Module finder

Explore University of Southampton modules. Search our module catalogue to find any course module available for undergraduate or postgraduate study.

9134 modules

Page 182
HLTH6261 (2026-27)

Work Based Learning level 7: second topic

The development of a learning contract is a course completion requirement for this module. The learning contract will either be a set contract or an individual contract (see learning outcomes section).

For those on an individual learning contract you must submit a learning contract within one month of the start date of the module.

You must be working in a health or social care environment with support from your manager and/or a practice facilitator/mentor.

You will require:

A topic which is significantly different to that studied previously for work based learning.

•Ability and motivation to work independently.
•Skills in accessing evidence from a range of sources.
•Skills in identifying your own learning needs.
•IT skills and the confidence to use a range of technologies including email.
HLTH6261 (2025-26)

Work Based Learning level 7: second topic

The development of a learning contract is a course completion requirement for this module. The learning contract will either be a set contract or an individual contract (see learning outcomes section).

For those on an individual learning contract you must submit a learning contract within one month of the start date of the module.

You must be working in a health or social care environment with support from your manager and/or a practice facilitator/mentor.

You will require:

A topic which is significantly different to that studied previously for work based learning.

•Ability and motivation to work independently.
•Skills in accessing evidence from a range of sources.
•Skills in identifying your own learning needs.
•IT skills and the confidence to use a range of technologies including email.
AUDI3008 (2027-28)

Work Experience 1

The module consists of your optional Semester 2 non-clinical-placement work experience. You will have preparatory sessions at university in Semester 1. This can be chosen prospectively together with AUDI3009 Work Experience 2 from the non-placement pathway or if transferring to the non-placement pathway after having started AUDI3007 (for example if you don’t pass the clinical competence elements of AUDI3007).

Prospective work experience is not guaranteed by the University; it is organised by the student and then approved and overseen by University.
AUDI3008 (2027-28)

Work Experience 1

The module consists of your optional Semester 2 non-clinical-placement work experience. You will have preparatory sessions at university in Semester 1. This can be chosen prospectively together with AUDI3009 Work Experience 2 from the non-placement pathway or if transferring to the non-placement pathway after having started AUDI3007 (for example if you don’t pass the clinical competence elements of AUDI3007).

Prospective work experience is not guaranteed by the University; it is organised by the student and then approved and overseen by University.
AUDI3008 (2028-29)

Work Experience 1

The module consists of your optional Semester 2 non-clinical-placement work experience. You will have preparatory sessions at university in Semester 1. This can be chosen prospectively together with AUDI3009 Work Experience 2 from the non-placement pathway or if transferring to the non-placement pathway after having started AUDI3007 (for example if you don’t pass the clinical competence elements of AUDI3007).

Prospective work experience is not guaranteed by the University; it is organised by the student and then approved and overseen by University.
AUDI3008 (2028-29)

Work Experience 1

The module consists of your optional Semester 2 non-clinical-placement work experience. You will have preparatory sessions at university in Semester 1. This can be chosen prospectively together with AUDI3009 Work Experience 2 from the non-placement pathway or if transferring to the non-placement pathway after having started AUDI3007 (for example if you don’t pass the clinical competence elements of AUDI3007).

Prospective work experience is not guaranteed by the University; it is organised by the student and then approved and overseen by University.
AUDI3009 (2027-28)

Work Experience 2

The module consists of your optional Semester 2 non-clinical work experience. This can be chosen prospectively from the non-placement pathway together with AUDI3008 Work Experience 1or if transferring to the non-placement pathway after having started AUDI3007 (for example if you don’t pass the clinical competence elements of AUDI3007).

Prospective work experience is not guaranteed by the University; it is organised by the student and then approved and overseen by University.
AUDI3009 (2027-28)

Work Experience 2

The module consists of your optional Semester 2 non-clinical work experience. This can be chosen prospectively from the non-placement pathway together with AUDI3008 Work Experience 1or if transferring to the non-placement pathway after having started AUDI3007 (for example if you don’t pass the clinical competence elements of AUDI3007).

