| POLI70000 |
21ST CENTURY POLICE LEADERSHIP AND STRATEGY |
7 |
20 |
Health, Education, Policing and Sciences |
This module explores the changes needed for reorientation of policing organisations to meet 21st century priorities within liberal democracies. Candidates will address the role of the police as facilitators, leaders and enablers, with a broader look at strategic planning, policy development and organisational transparency, including political accountability. In particular the module will explore the effectiveness of a variety of leadership styles that best support organisational transformation. Logistical issues relating to resourcing and deployment are also considered, with personnel, training and development placed within the context of best practice in strategic human resources. Issues centered on ICT systems and data will also be covered. The learning from this module will support candidates to evaluate their own leadership styles alongside their peers and apply this learning in the workplace to support continuous professional development. |
| SPOR40903 |
ACADEMIC AND EMPLOYABILITY SKILLS IN SPORT AND EXERCISE |
4 |
15 |
Health, Education, Policing and Sciences |
You will attend a series of lectures and interactive student-centred Skills Workshops, which will include the appreciation and development of CV writing, study skills, employability skills, self and career management guidance. In particular, you will review the skills and qualities you already possess, with reference to how they relate to those skills and attributes regarded as crucial for research and critical by employers. During this module you will develop: 1. Effective Learning Skills: Time management, different learning styles, effective note-taking, behaving professionally in Sport and Exercise settings; compare and evaluate information from a variety of sources; prepare for and learn from assessment and feedback. 2. Communication Skills (a) Written communication: preparing, writing and presenting an essay including referencing and citing of information; preparing, writing and presenting an individual research project including a literature review, methodology, results and discussion section; (b) Reading and verbal skills: asking effective questions in class and group discussions; recognizing and constructing an argument and taking into account other students' views; selecting, analysing and comparing a range of print-based information; (c) personal communication skills: giving effective presentations to groups. 3. Information Technology Skills: The use of a Windows environment to communicate ideas via word processing and/or spreadsheets. Use e-mail and access WWW in terms of locating, selecting and evaluating internet-based information. The use of an e-portfolio system to aid with Personal Development Planning (PDP). You will also have the opportunity to reflect on the Staffordshire Graduate Skills:Engaging in internal and external events. University-wide events and lectures - programme specific and/or industry related to any area of the University curriculum. Identifying knowledge and skills used in the workplace. Constructing a CV and identifying areas for further development. |
| SPOR40904 |
ACADEMIC AND EMPLOYABILITY SKILLS IN SPORT AND EXERCISE |
4 |
15 |
Health, Education, Policing and Sciences |
You will attend a series of lectures and interactive student-centred Skills Workshops, which will include the appreciation and development of CV writing, study skills, employability skills, self and career management guidance. In particular, you will review the skills and qualities you already possess, with reference to how they relate to those skills and attributes regarded as crucial for research and critical by employers. During this module you will develop: 1. Effective Learning Skills: Time management, different learning styles, effective note-taking, behaving professionally in Sport and Exercise settings; compare and evaluate information from a variety of sources; prepare for and learn from assessment and feedback. 2. Communication Skills (a) Written communication: preparing, writing and presenting an essay including referencing and citing of information; preparing, writing and presenting an individual research project including a literature review, methodology, results and discussion section; (b) Reading and verbal skills: asking effective questions in class and group discussions; recognizing and constructing an argument and taking into account other students' views; selecting, analysing and comparing a range of print-based information; (c) personal communication skills: giving effective presentations to groups. 3. Information Technology Skills: The use of a Windows environment to communicate ideas via word processing and/or spreadsheets. Use e-mail and access WWW in terms of locating, selecting and evaluating internet-based information. The use of an e-portfolio system to aid with Personal Development Planning (PDP). You will also have the opportunity to reflect on the Staffordshire Graduate Skills:Engaging in internal and external events. University-wide events and lectures - programme specific and/or industry related to any area of the University curriculum. Identifying knowledge and skills used in the workplace. Constructing a CV and identifying areas for further development. |
