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This is a synoptic assessment module that comprises the two MCQ Papers at the end of the year along with revision sessions that help prepare students for this assessment.

The BM programmes are highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Year 4 AKT Assessment in BM Year 4 is studied along with 5 other clinical teaching modules in Acute Care, Psychiatry, Specialty Weeks, Obstetrics & Gynaecology/GUM and Child Health; and a year long Medical Ethics & Law (MEL) module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module; however, the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment module have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The assessments will concentrate on the clinical subjects encountered in Year 4, namely child health, psychiatry, obstetrics and gynaecology with genitourinary medicine, acute care, and the specialties (head and neck, ophthalmology, dermatology, neurology). However, the assessments are synoptic, i.e. they take an inclusive overview of the BM Programme so far and will involve demonstrating application of scientific and medical principles learnt in previous years in the context of these types of patients. In this respect this module is designed to prepare students for the Year 5 AKT which is part of the GMC mandated medical licensing assessment (MLA). Whilst locally set the structure, design, content and format of the assessment is therefore closely aligned to the nationally set MLA AKT as defined by the medical schools council and regulated by the GMC.

The assessment of this module consists of two papers typically sat on two separate days (often consecutive working days) which form a single assessment with full compensation allowed between them. The final mark will be a single mark incorporating both papers. Students must attend both papers to complete the assessment and for it to be marked. Any student who is unable to attend to sit both papers will be considered as if they had not attended the assessment at all. If a student only attends a single paper, then this paper will not be marked and the student cannot pass this module. Feedback on performance will not be provided on a partial attempt. A student who does not attend the first paper will be excluded from starting the second paper even if they attend.

This is a synoptic assessment module that comprises the two MCQ Papers at the end of the year along with revision sessions that help prepare students for this assessment.

The BM programmes are highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Year 4 AKT Assessment in BM Year 4 is studied along with 5 other clinical teaching modules in Acute Care, Psychiatry, Specialty Weeks, Obstetrics & Gynaecology/GUM and Child Health; and a year long Medical Ethics & Law (MEL) module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module; however, the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment module have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The assessments will concentrate on the clinical subjects encountered in Year 4, namely child health, psychiatry, obstetrics and gynaecology with genitourinary medicine, acute care, and the specialties (head and neck, ophthalmology, dermatology, neurology). However, the assessments are synoptic, i.e. they take an inclusive overview of the BM Programme so far and will involve demonstrating application of scientific and medical principles learnt in previous years in the context of these types of patients. In this respect this module is designed to prepare students for the Year 5 AKT which is part of the GMC mandated medical licensing assessment (MLA). Whilst locally set the structure, design, content and format of the assessment is therefore closely aligned to the nationally set MLA AKT as defined by the medical schools council and regulated by the GMC.

The assessment of this module consists of two papers typically sat on two separate days (often consecutive working days) which form a single assessment with full compensation allowed between them. The final mark will be a single mark incorporating both papers. Students must attend both papers to complete the assessment and for it to be marked. Any student who is unable to attend to sit both papers will be considered as if they had not attended the assessment at all. If a student only attends a single paper, then this paper will not be marked and the student cannot pass this module. Feedback on performance will not be provided on a partial attempt. A student who does not attend the first paper will be excluded from starting the second paper even if they attend.

This thirty credit module introduces the theoretical, ethical, logistical, technical and legislative issues involved in applying archaeological methods to underwater and coastal environments. It provides a broad grounding in the principles of maritime fieldwork, from survey design and project planning through to data acquisition, interpretation and reporting.
Through case studies and applied instruction, students examine how archaeological strategies are developed for submerged and intertidal contexts. The module introduces terrestrial, coastal and marine survey approaches, including geospatial survey techniques and the principles of marine geophysical prospection, alongside practical training in site recording and documentation.
Structured practical sessions and field-based exercises develop professional competencies in search, survey, recording and data management, including practical digital skills for data capture, visualisation and analysis. Non-divers participate on an equal footing through complementary roles in recording, survey coordination and project supervision. The module underpins practical training and fieldwork and complements the thematic perspectives explored in the Semester 1 core unit, Maritime Aspects of Culture.

Assessment is composed of two linked components: a group presentation developing a survey plan and methodology, followed by an individual Written Scheme of Investigation (final report) analysing and interpreting survey outcomes in relation to the research questions and objectives.

This thirty credit module introduces the theoretical, ethical, logistical, technical and legislative issues involved in applying archaeological methods to underwater and coastal environments. It provides a broad grounding in the principles of maritime fieldwork, from survey design and project planning through to data acquisition, interpretation and reporting.
Through case studies and applied instruction, students examine how archaeological strategies are developed for submerged and intertidal contexts. The module introduces terrestrial, coastal and marine survey approaches, including geospatial survey techniques and the principles of marine geophysical prospection, alongside practical training in site recording and documentation.
Structured practical sessions and field-based exercises develop professional competencies in search, survey, recording and data management, including practical digital skills for data capture, visualisation and analysis. Non-divers participate on an equal footing through complementary roles in recording, survey coordination and project supervision. The module underpins practical training and fieldwork and complements the thematic perspectives explored in the Semester 1 core unit, Maritime Aspects of Culture.

