural context. This will allow students to develop their physical vocabulary and broaden their understanding of contemporary dance practices and ways of working within higher education. A combination of performance lectures and studio practice workshops will enable students to consider content through embodied inquiry of their practice. This module also looks to foster the importance of the responsive and reflective practitioner and support knowledge development of safe dance practice within a studio environment.
Making Dance: Choreographing Worlds develops the students’ skills of devising and creating dance in a collective and in collaboration with others. The students will engage in the making, rehearsal, and performance of a small-scale dance piece under the facilitation of a tutor undertaking the role of choreographer.
The module focuses on areas developing performance and technical ability as well as considering intentional points such as: creating choreography from an improvisational, conceptual, or thematic based stimuli. Throughout the devising period, the students will explore approaches to movement making and composition in preparation for public performance of the dance work.
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The principal aim of DAN1301 is to enable students to realise their potential as dancers and performers through the creative processes of making a contemporary dance work. The module aims to expand the student’s understanding of choreographic approaches, styles, and structures and enhance their capacity to work within a collective and to contribute in the creative, choreographic arena. Students will develop their compositional dance skills through response-ability towards problem solving. They will be expected to contribute with professionally orientated levels of conduct, engagement, and practice.
Choreographing Worlds also introduces the student to positionality and dance as an open space for negotiating otherness, which they will encounter as part of their collaborative performance making processes. Choreographing Worlds encourages the student to recognise differences within the work they are making, and how these may offer readings of differences within choreographic practice and beyond, especially when work is taken into the performance context. To support this, students may engage in choreographic workshops led by artists and companies visiting the Arts Centre. These experiences open up the field of dance, choreography and performance and allow networking opportunities beyond the parameters of the university.
Focused studio practice is essential to this Level 4 module as it allows students to identify relationships between theory and practice within current working processes. It allows the students to gain embodied experience and hone their technique skills thus informing in a reflective manner their compositional and experimental dance making approaches.
In this module, students will explore key moments, practitioners, and repertoire within the contextual framework of the emergence and development of Musical Theatre as a genre.
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Through a study of key moments, practitioners and works that have shaped the genre, students will develop a broad, historically informed understanding of Musical Theatre as a distinctive form. Thinking practitioners require a firm grounding in the history of their discipline and its development to make informed, thoughtful, ethical, and innovative decisions as creators and performers. Academic study of musical theatre as a distinctive form requires the contextual groundwork laid by the content of this module.
MTH1301 Musical Theatre Dance Techniques introduces students to the cultural and performance aspects of Dance within the Musical Theatre genre studying the historic context of the form within focused studio practice. The module outlines the origins of the development of concert dance and its development to current Musical Theatre choreographic trends. Practical and theoretical approaches are used to identify and discuss the work of key artists in relation to historic practices, concepts, and contexts. Identifying and introducing the vaudeville, musical comedy, jazz dance techniques within a practical framework.
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The principal aim of MTH1301 is to offer students the opportunity to focus on the physicality and basic technical dance skills that are required of the Musical Theatre performer. The overall purpose of the module is to introduce a variety of movement styles from pedestrian movement, basic jazz dance, and contemporary dance practices, offering experiential learning through focused studio practice. MTH1301 contributes to that element of the Musical Theatre programme philosophy which encourages students to reflect on the range of possible dance techniques used within Musical Theatre and how they can be developed to engage within a broader performance portfolio as a Musical Theatre performer. This addresses the PDP philosophy of the programme which encourages students to focus their study with a view to emerging as future employable practitioners.
The module contributes to the student’s ability to demonstrate achievement of a number of Level 4 programme outcomes, particularly those concerned with knowledge, understanding, and the embodiment of knowledge in performance. The module also contributes to the development of the Level 4 student’s intellectual and transferable skills, which are essential to their employability. The graduate employability of the Musical Theatre student is enhanced with this module, in terms of both subject-specific and generic skills. This is in line with the Subject Benchmark Statement for DDP 2019: ‘Skills and attributes of dance, drama and performance graduates are highly sought after by non-cognate industries. These skills include those of communication (written, oral and performance), of research and analysis, the ability to work independently, interpersonally and in groups, to deadlines and under pressure, with flexibility, imagination, self-motivation and organisation’ (Subject Benchmark Statement for DDP, 3.4, p.6).
Music Videos, Film, Television, Documentaries, Advertisements, and Youtube – This module sets out a basic understanding of how popular music has shaped and been shaped by other media since the middle of the twentieth-century. Starting with the Beatles and Elvis Presley on radio and film and working its way up to the popular music videos, marketing campaigns, and contemporary streaming services, the module outlines the development of this innate relationship. It introduces students to the key terminology and ideas at the centre of this connection, not just as a way to be able to engage and analyse media, music, and popular culture but as a platform to begin to think about where their own compositions, arrangements, and performances may exist within or shape this framework moving forward. This module draws primarily from the fields of musicology, popular music studies, and media studies but does also engage research in phenomenology, literary studies, performances studies, and marketing.
The purpose of this module is to explore music and its relationship to different media platforms. The module is contextual, drawing from an historical and contemporary perspectives on popular music and how this is realised through evolving technologies, such as radio, television, film and computer games. The module gives students a foundational understanding of the “how and why” of this relationship, and how music may be distributed and consumed. The module provides a theoretical balance to a practice-based programme, fertilising and distilling deeper knowledge and comprehension of the production of music.
DAN2300 focuses on the practical exploration and interrogation of contemporary dance making as an interdisciplinary and collaborative art form. The module explores choreographic and creative strategies and the acquisition and development of embodied knowledge and skills through the context of a tutor-led production that is informed by focussed studio practice. Relevant historical, theoretical and socio-cultural perspectives will be considered, and students will be required to engage with these themes in relation to their own creative and practical experiences. Students will document their contributions to the creative process and explore the significance of archive in the history and future of dance and performance.
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The module broadens the students’ knowledge and understanding as creative artists and practitioners through collaborative engagement in an extended tutor-led choreographic project. Alongside focused studio practice, which feeds the choreographic process and maintains students’ core skills and technical discipline, the module requires students to contribute to the generation, analysis and refinement of creative content towards summative performance. It also explores how students can record and archive their work, adopting different digital, written and presentational methods to reflect on their contributions to the process journey.
The module is a practical and theoretical interrogation of the cultural significance of acting within the context of a range of theatrical genres and styles which rose to prominence in the modern era of theatre and that still exert significant cultural influence on live performance styles and genres today. DRA2300 provides students with a developed level of practical knowledge and theoretical understanding of the skills, technique and socio-cultural role of the actor in modern era theatre.
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The principal aim of DRA2300 is to offer students with a vocational or professional interest in the art and role of the actor in the theatre, the opportunity to deepen their focus under the guidance of tutors who are professionally experienced in the theatre. The module seeks to deepen the student’s practical knowledge and theoretical understanding of what actors do, and how they do it. The module is designed to contribute to the student’s theoretical and practical pursuit of developed insight into the nature of theatrical performance, from the perspective of acting for live performance. The module seeks to integrate practice and theory by supporting practical exercises with discussion, debate, and research tasks created to inform the practical investigations that take place throughout the module. This integration of theory and practice, coupled with opportunities for personal reflection, is designed to encourage the students in developing a perception of themselves as theatre-makers.
The overall purpose of the module is to examine the role of the actor, experiment with the diverse processes of acting strategy, and offer experiential learning through a variety of approaches to the analysis, rehearsal and realisation of text-based dramatic work. Though a freestanding module, DRA2300 offers students the opportunity to develop essential areas of practical skill and technique that drama students will find useful in the context of work within the creative industries and fields of employment. The module also provides an essential preparation for further, specialised study in contemporary acting available optionally at Level Six.
The module contributes to the student’s ability to demonstrate achievement of a number of Level 5 programme outcomes, particularly those concerned with knowledge, understanding, and the embodiment of knowledge in performance. The module also contributes to the continuing development of the Level 5 student’s intellectual and transferable skills, which are essential to their employability. The graduate employability of the students is enhanced with this module, in terms of both subject-specific and generic skills. This is in line with the Subject Benchmark Statement for DDP 2019: ‘Skills and attributes of dance, drama and performance graduates are highly sought after by non-cognate industries. These skills include those of communication (written, oral and performance), of research and analysis, the ability to work independently, interpersonally and in groups, to deadlines and under pressure, with flexibility, imagination, self-motivation and organisation’ (Subject Benchmark Statement for DDP, 3.4: 6)
Developing on from approaches in Performance Contexts 1, this module seeks to position performance practice as the product of its own specific cultural setting. Through a consideration of examples drawn from dance, drama, and musical theatre, delivery will offer students an alternative to historical Euro-American centred approaches.
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Performance Contexts 2 is a Level 5 module that seeks to explore dance, drama, and musical theatre as cultural product. In so doing, it will offer students examples of performances from a wide range of different cultures in an attempt to provide both a context for, and an awareness of, the key debates connected to cultural diversity (including inter / cross / trans-cultural, gender-based, and intersectional theory and practice). It explores how performance traditions can communicate and appropriate cultures and ideologies. The module seeks to foreground discussions of the politics and challenges presented by cross-cultural contact and exchange, and help the students to understand the complex relationship between performance, culture, politics, and ideology. In addition, the module will encourage students to recognise and value cultural diversity in performance practice, and develop the necessary skills, understanding and sensitivities to reflect these complexities in their practical explorations.
Students will study the work of notable composers and song-writers working in a wide range of styles and genres. Case studies will uncover the compositional techniques and forms used by select composers. Students will subsequently adapt and apply these approaches to composition in their own creative work. Following analytical studies of form, harmony, rhythm, melody and texture students will be guided in devising musical structures in which a broad range of production techniques can be applied.
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By focusing on compositional forms, structures and song writing techniques the module complements existing provision which focuses on music production techniques and technologies. The module will draw upon knowledge and skills developed in several level four modules devoted to developing knowledge and skills in creative music technology, music literacy and recording studio practice. Importantly, this module expands the scope of the programme to consider not only how we make and capture musical sounds but how we might arrange them within the conventions of diverse compositional styles and genres.
This module explores songwriting via notable examples from pop, rock, folk, country, etc. It provides students with the opportunity to further develop their composition skills, whilst at the same time perfecting studio recording technique. The module demands that students explore the works of contemporary artists, by means of analysis, discretisation (segmentation), dissection, etc., of their works. Students will synthesise a new original composition using the same chord palette, rather than an arrangement. The module will culminate in the capture of an original song, performed and recorded in a high quality studio setting.
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The ability to be able to master the art and science of songwriting is fundamental to the independent producer of music. To be able to capture this to a high degree of quality, using modern professional recording tools, also offers a distinct advantage. It requires multiple skills, demonstrates dexterity, and is a must in a competitive market. This module fertilises the creativity needed for both of these areas, by providing students with the opportunity to compose an original song and record it.
This module offers the student the opportunity to develop their techniques movement skills, and expands their potential as emerging dance professionals. A combination of sessions relevant to historical, current, and future dance practices are studied in-depth with an awareness of how these are informed by multicultural forms and contexts. These experiences will be underscored and widened through anatomically related approaches to the dancing body.
Students will analyse the current job market within the sector and will use this information to identify gaps and trends within the current market to gain further understanding of what skills and knowledge may be required to successfully work within the dance industry.
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At level six, the students will approach their practice with insights drawn from the perspective of the independent dance artist. The student will reflect upon their progression in each dance practice studied.
Providing a range of overlapping approaches to movement and dance will give students a rich palette from which to source their work. Underpinning this with analytical approaches to movement will enable the graduate to self reflect and develop their unique potential as a dancer and practitioner, and develop a greater understanding and critical awareness of where they might locate themselves within the dance profession. Students’ practical progression will be assessed and fed back on throughout by way of on-going tutorial support.
Alongside their practical development, students will receive information on key employability topics such as, self-employment, business planning, self-promotion and application writing and will work towards creating their own portfolio. This will allow them to begin planning their route into the sector upon graduation and provide them with the skills required for entering the profession.
The module is concerned with reconsidering and re-evaluating contemporary conceptions of the art and cultural significance of the actor in live performance. The module also introduces contemporary theories and practical strategies relating to the art, craft and role of the theatre actor in contemporary cultures, in an investigation and interrogation of their respective identities, and their working relationships, in the context of live theatrical performance today.
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The principal aim of DRA3300 is to offer students with a potentially vocational or professional interest in the art and role of actors working in live performance the opportunity to focus that interest on the contemporary context. The module seeks to provide advanced practical knowledge and theoretical understanding of what contemporary actors do, and how they do it. The overall purpose of DRA3300, therefore, is to interrogate theoretically and practically the diverse contributions contemporary live theatre has made to the development of the art and role of the actor. DRA3300 also enables students of drama to pursue their special interest in a specific area of the field of theatrical performance through independent study, research and group creative work.
DRA3300 is a free-standing module, but does relate to the specialised study of the actor available compulsorily at Levels Four and Five, offering a logical progression to the student concerned to focus on the skills of the contemporary theatre maker. The module offers to students advanced experiential learning concerning the analysis and realisation of contemporary text-based dramatic work. But the module specifically provides the opportunity for potential professional practitioners to take artistic risks in the pursuit of an independent and autonomous acting aesthetic. The module encourages students to reflect on the complexities of possible practitioner identities and vocations that the study of drama and musical theatre can lead to, either via specialised training after graduation or by the creation of their own, new work following graduation. This addresses the employability philosophy of the programme which encourages students to focus their study with a view to emerging as future theatre-makers.
The module contributes to the student’s ability to demonstrate achievement of a number of Level 6 programme outcomes, particularly those concerned with knowledge, understanding, and the embodiment of knowledge in performance. The module also contributes to the advanced development of the Level 6 student’s intellectual and transferable skills, which are essential to their employability. The graduate employability of the students on this module is enhanced in terms of both subject-specific and generic skills, in line with the Subject Benchmark Statement for DDP 2019: ’’Graduate-ness’ in this domain cannot be defined in the singular but will involve a range of both subject-specific and generic skills. Skills and attributes of dance, drama and performance graduates are highly sought after by non-cognate industries. These skills include those of communication (written, oral and performance), of research and analysis, the ability to work independently, interpersonally and in groups, to deadlines and under pressure, with flexibility, imagination, self-motivation and organisation’ (Subject Benchmark Statement for DDP, 3.4: 6).
DRA2303 is a Level 5 module which introduces students to the skills and technologies of digital performance, focussing on vocal technique and audio tools. The module enables students to expand their skills as reflective practitioners, in a performance laboratory learning environment that takes into account the expansion of modern performance practice to include digital theatre, multimedia creation, and voice work.
The principal aim of DRA2303 is to provide a developed level of focused practical opportunity for drama students who wish to develop and hone their theatre making skills, under the guidance of tutors who are professionally experienced in the theatre (actors, directors, and writers). DRA2303 functions as a free-standing module; nevertheless it offers to develop essential areas of practical skill and technique that drama students will always find useful, both in their investigation of drama at Level 5, and also in the context of work within the creative industries and fields of employment (such as teaching). The students engage in tutor-led seminars and workshops, but are also expected to engage creatively (individually and in groups) with the technologies, techniques, and platforms introduced.
DRA2303 is designed to operate, however, not as a purely practical module, but as a module that sees drama and theatre as a practical process informed by theoretical ideas and insights. The module therefore seeks ways to integrate practice and theory, with practical exercises alongside discussion, debate, and research tasks which are designed to inform, and to be informed by, the practical engagement taking place throughout the module. In bringing theory and practice together the module is therefore concerned to encourage the students’ developing perception of themselves as thinking practitioners, informed by the histories of the form. The module contributes to the student’s ability to demonstrate achievement of a number of Level 5 drama programme outcomes, particularly those concerned with practical skills and the embodiment of knowledge, and contributes to the development of the Level 5 student’s intellectual and transferable skills, which are essential to their employability. The emerging graduate employability of the drama student begins a process of development and enhancement with this module, in terms of both subject-specific and generic skills. This is in line with the Subject Benchmark Statement for DDP 2019: ‘Skills and attributes of dance, drama and performance graduates are highly sought after by non-cognate industries. These skills include those of communication (written, oral and performance), of research and analysis, the ability to work independently, interpersonally and in groups, to deadlines and under pressure, with flexibility, imagination, self-motivation and organisation’ (Subject Benchmark Statement for DDP, 3.4: 6).