| SPOR40904 |
ACADEMIC AND EMPLOYABILITY SKILLS IN SPORT AND EXERCISE |
4 |
15 |
Health, Education, Policing and Sciences |
You will attend a series of lectures and interactive student-centred Skills Workshops, which will include the appreciation and development of CV writing, study skills, employability skills, self and career management guidance. In particular, you will review the skills and qualities you already possess, with reference to how they relate to those skills and attributes regarded as crucial for research and critical by employers. During this module you will develop: 1. Effective Learning Skills: Time management, different learning styles, effective note-taking, behaving professionally in Sport and Exercise settings; compare and evaluate information from a variety of sources; prepare for and learn from assessment and feedback. 2. Communication Skills (a) Written communication: preparing, writing and presenting an essay including referencing and citing of information; preparing, writing and presenting an individual research project including a literature review, methodology, results and discussion section; (b) Reading and verbal skills: asking effective questions in class and group discussions; recognizing and constructing an argument and taking into account other students' views; selecting, analysing and comparing a range of print-based information; (c) personal communication skills: giving effective presentations to groups. 3. Information Technology Skills: The use of a Windows environment to communicate ideas via word processing and/or spreadsheets. Use e-mail and access WWW in terms of locating, selecting and evaluating internet-based information. The use of an e-portfolio system to aid with Personal Development Planning (PDP). You will also have the opportunity to reflect on the Staffordshire Graduate Skills:Engaging in internal and external events. University-wide events and lectures - programme specific and/or industry related to any area of the University curriculum. Identifying knowledge and skills used in the workplace. Constructing a CV and identifying areas for further development. |
| SPOR40981 |
ACADEMIC AND EMPLOYABILITY SKILLS IN SPORT AND EXERCISE |
4 |
40 |
Health, Education, Policing and Sciences |
You will attend a series of lectures and interactive student-centred seminars, which will include the appreciation and development of CV writing, study skills, employability skills, self and career management guidance. In particular, you will review the skills and qualities you already possess, with reference to how they relate to those skills and attributes regarded as crucial for research and critical by employers. |
| LAWS31318 |
ACADEMIC SKILLS |
3 |
20 |
Health, Education, Policing and Sciences |
What are the core differences between an essay and other types of academic writing? Why is important to make this distinction? How do I improve my own writing skills? In this module, we will be answering all of these questions and more. Law and its application across the justice sector is intrinsically connected to language.. We will be considering how language is adapted to suit a variety of audiences, whether that is writing an academic essay, or writing a formal letter.We will be examining the core features of legal English and its use across the justice sector, which will form the foundations for your degree and future career. |
| FORE40340 |
ACADEMIC STUDY SKILLS |
4 |
15 |
Health, Education, Policing and Sciences |
This module is designed to equip the student with the necessary skills required to successfully complete this university degree. The module will provide students with the ability to resource and synthesise appropriate material; reference accurately; think, read and write in a critical manner; as well as becoming avid problem solvers and understanding the concept and relevance of EBP in a policing context. This module will enhance students' academic writing, presentation and communication skills in order for them to succeed in their educational and professional roles. |
| ACCT30004 |
ACCOUNTING |
3 |
10 |
Health, Education, Policing and Sciences |
This module aims to enable students to master the basic theories, knowledge, and methods of accounting; To cultivate students with the ability to handle general accounting business correctly, a scientific work style, and good professional ethics. |
| LAOP70001 |
ACTION ON POVERTY: INDEPENDENT RESEARCH PROJECT DL |
7 |
60 |
Health, Education, Policing and Sciences |
