Module finder

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

10101 modules

Page 202
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.
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 (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.
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
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 (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
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

CHEM6146 (2028-29)

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.
SESS3027 (2026-27)

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.
SESS3027 (2027-28)

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.
SESS3027 (2028-29)

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.
MEDI3046 (2026-27)

Year 4 Applied Knowledge Test (AKT)

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.
MEDI3046 (2027-28)

Year 4 Applied Knowledge Test (AKT)

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.
MEDI3046 (2029-30)

Year 4 Applied Knowledge Test (AKT)

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.
MEDI3046 (2030-31)

Year 4 Applied Knowledge Test (AKT)

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.
HUMA3013 (2027-28)

Year Abroad Report Module for Humanities Students

This non-credit bearing module is a required element for all Humanities students on a Year Abroad Programme. It builds on the Year Abroad preparation module, HUMA2012. It is taken as a long thin single module whilst on the Year Abroad with a two hour preparation workshop before departure at the end of Year 2.
HUMA3013 (2026-27)

Year Abroad Report Module for Humanities Students

This non-credit bearing module is a required element for all Humanities students on a Year Abroad Programme. It builds on the Year Abroad preparation module, HUMA2012. It is taken as a long thin single module whilst on the Year Abroad with a two hour preparation workshop before departure at the end of Year 2.
LANG3005 (2027-28)

Year Abroad Research Project YARP

The YEAR Abroad Research Project is a 6000 word piece of independent academic writing which you complete in the target language during your residence abroad (or during the summer between your second and final year, in case of exemption from the Year Abroad or Contemporary European Studies with English).
UOSM2038 (2026-27)

Year in Employment

The Year in Employment (YiE) is an opportunity for undergraduate students across a range of programmes to undertake a placement year whilst remaining enrolled to the University of Southampton. Students complete their placement after their second year of study in an industry of their choice for up to 12 months. The minimum period required for a placement under the Year in Employment is 30 weeks (or equivalent) based on the assumption of a 40-hour working week.
Students receive support in preparing for placement applications and a placement induction prior to beginning their placement. Whilst on placement, students are asked to complete six optional blogs detailing their experiences. These blogs are designed to complement the learning outcomes of the Year in Employment. Blogs are completed via blackboard and students have access to a verity of resources to support their blog writing. Feedback is given on three of the six blogs that are submitted.
UOSM2038 (2028-29)

Year in Employment

The Year in Employment (YiE) is an opportunity for undergraduate students across a range of programmes to undertake a placement year whilst remaining enrolled to the University of Southampton. Students complete their placement after their second year of study in an industry of their choice for up to 12 months. The minimum period required for a placement under the Year in Employment is 30 weeks (or equivalent) based on the assumption of a 40-hour working week.
Students receive support in preparing for placement applications and a placement induction prior to beginning their placement. Whilst on placement, students are asked to complete six optional blogs detailing their experiences. These blogs are designed to complement the learning outcomes of the Year in Employment. Blogs are completed via blackboard and students have access to a verity of resources to support their blog writing. Feedback is given on three of the six blogs that are submitted.
UOSM2038 (2027-28)

Year in Employment

The Year in Employment (YiE) is an opportunity for undergraduate students across a range of programmes to undertake a placement year whilst remaining enrolled to the University of Southampton. Students complete their placement after their second year of study in an industry of their choice for up to 12 months. The minimum period required for a placement under the Year in Employment is 30 weeks (or equivalent) based on the assumption of a 40-hour working week.
Students receive support in preparing for placement applications and a placement induction prior to beginning their placement. Whilst on placement, students are asked to complete six optional blogs detailing their experiences. These blogs are designed to complement the learning outcomes of the Year in Employment. Blogs are completed via blackboard and students have access to a verity of resources to support their blog writing. Feedback is given on three of the six blogs that are submitted.
NURS6139 (2026-27)

Year Long MSc Module (year 1)

This is a year long module, which will include Personal Academic Tutor and Skills Sessions as per the timetable.

This module is not formally assessed, and no credits are awarded for this module.
NURS6139 (2025-26)

Year Long MSc Module (year 1)

This is a year long module, which will include Personal Academic Tutor and Skills Sessions as per the timetable.

This module is not formally assessed, and no credits are awarded for this module.
NURS6143 (2026-27)

Year Long MSc Module (Year 2)

This is a year long module, which will include Personal Academic Tutor and Skills Sessions as per the timetable.