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
DRA1302 is a Level 4 module that addresses at an introductory level such fundamental questions as: What is drama? How did it originate and develop? How does it work? What is it for? Why do we need it? Throughout, the module confronts the Euro-American focus of the conventional canon, and interrogates the intersecting global histories of theatrical practice. The module considers the practice of canon formation—who decides what is considered ‘canonical’, and why—as a way for students to begin their essential theoretical and historical study of drama.
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The principal aim of DRA1302 is to begin the student’s critical and theoretical engagement with the nature and history of drama, and to account for the rise of the theatre and the idea of the play by addressing the interchanges between global theatre histories and performance practices. DRA1302 begins by defining and questioning the terms ‘canonical’ and ‘conventional’, encouraging students to develop their skills in critical thinking, analysis, and engagement. The module interrogates the conventional Euro-American focus of the study and practice of drama, in order to broaden the range of texts, practices, and histories drama students are able to draw on their for studies and future careers.
DRA1302 begins the process of broadening and deepening the drama student’s intellectual framework for theorising, criticising, and analysing the practice of making, showing, and doing that they engage in throughout the programme. At the same time the module helps to develop a wider intellectual basis for the practical and theoretical research that necessarily goes on in all the other drama modules at Level 4.
The module contributes to the student’s ability to demonstrate achievement of a number of Level 4 drama programme outcomes, particularly those concerned with knowledge and understanding. The module also contributes to the foundation development of the Level 4 student’s intellectual and transferable skills, which are essential to their employability. The emerging graduate employability of the drama student begins a process of development and enhancement with this module, in terms of both subject-specific and generic skills. This is in line with the Subject Benchmark Statement for DDP 2019: ‘Skills and attributes of dance, drama and performance graduates are highly sought after by non-cognate industries. These skills include those of communication (written, oral and performance), of research and analysis, the ability to work independently, interpersonally and in groups, to deadlines and under pressure, with flexibility, imagination, self-motivation and organisation’ (Subject Benchmark Statement for DDP, 3.4, p.6).
Writing Dance Landscapes introduces students to approaches to writing about dance, which facilitates their skills in observing, describing, researching, and interpreting dance. Practical and theoretical approaches are used to identify and discuss the work of key artists in relation to a broad range of dance practices, concepts, and contexts. Students watch and write about live and recorded dance performances using a range of practical, observational, and textual frameworks to support analytical description and interpretation. Throughout the module, focus is given to the socio-political and cultural landscapes that shape dance practices. This module, therefore, initiates an understanding of dance practices as historic processes, providing a foundation for cultural and critical analysis, to be developed at Levels 5 and 6.
Studio practice is key to the module as it offers fundamental skills for developing movement competence and for informing written texts, with embodied epistemologies. Students are thus introduced to the interweaving relationships of embodied and written practices. Students may also investigate wider processes of dance documentation, such as writing reviews and maintaining a reflective journal.
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The aim of Writing Dance Landscapes is to introduce the students to writing about, and from current dance practice, by introducing frameworks for close observation, research, and interpretation. The module seeks to provide a basis for writing and analysing dance, understanding primary and secondary sources, and reading dances as text and practice. Students are thus introduced to the interweaving relationships of embodied and written practices that prepares them for their Level 5 and Level 6 projects.
Students will also investigate wider processes of dance documentation, such as writing reviews and maintaining a reflective journal. In doing so they will be able to identify the reach and different contexts where writing about dance is relevant, important, and connected to employability skills and outcomes. Employability practices are implicit in the module content and assessment through encouragement in development of written communication skills, individual decision making, time management and use of relevant technologies. In parallel students maintain a reflective journey in order to gauge their learning journey in relation to contemporary dance landscapes.
The research skills developed on this module support further study of historical, cultural, and critical contexts that students will encounter at Levels 5 and 6 of their degree studies. At level 4, tutors work closely with the students to develop an informed understanding of dance through analysis and historical contexts. Students at Level 5 broaden understanding of current dance practice through examination of more complex cultural and global contexts, methodologies, and concepts. At level 6, students assume greater autonomy on independent projects which apply and synthesise a range of critical paradigms and methodologies. The theory modules progressively build breadth, depth and range of critical practice and increasing independence.
DAN1303 is a practice-based module that introduces students to creative and disciplined independent approaches to dance making and movement enquiry. It investigates the application of compositional tools and structuring devices towards the generation of new artistic products, and it experiments with contemporary dance practices and performance. Students will have the opportunity to explore interdisciplinary approaches to dance making, and in do so will gain experience in creative processes for solo work that engages with other.
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DAN1303 Making Dance 2: Choreographic Cuts allows students to build on their experiences of DAN1301 where they create work collectively in a tutor-led production. Students are supported in developing confidence in their compositional voice and the performance skills to enable them to effectively communicate their own choreographic work – it’s intentionality, musicality, and individual qualities.
Choreographic Cuts places an onus on decision making, editing of choreographic materials, and sharing of process as a means to generate a forum for discussion and to develop peer-reviewing skills. The module widens students’ perspectives of current practice and expands their capacity for larger scale projects and creative enquiry at Levels 5 and 6. The workshops on the module provide further foundational approaches to the key areas of dance composition and performance. Students are introduced notions of making work in an interdisciplinary manner, whereby composition of solo work happens in dialogue with others, and possible scenographic considerations such as light, sound, and costume
This module will focus on developing the performance, devising and dramaturgical skills necessary to work in a successful ensemble context, exploring the practice and examines the creation of performance work. Through workshop practice, a creative understanding of the physical and conceptual processes necessary in the construction of contemporary theatrical presentation will be established.
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Drawing upon the creative methodologies employed by twentieth and twenty-first devised theatre companies, and contemporary approaches to dramaturgy, this module will introduce students to the physical, vocal and technical skills required to work in a performance ensemble. An explicit engagement with a range of creative strategies will be employed, with particular attention being paid to the importance of the body in space, the manipulation and shaping of material, the application of rhythm and dynamics and an understanding of the importance of intention and motivation in relation to collaborative processes. By developing an embodied understanding of contemporary devising and dramaturgical processes, this module will help students find their own critical and creative voice, and introduce them to ways in which they might apply improvisatory techniques in the devising process, and consider how the structuring or ‘scoring’ of materials can work towards the development of meanings.
The module aims to:
to investigate contemporary approaches to dramaturgy and devising methods; to develop the ability to work creatively in collaborative situations; to develop a critical understanding of the inter-relatedness between creation, performance and reception; to develop the ability to select, manipulate and shape materials and achieve structural coherence; to foster an integrated approach to the theory and practice of contemporary performance, placing the students own explorations within the wider context of contemporary practice; to support students to consider, interrogate and challenge their practical and conceptual understandings to performance-making.
The module also contributes to the advanced development of the Level 4 student’s intellectual and transferable skills, which are essential to their future employability. The graduate employability of the students on this module is enhanced in terms of both subject-specific and generic skills, in line with the Subject Benchmark Statement for DDP 2019: ’’Graduate-ness’ in this domain cannot be defined in the singular but will involve a range of both subject-specific and generic skills. Skills and attributes of dance, drama and performance graduates are highly sought after by non-cognate industries. These skills include those of communication (written, oral and performance), of research and analysis, the ability to work independently, interpersonally and in groups, to deadlines and under pressure, with flexibility, imagination, self-motivation and organisation’ (Subject Benchmark Statement for DDP, 3.4: 6).
Singing techniques explored will include:
Basics of breathing, alignment, phonation, registration, acoustics, harmonics and formants. Exploration of styles pertinent to musicals theatre such as traditional legit, contemporary legit, contemporary commercial music styles including belt, mix-belt, rock, pop, and jazz styles. The different techniques used to perform these different styles will be explored through a mix of lectures and workshops/ practical sessions.
The module will touch on points of learning contributing to ensemble technique, such as aural skills and staff notation. It will provide a foundation for students’ vocal development at levels 5 and 6. The module will be delivered via lectures and small group workshops.
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To develop students vocal technique through ensemble singing in preparation for further vocal development at levels 5 and 6. Demonstrate technical voice control and agility. Show evidence of using a range of thinking skills that recognises sensitive musical performance decisions across a range of musical styles. Demonstrate effective use of the integrated dramaturgy and technical and musical skills, through which the various components of the musical (book/lyrics/music) maybe combined to create an integrated performance, clearly connected to acting process
This module introduces students to a range of repertoire and techniques derived from sample-based approaches to composition and sound design. Students will identify and analyse concrete (i.e. sample-based) approaches to composition within contemporary electronic music. A creative exploration of the studio as an instrument, including technologies and techniques related to recording, sampling, sound design, sequencing, and arranging will enable students to develop knowledge of a variety skills that can be applied within musical compositions. Students will create their own sounds “from scratch” in a recording studio, which will then be creatively applied in compositions or sound design projects. This process requires students to develop essential technical skills, critical listening and attention to detail.
This module is intended to build upon the knowledge of basic techniques and concepts relating to digital music production students will have acquired during their study of music production prior to entering higher education and the preceding Studio Practice module. In doing so, students will be introduced to various creative concepts and applications of their knowledge. The emphasis placed upon sound design is intended to counter the homogenising effect that the pre-fabricated sounds found in many digital audio workstations (DAWs) can have upon the development of a distinctive compositional style. Composers need to have a distinctive style and identity if they are to become visible amongst a saturated market; this module’s emphasis upon creative exploration and innovation is intended to aid students’ development of compositional style. An embedding of creative exploration and technical development in the delivery of this module will help students develop a thorough understanding of studio-based composition.
Ensemble Performance assists students in developing skills and confidence in musical performance. Practical workshops allow students to develop their skills in composition, arranging, performance strategies and improvisation. Through a series of collaborative small-group projects students develop arrangements of existing or original material to be performed in a public setting at the end of the module. Students produce all aspects of the final performance (e.g. staging and stage management, live sound, etc.) thereby gaining knowledge and understanding of this key area of musical practice.
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For many students at this level of study, instrumental skills are often developed in isolated, individual or one-to-one settings. Individual virtuosity is of considerable importance to performers, yet equally important is the ability to work with, communicate and interact with other musicians. This module is designed to enhance students’ skill in the latter area. While not all music students will specialise in performance all students should have an experience of musical performance during their studies. This module ensures that students have that experience, allowing them to develop knowledge and understanding of music as a social practice.
Body Matters in Performance examines theories and practices of performance that are concerned with the dialogue between self and the environment. Students will expand their knowledge, understanding, and experience of the body in relation to studio practice and embodied research, where sense-based information and perception are understood to be a dynamic system of interaction with the world. Underlying this is the principle that as students develop their sense of self awareness and their working environments, they are more able to adapt artistic practice to a variety of diverse settings, that may include those associated with health and well-being. The approaches to learning and teaching on DAN2301cultivate an awareness of response-ability and the need for promoting sustainable practices in our age of climate emergency.
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This Level 5 module explores holistic and sustainable approaches to embodied research. It allows students to understand how and why the body has been objectified in performance contexts and in doing so raises questions around Cartesian dualism and its implications in the writing of knowledge paradigms. Body Matters in Performance introduces deeper explorations into sustainable ecologies of dance practice and allows the student, through embodied experiences of postmodern dance traditions and Somatic Practice, to experiment and develop their own personal approaches to dance research in relation to other, matter, and ‘being in the World’. It places emphasis on kinaesthetic empathy, and engaging with an ethos of acceptance and care. Students are introduced to exploring dance through the lenses of Phenomenology and New Materialisms in order to develop theoretical frameworks for their research. The module extends on concepts introduced at Level 4, offering students learning environments to investigate their own perception, body movement and the application of those in their own choreographic, applied, and performance work at Levels 5 and 6.
The approaches to study and embodied explorations in Body Matters in Performance cultivate an awareness of response-ability and the need for promoting sustainable practices in an age of climate emergency. In doing so it aligns with UNESCO’s Sustainable Development Goals (SDG) for Good Health and Well Being (SDG3) and Climate Action (SDG 13).
On DAN2302 students will build on the experiences gained at Level 4 on the choreography modules DAN1301 and DAN1303 and will be supported in their development of an individual creative voice, as they expand their creative and technical skills. From the initial group focus of exploring dance practice in relation to a range of cultural and socio-political frameworks, this module offers students space to investigate their creative and contextualised ideas in the process of devising choreography. With access to tutorial support, students will work in the role of choreographer to engage in a process of synthesising research into practice to create choreography for a public performance. As a collaborative group, the students will be responsible for in-house promotion of their performance events, and scheduling their technical and dress rehearsal. The choreographic workshops happen in focused studio practice settings to allow continued development of the individual’s dance practice.
RATIONALE
DAN2302 enables the student to explore how dance and movement practices make manifest intricacies of social and power relations. Through a short series of introductory lectures, analysis of live or filmed performance and practical workshops, students can draw from insights observing processes and practices applied by key professional dance makers as well as research on the social and traditional functions of dance in various cultures and traditions. Underpinned by ongoing independent research, students will from this point, embark on independent choreography projects. They will be offered space to work individually or as a partnership in the role of choreographer and will engage in the process of synthesising their research into practice. This allows students to create choreographies which will culminate with a public performance of the work.
The module allows students to consider and explore choreographic decision making in conventional and non- conventional performance contexts. They will also hone their creative skills and artistic strategies for connecting the aesthetics, intentionality and meaning of the work that they produce. Key to the module is focused studio practice where detailed development of embodied dance techniques will inform the student’s decision making in developing their own choreographic language.
This module will build the performance, devising and dramaturgical skills necessary to work in a successful ensemble context. DRA2301 provides a performance laboratory environment in which students can experience the creation of small-scale devised projects. The practical work is informed by student research into and study of various strategies and methodologies employed by practitioners creating original work from a variety of sources, and framed through approaches to site-responsive performance. In this context site responsive is used as a generic term relating to work that arises from and responds to its immediate environment and surroundings outside of the traditional theatre context, and the various forms and categories of response to site will be addressed. The module culminates in practical devised site-responsive work plus viva, enabling students to demonstrate embodied and articulated understanding of the form.
RATIONALE
This module interrogates devising performance, a major mode of twentieth and twenty-first century performance, in the context of performance in non-traditional sites which has been a concern of some contemporary performance seeking to de-centralise the theatre building as the hitherto preeminent site of performance. This module therefore makes explicit and interrogates the relationship between performance and its environment.
The principle aim of the module is thus to investigate the dynamics of performance devised in response to a host environment, and to activate and explore the relationships invoked between performance and non-traditional sites, and where appropriate, to investigate performance with, for and by the communities that inhabit them and/or use them.
The module thus aims to encourage a critical and interrogative approach to the creation of site-responsive performance, and engagement with the interdisciplinary and collaborative nature of work which is often at the centre of thinking and practice in the field of visual theatre and site responsive performance. As such this module aims to encourage and facilitate the students’ awareness of the potentials of performers and makers of performance; and the performance potential inherent in a site in terms of its synchronic and diachronic presence, its histories, functions and narratives.
The module also aims to foreground the responsibilities and ethics of using non-traditional sites and public spaces as performance spaces and skills gained here in negotiating access will enhance employability.
The module contributes to the student’s ability to demonstrate achievement of a number of Level 5 drama programme outcomes, particularly those concerned with knowledge and understanding. The module also contributes to the foundation development of the Level 5 student’s intellectual and transferable skills, which are essential to their employability. The emerging graduate employability of the drama student begins a process of development and enhancement with this module, in terms of both subject-specific and generic skills. This is in line with the Subject Benchmark Statement for DDP 2019: ‘Skills and attributes of dance, drama and performance graduates are highly sought after by non-cognate industries. These skills include those of communication (written, oral and performance), of research and analysis, the ability to work independently, interpersonally and in groups, to deadlines and under pressure, with flexibility, imagination, self-motivation and organisation’ (Subject Benchmark Statement for DDP, 3.4: 6).
