Module finder

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

3228 modules

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MEDI6114 (2025-26)

Personal Professional Development

The module is ‘nested’, running alongside clinical attachments in Medicine and Surgery, Primary Medical Care and SSU4. It provides students with the opportunity to translate the Duties of a Doctor into day to day clinical practice in a variety of settings.

This module focuses on the “Professionalism” knowledge and understanding, practitioner and professional skills required of a newly qualified doctor, and the assessments within this module will focus on these areas. Students will engage with source material, discuss real cases in tutorials with clinical staff, and reflect on their learning through creation of questions and a short piece of written work.

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 timing of the module will vary for different student groups and the teaching staff will vary for different locations 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 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.
GERO6049 (2025-26)

Perspectives in Gerontology

This module introduces you to the study of Gerontology as an interdisciplinary subject. You will be familiarised with the main theoretical perspectives and approaches to the study of ageing and the life course. You will examine the causes and consequences of ageing at the level of individuals and populations. This involves investigating the social, physical and mental changes humans undergo as they age, as well as the impact of growing proportions of older people on social institutions, labour markets, welfare systems and families. The module combines insights from Social Policy, Demography, Sociology, Biology, Psychology and Economics.
GERO6049 (2025-26)

Perspectives in Gerontology

This module introduces you to the study of Gerontology as an interdisciplinary subject. You will be familiarised with the main theoretical perspectives and approaches to the study of ageing and the life course. You will examine the causes and consequences of ageing at the level of individuals and populations. This involves investigating the social, physical and mental changes humans undergo as they age, as well as the impact of growing proportions of older people on social institutions, labour markets, welfare systems and families. The module combines insights from Social Policy, Demography, Sociology, Biology, Psychology and Economics.
GERO6041 (2025-26)

Perspectives in Gerontology (DL)

This module introduces you to the study of Gerontology as an interdisciplinary subject. You will be familiarised with main theoretical perspectives and approaches to the study of ageing and the life course. You will examine the causes and consequences of ageing at the level of individuals and populations. This involves investigating the social, physical and mental changes humans undergo as they age, as well as the impact of growing proportions of older people on social institutions, labour markets, welfare systems and families. The module combines insights from Social Policy, Demography, Sociology, Biology, Psychology and Economics.
PSYC3045 (2025-26)

Perspectives in Human Animal Interactions

The module will draw on the student’s prior learning with regard to various psychological areas; including but not restricted to, learning theory (operant and classical), attitude, attachment, behaviour change. An introduction to animal behaviour and welfare will be provided using example from various groups of species. Through the lens of One Welfare and consideration of current topical issues of human-animal interactions, the complexities of understanding and negotiating between the desires and needs of the humans and non-humans are investigated, and the potential for unintended direct and indirect consequences explored - be those relating to human or animal health/welfare, and/or environmental concerns.

The field of human-animal interactions and the role of psychology within it is growing rapidly. It has importance at local, global, political and personal levels in a range of areas of One Welfare concern including; wildlife conservation, wildlife (pest) control, stray animals, animals kept in laboratories, farms, or as pets, 'dangerous' dogs and animals used for human therapy or entertainment.

This module is intended to encourage students to synthesise knowledge from their degree and critically apply it to areas of human-animal interactions.
ARTD1137 (2025-26)

Pervasive Media Exploration

This module explores new possibilities for creative computing beyond the computer screen. Through group work you will devise a prototype project for a non-screen based experience that might be, for example, a location-aware or geolocation-based application, an interactive installation, robotic artwork, a digitally-supported physical game or a wearable system. You will draw on the skills and knowledge you have gained so far but be supported in developing and adding to them as you work on your project. Through this team-based project you will develop skills in collaboration, project management, and begin to identify your own areas of interest and expertise with creative computing.
EDUC6416 (2025-26)

PGCAPM3_LT: Enhancing Academic Practice: Learning and Teaching

Building on M1 and M2, M3_LT provides further opportunities to enhance educator skills and knowledge. Project based, participants focus on producing an output which demonstrates their abilities to develop or innovate within their educator practice. A mixture of paper based and online resources will be available, (the latter eventually within a (M)OOC type platform), providing a base to support participants work in conjunction with small group / individual discussion/activities with PDU and other staff as required. The support of individual PCAP mentors may be supplemented by access to staff with topic based expertise as appropriate.
EDUC6417 (2025-26)

PGCAPM3_RDM: Enhancing Academic Practice: Research Design, Management and Supervision

M3_RDM provides an introduction to research design, management and supervision aspects of participants work. These will normally include developing research proposals and dissemination of the outputs of research activities, PhD supervision and management of research assistants. Typically, relevant polices, codes of practice, support processes and staff will be introduced.