Do you have a special interest in a topic related to leadership in action on poverty or tackling poverty and inequalities more broadly? Ever wanted to examine it in more detail? Well, now is your opportunity to do so. In this module you will be guided by the module leader and your nominated supervisor to undertake your chosen project. This might be a written article or proposed book chapter of a publishable standard or a more traditional dissertation project, the choice is yours. You will have regular or monthly meetings with your supervisor who can assist you to keep on track and to discuss your draft work so that you are able to apply any feedback before your final submission. You will also be supported to consider who you need to share your research findings with to influence change to policy and/or practice and to develop a presentation aimed at this audience where you can highlight your key findings and associated recommendations. |
| EDUC77842 |
ACTION RESEARCH |
7 |
20 |
Health, Education, Policing and Sciences |
The purpose of the module is to provide you with knowledge, understanding and skills relating to wider professional practice in education and training to understand the place of evidence-based teaching and learning. Completion of this module also requires an understanding of the nature and purpose of action research. |
| EDUC70505 |
ACTION RESEARCH AND WIDER PROFESSIONAL PRACTICE IN PCET |
7 |
30 |
Health, Education, Policing and Sciences |
The purpose of the module is to provide you with knowledge, understanding and skills relating to wider professional practice in education and training. It includes understanding professionalism and professional values in education and training, the policy context of education and training, the impact of being accountable to stakeholders and external bodies, and the organisational context of education and training. Completion of this module also requires an understanding of the nature and purpose of action research and conduct action research based on a change to your practice. |
| EDUC50628 |
ACTION RESEARCH INTO SUBJECT SPECIALIST PEDAGOGY |
5 |
20 |
Health, Education, Policing and Sciences |
The purpose of the module is to provide you with knowledge, understanding and skills relating to wider professional practice in education and training. To understand the place of evidence-based teaching and learning. It includes understanding professionalism and professional values in education and training, the policy context of education and training, the impact of being accountable to stakeholders and external bodies, and the organisational context of education and training |
| EDUC77837 |
ACTION RESEARCH INTO SUBJECT SPECIALIST PEDAGOGY |
7 |
20 |
Health, Education, Policing and Sciences |
The purpose of the module is to provide you with knowledge, understanding and skills relating to wider professional practice in education and training. To understand the place of evidence-based teaching and learning. It includes understanding professionalism and professional values in education and training, the policy context of education and training, the impact of being accountable to stakeholders and external bodies, and the organisational context of education and training |
| EDUC77831 |
ACTION RESEARCH PROJECT |
7 |
40 |
Health, Education, Policing and Sciences |
This module develops your understanding of how to improve your professional practice by conducting a small-scale practitioner led inquiry, using an education action research approach to research. During the Action Research module, you will develop your ability to:1. Create effective teaching resources2. Respond to wider factors that influence learning programmes 3. Make evidence informed improvements to your teaching practice4. Engage in small scale practitioner led inquiry using an action research methodology5. Use technology enhanced learning6. Communicate through presentations and preparation for published findings (English, maths and ICT). |
| EDUC77830 |
ACTION RESEARCH PROJECT |
7 |
40 |
Health, Education, Policing and Sciences |
This module develops your understanding of how to improve your professional practice by conducting a small-scale practitioner led inquiry, using an education action research approach to research.During the Action Research module, you will develop your ability to: 1. Create effective teaching resources 2. Respond to wider factors that influence learning programmes 3. Make evidence informed improvements to your teaching practice 4. Engage in small scale practitioner led inquiry using an action research methodology 5. Use technology enhanced learning |
| AOPH40002 |
ACTIVISM AND CHANGE (20 CREDITS) |
4 |
20 |
Health, Education, Policing and Sciences |
You will be introduced to the historical roots of global and UK change making using social movement theory to critically investigate activism from an international perspective. Students will debate and discuss campaigns from Gandhis Civil Disobedience to #MeToo building their knowledge and understanding of activism by participating in an on-campus project. This project will involve include group presentations, individual presentations, simulated media interview and social media blogs and a reflective task. Upon completion of this module you will have a strong sense of the global and UK historical roots of activism through to its most recent campaigns. You will have participated in an on-campus campaign, for example a Fair-trade Awareness Event and reflected on the success of that campaign. |
| BIOL50437 |
ADAPTATION AND SURVIVAL |
5 |
30 |
Health, Education, Policing and Sciences |
