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In 1831 the philosopher John Stuart Mill struggled to define the ‘Spirit’ of the nineteenth century. ‘It is’, he wrote, ‘an age of transition. Mankind have outgrown old institutions and old doctrines, and have not yet acquired new ones.’ If the nineteenth century was, as is sometimes assumed, an age of complacency and confidence, it was also an age of anxiety and openness, experimentation and invention. This module examines the literature of this age of transition. Students enrolled in this module will learn about the material history of reading and publication, and investigate nineteenth-century experiments with genre and literary mode. Throughout, we will emphasise the ways in which the fiction, poetry, drama and non-fiction prose written in Britain between 1800 and 1900 sought to invent new forms of writing and styles of expression capable of coping with new doctrines, institutions, and ways of living.

The ancient Roman elite was highly competitive, with families and individuals fighting for control and influence in all spheres of social and political life, in elections, in the law courts, in the arenas, theatres, and temples of Rome, and outside of the City in the provinces. We shall aim to understand Roman power: no small task, since the lexicon of ‘power’ in this period is so complex that no single English term does it justice. As well as studying the famous men who vied for supreme power at Rome during the late-republican civil wars – Sulla, Caesar, Pompey, Mark Antony, et al. – you will learn about how power was institutionalised (in the senate, the law courts, and the popular assemblies), communicated (via speeches, monuments, and spectacles), transferred between generations (by wealth-based privileges and access to rhetorical education), and ultimately restricted (in the hands of a sole ruler, Augustus). By the end of the module, you will have received a thorough grounding in the political life of first-century-BCE Rome, its contemporaneous societal and cultural representation, and the indelible impression it has left on the historiographical record.

The ancient Roman elite was highly competitive, with families and individuals fighting for control and influence in all spheres of social and political life, in elections, in the law courts, in the arenas, theatres, and temples of Rome, and outside of the City in the provinces. We shall aim to understand Roman power: no small task, since the lexicon of ‘power’ in this period is so complex that no single English term does it justice. As well as studying the famous men who vied for supreme power at Rome during the late-republican civil wars – Sulla, Caesar, Pompey, Mark Antony, et al. – you will learn about how power was institutionalised (in the senate, the law courts, and the popular assemblies), communicated (via speeches, monuments, and spectacles), transferred between generations (by wealth-based privileges and access to rhetorical education), and ultimately restricted (in the hands of a sole ruler, Augustus). By the end of the module, you will have received a thorough grounding in the political life of first-century-BCE Rome, its contemporaneous societal and cultural representation, and the indelible impression it has left on the historiographical record.

The ancient Roman elite was highly competitive, with families and individuals fighting for control and influence in all spheres of social and political life, in elections, in the law courts, in the arenas, theatres, and temples of Rome, and outside of the City in the provinces. We shall aim to understand Roman power: no small task, since the lexicon of ‘power’ in this period is so complex that no single English term does it justice. As well as studying the famous men who vied for supreme power at Rome during the late-republican civil wars – Sulla, Caesar, Pompey, Mark Antony, et al. – you will learn about how power was institutionalised (in the senate, the law courts, and the popular assemblies), communicated (via speeches, monuments, and spectacles), transferred between generations (by wealth-based privileges and access to rhetorical education), and ultimately restricted (in the hands of a sole ruler, Augustus). By the end of the module, you will have received a thorough grounding in the political life of first-century-BCE Rome, its contemporaneous societal and cultural representation, and the indelible impression it has left on the historiographical record.

Studying is not simply about transferring a set of facts from lecturer to students, but about developing yourself as an individual and recognising that you are responsible for your own learning. Knowledge in the 21st century is fast moving and in such a knowledge economy, where the shelf life of much knowledge is short, you will be expected to be a lifelong learner. In order to do this, you need to be a resilient learner, understand how you best learn and reflect on how you can improve. This module will help you actively engage with this process.