The module is an investigation of the processes underpinning theatre making, and an interrogation of strategies for the transformation of text into dramatic action. With embodied reference to practitioner case-studies, students critique the rehearsal and staging process of rehearsal with a director from rehearsal text to production. The module culminates in the presentation of a production to an audience.
RATIONALE
The aim of DRA2302 is to facilitate students’ exploration of the nature of responses to text, rehearsal processes, in ways that develop and refine their practical knowledge and theoretical understanding of the creative process of staging a play. The purpose of DRA2302, therefore, is to develop students’ knowledge and understanding of approaches to the rehearsal process, and the creative working relationships necessary to that process. This module aims to contribute to the continuing development of the students’ process of understanding the nature and role of the dramatic text in theatre production, through the investigation, here, of exemplary play-texts in the rehearsal room and is designed to lead to the creation of practical production projects. Through the exploration of the making of theatre, the students’ practical and theoretical understanding of production strategies is broadened and deepened.
Through its concerted engagement with professional strategies in the rehearsal room, and its expectation of developing professionalism on stage when dealing with the translation of script into performance, DRA2302 contributes to the student’s ability to demonstrate achievement of a number of Level 5 drama programme outcomes, particularly those concerned with knowledge, understanding, practical skills, and the embodiment of knowledge on stage. It thus contributes significantly to the development of the student’s potential professional employment and/or self-employment in theatre and/or community arts. DRA2302 also contributes to the continuing development of the Level 5 student’s intellectual and transferable skills, which are essential to their employability. The graduate employability of students on this module is enhanced in terms of both subject-specific and generic skills, in line with the Subject Benchmark Statement for DDP 2019
In this module, students will explore examples of critical theory, applied to Musical Theatre.
Requiring students to think about musical theatre canon using different critical approaches or ‘lenses’, the module content also encompasses analysis of the ways in which musical theatre has articulated social concerns and discourses, and encourages students to ask questions around efficacy, responsibility and ethics.
RATIONALE
Emerging from a post-modern view of theatre and performance, as exemplified in Performance Studies, the need has arisen to familiarise students with a range of critical approaches and theory, to provide them with a toolkit of methodologies with which to analyse the variety of meaning in works, performances, and recordings of musical theatre in context.
Such conceptual frameworks are introduced, but students are then asked to apply them in a written assignment to pieces of musical theatre, as they see fit. This serves to enhance research skills and critical thinking, the facilitate application of gained knowledge.
The module is designed to promote the interconnectedness between distinct disciplinary approaches to identify new or useful paths for further enquiry.
The module develops fromMTH1300 deepening understanding of critical approaches, and feeds into Level 6 modules such asPAR3302where students begin to choose their own areas of study and write their own research questions.
This module develops and refines the fundamentals of styles used in Musical Theatre singing and allows for the development of a personal vocal style. In addition, the student will explore elements of Musical Theatre performance through the study and understanding of stagecraft, the musical score, and libretti. These essential skills will be developed further through the preparation and performance of a piece of Musical Theatre. Music/musical traditions underpinning module An overview of methods of teaching vocal technique such as Estill, Cross-training, somatic voice work. Recognition of mind-body connection in singing – holistic approach. Dealing with performance anxiety. Introduction to anatomy and physiology of mechanisms of voice (larynx, mouth, lungs, ribs, abdominal and pelvic muscles) Exploration of other traditions of singing such as Gospel, Chinese theatre (guest lecturers), and what these methods can teach us about Western Musical Theatre technique This is a compulsory one semester module for Level 5 BA(Hons) Musical Theatre students. This module will build on the Level 4 Voice and Musicianship module exploring the fundamentals of style and techniques for Musical Theatre singing. This module will continue to develop essential skills such as music theory, aural skills, lyric writing and exploring libretto and work towards an integrated performance with Dance and Drama.
This module will be delivered using a mix of lecture, workshops and (individual) singing lessons to give students the opportunity to develop their vocal skills and establish the groundwork for rehearsal and performance work.
RATIONALE
This module develops and refines the fundamentals of styles used in Musical Theatre singing and allows for the development of a personal vocal style. In addition, the student will explore elements of Musical Theatre performance through the study and understanding of stagecraft, the musical score, and libretti. These essential skills will be developed further through the preparation and performance of a piece of Musical Theatre.
Through a series of lectures, seminars and tutorials, this modules introduces students to a range of key concepts, approaches and theoretical paradigms deployed in the study and criticism of contemporary music and culture. Key concepts related to the cultural understanding of contemporary music will be discussed and critically interrogated in relation to musical examples. Through this process students will learn how to locate, interpret and understand music in relevant cultural contexts, drawing upon key terms and theoretical frameworks in the construction of critically informed arguments. In addition to this theoretical content students develop practical skills for identifying, planning and executing an independently structured research project.
RATIONALE
The module is designed to equip students with theoretical knowledge and research skills in preparation for undertaking a dissertation project at level six. Focusing specifically upon musical content and examples throughout, the module addresses the need for creative practitioners to be able to identify and describe key aspects of their work and locate this within a relevant cultural context. Students are provided with examples of how to reflect in a structured and critical way upon creative practice, a skill that is essential for maximising potential at level six. A principal focus of the module is on consolidating and extending academic skills in support of written and theoretical work. In addition to this academic focus the module supports musicians in identifying and communicating culturally significant aspects of their practice in preparation for professional work beyond university. In identifying and studying key theoretical frameworks and concepts the module also supports students who may wish pursue post-graduate studies, where understanding of such concepts is readily assumed.
DAN3301 offers students the scope to refine their dance and movement skills and to reflect on their potential applications as they become emerging independent dance professionals. A combination of practical classes and workshops will focus on enhancing students’ understanding and confidence with respect to their own dancing body of knowledge, emphasising command and authority over individual artistry and resilience.
RATIONALE
The principal aim of the module is to support the student in efficiently and reflectively implementing anatomical and technical engagement to embody a range of diverse dance practices. By providing a range of overlapping approaches to movement and dance, the module will give students a rich palette from which to develop their unique potential as a mover and practitioner and offer a greater understanding and awareness of where they might locate themselves for future employment within the dance profession.
DRA3302 is an examination and analysis of practical applications and critical concepts of digital and intermedial performance, with particular focus on the interaction and intersection of presence and absence, live-ness and mediated performance, and the dialogues between human and technology in intermedial performance.
RATIONALE
The use of digital technologies is becoming more and more prevalent in contemporary performance, as evidenced in the rise of virtual performance, zoom performance, or app based performance during the pandemic, which complements the increased use of digital scenography and performance combining with live and mediated performers which prior to the online revolution of the pandemic had already become much more prevalent than ever before. The principal aim of DRA3302 is therefore to facilitate a more developed scope of practice and research in the student’s consideration of the foregrounded use of digital technologies with, in and as performance.
Students are required to engage with a range of critical commentaries and case histories detailing notions of absence and presence, virtual and actual performance, and technology’s intersection with the human or cyborg performer. The purpose of the module is thus to enable the student to build a detailed knowledge and understanding of the role technology has played in the cultural creation and communication of meaning in contemporary multimedia or virtual or online performance.
The module also contributes to the advanced development of the Level 6 student’s intellectual and transferable skills, which are essential to their employability. The graduate employability of the students on this module is enhanced in terms of both subject-specific and generic skills, in line with the Subject Benchmark Statement for DDP 2019: ’’Graduate-ness’ in this domain cannot be defined in the singular but will involve a range of both subject-specific and generic skills. Skills and attributes of dance, drama and performance graduates are highly sought after by non-cognate industries. These skills include those of communication (written, oral and performance), of research and analysis, the ability to work independently, interpersonally and in groups, to deadlines and under pressure, with flexibility, imagination, self-motivation and organisation’ (Subject Benchmark Statement for DDP, 3.4: 6)
This module will build on vocal skills built up over the previous two years. Using vocal technique and sophisticated engagement with an extensive range of musical theatre styles, students will be required to demonstrate their understanding of representative examples of the musical theatre repertoire.
A developed understanding of vocal anatomy and physiology will underpin the development of individual style and promote good vocal health.
RATIONALE
To develop and embody the skills and techniques that are required to be an independent performer/ practitioner, students are required to be vocally flexible and understand the need for diction, phrasing, projection, and vocal and bodily gesturing within the use of spoken and sung text. Knowledge of vocal anatomy and physiology will support the student to understand the techniques required to be a flourishing performer
This module allows students to examine and evaluate methods by which to optimise opportunities for employment, commissions and interventions such as ‘clean-up’ tasks. Comparative methods of planning, networking and campaigning will be studied and workshopped. Industry professionals will offer narratives and explain what their own grounds for selection are. Students will acquire strategies of how to plan for sustainability, maintain relations with institutions, and gain sources of finance for projects.
RATIONALE
As ‘Enterprise’ forms one-third of this course’s title, it is only right that, apart from its presence throughout the schedule, entrepreneurship should have its own module of study and scrutiny. Music as an academic subject is often criticised, or thought to be problematic, because its profile as a career is blurred and fragile. This charge against the subject has to be tackled directly, as it is the case that composition and production can provide for long-term security as well as vocational pleasure. This module attempts to clarify the course’s objective by offering coherent evidence that a more positive view is justifiable.
This module builds upon Convergent Digital Media and the Artwork of Music via engagement with the information and communications technology currently underpinning download culture. Students will consider the impact of Internet and World-Wide-Web based sharing tools, specifically in relation to the on-line distribution and consumption of music. They will also devise a strategy for how this can best be exploited for a band or solo artist.
RATIONALE
Digital technology has transformed the music industry, and particularly the way we consume music. In recent years we have seen a plethora of Web and mobile technologies come to the fore. Social networking and micro-blogging technologies, for example, are now commonplace. The ability to be able to exploit these for the purposes of music distribution and consumption offers immense potential, particularly for the unsigned. This module, therefore, provides students with the opportunity to immerse themselves in the melting-pot of Web and mobile apps, with a view to using these as tools for digital marketing.
Full Year Modules
The following modules are taught across both semester 1 and 2, you can only choose these modules if you are studying with us for the full academic year.
The module identifies and explores the dynamics between the key elements of live performance practice, and considers what trainings are fundamental to the twenty-first century drama student. The module places the study of drama, theatre and performance within a contemporary context and explores the vocal, physical, and creative processes required by a contemporary performer.
RATIONALE
The principal aim of DRA1300 is to provide a focused practical opportunity for Drama students to develop and hone their theatre making skills. Through workshop practices, students work towards the development of essential practical skills and technique that will proves useful, both throughout their degree programme, and also in the context of work within the creative industries and fields of employment (such as teaching). The students engage in tutor-led workshops, but are also expected to lead workshops themselves in order to develop their workshop facilitation skills. The module seeks to integrate practice and theory, with practical exercises alongside discussion, debate and research tasks which are designed to inform, and to be informed by the practical engagement taking place throughout the module. In bringing theory and practice together the module is therefore concerned to encourage the students’ emerging perception of themselves as thinking practitioner / artists. Although a module with a distinct approach, it connects DRA1301 and DRA1303 by developing the necessary skills to support the student’s development across the programme.
The module also contributes to the advanced development of the Level 4 student’s intellectual and transferable skills, which are essential to their future employability. The graduate employability of the students on this module is enhanced in terms of both subject-specific and generic skills, in line with the Subject Benchmark Statement for DDP 2019: ’’Graduate-ness’ in this domain cannot be defined in the singular but will involve a range of both subject-specific and generic skills. Skills and attributes of dance, drama and performance graduates are highly sought after by non-cognate industries. These skills include those of communication (written, oral and performance), of research and analysis, the ability to work independently, interpersonally and in groups, to deadlines and under pressure, with flexibility, imagination, self-motivation and organisation’ (Subject Benchmark Statement for DDP, 3.4: 6).
This module surveys the key elements of dance, drama, and musical theatre contexts and histories. While not intended to offer an exhaustive account of all performance histories, it will highlight shared terminologies and significant discursive strategies, while also offering students an introduction to appropriate modes of study (including research, performance, and workshop skills). To ensure focus does not become to diffuse in this introductory module, key themes (e.g. representation, modernism, postmodernism) will be used to anchor the discussion, and in each instance tied to specific examples across all cognate disciplines.
RATIONALE
This module aims to help Performing Arts students develop a critically engaged practice, and so starts from the position that dance, drama, and musical theatre are interconnected forms, with shared histories, and overlapping critical understandings. The module explores the shifting understanding of key elements of dance, drama, and musical theatre from the 20th and 21st centuries, and includes a survey of contemporary and historical theories and debates. In order to support the development of critically engaged practitioners who work in dialogue with the evolving needs of the creative industries, the module will consider topics including intersubjectivity, framing, space, meaning, liveness, embodiment, audience, text(s), and culture. This approach will enable students on dance, drama, and musical theatre degrees to locate their emerging practice within the context of contemporary performance. Themes under discussion will include the nature of performance and how it is perceived, ‘traditional’ and ‘non-traditional’ crafting traditions, training processes, and the constant expansion and development of definitions of performance itself.
Through an interrogation of appropriate critical vocabularies, students will be supported to:
develop an understanding of the key elements of dance, drama, and musical theatre, including practice located at the interstices of these areas;
- establish a knowledge of the close relationship between theory and practice in the study of dance, drama, and musical theatre; discuss themes and issues relevant to their specific cognate discipline.
- develop an attendant cognisance of aligned disciplines.
- discover key contemporary performance theories.
- build appropriate study, research and presentation skills.
- develop enterprising attributes such as creativity and resourcefulness.
PAR1301 is a project-based module where students are guided through the creation of a performative outreach project focusing on a range of community settings, via the study of performance interventions, their histories and practices, consequences and meanings.
Students will study performance intervention projects, then identify and devise an appropriate project for a chosen setting.
In this module, at Level 4, the students will not implement the project in the community, but present their plans and deliver a workshop to peers with key illustrations of practice in the controlled setting of the university.
RATIONALE
PAR1301 enables students to study, devise and plan creative artistic practice and outreach in diverse cultural, social and political contexts. The module focuses on applied practice that takes place in a range of settings, including with community groups and in formal education, and explores a range of current and historical practitioners whose work has contributed to the development of this field.
The module develops students’ intellectual and transferable skills, in analysis, devising and planning an applied performance project.
Students can work individually, by agreement with tutors, but emphasis is placed upon the skills of team working, including how to embrace divergent thinking, maintaining positive interpersonal communication, problem solving and collective decision making.
Arts Council England’s 10 year strategy Let’s Create (2020-30) focuses on community involvement – public art works and participation. This reveals a zeitgeist of public arts organised and rationalised centrally, and thus indicates future employability potential for the applied theatrical arts and outreach work.
DAN2303 expands and explores in-depth the students’ movement skills and techniques. Students will receive key workshops which look to prepare for professional engagement. Extending on the study of experiential anatomy and holistic approaches to the moving body, under the supervision of the tutor, students will devise an independent ‘care-of-self’ study plan, as well as mapping a ‘me-reel’ to enhance confidence towards becoming a portfolio practitioner.
RATIONALE
Alongside the development of contemporary dance and movement techniques, the students will be supported to consider their own interests and skill sets in relation to specific roles within the dance sector. This will encourage students to explore different areas as they also begin to understand what a sustainable career within the sector may look like for them personally. Providing a variety of over-lapping approaches to movement and dance will give students a sense of adaptability and range of skills which might apply to different job roles or specialisms
Students will consider a community or education setting and devise a project for a selected client group. Prior to commencement of projects, students will submit a summative proposal document that considers ethical concerns and other safety risks. Projects can draw on pedagogic and teaching practices, or applied creative and artistic enquiry, or can be a synthesis of those approaches.
RATIONALE
PAR2301 enables students to experience and interrogate creative artistic practice in diverse cultural, social and political contexts. The module focuses on applied practice that takes place in a range of settings, including with community groups and in formal education, and explores a range of current and historical practitioners whose work has contributed to the development of this field.
The module adds to the continuing development of the Level 5 student’s intellectual and transferable skills, not least in the specific areas of devising, planning, implementation and evaluation of a ‘real world’ project.
Students can work individually, by agreement with tutors, but emphasis is placed upon the skills of team working, including how to embrace divergent thinking, maintaining positive interpersonal communication, problem solving and collective decision making.
