The emphasis of this studio-based practice module is on research and consolidation. The module is designed to work as an intermediary between the experimentation conducted during Studio Practice 1 and the independence of Final Project. Students have the opportunity to consolidate the new ground their work in the previous module revealed through a process of artistic research that should provide the foundations for their work both in this module, and the subsequent Final Project. At this point in the course, students are allocated a supervisor whose expertise and interests are most appropriate to their practice. This member of staff becomes their main point of contact throughout the remaining two semesters. Students are supported by a combination of group feedback sessions and individual tutorials, with their supervisor and other members of the staff team. Students are required to present their emerging research in a short presentation which forms 10% of their mark of the module. This is an intended both as a professional development opportunity to gain experience of public speaking relating to your practice, and an opportunity to consolidate thoughts and project potential future developments for the Final Project. At the end of the module students present their work publicly in an exhibition held in an external public venue, which once again gives them professional experience of working with public-facing arts organisations.
The module brings together a range of ideas, subject-matter and methods of making, to open up deeper understanding of the scope and potential of contemporary art practice. There is an emphasis on non-traditional media, encompassing performance and the digital.
As the culmination of the degree, this module presents an opportunity for students to independently generate and exhibit an ambitious body of work, which forms their contribution to the MA Show. Students consolidate the research, experimentation and experience of the previous two practice modules into a resolved public exhibition, installed to a professional standard. Students are supervised by the member of staff most appropriate to the nature of their practice. However, as the objective of the module is to enable students to pursue their practice independently beyond the institution, the emphasis of this period is on developing students’ reflective criticality and self reliance. Students are assessed on their exhibition and a short artist statement about their practice.
Continued, intensive experimentation within an increasingly defined practice which is starting to yield ambitious, professionally organised and audience-oriented outcomes.
The summer project dissertation stage of your Master's programme involves direct work with a company where you will need to develop a solution for a real problem they currently propose, as discussed in the project brief, and the preparation of a 15,000 word dissertation describing your work. The summer project is an invaluable opportunity to put your knowledge into practice and enhance your professional skills. Working directly with an organisation for three months, you will apply your skills and knowledge to a real business challenge. You will present the findings to the organisation and write them up for your dissertation, a text which demonstrates a master’s level understanding of a particular subject issue.
Across all psychological interventions in child mental health or education settings, it is increasingly recognised that clinical supervision plays a fundamental role in improving clinical outcomes; supporting practitioners and ensuring safe and effective practice. In this module you will develop advanced skills and mastery of the supervision competencies associated with clinical supervision of Evidence-Based Psychological interventions for Child and Young Persons’ mental health / emotional difficulties. Considerable opportunity for supervision and reflection on your supervisory practice will be afforded to enhance learning and ongoing action planning.
Within CYP mental health settings and education settings, it is becoming increasingly recognised that clinical supervision plays a fundamental role in improving clinical outcomes, supporting practitioners and ensuring safe and efficient practice. In this module you will develop advanced skills and mastery of the supervision competencies associated with clinical and case management supervision in relation to EMHP practice. Considerable opportunity for supervision and reflection on your supervisory practice will be afforded to enhance learning and ongoing action planning.
This module offers a comprehensive examination of strategic purchasing and supply management, emphasizing their pivotal roles within modern organisations. It explores the principles that underpin supply markets, inter-organisational relationships, and the management of resources both within and outside organisational boundaries. You will investigate the complexities of global supply chains, addressing issues such as risk management, supply chain resilience, and supplier development. The module aims to provide you with an in-depth understanding of strategic procurement processes and the tools needed to navigate the increasingly interconnected and dynamic global supply environment.