This module is not formally assessed, and no credits are awarded for this module.
NURS6143 (2027-28)

Year Long MSc Module (year 2)

This is a year long module, which will include Personal Academic Tutor and Skills Sessions as per the timetable.

This module is not formally assessed, and no credits are awarded for this module.
NURS6143 (2027-28)

Year Long MSc Module (Year 2)

This is a year long module, which will include Personal Academic Tutor and Skills Sessions as per the timetable.

This module is not formally assessed, and no credits are awarded for this module.
MIDW1005 (2026-27)

Year Requirement Module 1

This is a core module for attendance and the completion of required NMC activities, skills and programme requirements. This module does not contribute to classification and will result in a record of ‘achieved’ or ‘not achieved’. You must complete all level 4 proficiencies and drug calculation tests to achieve a successful completion to the programmed year.

It is a course requirement to meet the NMC standards of a minimum of 4600 hours of across the three years with 50% in clinical practice. The programme comprises 44 weeks of programmed activity to accommodate completion of Domain 6 of the Standards of
proficiency for midwives (NMC, 2019) as set out in the Midwifery On-going Record of Achievement (MORA) profile. By the end of the programme, you must have completed 2475 hours in clinical practice. In each part you are scheduled to complete 825 hours towards this total.

To successfully complete this module you must have a clinical hours deficit of equal to or less than 150 hours. A deficit of more than 150 hours will result in failure of the module at first attempt, and the requirement to take a pause in studies and return to programme ahead of the next academic year to make up the hours deficit.

If your clinical hours deficit exceeds 75 hours at the end of the part you are required to meet with your Academic Assessor and discuss a plan to resolve this deficit within the next part.
MIDW1005 (2025-26)

Year Requirement Module 1

This is a core module for attendance and the completion of required NMC activities, skills and programme requirements. This module does not contribute to classification and will result in a record of ‘achieved’ or ‘not achieved’. You must complete all level 4 proficiencies and drug calculation tests to achieve a successful completion to the programmed year.

It is a course requirement to meet the NMC standards of a minimum of 4600 hours of across the three years with 50% in clinical practice. The programme comprises 44 weeks of programmed activity to accommodate completion of Domain 6 of the Standards of
proficiency for midwives (NMC, 2019) as set out in the Midwifery On-going Record of Achievement (MORA) profile. By the end of the programme, you must have completed 2475 hours in clinical practice. In each part you are scheduled to complete 825 hours towards this total.

To successfully complete this module you must have a clinical hours deficit of equal to or less than 150 hours. A deficit of more than 150 hours will result in failure of the module at first attempt, and the requirement to take a pause in studies and return to programme ahead of the next academic year to make up the hours deficit.

If your clinical hours deficit exceeds 75 hours at the end of the part you are required to meet with your Academic Assessor and discuss a plan to resolve this deficit within the next part.
MIDW2006 (2027-28)

Year Requirement Module 2

This is a core module for attendance and the completion of required NMC activities, skills and programme requirements. This module does not contribute to classification and will result in a record of ‘achieved’ or ‘not achieved’. You must complete all level 5 proficiencies and drug calculation tests to achieve a successful completion to the programmed year.

You will be required to complete a minimum of five continuity of carer caseload experiences across part 2 & 3 of the programme. This will be introduced early within the programme to allow time for the required planning and risk assessment. There is a risk assessment caseload document that needs completing per caseload. Each caseload will require a user feedback evaluation. Appropriate activities can be recorded within your Midwifery Ongoing Record of Achievement (MORA) portfolio of evidence.

It is a course requirement to meet the NMC standards of a minimum of 4600 hours of across the three years with 50% in clinical practice. The programme comprises 44 weeks of programmed activity to accommodate completion of Domain 6 of the Standards of
proficiency for midwives (NMC, 2019) as set out in the Midwifery On-going Record of Achievement (MORA) profile. By the end of the programme, you must have completed 2475 hours in clinical practice. In each part you are scheduled to complete 825 hours towards this total. The total placement hours includes any caseloading hours you may complete in year 2 of the programme.

To successfully complete this module you must have a clinical hours deficit of equal to or less than 150 hours. A deficit of more than 150 hours will result in failure of the module at first attempt, and the requirement to take a pause in studies and return to programme ahead of the next academic year to make up the hours deficit.