This practice-based module explores dance making and movement enquiry with respect to Musical Theatre styles.
Students will investigate choreographic concepts from popular musical theatre forms such as narrative, character, storytelling, influences of key practitioners, and approaches drawn from contemporary dance such as the role of abstraction, improvisation, and chance. Studio practice techniques will explore safe dance practices (warm up, cool down), developing fitness and aerobic capacity, and movement influenced both Musical Theatre and Contemporary Dance styles.
RATIONALE
This module develops and refines the student’s practical awareness of dance styles used within the Musical Theatre choreography and allows for further exploration of personal choreographic strategies and approaches to creation and performance.
The module also enables students to pursue special interests in areas of dance and performance through independent study, research and technical and creative work.
Through a creative exploration of sound synthesis techniques students will gain knowledge and skills that can inform the production of distinctive and highly flexible sounds for use in a variety of applied musical contexts. This will require students to develop an understanding of fundamental concepts or relevance to digital audio. Through an introduction to relevant musical concepts and repertoire students will identify and analyze synthetic approaches to composition and sound design within contemporary digital and electronic music. The acquisition of technical and theoretical knowledge will be demonstrated through the completion of a number of compositional assignments and original compositions.
RATIONALE
To fully exploit the capabilities of digital audio systems composers require knowledge of the fundamentals of digital audio; creative exploration of sound synthesis will provide students with this knowledge. The detailed sound design skills developed within this module are essential for those looking to pursue professional work as composers and electronic musicians. The emphasis placed upon creative exploration and innovation will require students to critically reflect upon their creative impulses and habits, thereby developing essential academic skills and providing an introduction to the concept of practice-based research.
This module gives students the opportunity to gain experience of performing live in different environments and in front of different audiences. Students will have the opportunity to gain credit for playing live on the street, or at a venue, such as a local open-mic event or other specialist music venue. Students will also have the opportunity to perform in the Creative Edge TV studio, and to play and have their music streamed over the EHU Student Union radio station. The module is ideally suited to performing musicians and will give them the opportunity to engage with the planning and organisational elements necessary for successful live performance.
RATIONALE
The ability to be able to perform live, in front of different audiences, and at different event locations, is of utmost importance to modern musicians. Indeed, due to the impact of falling record sales, even established artistes are dependent on gigging and touring as a main part of their income. It is important, therefore, that musicians develop the ability, and the confidence, to perform live in front of an audience early on in their careers. Whether this be at the simple level of street busking, or in front of larger and more critical paying audiences at more dedicated venues, etc. The module also encourages collaboration between students within the module and between students on other creative programmes, thus nurturing confidence and experience in live performance.
Jazz Dance Routes for BA Hons Dance and BA Hons Musical Theatre students, explores and expands on the cultural and performance aspects of jazz dance. This year long module interrogates the role that critically informed artistic jazz dance, as a multicultural and multifaceted genre, can play in recognising narratives of decolonisation. Students research through embodied practice with a critical lens on the historical context of the form, looking at its origins, its development in New Orleans, and the Harlem Renaissance, to its emergence as concert dance in New York, and its impact on American theatre dance. Practical and theoretical approaches are used to identify and discuss the work of key artists in relation to historic practices, concepts, and the contextualisation for future practices.
RATIONALE
The module seeks to provide advanced practical knowledge and theoretical understanding of what jazz dancers do, and how they do it. The overall purpose of DAN3302, therefore, is to interrogate theoretically and practically the diverse contributions the form has made to the development of dancer in musical theatre and some commercial contexts. DAN3302 also enables students to pursue their special interest in a specific area of the field of jazz dance or musical theatrical performance through independent study, research and independent and/or group creative work.
The module specifically provides students an opportunity to take artistic risks in the pursuit of an independent and autonomous dance performance aesthetic, that will enhance their future employability as professional dance artists. The module therefore encourages students to reflect on the range of possible practitioner professions and vocations that the study of jazz dance can lead to, usually via specialised training after graduation. This addresses the students’ Level Six PDP by asking them to focus their study with a view to emerging as future employable practitioners.
The module contributes to the student’s ability to demonstrate achievement of a number of Level 6 programme outcomes, particularly those concerned with knowledge, understanding, and the embodiment of knowledge in performance. The module also contributes to the advanced development of the Level 6 student’s intellectual and transferable skills, which are essential to their employability. The graduate employability of the students on this module is enhanced in terms of both subject-specific and generic skills, in line with the Subject Benchmark Statement for DDP 2019: ‘The transferable skills of graduates in this domain are those much sought after in other environments such as business and commerce. These skills include those of communication (written, oral and performance), of research and analysis, the ability to work independently, interpersonally and in groups, to deadlines and under pressure, with flexibility, imagination, self-motivation and organisation.’ (Subject Benchmark Statement for DDP, 3.4, p.6).
The module explores a range of different types of dramatic text and theatrical experience linked to the fundamental themes of gender and sexual politics. The module interrogates themes of gender and sexual politics, examining ways in which playwrights and practitioners have sought to use theatre as a forum to challenge gender roles and sexual ideology.
RATIONALE
The principal aim of DRA3303 is to enable students to engage critically and practically with the role of the ‘dramatic text’, in the specific context of the many different ways in which it has dealt with the themes of gender and sexual politics. The module centres on ‘the idea of the play’, providing an intensive practical and theoretical interrogation of the ways in which scripted plays work to produce and communicate meaning. But in recognition of certain contemporary movements away from the orthodoxy of the idea of the play, the module also investigates other forms of performative explorations into the themes of gender and sexuality that seek to challenge the play-text’s role in reinforcing heteronormativity and the patriarchy. Although this module shares some superficial similarities in content to DRA3301, its approach is text-base and thus looks at significantly different performance materials. Building on work begun in DRA1302, and DRA2302 and their exploration of canonical practices, the purpose of DR3303 is to explore how theatre has functioned as a setting for challenging gender roles in the specialised context of a range of contrasting dramatic texts that deal explicitly with gender identity and sexual politics. The module therefore brings a specialised focus to the study of the relationship between the theatre and our quest to understand who we are and to theatre’s dual function as a site for debating gender identity and sexuality.
The module also contributes to the advanced development of the Level 6 student’s intellectual and transferable skills, which are essential to their employability. The graduate employability of the students on this module is enhanced in terms of both subject-specific and generic skills, in line with the Subject Benchmark Statement for DDP 2019: ’’Graduate-ness’ in this domain cannot be defined in the singular but will involve a range of both subject-specific and generic skills. Skills and attributes of dance, drama and performance graduates are highly sought after by non-cognate industries. These skills include those of communication (written, oral and performance), of research and analysis, the ability to work independently, interpersonally and in groups, to deadlines and under pressure, with flexibility, imagination, self-motivation and organisation’ (Subject Benchmark Statement for DDP, 3.4: 6).
Students on PAR3302 will plan and conduct a research enquiry relevant to the application, practice and study of performance (including dance, drama, musical theatre, live art, and cross-form practices). Through lectures, workshops and tutorial support, students will develop the skills necessary to collect, analyse, document and organise materials to present and evidence their research process and findings. Students will be encouraged to develop autonomy in their approach to learning, and position themselves and critically engaged, emerging artists. Students apply their research to the creation of a Dissertation, which may take the form of Performance, Creative, Applied or Written project.
RATIONALE
The aim of PAR3302 is to engage students in expanding their specific interests within the areas of performance and related studies and practices, to develop an independent project that cultivates professional expertise and critical perspectives. This module introduces and develops skills and methodologies appropriate to research in dance, drama, and musical theatre. Coursework content is determined by each participant in negotiation with supervisors and based on the aims and research questions guiding the research project. This will include: individual research (including library-, practice-, placement- and archive-based research as appropriate); regular tutorials with a supervisor; attending and participating in appropriate group fora; the presentation of findings (in written and/or other appropriate formats). Students may also choose to work collaboratively in the development of their research projects.
The module enables students from all programmes to develop as artist / scholars, and apply to their own practice the critical and practical interrogation of their subject area that they have developed over their course of study at Levels 5 and 6. Through individual initiative, autonomous learning and independent research the students have the opportunity to examine relationships between current practices, research methods, and theoretical perspectives from critical discourses across a range of disciplines.
Performance Research is the opportunity for students to demonstrate professionalism and professional potential. Its focus on creative independence and autonomy is key, demanding of the student initiative, self-motivation, organisational and managerial aptitude, and an understanding of how to accomplish a research or practice as research project under supervision. The module thereby enables students to show that in the course of their degree programme they have acquired not only subject-specific knowledge, intellectual and transferable skills, which are essential to their employability, but also the graduate attributes required of employers. The employability of the students on this module is enhanced in terms of both subject-specific and generic skills, in line with the Subject Benchmark Statement for DDP 2019: ’’Graduate-ness’ in this domain cannot be defined in the singular but will involve a range of both subject-specific and generic skills. Skills and attributes of dance, drama and performance graduates are highly sought after by non-cognate industries. These skills include those of communication (written, oral and performance), of research and analysis, the ability to work independently, interpersonally and in groups, to deadlines and under pressure, with flexibility, imagination, self-motivation and organisation’ (Subject Benchmark Statement for DDP, 3.4: 6).
In PAR3303 students will are expected to demonstrate capacity to work effectively and creatively as a developing independent artist within a collective to generate a professionally orientated performance project.
Students will utilise skills of an independent practitioner such as enterprise, project management and evaluation in the creation of a collective performance piece and its distribution/touring activity. The students will then evaluate their work, demonstrating awareness of their immediate arts contexts.
Students will work collaboratively with a choreographer/dramaturg/director to create a full length performance work in the first semester. In the second semester, students will take ownership and responsibility of further performance dates around and beyond campus, generating a small-scale tour. Students will be encouraged to adapt work according to a market/performance setting, and work in cluster groups to promote and their work.
RATIONALE
The aim of this module is to nurture the student’s development as an artist through authentic experience of cutting edge practice and the processes involved in realising collective performance work. As an independent dance, drama or musical theatre artist the graduate will build a portfolio career, responding to opportunities and the political, social and economic climate. The module will examine the current performance landscapes in which students will explore key questions such as: What performance work is being made? How is it being made? Who is it being made for?
There is also the opportunity to consider and engage in processes that underpin the making and performance of dance, drama or musical theatre work such as costume, lighting, tour development and management, locating and assessing settings for site work. This will provide the students with the expertise to develop collective performance work within the financial constraints of emerging artists as they will gain diverse knowledge and experience which will act as a resource for them in the future.
Notes: As the Department auditions all candidates and therefore assesses practical proficiency, Study Abroad students may need to be able to
demonstrate adequate prior learning. Otherwise, places will be confirmed subject to audition or practical assessment upon arrival.
Many modules are available for direct entry without prior assessment:
* Denotes direct entry permissible with the need for prior assessment.
^ Denotes optional module, may not run each year and availability is dependent on student numbers and staff availability
Psychology Provision
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
Introduction to Biological & Cognitive Psychology provides foundation knowledge for subsequent levels. It introduces students to approaches and concepts central to the study of behaviour, exploring how processes underlying behaviour work (such as perception, sensation, and memory) and how human beings are embedded in their world (e.g., by way of their shared biology, learned knowledge). In this way, the module aims to equip 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
RATIONALE
The module unifies the grounding for subsequent levels and modules such as those that cover Cognitive Psychology, and Biological Psychology. In particular, the module provides key grounding in topics required for British Psychological Society accreditation. As well as providing students with a good general background in the basic theoretical concepts of psychology, the module aims to provide a basis for more applied psychological work in Level 5 and Level 6 modules, and a basis for understanding and evaluating the different approaches within the discipline. The module aims to provide not only knowledge about psychological phenomena, but also practical experience and discussion, and ways of thinking about behaviour and how the mind works.
This module encourages students to develop their scientific analysis and communication skills regarding core psychological topics and to examine their own assumptions and practices in relation to those of others around them. It provides potentially empowering awareness of basic psychological issues (e.g., behaviour change, the basis of how drugs work, influences on memory, personality, etc.). 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.
This module will examine various aspects of substance misuse (including the misuse of alcohol) from a psychological perspective which will also be informed by other academic perspectives, such as those of brain science and sociology, respectively. In this way students are helped to develop a more complete understanding of the role of learning and reward in the development of substance misuse than would be possible with one academic perspective alone. A broad range of psychological consequences of substance misuse, such as memory impairments, will also be studied. Psychological interventions for substance misuse will also be examined.
RATIONALE
As this module is concerned with pharmacologically based misuse and addiction, students will be introduced the neurobiological effects of commonly misused drugs, including alcohol, with particular reference to implications for the positive and negative reinforcement of their use arising from this. In turn, this will provide a basis for the appreciation of the psychological dimension of such phenomena as the opiate withdrawal syndrome, and memory impairments arising from the neurotoxic effects of drugs such as ecstasy and cannabis. Furthermore, it will also provide a basis for exploring the nature of the concept of addiction, as distinct from substance misuse, from a psychological perspective and from other perspectives which may be seen as either competing or complementary to it. The importance of viewing neurobiological and psychological processes as being embedded in a social context will be emphasised by reference to social psychological and sociological perspectives which have sought to explain substance misuse and addiction.
One of the most obvious things we notice in our everyday lives is that not everybody behaves the same way. The module will cover the main personality theories, intelligence, the ways psychologists measure individual differences and ‘normal’ and ‘abnormal’ psychological functioning and how those ‘measures’ can be can be utilized in a number of applied settings (e.g. work).
RATIONALE
The principle aim of this module is to provide students with an appreciation of individual differences in the study of human behaviour. The study of individual differences informs us about the role of personal attributes in determining how people behave, what motivates them and how practitioners might intervene to assist individuals who are experiencing difficulties in relation to intellectual and personality attributes. The history of Personality and Individual differences demonstrates a shared methodological ‘lineage’ central to psychological measurement and methodology. The study of individual differences then, is of central importance in any psychology course.
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
This module will introduce three of the core areas of psychology: personality, social and developmental psychology. These areas are fundamental to an understanding of how an individual develops and operates in a social context. The goal of this is to equip students with a broad understanding of the nature of research, theory and the methodologies employed in these disciplines. This will be achieved by explaining the ‘classic’ studies in the context of the appropriate theoretical frameworks.
RATIONALE
Personality, social and developmental psychology are three of the cornerstones of psychology and are fundamental to our understanding of how an individual develops and functions in society. Social psychology is focused on the way that the social context impacts on the individual, interaction within groups and interactions between groups. Developmental and personality psychology not only looks at how development takes place but also addresses the key principles and mechanisms underlying these changes. An understanding of these areas is key to any psychology degree as these areas affect every element of our daily life, for example, in terms of prejudice, emotions, intelligence and crowd behaviour.
This module provides an understanding of the current theoretical issues within developmental psychology. It will also include many of the key research findings within this area and highlight the cognitive development of children from infancy to early childhood.
RATIONALE
Developmental psychology is a fundamental area within psychology, with a knowledge in this being required by the British Psychological Society for an accredited degree in psychology. Developmental psychology provides a knowledge base that is utilised in many areas of psychology, including psychological research and educational psychology. This module provide an understanding of psychological theory and research within this core area, examining how theory can be used to understand children’s development, and how this relates to developmental disorders.
This module seeks to develop students’ knowledge of social psychology from the introductory course given in first year. The two keyways the module will seek to do this is by introducing more critical analysis. Concrete examples of this are putting more emphasis on the levels of analysis that characterise social psychology and focusing on the applications of social psychology in an applied setting.
RATIONALE
Social psychology is driven by a desire to make an impact on real-world problems rather than simply developing theories to understand how and why social behaviour occurs as it does. As a result this module will put an emphasis on using social psychological theories to interpret real-world events, e.g. discussing the London riots in the context of social identity theory and collective behaviour. This module will also focus on the levels of analysis in social psychology as this is essential to having a critical perspective on the discipline in terms of its direction and the questions it seeks to answer.
This module provides an understanding of the current issues within Special Educational Needs. This ranges from the legislation and policy information regarding SEN, issues surrounding inclusion and specific developmental disorders that are considered to be associated with SEN. It will include key policies and research findings in this area, and highlight the mechanisms employed to support SEN within a school.