The module will allow you to understand the integrated responses utilised mainly by animals and plants when coping with the environment. Mechanisms of adaptation and survival employed by organisms will be explored by considering interactions with a range of biotic and abiotic environmental pressures. Major areas covered will include mechanisms dealing with temperature, light, water, nutrition, gas exchange, locomotion, reproduction and defence, including plant/herbivore interactions, mate recognition and selection and cooperation. These areas are examined from an adaptive perspective and thus interwoven within this approach you will develop a view of life from both macro and microevolutionary perspectives. You will thus deal with ideas linked to changes in allele frequencies at the population level, speciation patterns and events through to major patterns of global diversification. A major subtheme of the module will the relevance of experimental science in everyday life. Consequently, many areas will be touched upon where relevant, including environmental aspects such as climate change, conservation and sustainability as well as more societal aspects such as agriculture and medicine. This will allow the visualisation of organisms as a whole rather than a series of disparate systems and help foster an understanding of how the factual nature of science can fit into and be applied to the world at large. |
| BIOL50717 |
ADAPTATION AND SURVIVAL |
5 |
20 |
Health, Education, Policing and Sciences |
The module will allow you to understand the integrated responses utilised mainly by organisms when coping with the environment. Mechanisms from all levels of biological organisation will be examined in order to understand how organisms adapt and survive the many interactions they face. Organisms from all branches of life will be utilised using appropriate examples to illustrate the multitude of ways they cope with biotic and abiotic pressures. Major areas covered will include mechanisms dealing with temperature, light, water, nutrition, gas exchange, locomotion, reproduction and defence, mate recognition and selection and cooperation. These areas are examined from an adaptive perspective and thus interwoven within this approach you will develop a view of life from many perspectives.This module will allow the visualisation of organisms rather than a series of disparate systems and help foster an understanding of how the factual nature of science can fit into and be applied to the world at large. |
| MIDW40133 |
ADDITIONAL CARE FOR WOMEN AND NEWBORN INFANTS 1 |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to the pivotal role of midwives in childbirth, focusing on their expertise in identifying and managing potential complications. You will gain an insight into the care required in more complex situations, including the provision of initial assessment of women and newborn infants. Emphasis is placed on collaboration with interdisciplinary colleagues and the importance of timely referrals. Additionally, the module introduces you to the vital role midwives play in coordinating care and advocating for the prioritisation of women and newborn infants' needs, ensuring support throughout the childbirth process. |
| MIDW50097 |
ADDITIONAL CARE FOR WOMEN AND NEWBORN INFANTS 2 |
5 |
20 |
Health, Education, Policing and Sciences |
This module builds upon Additional Care for Women and Newborn Infants 1, honing your skills in recognising and addressing complications during childbirth. You will expand your learning in relation to midwives responsibilities in emergency scenarios, developing your skills in immediate management techniques and fostering collaboration with interdisciplinary colleagues to ensure holistic care. The module emphasises the importance of continuity of carer and advocacy for women and newborns, highlighting the pivotal role midwives play within the interdisciplinary team. |
| MIDW60710 |
ADDITIONAL CARE FOR WOMEN AND NEWBORN INFANTS 3 |
6 |
20 |
Health, Education, Policing and Sciences |
This module builds on the skills acquired in Additional Care for Women and Newborn Infants 2 and explores the advanced skills and expertise of midwives in identifying and managing complications during childbirth. You will develop precision and confidence in your ability to lead obstetric emergency situations, serving as critical liaisons between interdisciplinary colleagues to facilitate seamless collaboration. With a strong emphasis on continuity and coordination of care, you will learn how midwives provide consistent support and advocacy for women and newborns, ensuring their needs are met comprehensively throughout the childbirth process. |
| AOPH40001 |
ADDRESSING HARDSHIP:VALUES AND ANTI-OPPRESIVE PRACTICE |
4 |
20 |
Health, Education, Policing and Sciences |