If your clinical hours deficit exceeds 75 hours at the end of the part you are required to meet with your Academic Assessor and discuss a plan to resolve this deficit within the next part.
NPMS2049 (2026-27)

Year Requirement Module 2

This is a core module for attendance and the completion of required NMC activities, skills and EU and programme requirements. This module does not contribute to classification and will result in a record of ‘achieved’ or ‘not achieved’ however, you are required to maintain the year 2 proficiencies achieved at the end of the programmed year. You must complete all level 5 clinical skills and drug calculation tests to achieve a successful completion to the programmed year. It is a course requirement to meet the NMC standards of a minimum of 4600 hours of across the three years with 50% in clinical practice. Our programme comprises 45 weeks of programmed activity to accommodate completion of Domain 6 of the Standards for Pre-Registration Midwifery Programmes (NMC, 2019) as set out in the Midwifery On-going Record of Achievement (MORA) profile.
MIDW2006 (2026-27)

Year Requirement Module 2

This is a core module for attendance and the completion of required NMC activities, skills and programme requirements. This module does not contribute to classification and will result in a record of ‘achieved’ or ‘not achieved’. You must complete all level 5 proficiencies and drug calculation tests to achieve a successful completion to the programmed year.

You will be required to complete a minimum of five continuity of carer caseload experiences across part 2 & 3 of the programme. This will be introduced early within the programme to allow time for the required planning and risk assessment. There is a risk assessment caseload document that needs completing per caseload. Each caseload will require a user feedback evaluation. Appropriate activities can be recorded within your Midwifery Ongoing Record of Achievement (MORA) portfolio of evidence.

It is a course requirement to meet the NMC standards of a minimum of 4600 hours of across the three years with 50% in clinical practice. The programme comprises 44 weeks of programmed activity to accommodate completion of Domain 6 of the Standards of
proficiency for midwives (NMC, 2019) as set out in the Midwifery On-going Record of Achievement (MORA) profile. By the end of the programme, you must have completed 2475 hours in clinical practice. In each part you are scheduled to complete 825 hours towards this total. The total placement hours includes any caseloading hours you may complete in year 2 of the programme.

To successfully complete this module you must have a clinical hours deficit of equal to or less than 150 hours. A deficit of more than 150 hours will result in failure of the module at first attempt, and the requirement to take a pause in studies and return to programme ahead of the next academic year to make up the hours deficit.

If your clinical hours deficit exceeds 75 hours at the end of the part you are required to meet with your Academic Assessor and discuss a plan to resolve this deficit within the next part.
MIDW3006 (2028-29)

Year Requirement Module 3

This is a core module for attendance and the completion of required NMC activities, skills and programme requirements. This module does not contribute to classification and will result in a record of ‘achieved’ or ‘not achieved’. You must complete all level 6 proficiencies and drug calculation tests to achieve a successful completion to the programmed year.

You will be required to complete a minimum of five continuity of carer caseload experiences across part 2 & 3 of the programme. This will be introduced early within the programme to allow time for the required planning and risk assessment. There is a risk assessment caseload document that needs completing per caseload. Each caseload will require a user feedback evaluation which you will then incorporate within a written reflection as well as add to your portfolio of evidence that will support future first post interviews. Appropriate activities can be recorded within your Midwifery ongoing Record of Achievement (MORA) portfolio of evidence.

It is a course requirement to meet the NMC standards of a minimum of 4600 hours of across the three years with 50% in clinical practice. The programme comprises 44 weeks of programmed activity to accommodate completion of Domain 6 of the Standards of
proficiency for midwives (NMC, 2019) as set out in the Midwifery On-going Record of Achievement (MORA) profile. By the end of this module, you must have completed 2475 hours in clinical practice. The total number of placement hours includes any caseloading hours you complete in year 2 or 3 of the programme.

This module can only be assessed when every course component is deemed to be complete. Once successfully completed you will be invited to complete the NMC Declaration of Good Health and Character, ready for entry to the professional register.
NPMS3049 (2027-28)

Year Requirement Module 3

This is a core module for attendance and the completion of required NMC activities, skills and EU and programme requirements. This module does not contribute to classification and will result in a record of ‘achieved’ or ‘not achieved’ however, you are required to maintain the year 3 proficiencies achieved at the end of the programmed year. You must complete all level 6 clinical skills and drug calculation tests to achieve a successful completion to the programmed year. It is a course requirement to meet the NMC standards of a minimum of 4600 hours of across the three years with 50% in clinical practice. Our programme comprises 45 weeks of programmed activity to accommodate completion of Domain 6 of the Standards for Pre-Registration Midwifery Programmes (NMC, 2019) as set out in the Midwifery On-going Record of Achievement (MORA) profile.