RATIONALE
Educational Psychology is a valuable applied area of Psychology which draws upon key aspects of multiple areas of psychology. Many of the students completing a degree in Educational Psychology have a desire to work within an educational setting, whether as a teacher or educational psychologist. Thus, a grounding in SEN and the policies and procedures associated with this will allow students to development a greater understanding of how schools are able to reduce barriers to education relating to SEN. This module provides an understanding of two developmental disorders.
This will enable examples of how SEN can be supported within an educational setting in relation to these relatively well known disorders. In doing this, research from many areas of psychology, including developmental psychology, educational psychology and neuropsychology will be drawn upon, demonstrating the valuable links between these areas. The efficacy of using this research to develop interventions and inform the development of SEN specialism in schools will be considered.
This module will examine psychological underpinnings and experiences associated with a range of different virtual environments. These include videogaming, Internet use and social networking. There will be a particular focus on the application of recent psychological research, and how it provides an insight into the technological experiences which comprise a substantial part of modern-day life.
Rationale
New technologies are increasingly becoming a key part of our everyday lives, and so understanding our psychological experiences when engaging in virtual environments constitutes an exciting new area of enquiry. This module provides an understanding of psychological theory and research within the study of aspects of cyberpsychology.
Social interaction is a critical aspect of day-to-day life, crucial to how we perceive each other, how we interpret behaviour and intentions, and then plan and react accordingly. This module will explore the different processes and abilities that together make social interaction possible, as well as the impairments and deficits that can occur.
RATIONALE
Social interaction is key in human life and is an ever-expanding area of research. Processes involved have been linked to nearly every area of psychology (social, cognitive, evolutionary, health, clinical, substance use, personality) and use a variety of methodological techniques (neuroscience, behavioural, observational) with different populations (animal, human (across the lifespan)). Student will gain an understanding of how we and other species interact with others, and the underlying processes involved. This will give them a grounding in social cognitive neuroscience, as well as comparative studies and different methods, potentially in preparation for a postgraduate degree. This module will work in conjunction with the proposed Cognitive Neuroscience module (PSY3143), providing a more in-depth exploration of social cognitive neuroscience.
This module will examine psychological underpinnings and experiences associated with a range of factors that influence decision making in the courtroom. These include; jury decision making, expert witness testimony, witness credibility, defendant appearance, and cross-examination techniques. Across the module there will be particular focus on how psychological theory and research has aided our understanding of real-world issues in an applied context.
RATIONALE
This module specialises in the area of ‘applied’ forensic psychology. This module will allow students to develop their interest and knowledge in the field of Forensic Psychology. The module aims to provide students with an understanding of psychological theory and research as applied to multiple aspects of the courtroom. These will range from examining how psychology has been applied to aid our understanding of jury decision making, and witness credibility to an examination of the persuasive techniques that lawyers often use to manipulate the facts in a case. This module will provide students with a strong basis for them to pursue postgraduate options in the field of Forensic Psychology.
In this module, students will reflect on some core historical and conceptual issues in psychology from an informed perspective, using their knowledge and understanding acquired throughout their undergraduate psychology programme. Students will then use their broad knowledge of psychology to develop an initiative and work up a pitch for a panel of outside experts (and the year as a whole) in a Dragons’ Den format using any area of psychology as the basis for their initiative.
This module, situated at the end of the degree programme, places the psychology degree and the skills of the individual student with a psychology degree, into a much broader theoretical and vocational perspective. This allows students to develop and assemble a portfolio of evidence of critical thinking and specific applied work relevant to related fields in a Dragons’ Den pitch, which should prove extremely beneficial for future employment.
In this module, students will reflect on some core historical and conceptual issues in psychology from an informed perspective, using their knowledge and understanding acquired throughout their undergraduate psychology programme. The focus will be principally on social psychology (with some consideration of clinical and forensic topics) and students will be encouraged to evaluate critically whether the classic experimental approach, and the philosophy of science underpinning it, are the most appropriate for understanding human social behaviour and social life. Part of the course will be devoted to outlining alternative approaches to the analysis of social action, including ethnography, conversation analysis and discourse analysis, which provide alternate theoretical and empirical perspectives. The module also aims to encourage students to recognize and maximize the skills that they have acquired throughout their degree programme in preparation for future study/employment (the new approaches introduced in the first major section of the module should contribute significantly to that skills set). To this end, students, using their broad knowledge of psychology, will develop an initiative and work up a pitch for a panel of outside experts (and the year as a whole) in a Dragons’ Den format using any area of psychology (or its applications) as the basis for their initiative.
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 and autism. This module has been designed to encourage students to critically analyse the medical model of mental disorders, as seen from the historical, social, psychopharmacological (neuroscience/neuropsychological) and medical perspectives.
RATIONALE
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. The specific aim of this module is to develop students understanding of Clinical Psychology, and Medical the models of mental health.
Full Year Modules
The following modules are taught across both semester 1 and 2, you can only choose these modules if you are studying with us for the full academic year.
This module aims to develop students’ knowledge of key areas of applied psychology (other than those covered in PSY1010), including both professional psychology training routes, and broader applications of psychology in career areas out of, but allied to, the discipline. It will introduce students to the similarities and differences between applications of psychology, and the various career routes that graduates may take to work in these areas. The module will provide foundational theoretical knowledge underpinning applied psychology, will provide practical examples of work in these areas of subject application, and will introduce the research and evidence base which underpins these applications.
RATIONALE
There is a growing number of practitioner psychologists in the UK, and established appreciation for the importance of applying psychological knowledge and skills across a broad range of work areas. These professions ensure that psychological science is seen a something that moves beyond laboratory research, into a discipline with high practical benefit and impact in everyday situations.
This module aims to introduce students to various applications of psychological research and theory using examples from key areas of applied psychology. The module will also discuss what working as different applied psychologists looks like in practice, and discusses training routes into these career areas to inform the vocational and academic goals of psychology students.
The module aims to facilitate confidence in independent learning in preparation for undergraduate studies, through evidence based practice. The content comprises a range of academic, personal and interpersonal skills to enhance student potential both within and beyond university. While skills taught and supported are key undergraduate skills, the focus is on relating these and utilising them in relation to studies in psychology. Materials relevant to psychology generally and to the psychology programme at Edge Hill in particular are utilised to develop a coherent approach to the first year experience. Skills include: academic reading, writing and critique; group working, finding and presenting information; self awareness and reflection related to learning and the aims of the psychology programme; time management and an holistic approach to applications of theory. These are linked explicitly to graduate attributes to help students develop and recognise their personal, academic and professional development in respect of these important attributes.
The module also provides students with the opportunity to take part in empirical psychology research projects (to gain participation credits) as a way to better understand the research process, and the underpinning empirical evidence-based of psychology as a science.
RATIONALE
This module aims to prepare students in terms of self awareness, academic and subject specific skills for Level 4 studies and beyond.
We recognise the changes that the transition to University entails on both the personal and academic levels and seek to provide the necessary support for the move to independence in life and learning.
There are recognised difficulties in incorporating a strategy that may be considered non-subject based in terms of student and staff attitudes. We are clear to all involved that personal and academic development is about enabling students to reach their potential in their chosen subject area and to make choices that are right for them. Personal and academic development is an evolving programme, the student group is a rapidly changing and varied one and we are constantly working towards a best fit for individual student needs, within a real world framework. The programme design reflects evidence-based practice.
The module aims to demonstrate the key approaches to research in psychology and develop skills in experimental design, data analysis, and data interpretation. Students will learn the rudiments of experimental design and statistical analysis in order to fully understand the basis of the material covered in their theoretical lectures. Students will be given the experience of collecting psychological data and some feeling for the methodological problems involved in asking a question and designing an experiment to answer it. They will also learn how to apply elementary statistical procedures to summarise their data and evaluate the results.
RATIONALE
This module will provide students with background and training in the skills necessary to plan, conduct, analyse and report psychological research. This course will provide the necessary background for the more complex research methods module undertaken at Level 5, and their final year dissertation. An important aspect of this course is the experiential nature of the learning. Students will learn about statistics and research methods and the key approaches to research in areas of Cognitive, Developmental, Social, and Biological psychology. Students will be provided with the opportunity to learn and practice these approaches themselves. As part of this course students will receive a substantial level of training, support and practice in the use of SPSS to examine psychological research and learn the skills necessary to produce descriptive and inferential statistics, which will provide the building blocks for the more advanced level research methods they will encounter at Level 5.
This module provides an introduction to a range of key topics relevant to the practice of educational psychology, educational psychology research and interventions informed by psychological theory. It will examine the psychology which underpins the learning of children and adolescents, what motivates children to learn and perform at school and what kinds of barriers exist to children’s learning.
RATIONALE
The application of psychology to education is one of the most fundamental aspects of psychology as a discipline, a field of study and a profession, and dates to the emergence of psychology as a distinct and discrete discipline in the late nineteenth century. It has played an important role in informing the work of practitioners, teachers, paediatricians, practicing educational psychologists and others, and in researching the factors which influence teaching and learning. This module provides an introduction to contemporary educational psychology theory, research and practice. It examines how psychology theory can be used to understand education and inform educational intervention, how research is used to test theory and evaluate educational intervention and the role of the practicing educational psychologist. There is a strong vocational element to compliment the academic content and the module will include presentations from a range of education practitioners, for instance, an educational psychologist, special educational needs teacher and educational mental health practitioner. We anticipate that the majority of graduates from the undergraduate degree programme in educational psychology will pursue careers in education as teachers, educational researchers or educational psychologists and career opportunities and planning will be highlighted at the appropriate stages of the module.
This module introduces students to the concept of psychological wellbeing as it is used in various areas of applied professional psychology. Beyond understanding just this concept, the module introduces students to the various sub-disciplines of psychology that work in the broad area of wellbeing (e.g. clinical, health, coaching psychology etc.): the module will provide foundational knowledge of the theoretical models used within these professional groups, and how that informs the kinds of applied work they they do. Students will gain a foundational, practical, introduction to some of the intervention techniques used by professional psychologists, as these relate to the development of resilience and wellbeing in the context of being an undergraduate student. Finally, the module will teach about career pathways into jobs which pertain to psychological wellbeing, and developed some of the necessary skills and abilities (e.g. reflective practice, personal development planning) necessary to succeed within these.
RATIONALE
Psychological wellbeing is a fundamental concept in applied psychology practice, and is a linking feature between some of the most popular career pathways in psychology (e.g clinical and health psychology). It is important that students understand differences in how psychological wellbeing is conceptualised across the psychological professionals, and how this impacts on the kinds of client work that those different professional groups then do. These are not only popular areas of study for undergraduate psychologists, but will directly target career awareness, and employability skill building from an early stage of the undergraduate degree.
Many features of applied psychology can only be best understood through an experiential and hands-on learning experience which this module provides: students will be encouraged to engage with commonly-used self-help style exercises to help them better understand the theoretical concepts that they are learning about. By doing so, students will also develop their own resiliency skills and wellbeing as these relate to being a happy and successful undergraduate student.
This module is more broadly focused on psychological wellbeing and students own resilience and wellbeing. This is distinct from PSY1012 that places the emphasis on mental health and illness with respect to applied settings, in particular law and mental health.
Psychology is a science that employs a variety of research methods and data analysis techniques to study human behaviour. This module aims to provide students with the skills necessary to design, execute, analyse, and report their own research. A particular emphasis is placed on data analysis, with the quantitative techniques taught on the module including Analyses of Variance and Regression, whereas the qualitative techniques taught include Grounded Theory and Interpretative Phenomenological Analysis. These data analysis skills will be essential for students when carrying out their dissertations and are also highly valued in the employment market outside of education. To reflect methodological developments in psychological research, this module will also introduce mixed methods and how this is used in practice.
RATIONALE
The British Psychological Society requires that students learn a wide range of research methods/data analysis techniques as part of their degree. In conjunction with PSY116/118/119, this module ensures that all of the research methods and data analysis techniques required for BPS accreditation are taught on our undergraduate Psychology programmes.
This module will equip students with skills necessary to conduct, analyse, and report their own ethical empirical studies. This module will also enable students to comprehend and critique Psychological research in journal articles. These skills are vital for the successful completion of the Level 6 dissertation that all students must complete. This module will also provides an understanding of research methods and data analysis techniques that are required for research-based postgraduate study and research-based careers. Finally, the statistical analysis package featured on the module (SPSS) is widely used both within and outside of Psychology, providing students with a transferable skill that is desirable by many employers.
This module takes a detailed look at the psychology of teaching, learning and instruction. This will include questioning of what actually constitutes learning and teaching, along with psychological evidence about how this is best achieved in practice. An important part of this module is the experiential learning value which is brings to support students’ development of evidence-informed practice, and articulation of their graduate level attributes. This is achieved through practical assessment tasks which allow students opportunities to apply their subject knowledge and articulate/evidence skills which are specifically related to educational psychology type graduate roles (e.g. application form and mock interview for an Educational Psychologist role, planning, delivering and reflecting on micro-teaching tasks as part of applying psychology to the classroom).
RATIONALE
An understanding of teaching, learning and instruction is fundamental to those who wish to work in education and represents a central topic in the psychology of education. These areas are core to understanding education from micro level classroom processes and the interaction between teachers and learners to macro (school level) and meso (policy level) influences. Accordingly, this module will be relevant for students who deepen their understanding of educational processes and the psychology of education, and also have a strong and distinct vocational element to compliment the academic. It will be useful for students who already work in or wish to work in education in any capacity, but particularly useful for students with aspirations to develop a career in teaching, educational psychology or educational research. In keeping with the applied nature of this module an important part of the learning experience will be to plan and conduct a micro teaching session to peers based on the psychological theories of teaching and learning presented.
This module also supports a number of key graduate outcomes, many of which are supported through the various elements which constitute the mock assessment centre and micro-teaching planning, delivery and reflection. These include: core skills (literacy), conceptualising skills (critical thinking, planning and organisation, creative and innovative thinking, reflective skills), people-related skills (teamworking, communication) and personal attributes (all).
Notes:
*Students must have completed Psychology undergraduate at Level 5 or equivalent.
^ These modules have a time-limited assessment (TLA) that takes place during the January examination period. Students must have online access in order to submit their assignment from their home country at the time of the TLA.
^^ These modules have a time-limited assessment (TLA) that takes place during the May examination period. Students must have online access in order to submit their assignment from their home country at the time of the TLA.
Sports and Physical Activity Provision
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
In this module students will engage in activities that will enable them to develop the knowledge, understanding and skills needed to work towards the CIMSPA Coach professional standard. The module considers the preparation and continuing professional development of sports coaches. The module will consider the professionalisation of sports coaching, communities of practice, as well as their own experiences of learning in formal, informal and non-formal situations. The module will address coach learning, the purpose of coach education, the role of the coach educator and how coach learners acquire knowledge about practice. Students will address existing coach education and continuing learning and development practices by reviewing policy and curricular documentation as well as empirical research evidence.
RATIONALE
To enable students to begin to develop the knowledge, understanding and skills required for coach learning and how this aligns to the CIMSPA Coach professional standards, learning for the profession, coach education and continual learning and development have all been identified as important means of raising the standard of coaching provision and professionalisation. A key feature of a coach educator’s work is to support the learning and development of coach learners and so it is essential that students give consideration to curriculum development issues such as course content, methods of delivery and related modes of assessment. Such demands require students to understand a variety of learning theories as well as the approach to the structuring and maintenance of the learning environment, as well as the assessment of coach learners. It is also important for students to reflect upon their own learning journeys and critical events with regard to how they have shaped their beliefs about practice, learning, and facilitation of their own, and others’, practice.
This module requires students to become familiar with the academic conventions of studying in higher education. They will be expected to become proficient with expected standards of referencing and submission of work, thinking and writing in a critically analytical manner, and identifying appropriate literature from books, journals and other appropriate sources to inform their work. Students will also be introduced to important ways of searching relevant databases inside and beyond physical education and school sports contexts. Key skills required within modules at all levels and beyond for effective learning, presentation and assessment will be introduced and developed.