Prospective work experience is not guaranteed by the University; it is organised by the student and then approved and overseen by University.
AUDI3009 (2028-29)

Work Experience 2

The module consists of your optional Semester 2 non-clinical work experience. This can be chosen prospectively from the non-placement pathway together with AUDI3008 Work Experience 1or if transferring to the non-placement pathway after having started AUDI3007 (for example if you don’t pass the clinical competence elements of AUDI3007).

Prospective work experience is not guaranteed by the University; it is organised by the student and then approved and overseen by University.
AUDI3009 (2028-29)

Work Experience 2

The module consists of your optional Semester 2 non-clinical work experience. This can be chosen prospectively from the non-placement pathway together with AUDI3008 Work Experience 1or if transferring to the non-placement pathway after having started AUDI3007 (for example if you don’t pass the clinical competence elements of AUDI3007).

Prospective work experience is not guaranteed by the University; it is organised by the student and then approved and overseen by University.
GGES6002 (2028-29)

Work-Based Learning

Students undertake a period of work alongside professional environmental practitioners in a named workplace. The experience will provide insight into how the theoretical aspects of environmental science gained from courses within the University can be translated into applied practices within the sector. The timing of the placement is flexible and can be carried out either as a full-time placement consisting of four consecutive weeks, or a combination of weeks or weeks or on a part-time basis of a 20 day minimum.
GGES6002 (2029-30)

Work-Based Learning

Students undertake a period of work alongside professional environmental practitioners in a named workplace. The experience will provide insight into how the theoretical aspects of environmental science gained from courses within the University can be translated into applied practices within the sector. The timing of the placement is flexible and can be carried out either as a full-time placement consisting of four consecutive weeks, or a combination of weeks or weeks or on a part-time basis of a 20 day minimum.
NPMH1000 (2026-27)

Working in Partnership in Mental Health Nursing

This module is an invitation to embark into the rewarding journey of mental health nursing, where compassion, knowledge, and skill come together to make a real difference in people’s lives. Students will explore the foundations of mental health and well-being, gaining insights into the complexities of mental ill health and the diverse ways it manifests across healthcare settings.

Through the lens of person-centered care, resilience, and hope, this module introduces the vital role of mental health nurses in empowering individuals on their recovery journey. It delves into key mental health conditions, essential nursing skills, and the importance of working in partnership with families, carers, and multidisciplinary teams.

By the end of this module, students will not only understand the core principles of mental health nursing but also appreciate its profound impact in fostering dignity, autonomy, and holistic well-being.
NPMH1000 (2025-26)

Working in Partnership in Mental Health Nursing

This module is an invitation to embark into the rewarding journey of mental health nursing, where compassion, knowledge, and skill come together to make a real difference in people’s lives. Students will explore the foundations of mental health and well-being, gaining insights into the complexities of mental ill health and the diverse ways it manifests across healthcare settings.

Through the lens of person-centered care, resilience, and hope, this module introduces the vital role of mental health nurses in empowering individuals on their recovery journey. It delves into key mental health conditions, essential nursing skills, and the importance of working in partnership with families, carers, and multidisciplinary teams.

By the end of this module, students will not only understand the core principles of mental health nursing but also appreciate its profound impact in fostering dignity, autonomy, and holistic well-being.
NPMH6003 (2025-26)

Working in Partnership in Mental Health Nursing (MSc)

This module provides a vital foundation in the biosciences for mental health nursing, highlighting the deep connection between physical and mental well-being. Students will explore the intricate workings of key physiological systems and gain insight into how mental illness can impact physical health. They will examine common physical health conditions—such as cardiovascular disease, metabolic syndrome, diabetes, and epilepsy—that frequently coexist with mental health disorders, along with the underlying pathophysiological processes. Students will also explore the role of genetics in shaping both physical and mental health across the lifespan.

With a focus on holistic care, this module unpacks the biological effects of mental illness and the fundamentals of pharmacology, equipping students with the knowledge to understand how medications work in mental health nursing. Most importantly, students will develop the essential skills to assess physical health, recognise signs of deterioration, and provide compassionate, integrated care that bridges the gap between physical and psychological well-being, ensuring that individuals receive truly whole-person care.
NPMH6003 (2026-27)

Working in Partnership in Mental Health Nursing (MSc)

This module provides a vital foundation in the biosciences for mental health nursing, highlighting the deep connection between physical and mental well-being. Students will explore the intricate workings of key physiological systems and gain insight into how mental illness can impact physical health. They will examine common physical health conditions—such as cardiovascular disease, metabolic syndrome, diabetes, and epilepsy—that frequently coexist with mental health disorders, along with the underlying pathophysiological processes. Students will also explore the role of genetics in shaping both physical and mental health across the lifespan.