How are our personal values constructed and what influences these? In this module, you will consider personal values and the wider political, ideological and social value bases of contemporary Britain, which form the context of poverty & hardship. It will focus on the social context of service provision and consider how organisations carry out their functions. You will consider the underlying aims and principles of this sector, including concepts of equality of opportunity, anti-oppressive and anti-discriminatory practice, empowerment, confidentiality, and self-determination. These concepts underpin the value base of working in this sector and you will be challenged to consider your own personal values, how these are formed and the effect these may have on your approach. |
| LAWS51968 |
ADMINISTRATIVE LAW |
5 |
20 |
Health, Education, Policing and Sciences |
This module will introduce students to the primary elements of administrative law in the UK and enable them to appreciate how the constitutional principles of parliamentary sovereignty, separation of powers and the rule of law are realised. It will also introduce students to the law of judicial review and to the UKs system of tribunals and public sector ombudsman. Finally, the module will facilitate students further understanding of the relationship between the European Convention on Human Rights and the Human Rights Act 1998 and how the latter protects the Convention rights of UK citizens. This module will prepare students who work in public law to identify and analyse cases for judicial review. Students will gain an understanding of the process of bringing a case to the Administrative Court, and the process followed to do so. Students will be able to assess the incorporation of international treaties into domestic legislation and understand the process that occurs in Parliament when treaties introduced in domestic legislation. In their careers, students will apply the practical knowledge from this module to engage in all areas of the judiciary. |
| LAWS51702 |
ADMINISTRATIVE LAW AND HUMAN RIGHTS |
5 |
15 |
Health, Education, Policing and Sciences |
You are introduced to the legal system that regulates and controls the actions of the executive and public bodies in the UK. The body of Administrative Law forms an integral part of the wider UK constitution and includes key principles such as the Rule of Law and the legal process of Judicial Review. In order to contextualise knowledge and understanding in this module, you will engage with examples of administrative law in action, including the regulation of the police as a public body, as well as examples of judicial review case law connected to the Brexit process. |
| LAWS51956 |
ADMINISTRATIVE LAW DL |
5 |
20 |
Health, Education, Policing and Sciences |
This module will introduce students to the primary elements of administrative law in the UK and enable them to appreciate how the constitutional principles of parliamentary sovereignty, separation of powers and the rule of law are realised. It will also introduce students to the law of judicial review and to the UKs system of tribunals and public sector ombudsman. Finally, the module will facilitate students further understanding of the relationship between the European Convention on Human Rights and the Human Rights Act 1998 and how the latter protects the Convention rights of UK citizens. |
| NURS40781 |
ADULT NURSING IN PRACTICE 1 |
4 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around adult nursing care with a specific focus upon practical skills and reflective practice. The module links practice learning period 1. You will undertake study related to the underpinning theory around common practical skills related to adult nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will begin to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the adult nurse. |
| NURS40782 |
ADULT NURSING IN PRACTICE 2 |
4 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around adult nursing care with a specific focus upon practical skills and reflective practice. The module links to your second practice learning period. You will undertake study related to the underpinning theory around common practical skills related to adult nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will begin to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the adult nurse. |
| NURS40783 |
ADULT NURSING IN PRACTICE 3 |
4 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around adult nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 3. You will undertake study related to the underpinning theory around common practical skills related to adult nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will begin to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the adult nurse. |
| NURS50786 |
ADULT NURSING IN PRACTICE 4 |
5 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around adult nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 4. You will undertake study related to the underpinning theory around common practical skills related to adult nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the adult nurse. |
| NURS50787 |
ADULT NURSING IN PRACTICE 5 |
5 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around adult nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 5. You will undertake study related to the underpinning theory around common practical skills related to adult nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the adult nurse. |
| NURS50788 |