This module can only be assessed when every course component is deemed to be complete. This will then be reviewed by the Lead Midwife for Education. Once successfully completed you will be invited to complete the NMC Declaration of Good Health and Character, ready for entry to the professional register.
MIDW3006 (2027-28)

Year Requirement Module 3

This is a core module for attendance and the completion of required NMC activities, skills and programme requirements. This module does not contribute to classification and will result in a record of ‘achieved’ or ‘not achieved’. You must complete all level 6 proficiencies and drug calculation tests to achieve a successful completion to the programmed year.

You will be required to complete a minimum of five continuity of carer caseload experiences across part 2 & 3 of the programme. This will be introduced early within the programme to allow time for the required planning and risk assessment. There is a risk assessment caseload document that needs completing per caseload. Each caseload will require a user feedback evaluation which you will then incorporate within a written reflection as well as add to your portfolio of evidence that will support future first post interviews. Appropriate activities can be recorded within your Midwifery ongoing Record of Achievement (MORA) portfolio of evidence.

It is a course requirement to meet the NMC standards of a minimum of 4600 hours of across the three years with 50% in clinical practice. The programme comprises 44 weeks of programmed activity to accommodate completion of Domain 6 of the Standards of
proficiency for midwives (NMC, 2019) as set out in the Midwifery On-going Record of Achievement (MORA) profile. By the end of this module, you must have completed 2475 hours in clinical practice. The total number of placement hours includes any caseloading hours you complete in year 2 or 3 of the programme.

This module can only be assessed when every course component is deemed to be complete. Once successfully completed you will be invited to complete the NMC Declaration of Good Health and Character, ready for entry to the professional register.
LAWS2050 (2027-28)

Youth Justice

Young people engage, and always have, in activity which is wrongful and harmful. How, as a liberal democratic society, should we respond to that behaviour? This is the central concern of this module. Through discussion of recent research, legislation and policy documents the module considers the present approach to youth justice in England Wales and draws upon theoretical and empirical scholarship, and some historical and comparative policy material, to subject that policy and practice to critical scrutiny.
LAWS2050 (2026-27)

Youth Justice

Young people engage, and always have, in activity which is wrongful and harmful. How, as a liberal democratic society, should we respond to that behaviour? This is the central concern of this module. Through discussion of recent research, legislation and policy documents the module considers the present approach to youth justice in England Wales and draws upon theoretical and empirical scholarship, and some historical and comparative policy material, to subject that policy and practice to critical scrutiny.
LAWS2050 (2026-27)

Youth Justice

Young people engage, and always have, in activity which is wrongful and harmful. How, as a liberal democratic society, should we respond to that behaviour? This is the central concern of this module. Through discussion of recent research, legislation and policy documents the module considers the present approach to youth justice in England Wales and draws upon theoretical and empirical scholarship, and some historical and comparative policy material, to subject that policy and practice to critical scrutiny.
LAWS2050 (2027-28)

Youth Justice

Young people engage, and always have, in activity which is wrongful and harmful. How, as a liberal democratic society, should we respond to that behaviour? This is the central concern of this module. Through discussion of recent research, legislation and policy documents the module considers the present approach to youth justice in England Wales and draws upon theoretical and empirical scholarship, and some historical and comparative policy material, to subject that policy and practice to critical scrutiny.
LAWS2050 (2027-28)

Youth Justice

Young people engage, and always have, in activity which is wrongful and harmful. How, as a liberal democratic society, should we respond to that behaviour? This is the central concern of this module. Through discussion of recent research, legislation and policy documents the module considers the present approach to youth justice in England Wales and draws upon theoretical and empirical scholarship, and some historical and comparative policy material, to subject that policy and practice to critical scrutiny.
LAWS2050 (2025-26)