With a focus on holistic care, this module unpacks the biological effects of mental illness and the fundamentals of pharmacology, equipping students with the knowledge to understand how medications work in mental health nursing. Most importantly, students will develop the essential skills to assess physical health, recognise signs of deterioration, and provide compassionate, integrated care that bridges the gap between physical and psychological well-being, ensuring that individuals receive truly whole-person care.
SSPC6903 (2025-26)

Working with AI Applications

This module provides you with the knowledge and skills to work with AI applications in various industries and problem domains. You will gain practical experience in implementing AI systems, using popular AI frameworks and tools, and understanding how to apply AI technologies to real-world scenarios. By the end of the module, you will be able to work effectively with AI tools and frameworks and develop AI solutions for practical use cases.
NPMH2034 (2026-27)

Working with Serious Mental Illness

This module offers a deep and compassionate exploration of the challenges faced by individuals and families living with serious mental illness (SMI). Students will develop the expertise to provide meaningful support, using evidence-based interventions and innovative approaches to symptom management that promote dignity, autonomy, and hope.

With a strong emphasis on ethical practice, risk assessment, and holistic, person-centred care, this module empowers students to navigate complex mental health needs with confidence and sensitivity. Through collaboration with multidisciplinary teams, students will gain the skills to advocate for and uplift those affected by SMI, ensuring they receive the support necessary to thrive in their recovery journey.
ARCH2045 (2027-28)

Working With Things: the analysis of material culture

Things, both made and found, are a key source of information on human social worlds past and present. This module builds upon the introduction to the archaeology and anthropology of things/objects/artefacts/material culture provided in the Year 1 module ‘Thinking Through Things’ by developing skills in the observation, recording, analysis and presentation of artefacts. Through guiding lectures and practical sessions, we will cover: how to correctly observe and ‘read’ artefacts, their manufacture, use and material properties; matters of classification and characterisation; the collection and curation of artefact data; the use of formal analytical techniques; and written and graphic presentation of artefact reports. Throughout, attention will be paid to the ways, as archaeologists and anthropologists, we move from object to data, to the creation of interpretations about object worlds.
ARCH2045 (2026-27)

Working With Things: the analysis of material culture

Things, both made and found, are a key source of information on human social worlds past and present. This module builds upon the introduction to the archaeology and anthropology of things/objects/artefacts/material culture provided in the Year 1 module ‘Thinking Through Things’ by developing skills in the observation, recording, analysis and presentation of artefacts. Through guiding lectures and practical sessions, we will cover: how to correctly observe and ‘read’ artefacts, their manufacture, use and material properties; matters of classification and characterisation; the collection and curation of artefact data; the use of formal analytical techniques; and written and graphic presentation of artefact reports. Throughout, attention will be paid to the ways, as archaeologists and anthropologists, we move from object to data, to the creation of interpretations about object worlds.
PSYC3075 (2025-26)

Working, Assessing and Engaging in Education Settings

EMHPs provide support and evidence based interventions in schools and colleges. Successful implementation of this requires the EMHP to be fully cognisant of the educational system and mental health practice within schools and colleges. This module consists of two main areas: the educational context and assessment and engagement of children, young people, and their families specific to the educational setting and have been designed as counterparts to modules 1 and 2.
PSYC6154 (2026-27)

Working, Assessing and Engaging in Education Settings

EMHPs provide support and evidence based interventions in schools and colleges. Successful implementation of this requires the EMHP to be fully cognisant of the educational system and mental health practice within schools and colleges. This module consists of two main areas: 1. the educational context and 2. assessment and engagement of children, young people, and their families specific to the educational setting and have been designed as counterparts to modules 1 and 2.
PSYC3075 (2026-27)