ADULT NURSING IN PRACTICE 6 |
5 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around adult nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 6 and the progression into the final year of the course. You will undertake study related to the underpinning theory around common practical skills related to adult nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the adult nurse. |
| NURS60776 |
ADULT NURSING IN PRACTICE 7 |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around adult nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 7. You will undertake study related to the underpinning theory around common practical skills related to adult nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the adult nurse. |
| NURS60777 |
ADULT NURSING IN PRACTICE 8 |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around adult nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 8. You will undertake study related to the underpinning theory around common practical skills related to adult nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the adult nurse. |
| NURS60778 |
ADULT NURSING IN PRACTICE 9 |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around adult nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 9 and becoming eligible to join the professional register. You will undertake study related to the underpinning theory around common practical skills related to adult nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the adult nurse. |
| NURS40386 |
ADULT NURSING PRACTICE |
4 |
30 |
Health, Education, Policing and Sciences |
The module consists of 10 sessions which will include a combination of teaching, discussion, group work, workshop exercises and tutorials. You will also be expected to complete a series of post-session consolidation activities as part of the independent learning component of the module. |
| POLI60504 |
ADVANCED COMMUNITY POLICING |
6 |
20 |
Health, Education, Policing and Sciences |
The course begins by exploring the importance of community engagement, such as visible presence, community mapping, tailoring engagement methods, and overcoming barriers to participation. Students will learn how to effectively involve and empower local communities in identifying and addressing public safety concerns. Building on work already undertaken at levels 4 and 5 there will be further focus on the problem-solving process, particularly the SARA (Scanning, Analysis, Response, Assessment) model. Students will develop skills in scanning data to pinpoint issues, conducting thorough analysis to understand problems, devising tailored responses, and assessing the effectiveness of interventions. The module will critically evaluate strategies for targeting enforcement and prevention efforts, concentrating on high-risk people, places, and behaviours. The role of procedural justice in building police legitimacy and public cooperation will also be further examined in a neighbourhood policing context. Throughout, emphasis will be placed on building analytical capabilities through data analysis, and evidence-based approaches. Students will think analytically, challenge assumptions, develop and test theories, and draw insights from research to improve their own professional practice and neighbourhood policing. Finally, the course will cover approaches to developing professional skills, promoting organisational learning, and sharing best practices within and across police agencies through training, practice-based learning, and research. |
| POLI60521 |
ADVANCED COMMUNITY POLICING |
6 |
20 |
Health, Education, Policing and Sciences |
The course begins by exploring the importance of community engagement, such as visible presence, community mapping, tailoring engagement methods, and overcoming barriers to participation. Students will learn how to effectively involve and empower local communities in identifying and addressing public safety concerns. Building on work already undertaken at levels 4 and 5 there will be further focus on the problem-solving process, particularly the SARA (Scanning, Analysis, Response, Assessment) model. Students will develop skills in scanning data to pinpoint issues, conducting thorough analysis to understand problems, devising tailored responses, and assessing the effectiveness of interventions. The module will critically evaluate strategies for targeting enforcement and prevention efforts, concentrating on high-risk people, places, and behaviours. The role of procedural justice in building police legitimacy and public cooperation will also be further examined in a neighbourhood policing context. Throughout, emphasis will be placed on building analytical capabilities through data analysis, and evidence-based approaches. Students will think analytically, challenge assumptions, develop and test theories, and draw insights from research to improve their own professional practice and neighbourhood policing. Finally, the course will cover approaches to developing professional skills, promoting organisational learning, and sharing best practices within and across police agencies through training, practice-based learning, and research. |
| POLI60522 |