RATIONALE
This module will help prepare students for their academic studies at university by familiarising them with important academic conventions and employers’ needs and expectations. These include, among others, specific tasks on: critical reading, writing for an academic and practitioner audience, searching for appropriate academic material, referencing, and evidence appraisal. It will also develop skills of working with others, in researching aspects of PESS and in presenting research findings. Advice on managing the transition from further to higher education will inform all aspects of the provision and students will be given the opportunity to explore potential career opportunities and pathways at the outset of their programme of study.
The module provides students with a basic understanding of the developmental processes that a child undergoes from birth through to physical maturity. This is further combined with an understanding of movement skills, their classification and the sequential manner in which they are achieved through to adolescence. To improve and develop their understanding, the module will provide students with the observational and practical skills necessary to assess the motor capabilities of young children. Reflecting on current research should enable students to rationalise the need for application of this knowledge to developing children, in order that their full potential as a physically literate individual is possible. Knowledge of the developing child, related influences and the impact such understanding may have on planning and teaching physical activity sessions should benefit those seeking to join most child-centred professions, particularly teachers and coaches.
Students undertaking a physical education degree programme need to understand the way in which children grow and how this growth and their development is inextricably linked to the acquisition of motor skills. A knowledge and understanding of these factors will allow the physical education student and teacher to develop the necessary teaching materials to ensure the children learn the relevant skills at an appropriate time. The focus of the module is to enable students to acquire the necessary observational, theoretical and practical skills to identify and understand motor skill ability in children. The module will build this knowledge by highlighting the sequential nature of growth and motor development, and underpin this by relevant fundamental concepts. Additionally observation and identification of motor skill development will be carried out using ICT software (utilised in sporting situations) and a variety of visual sources to enhance and improve observational ability. This module should underpin their knowledge of motor skill performance and therefore its’ application to learning throughout the degree, most particularly in practical situations.
In this module, students will engage in activities that will enable them to develop the knowledge, understanding and skills needed to work towards the CIMSPA Entry Manager and Health Navigator professional standards. The module introduces students to key theories and concepts in studies of leadership in the public, commercial and non-profit sectors for sport. It will also enable students to become aware of the key leadership practices in sport management contexts with a particular focus on managing people and performance, and develop in students an awareness of how leadership theories connect to practice. Students will also be introduced to key principles of effective team dynamics and relations between leaders, managers and other employees. This will include the leadership and management of paid staff and the voluntary workforce (including board members).
RATIONALE
To enable students to begin to develop the knowledge, understanding and skills required for leadership in sport management and how these align to the CIMSPA professional standards for Entry Manager and Health Navigator, students need to develop a foundational understanding of how to work in the sport and physical activity industry as an effective leader and manager. Students also need to develop an awareness of the context of leadership practices and organisational cultures which inform the management of communication, performance, risk, and how these underpin effective team working and decision making. This will be important in providing students with an introduction to modules at Level 5 which focus on the management of people and change, and how these are linked to current practice in sport management.
This module will introduce students to the conventions of studying in higher education. Students will be expected to reflect upon their previous experiences of education whilst also thinking strategically about their future study and work in sport and physical activity. This will enable a facilitation of a new and more critical approach to thinking and study about sport and physical activity. Students will develop the ability to use academic literature, research, concepts and arguments to provide a more critical and reasoned assessment of sport and physical activity related issues and topics. They will learn to communicate their new critical thoughts about sport and physical activity using expected academic referencing and citation styles.
RATIONALE
Rather than taking sport and physical activity and their related issues and topics at face value, employers expect graduates to be critically minded, inquisitive and informed. Through the module, students will think differently about areas and topics within sport and in doing so, be able to provide reasoned and informed views about sport, the industry in which they hope to work. Doing so will allow students to appreciate the opportunities within the industry and connected careers whilst assisting them in understanding the expected standards of university study. The module is an important starting point for all student work and thus, the module will instigate new and interesting ideas about sport that could be pursued further in their future independent research.
This module will allow students to engage in activities that will enable them to develop the knowledge, understanding and skills needed to work towards several CIMSPA professional standards (Entry Manager, Working with Inactive People, Working in the Community Environment).This module develops in students a theoretical and empirically-based understanding of the policy process and the realities that emerge from it in sport and physical activity. Students are introduced to how sport is organised and administered in the UK using examples from community and elite sport and physical activity provision. The role of volunteers and volunteer managers is examined with regard to their role in policy implementation and the provision of sport and physical activity. The module also introduces students to the ways in which sporting programmes are expected to address wider government objectives and how sporting events might be leveraged to achieve broader social outcomes.
RATIONALE
To enable students to begin to develop the knowledge, understanding and skills required for the organisation and management of sport and physical activity and how these align to the relevant CIMSPA professional standards associated with the module (Entry Manager, Working with Inactive People, Working in the Community Environment), it is important students understand the nature of policy processes and decisions that underpin provision. Students also need to understand the relationship between evidence, policy and politics and how these interact with other decisions made by local policy actors ‘on the ground’, especially given this impacts significantly on graduates pursuing entry level jobs. The module provides students with an opportunity to understand the rather complex and changing sporting landscape in the UK.
In this module students will engage in activities that will enable them to develop the knowledge, understanding and skills needed to work towards the CIMSPA Entry Manager and Health Navigator professional standards. The module introduces students to the key planning processes and procedures required in event management (human resource management, marketing and sales, finance and budgeting, health and safety, logistics and evaluation). Working as part of a group, the students will obtain valuable experience of planning and delivering events for local communities and will develop knowledge and skills relevant for a range of sports-related careers. Students will also gain experience of examining the effectiveness of planning a sporting event and the key management processes involved.
RATIONALE
To enable students to further develop the knowledge, understanding and skills required for organising and managing sport and how these align to the CIMSPA professional standards for Entry Manager and Health Navigator, this module develops key principles introduced at Level 4 and applies them to the planning and delivery of sport-based events in ‘real-life’ practical settings. This module meets the growing demands by the sports industry for graduates who need to be able to apply key theoretical ideas and concepts of event management planning in practical, ‘real-life’ settings. In doing so, students need to become familiar with the key processes and procedures involved in sport management and the ways in which these can be used in the planning, organisation and delivery of a sports event.
Informed by relevant academic theory, concepts and evidence developed at levels 4 and 5, this module enables students to obtain ‘real life’ experience to enhance their awareness and understanding of the needs of sport-related sectors by engaging students in activities that will enable them to develop the knowledge, understanding and skills needed to work towards the CIMSPA Working with Inactive People, Health Navigator and Working in the Community Environment professional standards. This module enables students to develop their understanding of how to design, deliver, evaluate and manage health-based programmes in sport and physical activity. Students will conduct their own independent research to assess the need for, and expected outcomes of, a health-based sport and physical activity programme of their choice. Students will be encouraged to make use of their foundational and theoretical knowledge developed at Level 4 and 5 to construct a theory for how their programme would seek to improve health. This programme theory should clearly inform the students’ design of a health-based sport and physical activity programme. The remainder of the module focuses on the issues associated with programme delivery and management, while also seeking to determine the effectiveness of sport and physical activity health promotion programmes.
RATIONALE
This modules enables students to apply their knowledge, understanding and skills required for developing health-based programmes in community settings and how these align to the CIMSPA professional standards for Working with Inactive People, Health Navigator and Working in the Community Environment. Having developed their foundational and theoretical knowledge of sport, physical activity and health at Level 4 and 5, this module provides students with the opportunity to apply their knowledge and understanding to a health-based sport and physical activity case study programme. Doing so requires that students develop a clear programme theory that informs the design, delivery, management and evaluation of a health-based sport and physical activity programme. This additional applied knowledge and understanding as part of this module will prepare students for a wide range of future employment opportunities in the delivery and management of health promotion programmes.
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
This module provides an introduction to Biomechanics in the context of Sport and Exercise Sciences. Sport and Exercise Biomechanics ultimately aims to improve sports performance, enhance the effectiveness of strength and conditioning exercise, and prevent sport- and exercise-related injury. Biomechanics is, in fact, a multidisciplinary science that encompasses elements of anatomy, kinesiology, mechanics, physics, and some mathematics. The module is divided into 5 parts: Underpinning skills; Biomechanics tools; Sports Biomechanics; Exercise Biomechanics; Injury prevention; and Applied Biomechanics. Students obtain hands-on experience in anatomy and kinesiology, video analysis and force plate analysis for the evaluation of technique in sport and exercise, and the measurement of the loads and forces that lead to musculoskeletal injury. In this module, students refine their scientific writing skills.
Rationale
This module aims to enhance the students’ knowledge of anatomy and familiarises them with fundamental concepts of mechanics and physics that apply to the study of human movement. Biomechanics tools such as qualitative and quantitative video analysis and the force platform are used in laboratory sessions for the analysis of technique in sport, the assessment of muscle function during strength training and conditioning exercises, and the enquiry into injury prevention. The module promotes the acquisition of basic research and scientific writing skills. Thus, this module aims to provide an introduction to such applications of biomechanics and to lay a solid foundation for more advanced modules in sport and exercise biomechanics.
This module introduces students to the discipline of sport and exercise psychology. It aims to provide students with knowledge of key concepts and theories. Key topics focused on within this module include an overview of fundamental psychological theories and perspectives, personality and motivational theory, and emotions in sport and exercise. Students will also be introduced to basic measurement tools and methods. This module will be of direct relevance to students wishing to develop an understanding of sport and exercise psychology.
Rationale
This module is designed to provide students with an introduction to the scientific study of sport and exercise psychology. It provides the knowledge of underlying concepts and principles within the discipline and introduces the student to the study of sport performance and exercise participation from a psychological perspective. This knowledge will provide a foundation of understanding of sport and exercise psychology necessary to underpin further study within this subject area. Students will be assessed on their ability to demonstrate their knowledge of core areas, as well as present, analyse, evaluate and interpret data to develop sound lines of argument.
Informed by relevant academic theory, concepts and evidence developed at levels 4 and 5, this module enables students to obtain ‘real life’ experience to enhance their awareness and understanding of the needs of sport-related sectors by engaging them in activities that will enable them to develop the knowledge, understanding and skills needed to work towards the CIMSPA Coach, Entry Manager and Working in the Community Environment professional standards. This module enables students to consider the wellbeing of the sports workforce (from community to professional level sport, and in sport and physical activity organisations in the volunteer, public and private sectors), how this can be promoted and compromised, and how to manage this. Students will explore the working and broader social contexts of sports workers’ (e.g. participants, coaches, support staff, clients) lives and the associated implications for their wellbeing and organisational practice in relation to wellbeing, ethics and duty of care. More specifically, students will be explore the various demands and expectations placed on the workforce as well as how their networks of social relations can positively and negatively impact on a sports worker’s sense of self, felt emotions, and psycho-social wellbeing.
RATIONALE
This modules enables students to apply their knowledge, understanding and skills required for working with athletes and managing people and how these align to the CIMSPA professional standards for Coach, Entry Manager and Working in the Community Environment. Having developed their foundational and theoretical knowledge of coaching, leadership and management at Levels 4 and 5, this module provides students with the opportunity to apply their knowledge and understanding to real-life case studies. Coaches, assistant coaches, entry managers, and strength and conditioning trainers are required to work in teams (as well as on their own) and interact with a range of key stakeholders (e.g. participants, coaches, support staff, clients) whilst enacting their respective roles. The quality of communication and associated social relations between workers and other people plays an important part in the day-to-day functioning of sport and physical activity organisations and in organisations which use sport to address wider social outcomes. It is therefore particularly important to prepare students for the everyday realities of sports work and employee welfare, and their implications for duty of care and ethics.
The module focuses on the study of education through the physical medium. Through theoretical input and practical sessions, the expectations and requirements of the current National Curriculum and school sport provision will be investigated and developed. This practical teaching module emphasises and fosters links with the ‘Teachers Standards’ (TDA, Revised 2013) that may be further developed through postgraduate programmes such as PGCE or other related professional studies for those wishing to work in physical education, school sport or other related settings.
The purpose of this module is to develop students’ knowledge, skills and understanding of their own pedagogic practice. Perspective teachers need to become aware of a number of competencies that impact upon their effectiveness as a practitioner. This module will extend the breadth and depth of students’ knowledge and understanding regarding the practical application of teaching explored and developed at level 4. Overall, the module will help develop a secure foundation upon which to proceed towards more advanced elements of teaching physical education/sport at level 6.
In this module students will engage in activities that will enable them to develop the knowledge, understanding and skills needed to work towards the CIMSPA Working with Inactive People, Health Navigator and Working in the Community Environment professional standards. This module introduces students to the complex relationships between sport, physical activity and health. The first half of the module focuses on developing students understanding of health-related behaviours and markers of health (e.g. mental wellbeing, physical fitness, body composition) and how these can be measured. The remainder of the module seeks to develop students’ knowledge of the potential contribution of sport and physical activity to all domains of health (e.g. physical, psychological and social) and specific health conditions. In doing so, students are also required to reflect on how those working in the sport sector may seek to deliver sport and physical activity in a way that is inclusive and encourages participation among new and inactive groups.
RATIONALE
The use of sport and physical activity as a means of improving population health, particularly among those who are inactive, is an important priority for policymakers and practitioners in sport management and coaching and beyond. Accordingly, graduates need to be aware of the key measures of sport, physical activity and health, the potential contribution of sport and physical activity to health and specific health conditions, and how sport and physical activity can be made more appealing to those who are inactive and for whom the greatest health benefits can be achieved. This is particularly important at a time when boundaries being the sport, health and other sectors are becoming increasingly blurred and all sport workers are expected to have a basic awareness of prominent health conditions and, at a community level, to ensure that sport participation contributes to improvements in public health. This module will therefore enable students to begin to develop the knowledge, understanding and skills required for understanding sport, physical activity and health and how these align to the CIMSPA professional standards for Working with Inactive People, Health Navigator and Working in the Community Environment.
BRIEF DESCRIPTION OF THE MODULE
This module will introduce the base elements of Kinesiology, helping students understand the physical and mechanical principles that determine movement and interaction with objects during exercise and sports performance. The module will introduce students’ to key concepts such as force, mass, speed, velocity, acceleration, momentum and will explore how they enable us to describe and understand movement and musculoskeletal injury. Students will gain hands-on experience in video analysis and force plate analysis for the evaluation of technique and the measurement of loads and forces that lead to musculoskeletal injury.
RATIONALE
The module aims to enhance the students’ knowledge of the fundamental concepts of mechanics and physics that apply to the study of human movement, injury prevention and injury rehabilitation. Movement analysis tools such as qualitative and quantitative video analysis, force platform analysis, assessment of muscle function during strength training and conditioning exercises, and the enquiry into injury prevention will be introduced in this module. Thus, the module aims to provide an introduction to such applications in sports therapy practice.
BRIEF DESCRIPTION OF THE MODULE
This module will provide students with knowledge and understanding of the basic principles of implementing exercise, games, and activities for a healthy population. The environment used will be a mixture of gymnasium, pool, and outdoor practical spaces providing students with a wide range of practice-based settings in which they will begin to develop their exercise as rehabilitation skills. The key areas of focus for the module will be the initial personal characteristics of the student in terms of voice, manner, enthusiasm, reaction to situations and events to more organisational skills such as time management, planning and preparation of
certain tasks. Students will be expected to use their own initiative and imagination in developing game/activity plans for pairs, small groups and team related games and activities and to be able to reflect on the outcome of these tasks.
RATIONALE
This module aims to prepare and develop foundation knowledge from which students can utilise a more applied approach and strategy for the management of the injured athlete in terms of rehabilitation and the development of exercise programmes as they progress through more advanced modules in sport and exercise rehabilitation. This module will help develop students’ confidence and practical skills to initiate a progressive exercise rehabilitation programme.
This module builds on the foundations module at Level 4 and focuses on current issues relevant to children and young people’s physical activity and health. Students will become familiar with a range of contemporary issues relevant to physical activity, fitness, sedentary behaviour, and health indicators among children and young people. Measurement of physical activity and sedentary behaviour will be examined as will physical activity and health from the perspective of specific populations such as pre-school children and adolescent girls.