Working, Assessing and Engaging in Education Settings

EMHPs provide support and evidence based interventions in schools and colleges. Successful implementation of this requires the EMHP to be fully cognisant of the educational system and mental health practice within schools and colleges. This module consists of two main areas: the educational context and assessment and engagement of children, young people, and their families specific to the educational setting and have been designed as counterparts to modules 1 and 2.
PSYC6154 (2025-26)

Working, Assessing and Engaging in Education Settings

EMHPs provide support and evidence based interventions in schools and colleges. Successful implementation of this requires the EMHP to be fully cognisant of the educational system and mental health practice within schools and colleges. This module consists of two main areas: 1. the educational context and 2. assessment and engagement of children, young people, and their families specific to the educational setting and have been designed as counterparts to modules 1 and 2.
MEDI5025 (2029-30)

Workplace Based Assessment (Final)

This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 3 assessment modules constitutes ‘Finals’. This module comprises Workplace Based Assessment (WpBA) component of Finals.

This includes the Assessment of Clinical Competence (ACC) assessments conducted during each of the following modules: Obstetrics & Gynaecology / Sexual health, Child Health, Psychiatry, Medicine, Primary Medical Care, and Surgery). For students who do not gain exemption in their in-course ACCs, the module also incorporates the assessment during the ACCs at ‘Finals’ along with revision sessions that helps prepare students for this assessment.
In addition, the module includes evidence of certification of competence in a range of Practical Procedures which also includes completion of Intermediate Life Support (ILS) training demonstrating competence in ILS procedures.

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 standalone modules and therefore this module should be recognised by teachers and students alike as part of the whole programme. The final year WpBA module in BM final year is studied along with along with 3 other assessment modules (Applied Knowledge Assessment, CPSA, and Data Interpretation and Summarisation. 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. The final year WpBA module has been purposely designed to assess learning outcomes covered in any of the clinical modules within the programme.
MEDI5019 (2031-32)

Workplace Based Assessment (Final)

This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 2 assessment modules constitutes ‘Finals’. This module comprises the Workplace Based Assessment (WpBA) component of Finals.

This includes the Assessment of Clinical Competence (ACC) assessments conducted during each of the following modules: Obstetrics & Gynaecology / Sexual health, Child Health, Psychiatry, Medicine, Primary Medical Care, and Surgery). For students who do not gain exemption in their in-course ACCs, the module also incorporates the assessment during the ACCs at ‘Finals’ along with revision sessions that helps prepare students for this assessment.
In addition, the module includes evidence of certification of competence in a range of Practical Procedures which also includes completion of Intermediate Life Support (ILS) training demonstrating competence in ILS procedures.

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 standalone modules and therefore this module should be recognised by teachers and students alike as part of the whole programme. The final year WpBA module in BM final year is studied along with along with 2 other assessment modules (Applied Knowledge Assessment (AKT) & Clinical & Professional skills assessment (CPSA). 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. The final year WpBA module has been purposely designed to assess learning outcomes covered in any of the clinical modules within the programme.
MEDI5019 (2027-28)

Workplace Based Assessment (Final)

This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 2 assessment modules constitutes ‘Finals’. This module comprises the Workplace Based Assessment (WpBA) component of Finals.

This includes the Assessment of Clinical Competence (ACC) assessments conducted during each of the following modules: Obstetrics & Gynaecology / Sexual health, Child Health, Psychiatry, Medicine, Primary Medical Care, and Surgery). For students who do not gain exemption in their in-course ACCs, the module also incorporates the assessment during the ACCs at ‘Finals’ along with revision sessions that helps prepare students for this assessment.
In addition, the module includes evidence of certification of competence in a range of Practical Procedures which also includes completion of Intermediate Life Support (ILS) training demonstrating competence in ILS procedures.

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 standalone modules and therefore this module should be recognised by teachers and students alike as part of the whole programme. The final year WpBA module in BM final year is studied along with along with 2 other assessment modules (Applied Knowledge Assessment (AKT) & Clinical & Professional skills assessment (CPSA). 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. The final year WpBA module has been purposely designed to assess learning outcomes covered in any of the clinical modules within the programme.
MEDI5019 (2028-29)

Workplace Based Assessment (Final)

This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 2 assessment modules constitutes ‘Finals’. This module comprises the Workplace Based Assessment (WpBA) component of Finals.