Project based, participants focus on producing an output which allow them to develop their abilities in these areas. Core workshops will be provided but participants will be able to use RPL for equivalents already completed or substitute others according to their needs, as reflected by their experiences and role. Mentors within academic units will normally provide participants advice, supported by the CHEP team as required.
COMP8001 (2025-26)

PGR Studies Induction

By the end of this module, students should be able to employ:

- knowledge about the research degree candidature and supervision;
- skills for writing literature review;
- skills for analysing and writing research articles/reports;
- skills for time management;
- knowledge about research ethics and authorship.
BIOL2058 (2025-26)

Pharmacology

The aim of this module is to understand applied pharmacology in light of the basic principles studied in BIOL2048. The course is structured to provide knowledge for the key areas in which drug actions are applied to treat disease.

Lectures will be accompanied by practical, with alternatives in place if required to meet minimum learning outcomes.
HLTH6219 (2025-26)

Pharmacology and prescribing in clinical practice

On successful completion of the module, practitioners are eligible to register as an independent and/or supplementary prescriber in accordance with current professional standards and regulations.

Students are required to fulfil all current professional requirements for course entry in accordance with the Nursing and Midwifery council (NMC 2018), and the Health and Care Professions Council (HCPC 2019).

Nurses and midwives will normally be qualified for three years, and working in the area in which they will be prescribing for at least one year, prior to commencing the module.

AHPs are required to be working in the area where they will prescribe for 3 years (HCPC).

Paramedics are required to be qualified for five years and have undertaken or are working towards an advanced practice qualification (as defined by Health Education England, usually an MSc) (College of Paramedics 2018, annex F).

Nurses and midwives must have a practice supervisor and practice assessor (NMC Standards for Student Supervision and Assessment 2018).
The supervisor would normally be a medical prescriber, a pharmacist independent prescriber or an experienced nurse independent prescriber working in a similar area of practice, who holds an MSc level qualification.
The practice assessor would normally be a medical doctor.

AHPs are required to have a designated prescribing practitioner (DPP) in practice who facilitates 12 days (90) hrs learning in practice. This time can also be spent with experienced pharmacists and NMPs while retaining the DPP as the key assessor.

All practice supervisors and practice assessors will be invited to an introduction to programme, to develop an understanding of the programme, the programme outcomes, their role as a practice supervisor and/or practice assessor, and to support them in practice. This will also be an opportunity to engage with other practice supervisors and practice assessors and share experiences. For those who are unable to attend there will be access to Blackboard for information, and a recording of the introduction session available.

All relevant course materials and programme handbook will be emailed to them prior to course commencement.
Support for their role can be offered, on an individual basis, if required.

University policy/ placement guidelines apply.
HLTH6220 (2025-26)

Pharmacology and prescribing in clinical practice (Neonatal)

On successful completion of the module, practitioners are eligible to register as an independent and/or supplementary prescriber in accordance with current professional standards and regulations.
Please see special features section for detailed entry requirements.
BIOL6036 (2025-26)

Pharmacology of Neuropsychiatric Disorders

This module is to describe basic concepts in neuropharmacology e.g. on the localisation and putative function of neurotransmitter pathways in the brain, and to use this knowledge to consider different theories relating to the biochemical basis of action of psychotomimetic and psychotropic drugs. This is used as a foundation to consider the biochemical basis of major neuropsychiatric disorders including schizophrenia, depression and anxiety, and neurodevelopmental disorders e.g. autism spectrum disorders. It will progress to highlight emerging opportunities for treatment of psychiatric conditions.
BIOL3025 (2025-26)