Concerns about physical inactivity and prevalence of negative health indicators, such as obesity and diabetes among children and young people are widespread in contemporary society. This module provides students with an awareness of current issues pertaining to the study of youth physical activity and health. To better understand the issues articulated by the research literature in this area, students need a critical and applied understanding of how physical activity, physical fitness, and sedentary behaviours are measured. In addition to developing their knowledge and understanding of physical activity and health, students seeking employment in Physical Education or physical activity promotion should be able to translate their understanding into practice. This module aims to provide students with this capability through application of theory to real-world scenarios.
In this module, students will engage in activities that will enable them to develop the knowledge, understanding and skills needed to work towards the CIMSPA Coach and Working with Inactive People professional standards. The module builds upon the learning that took place at Level 4 and earlier modules undertaken at Level 5. In particular, students will consider the pedagogical complexity of coaching and understand how to apply this to their own practice. To this end, students will explore a number of topics related to motivational coaching climates, team cohesion, as well as the development of individuals via specific methods and behaviours within practice. The module will be underpinned by a problem-based approach that will encourage students to use both knowledge of theory and empirical research to address a variety of everyday coaching scenarios with individuals and groups.
RATIONALE
To enable students to begin to develop the knowledge, understanding and skills required for coaching and how these align to the CIMSPA Coach and Working with Inactive People professional standards, overall approaches to the cultivation of team cohesion and the facilitation of athlete or client learning and development are outcomes that coaches, working across a range of populations, abilities and levels are expected to pursue. Students are required to develop an understanding of how they might develop an appropriate motivational coaching climate through the strategic management of practice conditions and approach methods via their coach behaviours and instructional feedback. In this module, students will explore how these outcomes might be pursued in relation to their chosen sport and applied to individuals and groups.
The module will look at how these organizations are managed, and how practitioners effectively engage with the populations they seek to develop, and for what purposes and with what outcomes. In this module students will engage in activities that will enable them to develop the knowledge, understanding and skills needed to work towards the CIMPSA Coach, Coaching Assistant, Working in the Community Environment, Health Navigator and Working with Inactive People professional standards. The module enhances students’ analysis and understanding of approaches to facilitating the development of differentiated coaching practice with individuals and groups in a range of delivery contexts. The module prepares students wishing to work in community and performance sport contexts, schools as well as club environments by providing them with opportunities to engage in real world coaching settings with participants. In doing so, students will become familiar with the existing policy context of community and performance (sport) development.
RATIONALE
To enable students to begin to develop the knowledge, understanding and skills required for coaching diverse populations and how these align to the CIMPSA Coach, Coaching Assistant, Working in the Community Environment, Health Navigator and Working with Inactive People professional standards, it is important students are aware of the increased political interest and investment in elite and community sport development. Students also need to be aware of the most effective practices used to identify and work with key target population groups, and how their different needs and experiences can be addressed in the real world such as school settings, community and performance environments. It is therefore vital that students are adequately prepared to work within these rapidly changing and dynamic area of employment via an understanding of the theoretical and empirical problems with which they will be faced.
Informed by relevant academic theory, concepts and evidence developed at levels 4 and 5, this module enables students to obtain ‘real life’ experience to enhance their awareness and understanding of the needs of sport-related sectors by engaging them in activities that will enable them to develop the knowledge, understanding and skills needed to work towards the CIMSPA Coach, Entry Manager and Working in the Community Environment professional standards. This module enables students to consider the wellbeing of the sports workforce (from community to professional level sport, and in sport and physical activity organisations in the volunteer, public and private sectors), how this can be promoted and compromised, and how to manage this. Students will explore the working and broader social contexts of sports workers’ (e.g. participants, coaches, support staff, clients) lives and the associated implications for their wellbeing and organisational practice in relation to wellbeing, ethics and duty of care. More specifically, students will be explore the various demands and expectations placed on the workforce as well as how their networks of social relations can positively and negatively impact on a sports worker’s sense of self, felt emotions, and psycho-social wellbeing.
RATIONALE
This modules enables students to apply their knowledge, understanding and skills required for working with athletes and managing people and how these align to the CIMSPA professional standards for Coach, Entry Manager and Working in the Community Environment. Having developed their foundational and theoretical knowledge of coaching, leadership and management at Levels 4 and 5, this module provides students with the opportunity to apply their knowledge and understanding to real-life case studies. Coaches, assistant coaches, entry managers, and strength and conditioning trainers are required to work in teams (as well as on their own) and interact with a range of key stakeholders (e.g. participants, coaches, support staff, clients) whilst enacting their respective roles. The quality of communication and associated social relations between workers and other people plays an important part in the day-to-day functioning of sport and physical activity organisations and in organisations which use sport to address wider social outcomes. It is therefore particularly important to prepare students for the everyday realities of sports work and employee welfare, and their implications for duty of care and ethics.
In this module students will engage in activities that will enable them to develop the knowledge, understanding and skills needed to work towards the CIMSPA Coach and Strength and Conditioning Trainer professional standards. The module will build upon and advance students’ learning from Level 4 and Level 5 and students will be required to use their knowledge and understanding of performance analysis as well as applied physiology and biomechanics, in the analysis of sporting performance and the construction of an appropriate periodized training programme. Students will develop their knowledge and skills allowing them to design and construct an evidence-based periodized training programme, demonstrating an appreciation for the relevant sporting demands and potential training adaptations.
RATIONALE
To enable students to begin to develop the knowledge, understanding and skills required for assessing sports performance and programming required in coaching and how these align to the CIMSPA Coach and Strength and Conditioning Trainer professional standards, optimisation of sporting performance is an integral aspect of coaching and one which requires an appreciation and understanding of the interdisciplinary approach to enhancing competitive performances. In this regard, coaches need to be able to use and apply appropriate analytical techniques (developed from related modules undertaken at Levels 4 and 5) to critically examine and profile the key demands of a given sport, and their association with successful performance. Following this, an appreciation of potential training methods and their associated physiological and biomechanical adaptations is necessary, for the development of evidence-based periodized training programmes. Finally, when designing and applying these programmes in practice it is important that practitioners demonstrate a consideration of the monitoring and assessment of athlete development and performance.
Informed by relevant academic theory, concepts and evidence developed at levels 4 and 5, this module enables students to obtain ‘real life’ experience to enhance their awareness and understanding of the needs of sport-related sectors by engaging them in activities that will enable them to develop the knowledge, understanding and skills needed to work towards the CIMSPA Coach, Entry Manager and Working in the Community Environment professional standards. This module enables students to consider the wellbeing of the sports workforce (from community to professional level sport, and in sport and physical activity organisations in the volunteer, public and private sectors), how this can be promoted and compromised, and how to manage this. Students will explore the working and broader social contexts of sports workers’ (e.g. participants, coaches, support staff, clients) lives and the associated implications for their wellbeing and organisational practice in relation to wellbeing, ethics and duty of care. More specifically, students will be explore the various demands and expectations placed on the workforce as well as how their networks of social relations can positively and negatively impact on a sports worker’s sense of self, felt emotions, and psycho-social wellbeing.
RATIONALE
This modules enables students to apply their knowledge, understanding and skills required for working with athletes and managing people and how these align to the CIMSPA professional standards for Coach, Entry Manager and Working in the Community Environment. Having developed their foundational and theoretical knowledge of coaching, leadership and management at Levels 4 and 5, this module provides students with the opportunity to apply their knowledge and understanding to real-life case studies. Coaches, assistant coaches, entry managers, and strength and conditioning trainers are required to work in teams (as well as on their own) and interact with a range of key stakeholders (e.g. participants, coaches, support staff, clients) whilst enacting their respective roles. The quality of communication and associated social relations between workers and other people plays an important part in the day-to-day functioning of sport and physical activity organisations and in organisations which use sport to address wider social outcomes. It is therefore particularly important to prepare students for the everyday realities of sports work and employee welfare, and their implications for duty of care and ethics.
Full Year Modules
The following modules are taught across both semester 1 and 2, you can only choose these modules if you are studying with us for the full academic year.
Informed by relevant academic theory, concepts and evidence developed at levels 4 and 5, this module enables students to obtain ‘real life’ experience to enhance their awareness and understanding of the needs of sport-related sectors by engaging them in activities that will enable them to develop the knowledge, understanding and skills needed to work towards the CIMSPA Coach, Entry Manager and Working in the Community Environment professional standards. This module enables students to consider the wellbeing of the sports workforce (from community to professional level sport, and in sport and physical activity organisations in the volunteer, public and private sectors), how this can be promoted and compromised, and how to manage this. Students will explore the working and broader social contexts of sports workers’ (e.g. participants, coaches, support staff, clients) lives and the associated implications for their wellbeing and organisational practice in relation to wellbeing, ethics and duty of care. More specifically, students will be explore the various demands and expectations placed on the workforce as well as how their networks of social relations can positively and negatively impact on a sports worker’s sense of self, felt emotions, and psycho-social wellbeing.
RATIONALE
This modules enables students to apply their knowledge, understanding and skills required for working with athletes and managing people and how these align to the CIMSPA professional standards for Coach, Entry Manager and Working in the Community Environment. Having developed their foundational and theoretical knowledge of coaching, leadership and management at Levels 4 and 5, this module provides students with the opportunity to apply their knowledge and understanding to real-life case studies. Coaches, assistant coaches, entry managers, and strength and conditioning trainers are required to work in teams (as well as on their own) and interact with a range of key stakeholders (e.g. participants, coaches, support staff, clients) whilst enacting their respective roles. The quality of communication and associated social relations between workers and other people plays an important part in the day-to-day functioning of sport and physical activity organisations and in organisations which use sport to address wider social outcomes. It is therefore particularly important to prepare students for the everyday realities of sports work and employee welfare, and their implications for duty of care and ethics.
Notes:
* These subjects include a formal exam or in-person assessment during the May assessment period.
Social Sciences Provision
Semester 1 Modules
The following modules are taught in the first/Fall Semester, you can choose these modules if you are studying with us for Semester 1 or the full academic year.
This module provides the student with an introduction to sociology and sociological theory. The module is designed to provide a foundation for study in levels 5 and 6. The module accommodates students who have little or no previous experience of studying sociology, whilst consolidating and developing the understanding and skills of students who already have some grounding in the discipline. The module starts by addressing the question: what is sociology? and then provides an introduction to classical sociological thought and some foundational thinkers. The module traces the historical development of the discipline through to key contemporary sociological theorists. The module is not intended to be comprehensive in its coverage, but rather to ensure that student’s develop confidence in their general understanding of the discipline and some of the key moments, individuals, and ideas associated with the trajectory of the discipline. It will outline the development of early sociological thought in the context of 19th and 20th century modernisation, and discuss the contribution and continuing relevance of major theorists in Sociology such as Karl Marx, Emilie Durkheim and Max Weber. Early feminist and postcolonial theoretical developments will also be explored through the works of, for example, Charlotte Perkins Gilman and W.E.B Du Bois. Students are encouraged to apply their conceptual and theoretical learning to the subject matter of their programme where appropriate.
RATIONALE
This is a compulsory module for all students on single honours programmes ie. Childhood and Youth Studies and Sociology. According to the QAA (Subject Benchmark Statement: Sociology, 2019) ‘sociologists have a lasting commitment to core concepts, along with a number of overarching issues and concerns, such as the social classifications of gender, sexuality, social class, race, ethnicity, nationality, citizenship, religion, age, and disability.’ As such, courses should address ‘key concepts and theoretical approaches that have been developed and are developing within sociology’. Therefore, students are expected to develop ‘competence in using major theoretical perspectives and concepts in sociology, and their application to social life’. In order for the student to develop such competence, it is important that they are introduced to the foundational ideas and approaches of sociology as early as possible. This will develop their appreciation for the contentious nature of much (sociological) knowledge, assist them to identify the limits of binary thinking, and encourage them to identify and consider the relative strengths of theoretical perspectives and concepts. The module will assist students to develop an awareness of their own values by providing learning situations where they can rehearse and revise their own ideas and weigh the merits of their ideas alongside others. The module will prepare students to meet the learning and assessment requirements at levels five and six, where they will be expected to apply theoretical concepts to social issues and problems in an increasingly critical and reflexive manner.
This module provides a foundation of knowledge and understanding of political sociology – the study of power, the state, authority and domination, ideology and the roles, functions and participation of institutions, organisations and groups in the political world. It will provide a conceptual model of the way in which the political world operates and how powerful interests and demands for democratic participation are engaged with. Students undertake a general spine of lectures that provide a foundation of knowledge, and then follow particular case studies to exercise that knowledge in depth. Case studies align with the indicative content (see below) and focus on a range of issues including, amongst other things, the power of the state, democracy and political participation, conceptions of citizenship, the role of civil society and the challenge of social movements.
For single honours Sociology students the module also includes an additional seminar focusing on developing higher education study skills (Uniskills). Joint honours students do this in their host department (if they are external joints) or in SPY1127 if they are internal joints).
RATIONALE
Political sociology represents an important part of the sociology curriculum and the module provides a broad theoretical overview and a strong foundation of knowledge and understanding of key themes and issues in political sociology. The module meets the following QAA (2019) benchmarks for Sociology Honours degrees, enabling students to:-
In terms of employability, the module will help to equip students with generic and transferable skills, which include the ability to research, collect and analyse data, use a range of software, conduct comparative and policy analysis, administer, organise, plan and time manage, write and edit, present evidence and argument, and question and debate (QAA benchmark for Sociology – 7.1).
This module introduces the student to the field of social research and provides an introduction to sociological research methods. For students to gain a deeper understanding of their academic discipline, it is essential they not only understand the theoretical concepts associated with it, but also the methods used to conduct the research that informs advances in knowledge. This module provides the student with an introductory understanding of: different theoretical approaches to research (epistemology); the research process and the development of research questions; different sources of data and data collection strategies; ethical issues in research, codes of practice, risk assessment and institutional oversight processes; and basic data analysis techniques for both qualitative and quantitative data. The module also introduces students to real researchers and encourages them to reflect on and develop the many transferable skills and personal qualities required for and developed through the process of research.
This module is compulsory for single honours students at level 5. This module provides an introductory platform in a wide range of critical areas in research design and implementation. Students subsequently have the opportunity to develop their understanding further within the level 5 module SPY2153 ‘Doing Social Research’ and the level 6 double-credit module SPY3100 (or similar) ‘Dissertation’.
The module will provide students with an understanding of the key themes, concepts, issues and debates in the field of youth studies. Starting from an historical perspective the module will look at the broader social, economic and political factors which have shaped understandings about youth and the so-called ‘youth question’ from early to late modernity. The module will then turn to contemporary debates about youth, including themes such as transition, risk, culture and social policy.
RATIONALE
The module 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 young people. In so doing the module will provide a strong theoretical framework of knowledge and understanding necessary for developing practice and policy in working with young people.
The module presents students with the opportunity to explore key social, political and cultural perspectives on children’s health and well-being. In recent years health promotion programmes have focussed on promoting good physical health, mental health and emotional wellbeing by encouraging children, young people and their families to develop healthy lifestyles and in so doing tackle health inequalities. This module provides students with the opportunity to critically analyse the knowledge base of what is commonly understood as children’s health and wellbeing as well as seeking to develop skills that will help develop reflective practice in this area. Opportunities will be provided to explore public health agendas and reflect upon current legislation, policy and the socio-political and cultural influences that impact on the health and wellbeing of children and young people.
Appreciation and acknowledgement of the importance of health and well-being to children’s experiences of childhood is essential to the study of early childhood and childhood and youth for students who are hoping to enter the children’s workforce. Evidence suggests that there is a strong connection between health, inequality and poverty that begins at birth and continues throughout childhood into adulthood. This has been high on a policy agenda that has emphasised a need for a holistic approach to children’s health and wellbeing in practice with children and families. A clear understanding the issues that impact the health and wellbeing of children and young people is vital for those who work with children, young people and families. This module will provide that and encourage students to critically analyse approaches to children’s health and wellbeing by drawing on political and sociological theories. This will enhance their employability by demonstrating their capacity to link theory to practice. and the theories, concepts and issues examined in the module allow students to understand and explore children’s health and well-being as a wide-ranging, complex and contested issue, socially, culturally and temporally contingent and thus open to question.
The module will take a critical analytical approach to the contemporary ‘Youth Agenda’ and the wider social, economic and political factors shaping work with young people. The module will address issues concerning such subjects as citizenship, education, training, young people’s health, housing, youth justice, employment, transitions etc. The module is intended to provide a forum for students to engage with research, services, theories and practice in work with young people.