Youth Justice

Young people engage, and always have, in activity which is wrongful and harmful. How, as a liberal democratic society, should we respond to that behaviour? This is the central concern of this module. Through discussion of recent research, legislation and policy documents the module considers the present approach to youth justice in England Wales and draws upon theoretical and empirical scholarship, and some historical and comparative policy material, to subject that policy and practice to critical scrutiny.
LAWS2050 (2026-27)

Youth Justice

Young people engage, and always have, in activity which is wrongful and harmful. How, as a liberal democratic society, should we respond to that behaviour? This is the central concern of this module. Through discussion of recent research, legislation and policy documents the module considers the present approach to youth justice in England Wales and draws upon theoretical and empirical scholarship, and some historical and comparative policy material, to subject that policy and practice to critical scrutiny.
SESS6077 (2025-26)

Zero Carbon Ship Resistance and Propulsion

Maximising the propulsive efficiency of ships is key to their economic effectiveness and in minimising their emissions of CO2, NOx and SOx. Advances in ship performance require a detailed understanding of the fluid dynamic mechanisms which control the flow around the hull creating resistance, the interaction of the hull wake with the propulsor and overall how the propulsor can be optimised based on the operational profile of the ship. Alongside this the methods whereby renewable resources such as wind and wave can contribute to ship propulsion will become an important element of design. The module takes a fundamental approach to ship resistance and propulsion examining in detail the latest experimental techniques for measuring resistance components and time varying flow fields, theoretical methods for predicting resistance and propeller performance at concept design and the use of computational fluid dynamic based approaches. The aim is is to provide a pathway towards the design of future zero carbon ships which minimise energy requirements and cost.
SESS6077 (2026-27)

Zero Carbon Ship Resistance and Propulsion

Maximising the propulsive efficiency of ships is key to their economic effectiveness and in minimising their emissions of CO2, NOx and SOx. Advances in ship performance require a detailed understanding of the fluid dynamic mechanisms which control the flow around the hull creating resistance, the interaction of the hull wake with the propulsor and overall how the propulsor can be optimised based on the operational profile of the ship. Alongside this the methods whereby renewable resources such as wind and wave can contribute to ship propulsion will become an important element of design. The module takes a fundamental approach to ship resistance and propulsion examining in detail the latest experimental techniques for measuring resistance components and time varying flow fields, theoretical methods for predicting resistance and propeller performance at concept design and the use of computational fluid dynamic based approaches. The aim is is to provide a pathway towards the design of future zero carbon ships which minimise energy requirements and cost.
SESS6077 (2028-29)

Zero Carbon Ship Resistance and Propulsion

Maximising the propulsive efficiency of ships is key to their economic effectiveness and in minimising their emissions of CO2, NOx and SOx. Advances in ship performance require a detailed understanding of the fluid dynamic mechanisms which control the flow around the hull creating resistance, the interaction of the hull wake with the propulsor and overall how the propulsor can be optimised based on the operational profile of the ship. Alongside this the methods whereby renewable resources such as wind and wave can contribute to ship propulsion will become an important element of design. The module takes a fundamental approach to ship resistance and propulsion examining in detail the latest experimental techniques for measuring resistance components and time varying flow fields, theoretical methods for predicting resistance and propeller performance at concept design and the use of computational fluid dynamic based approaches. The aim is is to provide a pathway towards the design of future zero carbon ships which minimise energy requirements and cost.
SESS6077 (2029-30)

Zero Carbon Ship Resistance and Propulsion

Maximising the propulsive efficiency of ships is key to their economic effectiveness and in minimising their emissions of CO2, NOx and SOx. Advances in ship performance require a detailed understanding of the fluid dynamic mechanisms which control the flow around the hull creating resistance, the interaction of the hull wake with the propulsor and overall how the propulsor can be optimised based on the operational profile of the ship. Alongside this the methods whereby renewable resources such as wind and wave can contribute to ship propulsion will become an important element of design. The module takes a fundamental approach to ship resistance and propulsion examining in detail the latest experimental techniques for measuring resistance components and time varying flow fields, theoretical methods for predicting resistance and propeller performance at concept design and the use of computational fluid dynamic based approaches. The aim is is to provide a pathway towards the design of future zero carbon ships which minimise energy requirements and cost.
SOES2040 (2026-27)

Zooplankton Ecology and Processes

This module introduces the biodiversity, distribution and role of zooplankton in marine food webs, building on previous modules in the 1st year and semester 1 of the 2nd year. It will be taught via in-person lectures, workshops, laboratory and computer practicals.