Pharmacology of Neuropsychiatric Disorders

The module provides an introduction to functional brain anatomy and important neurotransmitter signalling pathways. This is used as a framework on which to describe the symptoms and treatment of neuropsychiatric disoders, such as schizophrenia. The possible underlying causes of these disorders, and advances in therapy, are discussed in the light of the most recent research in these topics.
LAWS1025 (2025-26)

Philosophical Perspectives on the Common Law

This module provides you with a critical introduction to the philosophical development of the common law through an examination of key concepts and principles within private and public law that are essential for full and critical engagement with the substance of any core module as well as with any more specialist area. The module will examine some of the central conceptual and normative notions that underpin the common law, such as the private vs. public; doctrine of precedent; coercion; desert and entitlement; justice; ownership; duties and rights; promises and agreements; causation; responsibility; community; authority; sex/gender. This list is not exhaustive and can vary slightly from year to year. By reflecting on these key concepts and principles you will gain a deeper understanding of the nature of law and be able to present innovative and persuasive legal argument as part of your studies and future legal practice.
LAWS2038 (2025-26)

Philosophical Perspectives on the Common Law [AJ]

This module provides you with a critical introduction to the philosophical development of the common law through an examination of key concepts and principles within private and public law that are essential for full and critical engagement with the substance of any core module as well as with any more specialist area. The module will examine some of the central conceptual and normative notions that underpin the common law, such as the private vs. public; doctrine of precedent; coercion; desert and entitlement; justice; ownership; duties and rights; promises and agreements; causation; responsibility; community; authority; sex/gender. This list is not exhaustive and can vary slightly from year to year. By reflecting on these key concepts and principles you will gain a deeper understanding of the nature of law and be able to present innovative and persuasive legal argument as part of your studies and future legal practice.
PHIL3061 (2025-26)

Philosophical Pessimism

Philosophical pessimism argues in various ways that life is negative in value, the most extreme position being that it would have been better not to have existed. It provides a challenge to many philosophical and commonsense assumptions about value. In the 17th and 18th centuries thinkers such as Bayle, Hume, and Voltaire had begun to develop pessimist views and were opposed by Leibniz’s optimism in Theodicy (1710). Arthur Schopenhauer (1788–1860) is regarded as the most serious systematic exponent of pessimism. He focuses on the suffering and unfulfillment of desires that characterize life, and controversially interprets Christianity and Buddhism as essentially pessimistic religions. Both Schopenhauer and Buddhism, however, offer a positive solution to suffering through a transformation in consciousness. Schopenhauer’s work influenced a German school of idiosyncratic pessimists in the late 19th century. In this climate, Nietzsche took on some aspects of Schopenhauer’s philosophy in his early work, The Birth of Tragedy (1872), but in later works argued for an attitude of ‘saying Yes to life’, disputing the negative value of suffering. In contemporary philosophy, David Benatar’s anti-natalism has revived the view that existing is always worse than non-existing, arguing that we should not bring new human beings into existence.
PHIL6082 (2025-26)

Philosophical Pessimism

Philosophical pessimism argues in various ways that life is negative in value, the most extreme position being that it would have been better not to have existed. It provides a challenge to many philosophical and commonsense assumptions about value. In the 17th and 18th centuries thinkers such as Bayle, Hume, and Voltaire had begun to develop pessimist views and were opposed by Leibniz’s optimism in Theodicy (1710). Arthur Schopenhauer (1788–1860) is regarded as the most serious systematic exponent of pessimism. He focuses on the suffering and unfulfillment of desires that characterize life, and controversially interprets Christianity and Buddhism as essentially pessimistic religions. Both Schopenhauer and Buddhism, however, offer a positive solution to suffering through a transformation in consciousness. Schopenhauer’s work influenced a German school of idiosyncratic pessimists in the late 19th century. In this climate, Nietzsche took on some aspects of Schopenhauer’s philosophy in his early work, The Birth of Tragedy (1872), but in later works argued for an attitude of ‘saying Yes to life’, disputing the negative value of suffering. In contemporary philosophy, David Benatar’s anti-natalism has revived the view that existing is always worse than non-existing, arguing that we should not bring new human beings into existence.
PHIL3056 (2025-26)