This includes the Assessment of Clinical Competence (ACC) assessments conducted during each of the following modules: Obstetrics & Gynaecology / Sexual health, Child Health, Psychiatry, Medicine, Primary Medical Care, and Surgery). For students who do not gain exemption in their in-course ACCs, the module also incorporates the assessment during the ACCs at ‘Finals’ along with revision sessions that helps prepare students for this assessment.
In addition, the module includes evidence of certification of competence in a range of Practical Procedures which also includes completion of Intermediate Life Support (ILS) training demonstrating competence in ILS procedures.

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 standalone modules and therefore this module should be recognised by teachers and students alike as part of the whole programme. The final year WpBA module in BM final year is studied along with along with 2 other assessment modules (Applied Knowledge Assessment (AKT) & Clinical & Professional skills assessment (CPSA). 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. The final year WpBA module has been purposely designed to assess learning outcomes covered in any of the clinical modules within the programme.
MEDI5019 (2030-31)

Workplace Based Assessment (Final)

This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 2 assessment modules constitutes ‘Finals’. This module comprises the Workplace Based Assessment (WpBA) component of Finals.

This includes the Assessment of Clinical Competence (ACC) assessments conducted during each of the following modules: Obstetrics & Gynaecology / Sexual health, Child Health, Psychiatry, Medicine, Primary Medical Care, and Surgery). For students who do not gain exemption in their in-course ACCs, the module also incorporates the assessment during the ACCs at ‘Finals’ along with revision sessions that helps prepare students for this assessment.
In addition, the module includes evidence of certification of competence in a range of Practical Procedures which also includes completion of Intermediate Life Support (ILS) training demonstrating competence in ILS procedures.

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 standalone modules and therefore this module should be recognised by teachers and students alike as part of the whole programme. The final year WpBA module in BM final year is studied along with along with 2 other assessment modules (Applied Knowledge Assessment (AKT) & Clinical & Professional skills assessment (CPSA). 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. The final year WpBA module has been purposely designed to assess learning outcomes covered in any of the clinical modules within the programme.
ENGL1091 (2026-27)

World Dramas

In this module, you will learn how to approach dramatic texts in a way that takes into consideration their place in the world as a complex political, economic, and cultural network. We will focus on questions such as:

• What is the difference between reading a play and watching a play?
• How do playwrights adapt popular stories and how do they create new work designed specifically for stage?
• How can film accommodate texts written for live performance?
• How will we approach a play differently if we take the world, rather than a community or a nation-specific setting, as its context?
• How can our engagement with non-Western dramas help us reconsider our ways of seeing, judging and living in the world we know?

This module will explore some of the most important ideas behind the development of theatre as an art form, both in English-speaking countries and beyond. It will enable you to understand the basic principles of dramatic composition, such as narrative, style, and structure, and it will introduce you to critical and theoretical methods for analysing dramatic texts on page, on stage, and on screen.
ENGL1091 (2025-26)

World Dramas

In this module, you will learn how to approach dramatic texts in a way that takes into consideration their place in the world as a complex political, economic, and cultural network. We will focus on questions such as:

• What is the difference between reading a play and watching a play?
• How do playwrights adapt popular stories and how do they create new work designed specifically for stage?
• How can film accommodate texts written for live performance?
• How will we approach a play differently if we take the world, rather than a community or a nation-specific setting, as its context?
• How can our engagement with non-Western dramas help us reconsider our ways of seeing, judging and living in the world we know?

This module will explore some of the most important ideas behind the development of theatre as an art form, both in English-speaking countries and beyond. It will enable you to understand the basic principles of dramatic composition, such as narrative, style, and structure, and it will introduce you to critical and theoretical methods for analysing dramatic texts on page, on stage, and on screen.
HIST1204 (2026-27)

World Histories Introduced

In this history department, we have historians working on periods from the ancient world to the contemporary moment, covering the whole world (and beyond!) and working on themes like gender, politics, environment, and technology. This module covers a range of overarching narratives, ideologies, and transformations by taking an expansive view of historical change over long periods of time. The module is split between four periods: Ancient; Medieval; Early Modern; and Modern history. Within lectures, you will be introduced to key themes such as faith, power, empire (and after), conflict, tolerance, prejudice, and migration, which will provide you with the opportunity to explore dynamics of change in world histories from antiquity to the modern period. In addition, you will develop the skills needed to be a successful historian, such as critical reading, effective writing, note-taking, and referencing.
HIST1204 (2025-26)