This module will incorporate critical observation and analysis of educational and training provision for learners with additional needs. You will develop your knowledge and understanding of the underpinning values and theories of educational practices in different educational settings across different mainstream education settings as well as specialist contexts. Your time in school might normally include lesson observations, discussions with teachers, meetings with staff, working with individuals or small groups of pupils/students in classrooms alongside teachers/tutors, or examination of school policy documents. An enhanced Disclosure and Barring Service (DBS) is required for this module and must be in place before the start of the second week. PLEASE NOTE: DBS can take up to ten weeks to obtain; failure to meet this requirement will result in you having to choose an alternative module. It is your responsibility to obtain the DBS clearance at your own cost. Please contact the Education Administration and Assessment Team at: eds-studentoffice@soton.ac.uk regarding application
This module examines the particular strengths and weaknesses of adult learners and the most appropriate support that should be offered by the teacher. It explores the barriers and enablers to effective learning in adults. This module is taught at M level.
This module provides an in-depth exploration of Child and Adolescent Mental Health Services (CAMHS), focusing on the mental health needs of young people and their families. Students will critically examine key frameworks and evidence-based approaches, including the role of family and support networks in treatment. The module emphasizes therapeutic interventions, psycho-educational group facilitation, and trauma-informed strategies to support the mental and emotional well-being of children, adolescents, and their families. Additionally, students will explore the intersections of common presentations that may include: sexual health, identity, autism, and trauma, thus equipping them with the skills to develop inclusive, holistic care strategies in CAMHS.
This module will explore the fundamental basis of intermolecular interactions and illustrate how these can be exploited to form diverse supramolecular assemblies ranging from small molecules, soft gels and hard extended inorganic solids. The course will provide a research-led overview of the current state-of-the-art in supramolecular systems and give students an awareness and appreciation of the wider aspects of chemistry and functional materials accessible through combination and assembly of organic, inorganic, coordination and biological molecules and higher-level building units.
This module covers the aspects of surface engineering, to develop fundamental understanding and the role of materials to allow surface selection for mechanical contacts and their surrounding environmental conditions. The module will explore a range of surface treatments and advanced coatings that are designed minimise wear, friction and surface oxidation / corrosion. Applications and economics of surface treatments will be addressed by means of industrial case studies.
This module provides the students with the opportunity to develop the knowledge, skills and attitudes which are necessary to practice in Surgery as a newly qualified doctor. This module builds on earlier Surgical attachments and the Acute Care and Ethics & Law modules. This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in Surgery, 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 module will normally take the format of a 6 week placement in one or more partner trusts. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.
This module provides the students with the opportunity to develop the knowledge, skills and attitudes which are necessary to practice in Surgery as a newly qualified doctor. This module builds on earlier Surgical attachments and the Acute Care and Ethics & Law modules. This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in Surgery, 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 module will take the format of a 7 week placement in one or more partner trusts. The timing will vary for different student groups and the teaching staff will vary for different practices 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 are weak and/or they have had least learning experiences. Further details will be provided on Blackboard.
This module focuses on the general surgical and elective orthopaedic basic knowledge and understanding, practitioner and professional skills required of a newly qualified doctor and the assessments within this module will focus on these areas. This module builds on earlier learning throughout the programme. This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor, and the assessments within this module will focus on these areas. The BM programmes are 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 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 BM Year Three assessment modules have been purposely designed to assess learning outcomes covered in any of modules within the programme. Further details will be provided on Blackboard. This module will normally take the format of a placement in one or more partner trusts. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.
This module focuses on the general surgical and elective orthopaedic basic knowledge and understanding, practitioner and professional skills required of a newly qualified 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, therefore this module should be recognised by students and teachers alike as part of the whole year and programme. The surgery and orthopaedics module in BM Year three is studied along with 2 other clinical teaching modules in Primary Care and Long Term Conditions and General Medicine and Elderly Care and 2 Assessment Modules, the (Applied Knowledge Assessment and 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. In addition, the BM Year three assessment modules have been purposely designed to assess learning outcomes covered in any of modules within the programme. This module will normally take the format of a placement in one or more partner trusts. The timing will vary for different student groups and the teaching staff will vary for different practices 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 are weak and/or they have had fewest learning experiences. The module will give student exposure to a broad range of surgical patients and their treatment pathway. The students will be attached to a named consultant-trainer. Their learning opportunities will be on the wards, in theatres and endoscopy, and in the outpatient environment.
Students taking this module will gain first-hand experience in the design and implementation of surveys