Philosophy and Ethics in Psychology and AI

The science of psychology and the project of artificial intelligence raise profound philosophical issues as they attempt to understand, simulate and even go beyond human thought. Some concern the kind of explanation that these ventures seek: If we understand the brain, do we understand the mind? How do psychological theories stand to neurological and sociological theories? Must psychological theories model the underlying neurology? Or might psychological theories instead rest instead on broader generalisations that are independent of such details? That they can do so might be a requirement if we are to make sense of the idea that machines might think or feel despite having no nervous system remotely like ours. Or should we instead conclude that machines could never think or feel? Other philosophical issues these projects raise are ethical: Does the status of psychology as a science require that its theories not commit us to value judgments about how we live? Is that possible even when we theorise about topics such as mental health and illness? And what new ethical dilemmas might we face as we autonomous systems become more sophisticated? This module aims to explore questions such as these.
PHIL6072 (2025-26)

Philosophy and Ethics in Psychology and AI

The science of psychology and the project of artificial intelligence raise profound philosophical issues as they attempt to understand, simulate and even go beyond human thought. Some concern the kind of explanation that these ventures seek: If we understand the brain, do we understand the mind? How do psychological theories stand to neurological and sociological theories? Must psychological theories model the underlying neurology? Or might psychological theories instead rest instead on broader generalisations that are independent of such details? That they can do so might be a requirement if we are to make sense of the idea that machines might think or feel despite having no nervous system remotely like ours. Or should we instead conclude that machines could never think or feel? Other philosophical issues these projects raise are ethical: Does the status of psychology as a science require that its theories not commit us to value judgments about how we live? Is that possible even when we theorise about topics such as mental health and illness? And what new ethical dilemmas might we face as we autonomous systems become more sophisticated? This module aims to explore questions such as these.
PHIL3013 (2025-26)

Philosophy Dissertation

Students taking this module undertake research on a philosophical topic of their choice (subject to approval by the Department), and write a dissertation of 8,000 words on that topic.
PHIL6079 (2025-26)

Philosophy Dissertation

You will complete a dissertation on a subject of your choice, subject to available supervisory expertise.
PHIL6048 (2025-26)

Philosophy Individually Negotiated Topic 1

An Individually Negotiated Topic offers you the opportunity to explore in detail some central themes in a philosophical area of your choice. The areas that can be studied vary but may include, among others, Plato, Kierkegaard, Nietzsche, Schopenhauer, Wittgenstein, Contemporary Aesthetics, History of Aesthetics, Ethics, Epistemology, Philosophical Logic, Philosophy of Mathematics, Philosophy of Mind, Philosophy of Language, Philosophy of Religion, Philosophy of Science, Feminist Philosophy.
PHIL6049 (2025-26)

Philosophy Individually Negotiated Topic 2

An Individually Negotiated Topic offers students the opportunity to explore in detail some central themes in a philosophical area of their choice. The areas that can be studied may include, among others, Plato, Kierkegaard, Nietzsche, Schopenhauer, Wittgenstein, Contemporary Aesthetics, History of Aesthetics, Ethics, Epistemology, Philosophical Logic, Philosophy of Mathematics, Philosophy of Mind, Philosophy of Religion, Philosophy of Science, Feminist Philosophy.
MANG2057 (2025-26)

Philosophy of Management and Organisations

This module introduces students to philosophical approaches in understanding organisations and their management. The module will consist of three interrelated themes. The first will comprise the attempt to familiarise students with the essential problems at the heart of philosophical debate and expose them to different ways of dealing with them. The second theme will be organised around contemporary schools of thought and thinkers (e.g. logical positivism and Foucault), and founding intellectual fathers of economic thought (e.g. Marx). During these sessions we will be preoccupied with utilising various philosophical lenses in order to make sense of organisational phenomena, gain a better grasp of the intellectual origins of our extant understandings, and critically reflect upon taken-for-granted views about managing. The final theme will concentrate more sharply on organisational settings by studying how advances in organisational theory have afforded important philosophical insights into organisations and (the possibility of) their management.
PHIL2037 (2025-26)

Philosophy of Religion

Can there be a proof that God exists? Or might phenomena such as suffering serve to show that an omniscient, omnipotent and omnibenevolent being cannot exist? Such questions are central to the philosophy of religion; attempting to answer them leads us to reflect on such topics as the character of religious belief, its relation with science and morality, the place of reason in religion, and the meaning of religious language. Giving some attention to religious ideas and conceptions of religion beyond those developed in the Abrahamic traditions, this module will explore some of those questions and the issues they raise.