RATIONALE
The key feature of this module is its emphasis on the inter-disciplinarily of theoretical and empirical understanding of young people’s experiences and life contexts. It is designed to enable students to critically examine work with young people from theoretical, policy, legal and practice perspectives.
Semester 2 Modules
The following modules are taught in the second/Spring Semester, you can choose these modules if you are studying with us for Semester 2 or the full academic year.
This is an introductory level 4 module specifically designed to provide students with a broad based introduction to social policy and welfare. This will contribute to a sound academic basis for the study of early childhood, childhood and youth and sociology .
RATIONALE
This module seeks to introduce students of Early Childhood, Childhood and Youth and Sociology to the broad issues within social policy – its various key concepts, underlying ideologies and its scope to impact the lives of individuals and groups in society. Knowledge of these issues is invaluable to students who hope to go on to pursue careers in a range of professions that relate to the caring, heath and educational professions and to other careers working with a range of individuals and groups in society. It has been developed with reference to QAA Benchmarking Statements and will introduce students to some of the recent relevant social consequences of aspects of social care and welfare policy. This module is intended to provide a broad focus of study that will contribute significantly to the basis upon which theory, policy and practice may later be studied, understood and subjected to critical reflection in a range of level 5 and 6 modules.
This module is an introduction to the art of thinking sociologically. Students will engage intensively with sociological theory in order to develop their ability to reflect on the challenges, choices and constraints that we all routinely face in our lives, and to explore the underlying assumptions and tacit expectations which structure our view of the world. The module will encourage students to defamiliarize their perceptions of their lives, to explore a range of sociological concepts and approaches, and to reason effectively about the relation of human agency and social structure. Students will gain an understanding of the main currents of sociological theory – classical and contemporary – i.e. how we create and sustain meaningful social relationships, organisations and systems, and how, in turn, those relations, organisations and systems impact on human agents.
RATIONALE
This 20 credit Level 4 module has three broad aims. First, to introduce students to the sociological ‘way of seeing’ as a combination of self-understanding, moral reflection and systemic analysis. Second, to provide a foundation of classical and contemporary sociological theories. Thirdly, to focus on academic reading skills and critical reasoning skills. Both are necessary in order to prepare students for level 5 work. A close reading of an accessible but demanding text, along with sustained shared-inquiry style seminar discussions will be used to support these goals.
The sociological study of armed conflict and political violence is an important and growing field of inquiry. Wars and conflicts within and between states are key problems facing the contemporary global community, rooted in the complex character of modern societies. A central concern for sociological theorists since the founding of the discipline, the study of armed conflict therefore does more than allow students to become familiar with the particular dynamics of specific wars. It also allows a series of key concepts, theories and issues in the social sciences (of power and authority, gender, ethnicity and class) to be investigated and applied to real world situations through the prism of organised violence by, between, against and beyond the state today.
The module will allow students to examine the analysis of conflict in the work of a range of contemporary social theorists and through key sociological concepts concerning the relationship between conflict and political violence, social structures, institutions and forces in modern societies. They will become familiar with the sociological analyses of ethnicity and nationalism, the role of political economy and the impact of globalisation, the place of the state and debates around international global governance, engendered forms of violence and the representation of conflict. The strong international dimension of the module is exemplified in the use of a range of case studies from various parts of the world which will provide concrete instances of conflict through which students can explore the key conceptual issues.
This module has been guided by the following QAA benchmarks concerning:
‘developing knowledge and understanding of human life and human interactions from a distinctively social perspective’
‘historical, cross-cultural and transnational comparative studies of changing forms of human life and engagement with physical and natural worlds’
‘to understand how and why societies, institutions and practices of all kinds are organised as they are, change over time, and the likely impact of this on life and the environment in the future’ ‘the experiences and perspectives of silenced or secretive groups to be known, shows the unintended consequences of social actions, and exposes the distortion of debates introduced by the politicised manipulation of research’ (QAA, 2022)
This module links to employability because it gives student a critical awareness of the causes and dynamics associated with conflict across the globe and of the interconnectedness of countries in today’s globalised world. The module’s content is relevant for students wanting a career in government, defence, the diplomatic service, the civil service, working with migrants including refugees and asylum seekers and working with INGOS and NGOS.
This module provides students with an overview of strategies to promote equality and social justice for children in institutional settings. Those working with children and their families need to have an understanding of the social context of inequality and the relationship between equality and the undermining of rights. This module will explore and analyse processes of discrimination and oppression and focus on the ways in which practitioners and those working with children and families can promote equality in children’s settings as well as developing children’s awareness of issues relating to diversity and equality. It will also include focus on policy and practice with those children and their families who might be considered to come from some of the most marginalised sections of society. Although theoretically grounded, the module is cognisant of the importance of anti-oppressive practice in working with, children, young people and their families.
RATIONALE
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. This has been extremely important in the development of welfare policy and provision in modern societies and it is also at the very core of equitable practice. It is therefore essential that those working with children and families have an understanding of how inequality is experienced on a personal level, but also how it is embedded at the cultural and structural levels of society, so they can seek to address it in their practice. Following QAA (2022) Benchmarks this module seeks enhance students’ employability in this respect, by exploring the concept of equality and associated concepts of rights and social justice, as well as examining what it means to work in an anti-discriminatory and anti-oppressive way with children, young people and their families. Exploring different conceptions and theoretical critiques of equality, the module will consider the problems and contradictions inherent in the concept itself and the issues that arise when attempting to challenge discrimination and oppression when working with children and their families in institutional settings.
Children and young people are constructed simultaneously as desexualised or pre-sexual beings and, therefore, in need of protection and, at the same time, young people, in particular, are portrayed as sexually ‘promiscuous’ or engaged in sexual ‘risk taking behaviour’. This module will introduce students to the tensions between these contradictory constructions of youth sexuality and will explore the ways in which young people understand their sexuality and develop their sexual identity in a heteronormative society. Through the use of a number of case studies, students will critically explore the ways in which children and young people are ‘schooled’ into heterosexuality.
RATIONALE In recent years the idea of sex and sexuality as a natural and instinctual phenomenon has been challenged, at least in academia, if not in common-sense understandings. The ‘new history of sexuality’, known as social constructionism, began to challenge these assumptions about sexuality. Despite the challenges to the naturalised view of sexuality, common-sense understandings of sexuality persist – particularly the evolutionary model of sexuality – and viewing sexuality as something natural has important implications for the way we view childhood and sexuality. In other words, what we think is natural in terms of sex will, undoubtedly shape our view of what we think is natural for children with regards to sex. Are children naturally aware of sex or is it unnatural for children to be aware of sex at too young an age? Are children born with sexual feelings and the ability to experience sexual pleasure or is that something that develops over time and does it’s development coincide with the age of consent? The answers to questions like this will be shaped by how we view the period called childhood and youth and, in turn, will shape the way we respond to the very idea of childhood sexuality.
This module will provide the student with an understanding of the social work role in children and young people’s services. The module will examine the way that the needs of children impact on their position in family and society and how this impact affects their and their family’s/carers ability to navigate and articulate their experiences. The implications these features have for children and for family social work practice relating to both safeguarding and family support roles will be explored.
Assessment, support, safeguarding and care are key roles in social work practice. A critical analysis will be provided of theory, policy and practice methods in these contexts. Looked After Children constitute a significant part of the caseload of children and families social workers and therefore the issues of fostering and adoption will also be critically explored in this module. There will be an emphasis on enabling the student to identify and acknowledge their personal beliefs and values in this area and those of the social work profession itself.
The module will reflect the current emphasis on inter-disciplinary approaches linking practice issues and theory across a range of settings, disciplines, legal and policy contexts. These contexts will be framed within the concepts of needs, rights and responsibilities as they apply to the state, the family, the child and the social work practitioner.
With a necessarily vocational orientation, the module enables the student to develop reflective and analytical skills necessary to consider the challenges presented in the social work role of mediating the responsibilities of the state, the family and the individual.
RATIONALE
The key feature of this module is its critical engagement with theory, policy and practice in social work with children and young people. There is an emphasis on the position of ‘the child’ and ‘children’s voices’. It is designed to enable students to examine the world of Children’s Services from a specifically social work 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 enhance their understanding of critical reflective practice and inter-agency working in modern children’s services, as well as how politics and the neo-liberal agenda impact on social work practice, policy and legislation.
Full Year Modules
The following modules are taught across both semester 1 and 2, you can only choose these modules if you are studying with us for the full academic year.
This module introduces Level 4 students to a series of important academic skills that will lay the foundation for successful study. The module requires students to explore their personal beliefs and attitudes towards a range of social issues. Visiting speakers will be invited to talk to the students about some of these issues and related social campaigns. The process will introduce students to the notion of reflective learning and practice which will be a crucial component of their future study and working lives. As well as self-reflection, the module requires that students work in teams. Again this builds important, transferable skills. Students will develop basic research skills in order to search for a range of sources related to a social issue of their choice. Working in teams, students will collect, describe and evaluate material and use their findings in order to inform the design of a leaflet and poster campaign in support of (or in opposition to) their chosen issue. This potentially enjoyable and creative process will furnish students with a foundational grounding in essential research skills: the ability to conduct research, evaluate evidence and analyse and disseminate findings.
RATIONALE
The rationale following QAA benchmarks for Sociology (2019) for this module is to furnish students with a wide range of transferable skills that will not only enhance their academic studies, but also contribute to their personal development and employability. Students will be introduced to a range of social issues and campaigns and, through this process, will be encouraged to question their personal values. The module will offer students the opportunity to develop foundational research methods and data evaluation skills. These are crucial skills in terms of their academic study thus the module provides a strong foundation for learning at levels five and six. Successful completion of this module will develop the following skills highly valued in the graduate labour market: digital literacy, literacy, complex problem solving/resourcefulness, planning and organisation including project management, creative and innovative thinking, reflective skills, communication, influencing/negotiating skills, teamwork, collaboration skills, adaptability and flexibility, resilience, confidence and accepting of responsibility, self-motivated, positive ‘can do’ attitude, professional (ie: appearance, time management, self-management, working under pressure), empathy, inclusivity, intercultural competence. Students will learn to work in a team and to apply the knowledge they have gained through the creative process of designing materials for a social campaign of their choice. They will be well supported in this process through a series of seminars and tutorials.
This module introduces students to sociological ways of understanding the everyday, the mundane and the often taken-for-granted topics or issues, which constitute our ‘ordinary and ‘normal’ lives. These include the domestic arena and the home, the street, love, sex and friendships, our emotions, shopping and consumption, leisure and hobbies, health and illness, and our understanding and use of time and silence, and are often lay interpreted in very colloquial and common-sense ways. This module concentrates theoretically on how micro sociological perspectives enable us to destabilise and disrupt our common-sense understandings of everyday issues, although links are made between the different levels of micro, meso and macro sociology, to enable students to comprehend their interactions and multidirectional. These micro sociological perspectives, such as symbolic interactionism, phenomenology and ethnomethodology, which concentrate on proximal meanings, interpretation and symbolism, are explained at a comprehensible introductory level, which can be built upon throughout later years of the degree. They are then linked with sociologists whose interests are in conceptualising and theorising the everyday such as Dorothy Smith, Susie Scott, David Karp and William Yoels and Maurizio Ghisleni.
RATIONALE
This module introduces students to how they can understand and appraise normative everyday issues and occurrences, which they themselves are likely to have experienced directly or indirectly. The rationale for the module is to enthuse and incite curiosity in students about these typical events that they may have never thought about before in a sociologically informed way. In essence the students will be supported to make the familiar unfamiliar or render the ordinary strange, and to conceptualise ordinary issues in novel and analytical ways. By drawing on micro sociological perspectives and showing their links to mesa and macro sociological perspectives, the discipline is studied from the bottom up rather than from the top down. This will enable students to see how small-scale interactions, which they themselves may often have been involved with, can impact upon broader social constructions and norms and vice versa.
This is a level 5 module designed to bridge the world of higher education with the world of work, providing an opportunity for students to apply theory and disciplinary specialist knowledge to practical experience within a work-based setting. In addition to undertaking a work-based placement students will explore the changing context of work and the labour market, theoretical perspectives of work-based learning and alternative approaches to graduate employability.
RATIONALE
Much that has taken place in higher education over the years has supported the promotion of employability – and this is a continuing feature of the higher education landscape. This module is intended to provide social science students with the opportunity to undertake a work-based learning experience, to explore the practical application of their disciplinary knowledge to the changing context of the work-place and to enhance and develop skills to increase prospects for future employability. In reflecting on their experience and activity within an approved setting and how sociological understandings and skills interpret and elucidate that activity, students will develop a deeper sense of the value of experiential learning and gain valuable experience for future employability.
The overarching topic and concept of this module is that of children’s cultural practices. That is, the kinds of practices and resources that children make use of in conducting their own activities and organizing their own social relationships. Critical to understanding the experience and attitudes of children is an understanding of them as social actors with a culture which is worthy of study in its own right. This module also seeks to retain the sense that adult participation in and regulation of children’s cultural worlds, whether for the purpose of enrichment of children’s lives or with the aim of protecting them from harm, is often perceived by children themselves as an imposition. Accordingly, the module seeks to encourage the development of an analytic sensibility and a sensitivity in the interpretation of children’s cultural worlds such that students come to recognise the need for reflexivity in their work with children.
RATIONALE
Children’s cultural worlds are part of all our pasts, and yet are already alien and easily misunderstood once we are adults. Therefore, this module provides the space for an examination of the everyday experiences and cultural worlds of childhood. This is an important component of any programme of studies that has an interest in childhood. Accordingly, the module seeks to develop both the students’ substantive understanding of key dimensions of children’s cultural worlds, and also to develop a reflective approach to the study of them. By engaging with literature from key figures in the field who share a methodological commitment to understanding children’s cultural worlds from within, students are encouraged to reflect upon aspects of children’s cultural practices in order to gain an insight into how children experience the world and how aspects of it are constructed by them. Furthermore, in so doing, the module encourages students to reflect on the ways in which adult participation and regulation of children’s cultural worlds might be experienced by them as an imposition. In this respect, the module also has vocational value, since it encourages an attitude where students see themselves as participants in the processes whereby children’s worlds are governed and intervened in.
This module is for students interested in children’s food practices, environmental issues and the links between the two. It introduces the analysis of children’s food practices and relations with animals and the environment under the rubric of understanding connections between children, childhood and nature. Topics include food practices in schools, food poverty, children and climate change and child-animal relations. These topics provide rich areas for investigating important developments in early childhood studies including children’s agency, voice and rights; children’s health; childhood consumption and children’s ethical engagement with the natural world. The module also illuminates debates on educational philosophy and, following Moss (2014), exploring childhood as a time and space for democratic and ecological renewal.
RATIONALE
The relationship between children and food is currently high on the political agendas of many countries particularly in relation to matters such as school meals, childhood obesity and children’s exposure to marketing (media discourses) of various kinds. Food is frequently consumed in social contexts and, even when consumed alone, the meanings attached the food are socially and culturally mediated. Childhood is also now constructed as a time to change the societal relationship with food for example in terms of healthier nutrition and improved well-being, its relationship with childhood development and in addressing knowledge of where and how food is produced. Food practices are further important to power relations in the family and in a broader societal sense. We also perform various identities via the food we consume. It is, therefore, worthy of sociological investigation.
Although often overlooked as mundane and everyday phenomena, food practices and the relationships associated with food in childhood offer important insights into children’s cultural worlds. This module explores the ways in which food practices and, especially, those in the family and institutions, operate as powerful mechanisms of socialisation. We will also consider how children are able to exercise agency and resistance through their use of food and, in particular through their rejection of particular types of food.
Our food relations are also inescapably part of our interrelationship and interdependency with the broader material world. There is much policy interest around the sustainability of our food habits and initiatives to ‘bring nature’ into childhood education often involve food as well as other ways to bring the experience of education in closer contact with ‘nature’. Thus this course also examines arguments for and case studies of the greening of education and the overall sustainability agenda for educational policy. Specifically the module also focuses upon the ethical import of climate change to the experience of childhood.