World Histories Introduced

In this history department, we have historians working on periods from the ancient world to the contemporary moment, covering the whole world (and beyond!) and working on themes like gender, politics, environment, and technology. This module covers a range of overarching narratives, ideologies, and transformations by taking an expansive view of historical change over long periods of time. The module is split between four periods: Ancient; Medieval; Early Modern; and Modern history. Within lectures, you will be introduced to key themes such as faith, power, empire (and after), conflict, tolerance, prejudice, and migration, which will provide you with the opportunity to explore dynamics of change in world histories from antiquity to the modern period. In addition, you will develop the skills needed to be a successful historian, such as critical reading, effective writing, note-taking, and referencing.
ENGL6116 (2025-26)

Writing for Children and Young People

This module covers the essential elements of writing for children and young people. It is a practical module that will look at a range of texts from picture books to novels for teenagers. It will cover the essential elements of writing quality fiction and drama for children and young people, including understanding audiences and age ranges, writing openings and endings, character development, plot, language and style.
ENGL6116 (2026-27)

Writing for Children and Young People

This module covers the essential elements of writing for children and young people. It is a practical module that will look at a range of texts from picture books to novels for teenagers. It will cover the essential elements of writing quality fiction and drama for children and young people, including understanding audiences and age ranges, writing openings and endings, character development, plot, language and style.
LING3006 (2028-29)

Writing in a Second Language

The module will take you through the process, the product and the place of writing. Process will deal primarily with modelling cognitive operations, analysis of composing strategies, and individual differences and changes in processes over time. Product will deal primarily with text analysis, and contrastive rhetoric. And place will deal primarily with social construction, genre analysis, and analysis of the individual's knowledge , motivation, and needs.
LING3006 (2029-30)

Writing in a Second Language

The module will take you through the process, the product and the place of writing. Process will deal primarily with modelling cognitive operations, analysis of composing strategies, and individual differences and changes in processes over time. Product will deal primarily with text analysis, and contrastive rhetoric. And place will deal primarily with social construction, genre analysis, and analysis of the individual's knowledge , motivation, and needs.
LING3006 (2027-28)

Writing in a Second Language

The module will take you through the process, the product and the place of writing. Process will deal primarily with modelling cognitive operations, analysis of composing strategies, and individual differences and changes in processes over time. Product will deal primarily with text analysis, and contrastive rhetoric. And place will deal primarily with social construction, genre analysis, and analysis of the individual's knowledge , motivation, and needs.
ENGL3104 (2028-29)

Writing Queerness

Once upon a time, no one called themselves queer; now it names everything from a kind of person to a type of weather. Queerness seems necessary, ubiquitous, paradoxical – but why? Ranging from the eighteenth century to the present day, this module will explore the different acts of writing that have not simply expressed queerness, but brought it into being: trial records, medical case studies, autobiographies, diaries, letters, speculative fictions, poetic fragments, and more. Travelling from the molly houses of Georgian England to the online fan forums of our digital age, studying these different genres will open up some of the key questions in the study of sexuality: the nature of identity, the origins of desire, and why we think we have a ‘sexuality’ in the first place. By means of a wide-ranging study of the theory and practice of writing sexuality, this module will enable students to develop their own approach to writing queerness, in academic essays, research project reports, or creative writing portfolios.
ENGL3104 (2027-28)

Writing Queerness

Once upon a time, no one called themselves queer; now it names everything from a kind of person to a type of weather. Queerness seems necessary, ubiquitous, paradoxical – but why? Ranging from the eighteenth century to the present day, this module will explore the different acts of writing that have not simply expressed queerness, but brought it into being: trial records, medical case studies, autobiographies, diaries, letters, speculative fictions, poetic fragments, and more. Travelling from the molly houses of Georgian England to the online fan forums of our digital age, studying these different genres will open up some of the key questions in the study of sexuality: the nature of identity, the origins of desire, and why we think we have a ‘sexuality’ in the first place. By means of a wide-ranging study of the theory and practice of writing sexuality, this module will enable students to develop their own approach to writing queerness, in academic essays, research project reports, or creative writing portfolios.
ENGL3104 (2029-30)