It is possible to undertake this module successfully without having completed the first year module, Faith and Reason. However, this module can be seen as building on that one. The subject matter of the second year module will be more advanced and will be explored in greater depth.
RESM6001 (2025-26)

Philosophy of Social Science Research

This module will look at the dominant traditions in the philosophy of social science and how these have shaped substantive research within the study of the social sciences.
ARCH3048 (2025-26)

Photogrammetry and Data Visualisation in Archaeology

By the end of this module you will be familiar with digital photogrammetry in archaeology and the visualisation of photogrammetric datasets. You will also have a basic grounding in key methods in photogrammetry and be able to create accurate and detailed datasets. Working in small teams, you will learn how to successfully acquire still and video imagery and create digital models. In addition to this you will become experienced in both designing and implementing photogrammetric methodological solutions to archaeological research questions and evaluating their impact on recording and interpretation. Throughout the module you will learn to critique your application of photogrammetry and identify key elements of digital recording techniques.

Furthermore, you will extend your knowledge concerning the state-of-the-art methods of data visualisation. You will be acquainted with the creation and analysis of orthomosaics and digital elevation models. You will learn how to both create line drawings and cross-sections and combine photogrammetric datasets with new geospatial data, such as GPS and LiDAR data. As a translator between photogrammetry and archaeology you will also produce clear reports explaining and evaluating surveying and processing methodologies in specific contexts.
OPTO6016 (2025-26)

Photonic Materials and Device Platforms

ELEC3217 (2025-26)

Photonics II

- To introduce basic concepts governing optical waveguides, fibres, lasers and optical amplification.
- To foster a physical and quantitative understanding of key photonic devices.
- To foster an understanding of the use of photonics in sensing and communications applications.
OPTO6023 (2025-26)

Photonics Laboratory and Study Skills

The course is devoted to carrying out a series of experiments from the area of photonics and related technologies. The experiments have been selected to underpin and illustrate some fundamental concepts in laser and fibre science and offer an opportunity to develop the correct use of key experimental techniques. After the lab part of the course is completed, a conference will be held where the students will give presentations on one of the experiments carried out.

Note this is a course only for MSc students.
PHYS3011 (2025-26)

Photons in Astrophysics

The main radiation mechanisms dominating astrophysical processes are discussed and examples are given of the situations in which they are most important. We show how the physical conditions, e.g. the temperature, density and magnetic field strength, can be determined from the emitted radiation in astrophysical situations, such as stars, galaxies and the nuclei of active galaxies. Detection techniques across the electromagnetic spectrum are investigated. The course is fundamental to our interpretation of astrophysical data and so is vital for all astronomers. However it is very much a physics course and so is also of use to students who are not taking astrophysics degrees. This aims to connect taught physics with the beginnings of astronomical research. The content requires a strong mathematical foundation.
PHYS2022 (2025-26)

Physics from Evidence I

The PHYS2022 Physics from Evidence I module consists of three parts: Teaching Lab, Computing Module and Student Conference. The Teaching Lab and Computing Modules run through the first 10 weeks of the semester and the Student Conference is in week 12.
PHYS6008 (2025-26)

Physics from Evidence II

A wide variety of physics topics is covered, showing the experimental evidence underlying a number of topics in physics encountered in lecture courses and textbooks. Students are also introduced to techniques they might encounter in a physics-related career.
SOES1004 (2025-26)

Physics of the Ocean

PHYS1201 (2025-26)