ADVANCED COMMUNITY POLICING |
6 |
20 |
Health, Education, Policing and Sciences |
The course begins by exploring the importance of community engagement, such as visible presence, community mapping, tailoring engagement methods, and overcoming barriers to participation. Students will learn how to effectively involve and empower local communities in identifying and addressing public safety concerns. Building on work already undertaken at levels 4 and 5 there will be further focus on the problem-solving process, particularly the SARA (Scanning, Analysis, Response, Assessment) model. Students will develop skills in scanning data to pinpoint issues, conducting thorough analysis to understand problems, devising tailored responses, and assessing the effectiveness of interventions. The module will critically evaluate strategies for targeting enforcement and prevention efforts, concentrating on high-risk people, places, and behaviours. The role of procedural justice in building police legitimacy and public cooperation will also be further examined in a neighbourhood policing context. Throughout, emphasis will be placed on building analytical capabilities through data analysis, and evidence-based approaches. Students will think analytically, challenge assumptions, develop and test theories, and draw insights from research to improve their own professional practice and neighbourhood policing. Finally, the course will cover approaches to developing professional skills, promoting organisational learning, and sharing best practices within and across police agencies through training, practice-based learning, and research. |
| LAWS70745 |
ADVANCED CRIMINAL PRACTICE |
7 |
1 |
Health, Education, Policing and Sciences |
This elective module builds upon students knowledge of Criminal Litigation from the core Litigation module. There is further study of advanced aspects of the laws of evidence as they relate to criminal cases. New topics of study focus on areas of criminal practice that a trainee solicitor or paralegal is likely to encounter in the workplace. The Youth Justice system is studied, with a focus on how children and young people may be diverted from the criminal justice system, and the approaches which are taken to them in court. Another new field of practice is sentencing in road traffic offences. Learning activities support students to develop the skills required to advise clients and to prepare and present criminal cases effectively. |
| LAWS73011 |
ADVANCED CRIMINAL PRACTICE - BL |
7 |
1 |
Health, Education, Policing and Sciences |
Advanced Criminal Practice: This elective module builds upon students knowledge of Criminal Litigation from the core Litigation module. There is further study of advanced aspects of the laws of evidence as they relate to criminal cases. New topics of study focus on areas of criminal practice that a trainee solicitor or paralegal is likely to encounter in the workplace. The Youth Justice system is studied, with a focus on how children and young people may be diverted from the criminal justice system, and the approaches which are taken to them in court. Another new field of practice is sentencing in road traffic offences. Learning activities support students to develop the skills required to advise clients and to prepare and present criminal cases effectively. |
| SOCY70518 |
ADVANCED CRIMINOLOGICAL THEORY |
7 |
30 |
Health, Education, Policing and Sciences |
Advanced Criminological Theory takes seven recently emerged and now contemporary key areas of criminological debate and argument and seeks to facilitate engagement with these most current and emergent theoretical paradigms. You will have to show higher level knowledge and understandings of the contours of contemporary criminology and its theoretical proponents, culminating in their ability to analyse, apply and reflect on the relevance and application of these emergent paradigms to an area or topic of criminological interest for them. The lectures are set around themes and issues that deal with emergent topics and fields of interest, and the studied perspectives are clearly linked and cross over. During the course of the module, you will deal not only with the theory, but consider emergent areas and topics that are at the centre of the discipline and which will be combined with discussion of emerging cases and examples. These can include:Terrorism and Domestic Extremism, Homicide, Borders and Immigration, People Trafficking, Sex Trafficking, global warmings, sports violence in MMA and Ice Hockey, the V W emissions fraud, the case of Trafigura, the Grenfell Fire, School shootings, wildlife crime, the rise of Trump and the Violence in Charlottesville, plastic pollutions of the Oceans, Firearms Trafficking and New Novel Psychoactive Substances. The contemporary topics will be revisited each year. |
| SOCY70536 |
ADVANCED CRIMINOLOGICAL THEORY DL |
7 |
20 |
Health, Education, Policing and Sciences |
