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This practical, skills‑focused module invites you to explore, challenge and test the tools and methods used by contemporary Spatial Designers. Through hands‑on experimentation with technologies such as VR, AR, physical prototyping and digital modelling, you will learn how different tools shape the way spatial ideas are developed and communicated.
Alongside technical exploration, you will build a critical understanding of the wider issues that surround digital practice today — including ethical AI, data privacy, digital accessibility and sustainable material choices. These perspectives will help you evaluate not only how tools work, but why they matter in responsible spatial design.
You will develop your ability to construct and communicate a spatial narrative by moving fluidly between physical and digital processes. For example, you might begin with a quick hand sketch, translate this into a wood model in the workshop, 3D‑scan the outcome into CAD software, and then experiment with overlaying environmental data using Augmented Reality. The emphasis is on the learning journey and on discovering how tools can be combined to enrich design thinking.
This module prepares you for industry by strengthening your practical skillset and your confidence in experimenting with emerging technologies. It gives you the foundations you will continue to build across the programme as you tackle increasingly complex spatial design challenges. By the end, you will be equipped to make informed, ethical and sustainable decisions about the tools and processes that shape your practice.

In this module you will learn about a variety of Special Educational Needs and Disabilities (SENDs). You will look at the impact of various SENDs on a child's education and progress. The module focusses mainly on the following aspects of Special Educational Needs:

- Developing a general understanding of various SENDs.
- Different Educational settings - including Mainstream and Special Schools
- Policy and provision for students with SEND
- The models of disability
- The views of Teachers, Students and other Professionals who work with children with SENDs.
- Diversity and human rights
- International perspectives on students with SEND and their inclusion

In this module you will learn about a variety of Special Educational Needs and Disabilities (SENDs). You will look at the impact of various SENDs on a child's education and progress. The module focusses mainly on the following aspects of Special Educational Needs:

- Developing a general understanding of various SENDs.
- Different Educational settings - including Mainstream and Special Schools
- Policy and provision for students with SEND
- The models of disability
- The views of Teachers, Students and other Professionals who work with children with SENDs.
- Diversity and human rights
- International perspectives on students with SEND and their inclusion

The Special Project module will allow you to produce a written assignment or equivalent on a topic of your choice, undertaking independent research with individual guidance and supervision sessions with your tutor. Meetings will be focused on readings selected in consultation with the convenor. In consultation with your supervisor, you will be encouraged to identify resources from the undergraduate curriculum which will help you to build your knowledge and understanding. This may be an entire module, individual lectures (recorded or live), or guidance provided on Blackboard from a single module or from a range of modules.

The Special Project module will allow you to produce a written assignment or equivalent on a topic of your choice, undertaking independent research with individual guidance from the convenor. The number of supervisions you have will depend on the size of the group you are in. If you are supervised alone or in a group of 2-3 you will normally have up to three supervisions of up to two hours over the course of the semester. Larger groups will have further supervisions, up to a maximum of eight meetings of up to two hours for very large groups.
Meetings will be focused on readings selected in consultation with the convenor.
In consultation with your supervisor, you will be encouraged to identify resources from the undergraduate curriculum which will help you to build your knowledge and understanding. This may be an entire module, individual lectures (recorded or live), or guidance provided on Blackboard from a single module or from a range of modules.

The Special Project (Text, Context, Intertext) module will allow you to write a written assignment or equivalent on a topic of your choice, undertaking independent research with individual guidance from the convenor. You will normally have three one-to-one supervisions of up to two hours over the course of the module. If two students elect to study the same topic, they may be offered four small seminars over the course of the module. Meetings will be focused on readings selected in consultation with the convenor. In addition, you will be encouraged to attend undergraduate lectures of relevance to the Special Project.

The Special Project (Text, Context, Intertext) module will allow you to write a written assignment or equivalent on a topic of your choice, undertaking independent research with individual guidance from the convenor. You will normally have three one-to-one supervisions of up to two hours over the course of the module. If two students elect to study the same topic, they may be offered four small seminars over the course of the module. Meetings will be focused on readings selected in consultation with the convenor. In addition, you will be encouraged to attend undergraduate lectures of relevance to the Special Project.

The Special Project (Text, Culture, Theory) module will allow you to produce a written assignment or equivalent on a topic of your choice, undertaking independent research with individual guidance from the convenor. The number of supervisions you have will depend on the size of the group you are in. If you are supervised alone or in a group of 2-3 you will normally have up to three supervisions of up to two hours over the course of the semester. Larger groups will have further supervisions, up to a maximum of eight meetings of up to two hours for very large groups.
Meetings will be focused on readings selected in consultation with the convenor.
In consultation with your supervisor, you will be encouraged to identify resources from the undergraduate curriculum which will help you to build your knowledge and understanding. This may be an entire module, individual lectures (recorded or live), or guidance provided on Blackboard from a single module or from a range of modules.

Within this practical studio-based module you will develop further knowledge and skills relating to working with and responding to communities through illustration. With a series of project briefs that focus on ethical communication and engagement this module will champion the connection of the individual illustration student to communities. Through skills of storytelling, nuanced research and impactful communication you will be able to navigate new and existing connections to facilitate understanding and representation. This will ensure that you have the skills to work professionally across a wide range of cultures, subcultures and social groups. The module will conclude in construction of an informed portfolio of work.

This module focuses on the dermatology, neurosciences, ophthalmology and head & neck knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however 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 Specialties Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Psychiatry, Acute Care, Obstetrics & Gynaecology/GUM and Child Health; a year long Medical Ethics & Law (MEL) module; and Year 4 and Finals assessment modules. 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 modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will normally take the format of a 6 week placement in one or more of our University of Southampton partner trusts and primary care. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable; however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or have had fewest learning experiences.