Physics Skills - Programming and Data Analysis

The primary goal is to provide students with the practical programming and data analysis skills that are necessary for both their degree course and most careers in physics. Python is used as the introductory programming language, and numerical simulations will be used extensively in order to introduce and illustrate key statistical concepts. The emphasis throughout will be on developing insight, understanding and practical skills, as opposed to the formal/mathematical aspects of programming and statistics. The skills developed in this module will be required in many experimental/practical modules across all physics programmes.
PHYS1017 (2025-26)

Physics Skills 1

The Physics Skills units develop a range of skills needed by a professional physicist, including facility in conducting experiments and in analysing and reporting their results. Physics Skills 1 runs in first semester and its companion Physics Skills 2 (PHYS1019) follows in the second semester. Classes are held in the first year teaching lab and the teaching rooms in the Physics
Building (Building 46).

The first semester module PHYS1017 is a prerequisite for PHYS1019.
PHYS1019 (2025-26)

Physics Skills 2

The Physics Skills units develop a range of skills needed by a professional physicist, including facility in conducting experiments and in analysing and reporting their results. Physics Skills 1 runs in first semester and its companion Physics Skills 2 (PHYS1019) follows in the second semester. Classes are held in the first year teaching lab and the teaching rooms in the Physics
Building (Building 46).

The first semester module PHYS1017 is a prerequisite for PHYS1019.
AUDI6009 (2025-26)

Physiology and Psychology of Hearing

The sense of hearing is essential for human communication. In this module we investigate the extraordinary capabilities and limitations of the human sense of hearing. Starting with the outer, middle and inner ear, we will investigate the anatomical and physiological functions of the whole auditory pathway up to the primary auditory cortex. At each stage we will discuss potential problems that can lead to hearing loss. We will learn about the psychophysical abilities of normally hearing people and how these capabilities deteriorate in the hearing impaired. We will discuss how signal processing in hearing aids can overcome some, but not all of these limitations.
The module is essential for all students learning about audiology, hearing sciences and communication sciences. It is also suitable for engineering students with an interest in acoustics, effects of noise on people, audio or biomedical signal processing as well as for students seeking an understanding of sound perception and speech communication.
SOES2006 (2025-26)

Phytoplankton and Primary Production

HPRS1039 (2025-26)

Placement 1

This module will allow you to safely practice in a clinical environment. Supervised by experienced qualified staff, you will perform tests you have learnt within the programme's unique clinical skills facility base at University Hospital Southampton. The module will provide you with access to a diverse range of patients.
OCCT1040 (2025-26)

Placement 1

This 6-week placement offers the chance to experience current practice across Hampshire, the Isle of Wight, and nearby counties. Most placements are in health or social care settings, but may include private, voluntary or independent sectors. You will be assigned one, or more Health and Care Professional Council (HCPC) registered therapists as placement educators. Depending on the supervision model, you may also work closely with a wider team. An Academic Contact from the school's occupational therapy team will support your learning, and meet with you, and your educator at least once during the placement. You will be supernumerary to the service staff.

This placement focuses on applying skills developed in the academic programme and beginning to engage with service users and professionals. Supervised by your placement educator(s), you’ll be encouraged to take increasing responsibility, based on your confidence and ongoing assessment.

At mid-way and at the end of your placement you will receive a numerical grade across all the domains of assessment. This will help you identify your strengths and areas for development in future placements. However, this placement is PASS or FAIL.

Integration of Service Users (SUs)
Working closely with service users of various ages, cultural backgrounds, and clinical specialities is key to learning and competency development in health care programmes. This placement links with Level 4 modules, allowing you to apply foundational knowledge to understand how different conditions affect occupational engagement. You will also explore the occupational therapist’s role in enabling users to manage their conditions, re-engage in meaningful activities, and, where appropriate, participate in rehabilitation.