“We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us.”
Marcel Proust (French novelist 1871 – 1922)

Successful engineers are not only technically capable—they are also analytical, reflective, resilient and committed to lifelong learning. This module supports your transition to university by developing the academic, professional and personal skills needed to succeed throughout your engineering degree and beyond.

Through a series of practical and interactive activities, you will develop structured approaches to problem solving, analyse and interpret data, and learn how engineers use evidence to make informed decisions. You will also build essential research and academic writing skills, learning how to locate, evaluate and communicate information effectively through a range of written and oral tasks.

The module culminates in a problem-based challenge, where you will apply the skills developed throughout the semester by working collaboratively to investigate a real-world engineering challenge and communicate your findings through an academic poster. Alongside these technical and academic skills, you will develop effective study strategies, reflect on your progress, learn from feedback, and strengthen the resilience, teamwork and independent learning skills expected of professional engineers.

By the end of the module, you will have developed the confidence and strategies to take ownership of your learning, preparing you not only for the remainder of your degree but also for a career in engineering where critical thinking, collaboration and continuous professional development are essential.

"We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us."
Marcel Proust (French novelist, 1871–1922)

Successful engineers are not only technically capable—they are also analytical, reflective, resilient and committed to lifelong learning. This module supports your transition to university by developing the academic, professional and personal skills needed to succeed throughout your engineering degree and beyond.

Through a series of practical and interactive activities, you will develop structured approaches to problem solving, analyse and interpret data, and learn how engineers use evidence to make informed decisions. You will also build essential research and academic writing skills, learning how to locate, evaluate and communicate information effectively through a range of written and oral tasks.

The module culminates in a problem-based challenge, where you will apply the skills developed throughout the semester by working collaboratively to investigate a real-world engineering challenge and communicate your findings through an academic poster. Alongside these technical and academic skills, you will develop effective study strategies, reflect on your progress, learn from feedback, and strengthen the resilience, teamwork and independent learning skills expected of professional engineers.

By the end of the module, you will have developed the confidence and strategies to take ownership of your learning, preparing you not only for the remainder of your degree but also for a career in engineering where critical thinking, collaboration and continuous professional development are essential.

"We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us."
Marcel Proust (French novelist, 1871–1922)

Studying is not simply about transferring a set of facts from lecturer to students, but about developing yourself as an individual and recognising that you are responsible for your own learning. Knowledge in the 21st century is fast moving and in such a knowledge economy, where the shelf life of much knowledge is short, you will be expected to be a lifelong learner. In order to do this, you need to be a resilient learner, understand how you best learn and reflect on how you can improve. This module will help you actively engage with this process through a range of topics and tasks and will help you prepare to be a successful learner during your chosen degree.

“We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us.” Marcel Proust (French novelist 1871 – 1922)

Studying is not simply about transferring a set of facts from lecturer to students, but about developing yourself as an individual and recognising that you are responsible for your own learning. Knowledge in the 21st century is fast moving and in such a knowledge economy, where the shelf life of much knowledge is short, you will be expected to be a lifelong learner. In order to do this, you need to be a resilient learner, understand how you best learn and reflect on how you can improve. This module will help you actively engage with this process through a range of topics and tasks and will help you prepare to be a successful learner during your chosen degree.

“We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us.” Marcel Proust (French novelist 1871 – 1922)

The design of sailing yachts and powercraft combines engineering science, creativity and performance optimisation. Whether intended for racing, recreation or specialist operations, these vessels require innovative solutions that balance speed, safety, efficiency and usability.

In this module, you will apply naval architecture principles through a series of practical design projects focused on both sailing and powered craft. You will gain experience using industry-relevant design tools and methodologies while evaluating hull forms, structures, rig configurations and overall vessel performance. Throughout the design process, you will develop engineering judgement and learn how to make informed decisions when competing design requirements must be balanced.

By the end of the module, you will be able to develop and justify design solutions for a variety of small craft applications. The skills gained are directly relevant to careers in yacht design, small craft development and specialist naval architecture.