Writing Queerness

Once upon a time, no one called themselves queer; now it names everything from a kind of person to a type of weather. Queerness seems necessary, ubiquitous, paradoxical – but why? Ranging from the eighteenth century to the present day, this module will explore the different acts of writing that have not simply expressed queerness, but brought it into being: trial records, medical case studies, autobiographies, diaries, letters, speculative fictions, poetic fragments, and more. Travelling from the molly houses of Georgian England to the online fan forums of our digital age, studying these different genres will open up some of the key questions in the study of sexuality: the nature of identity, the origins of desire, and why we think we have a ‘sexuality’ in the first place. By means of a wide-ranging study of the theory and practice of writing sexuality, this module will enable students to develop their own approach to writing queerness, in academic essays, research project reports, or creative writing portfolios.
ENGL3004 (2028-29)

Writing the Novel

The essential elements of writing a novel include crafting beginnings and endings, constructing characters, manipulating structure and plot, and developing an intimate relationship with language. Writing exercises and discussions of work in progress will allow you to practise and reflect on the critical components of the novel, whilst sharpening your awareness of audience and readership. Your exploration of new ideas and rigorous investigation into relevant research areas will be supported by individual feedback on your work, as you get to grips with drafting and redrafting, finding and refining your writing style
ENGL3004 (2027-28)

Writing the Novel

The essential elements of writing a novel include crafting beginnings and endings, constructing characters, manipulating structure and plot, and developing an intimate relationship with language. Writing exercises and discussions of work in progress will allow you to practise and reflect on the critical components of the novel, whilst sharpening your awareness of audience and readership. Your exploration of new ideas and rigorous investigation into relevant research areas will be supported by individual feedback on your work, as you get to grips with drafting and redrafting, finding and refining your writing style
ENGL3004 (2029-30)

Writing the Novel

The essential elements of writing a novel include crafting beginnings and endings, constructing characters, manipulating structure and plot, and developing an intimate relationship with language. Writing exercises and discussions of work in progress will allow you to practise and reflect on the critical components of the novel, whilst sharpening your awareness of audience and readership. Your exploration of new ideas and rigorous investigation into relevant research areas will be supported by individual feedback on your work, as you get to grips with drafting and redrafting, finding and refining your writing style
CHEM6146 (2028-29)

X-Ray Crystallographic Techniques, Advanced Main Group Chemistry and Applications

CHEM6146 (2026-27)

X-Ray Crystallographic Techniques, Advanced Main Group Chemistry and Applications

CHEM6146 (2025-26)

X-Ray Crystallographic Techniques, Advanced Main Group Chemistry and Applications

CHEM6153 (2025-26)

X-Ray Diffraction as a Characterisation Method

Students will become familiar with the types of information that x-ray diffraction can provide on the structure of a wide variety of samples. They will gain an understanding of the underlying principles and learn how to apply these to conduct the most appropriate measurements. They will learn to interpret real data and extract structural information. Through the coursework, they will gain a greater insight into their own characterisation problems. Extensive experience of the software packages Olex2, PDXL, GSAS & Rex.Cell will be gained.
CHEM6153 (2026-27)

X-Ray Diffraction as a Characterisation Method

Students will become familiar with the types of information that x-ray diffraction can provide on the structure of a wide variety of samples. They will gain an understanding of the underlying principles and learn how to apply these to conduct the most appropriate measurements. They will learn to interpret real data and extract structural information. Through the coursework, they will gain a greater insight into their own characterisation problems. Extensive experience of the software packages Olex2, PDXL, GSAS & Rex.Cell will be gained.
SESS3027 (2025-26)

Yacht and High Performance Craft

This module covers the performance and design of a variety of high performance small craft: namely semi-displacement, planing craft and catamarans as well as sailing yachts, hydrofoils and hovercraft. It will examine the basic mechanics and fluid dynamics associated with their performance and allows you to understand and utilise design principles related to each type. It will expose you to the latest technology associated with yacht and small craft experimental techniques.