Multi-Professional Learning
Academic and practice partnerships are central to programme development. As in other Level 4 modules, you will have opportunities to work and learn alongside students from other health professions. This interprofessional experience will support both your academic growth and your personal and professional development. This module includes multi-professional simulated learning, in state-of-the-art simulation facilities to help prepare you for practice.
MIDW1003 (2025-26)

Placement Experience 1

Following a values based philosophical approach, the placement experience provides a work-based environment to enable you to apply the theoretical knowledge and skills learnt in academic modules. It aims to develop, consolidate, and enhance the practice knowledge, skills and professional behaviour and performance required for a midwife. Module learning outcomes are tested through a practice based assessment. The practice modules across the programme link with a nationally NMC approved Midwifery Ongoing Record of Achievement (MORA) whereby all practice activity will be evidenced.
MIDW1004 (2025-26)

Placement Experience 2

Following a values based philosophical approach, the placement experience provides a work-based environment to enable you to apply the theoretical knowledge and skills learnt in academic modules. It aims to develop, consolidate, and enhance the practice knowledge, skills and professional behaviour and performance required for a midwife. Module learning outcomes are tested through a practice based assessment. The practice modules across the programme link with a nationally NMC approved Midwifery Ongoing Record of Achievement (MORA) whereby all practice activity will be evidenced.
LANG6031 (2025-26)

Placement Module

This module will give you the opportunity to apply the theoretical knowledge and practical skills which you have been acquiring and developing throughout your programme of study in a work environment.
Please note, although programme staff are able to support you in finding a placement and may have access to a limited number of placements, it is normally expected that students will find their own placement. For practical reasons, placements will normally be within easy travelling distance from the University, however, it may be possible to take a placement further away, subject to individual circumstances and with the approval of the module lead. Any potential accommodation or travel costs which you may incur as a result of undertaking a work placement should be discussed with your course tutor. The University will not normally be able to offer assistance with these.
Students studying under a tier 4 visa should consult the University's advice and guidance about work placements using this link: https://www.southampton.ac.uk/studentservices/visa-and-immigration/faqs/faq-placements.page
LANG6033 (2025-26)

Placement Module

This module will give you the opportunity to apply the theoretical knowledge and practical skills which you have been acquiring and developing throughout your programme of study in a work environment.
Please note, although programme staff are able to support you in finding a placement and may have access to a limited number of placements, it is normally expected that students will find their own placement. For practical reasons, placements will normally be within easy travelling distance from the University, however, it may be possible to take a placement further away, subject to individual circumstances and with the approval of the module lead. Any potential accommodation or travel costs which you may incur as a result of undertaking a work placement should be discussed with your course tutor. The University will not normally be able to offer assistance with these.
Students studying under a tier 4 visa should consult the University's advice and guidance about work placements using this link: https://www.southampton.ac.uk/studentservices/visa-and-immigration/faqs/faq-placements.page
HIST2250 (2025-26)

Plague, Fire and Popish Plots: The Worlds of Charles II

During his lifetime Charles II was described as charming, indolent and a womaniser, while his court was seen as far more informal than that of his father, Charles I. This module will seek to assess the validity of this view and it will consider the challenges Charles II faced a monarch. While the primary focus is upon Charles II, we will place him in a wider context by considering the relationship of the king and his capital, the changing role of the city of London and draw comparisons with Paris and Versailles. We will also look at how Charles II responded to practical challenges such as plague and fire in London, as well as political and religious threats such as the Popish plot, the place of women in society and the role of coffee houses as a site of political discourse.
HLTH6262 (2025-26)

Planning Clinical & Health Research

The purpose of this module is to enable you to plan a research project and develop and justify the research design, methods and approach. This module is particularly suited to those who are planning an empirical research project for an award or fellowship application.
BIOL6044 (2025-26)

Plant Cell Biology

This module explores current topics in plant cell biology. It provides an understanding of the unique features of plant cells and of the cellular mechanisms that allow plants to interact with their environment. Responses at the cellular level to important environmental problems encountered worldwide are discussed and the mechanisms plants use to adapt and survive are covered. The application of modern techniques in cell biology is included and so this module is also of value to those with a broad interest in cell biology. The topics include ones in which members of the module team are actively engaged in research and therefore the most up-to-date information is provided. The module will also provide you with opportunities to practice and develop a range of general skills, which can be transferred to other fields of endeavour, including: practice in finding and critically assessing published information on a given topic; practice in the verbal and written presentation of scientific information.
BIOL2007 (2025-26)

Plant Development and Function

This module provides an understanding of plant function and development at a molecular, cellular and whole organism level.