Assessment is composed of two linked components: a group presentation developing a survey plan and methodology, followed by an individual Written Scheme of Investigation (final report) analysing and interpreting survey outcomes in relation to the research questions and objectives.

This fifteen credit module will introduce you to the theoretical, ethical, logistic, technical and legislative issues that have to be addressed if the theory and practice of archaeology are to be successfully applied in the investigation of sites underwater and/or in the coastal zone. Case studies will be used to demonstrate the logistical aspects of archaeological strategy, as well as the equipment and techniques necessary for search, survey, excavation and recording underwater and/or in the inter-tidal/coastal zone. The course includes practical sessions on survey and site recording. Non divers can participate on an equal footing to divers through alternative or associated activities related to recording and project supervision. This module is designed to underpin practical training and fieldwork, thereby complementing the more thematic approach explored in the first Semester Core Unit: ‘Maritime Aspects of Culture’. Assessment involves completing a portfolio of work that reflects the current requirements of applied maritime archaeology work in a professional context.

This fifteen credit module will introduce you to the theoretical, ethical, logistic, technical and legislative issues that have to be addressed if the theory and practice of archaeology are to be successfully applied in the investigation of sites underwater and/or in the coastal zone. Case studies will be used to demonstrate the logistical aspects of archaeological strategy, as well as the equipment and techniques necessary for search, survey, excavation and recording underwater and/or in the inter-tidal/coastal zone. The course includes practical sessions on survey and site recording. Non divers can participate on an equal footing to divers through alternative or associated activities related to recording and project supervision. This module is designed to underpin practical training and fieldwork, thereby complementing the more thematic approach explored in the first Semester Core Unit: ‘Maritime Aspects of Culture’. Assessment involves completing a portfolio of work that reflects the current requirements of applied maritime archaeology work in a professional context.

A module focussed on properly understanding linear-algebra/matrices, which gives a lot of insight into how computation works, gives great perspective into many problems in mechanics, gives the language to describe machine learning, and has many other benefits. Matrices are used everywhere. The course will cover matrix inversion, algorithms for Ax=b, vector spaces, projection, properties of determinants, eigenvalues and eigenvectors, symmetric matrices, singular value decomposition. As we go through these general ideas, we will consider specific applications such as finite difference method for partial differential equations, linear regression, principal component analysis, trusses, numerical differentiation and integration, systems of ordinary differential equations, linear programming, neural networks, and others. Fundamentally, this is a mathematics course, but it is strongly focussed on intuitive understanding and applying the mathematics to different engineering problems.

Behind many of today's engineering technologies—from finite element analysis and computer simulations to machine learning and robotics—lies the mathematics of linear algebra. This module develops a deep understanding of matrices and vector spaces, providing the mathematical tools that underpin modern computational engineering and data-driven technologies.

You will explore concepts including matrix operations, systems of equations, vector spaces, eigenvalues, eigenvectors and singular value decomposition, developing both intuitive understanding and mathematical confidence. Throughout the module, you will apply these ideas to a wide range of engineering problems, including structural analysis, numerical methods, optimisation, data analysis, machine learning and dynamic systems. Rather than studying mathematics in isolation, the emphasis is placed on understanding how these techniques enable engineers to solve real-world problems.

By the end of the module, you will have developed a powerful mathematical toolkit that supports advanced engineering analysis, computational modelling, artificial intelligence and many other areas of modern engineering practice.

Behind many of today's engineering technologies—from finite element analysis and computer simulations to machine learning and robotics—lies the mathematics of linear algebra. This module develops a deep understanding of matrices and vector spaces, providing the mathematical tools that underpin modern computational engineering and data-driven technologies.

You will explore concepts including matrix operations, systems of equations, vector spaces, eigenvalues, eigenvectors and singular value decomposition, developing both intuitive understanding and mathematical confidence. Throughout the module, you will apply these ideas to a wide range of engineering problems, including structural analysis, numerical methods, optimisation, data analysis, machine learning and dynamic systems. Rather than studying mathematics in isolation, the emphasis is placed on understanding how these techniques enable engineers to solve real-world problems.

By the end of the module, you will have developed a powerful mathematical toolkit that supports advanced engineering analysis, computational modelling, artificial intelligence and many other areas of modern engineering practice.

Behind many of today's engineering technologies—from finite element analysis and computer simulations to machine learning and robotics—lies the mathematics of linear algebra. This module develops a deep understanding of matrices and vector spaces, providing the mathematical tools that underpin modern computational engineering and data-driven technologies.

You will explore concepts including matrix operations, systems of equations, vector spaces, eigenvalues, eigenvectors and singular value decomposition, developing both intuitive understanding and mathematical confidence. Throughout the module, you will apply these ideas to a wide range of engineering problems, including structural analysis, numerical methods, optimisation, data analysis, machine learning and dynamic systems. Rather than studying mathematics in isolation, the emphasis is placed on understanding how these techniques enable engineers to solve real-world problems.

By the end of the module, you will have developed a powerful mathematical toolkit that supports advanced engineering analysis, computational modelling, artificial intelligence and many other areas of modern engineering practice.