The module takes traditional and contemporary areas of criminological debate and seeks to facilitate students engagement with these theoretical paradigms. Students will have to show higher level knowledge and understanding of the contours of contemporary criminology and its theoretical proponents. This understanding will culminate in their ability to analyse, apply, and reflect on the relevance and application of these emergent paradigms to a topic of criminological interest for them. The key criminological concepts covered on the module include:¿ Classical Criminology, Positivist Criminology, Interactionist and Critical Criminology, Feminist Criminology, Cultural Criminology and Deviant Leisure, Ultra-Realism, Social Harm, The Global South, Green Criminology, Life Course Criminology and Desistance Studies, Big Data and Administrative Criminology.¿ ¿ The lectures/seminars are set around themes and issues that deal with emergent topics and fields of interest, and the studied perspectives are clearly linked and do cross over. However, during the module, students will deal not only with theory, but consider emergent areas and topics that are at the centre of criminology, which will be combined with discussion of emerging cases and examples. These will include:¿ Terrorism and domestic extremism, homicide, borders and immigration, human trafficking, global warming, gangs and youth crime, wildlife crime, environmental harms, COVID-19, financial crimes, and a range of street crimes.¿ |
| BIOL60496 |
ADVANCED DNA PROFILING |
6 |
15 |
Health, Education, Policing and Sciences |
The module builds on molecular genetic work studied at level 2 where the fundamental knowledge andunderstanding needed to discuss DNA profiling was developed. This module takes the material to a greaterdepth, taking it to a level approaching that of a professional. There will be a detailed coverage of DNAprofiling from the collection of evidence to the interpretation and presentation of the data. Lectures willgive the scientific background to the techniques, the typing systems used (STR typing, mitochondrialsequencing and the developing SNP analysis), when certain systems are applied rather than other ones,the significance and interpretation of the results, DNA profiling databases, quality control and regulation.Statistical interpretation of the evidence will be taken to a deeper level. Issue of data quality andpresentation of DNA evidence will be considered. Laboratory sessions will give practical experience of theprocedures from collection of samples to interpretation of results. |
| NURS70772 |
ADVANCED HEALTH ASSESSMENT |
7 |
40 |
Health, Education, Policing and Sciences |
The purpose of this module is to enable you to gain and expand your knowledge and skills in performing advanced health assessment as a health care professional. It will form the foundation for your on-going learning in advanced health assessment. A particular feature of this module is the opportunity to advance your physical assessment and diagnostic skills under the guidance of a co-ordinating education supervisor and workplace supervisors. You will study cardiovascular, respiratory, neurological, musculoskeletal, dermatological, female and male health assessment and examination. Also haematology, biochemistry and E.C.G interpretation |
| NURS70725 |
ADVANCED HEALTH ASSESSMENT |
7 |
45 |
Health, Education, Policing and Sciences |
The purpose of this module is to enable you to gain and expand your knowledge and skills in performing advanced health assessment as a health care professional. It will form the foundation for your on-going learning in advanced health assessment. A particular feature of this module is the opportunity to advance your physical assessment and diagnostic skills under the guidance of a clinical preceptor. You will study cardiovascular, respiratory, neurological, musculoskeletal assessment and examination. Also haematology, biochemistry and E.C.G interpretation |
| FORE60360 |
ADVANCED INFORMATION AND INTELLIGENCE |
6 |
30 |
Health, Education, Policing and Sciences |
his module initially explores the concepts and tools, which inform and underpin the management and application of information and intelligence within a policing context, including relevant legislation, policy and evidence-based practice. It explores concepts relating to accountability and governance, strategy, tactics and multi-agency working.The module focuses on the development and delivery products relating to strategic, covert, digital and financial intelligence, together with consideration of the challenges and opportunities provided by Big data and the impact of rapidly developing information technology. Extensive use is made of relevant case study material to contextualise learning and to support critical evaluation of the strengths and weaknesses evident in existing practice. This module will cover:Strategic policing strategiesCritical evaluation of values, ethics and norms of policing diverse communitiesPolicies and procedures to reduce professional malpractice and improve professional standardsProblem solving techniques and interventions Effective decision makingLegislation and guidance associated with public protection Complexities of public protection and other serious investigationsDigitally facilitated crimesRole of intelligence in combatting terrorism and other key areas of policingCriminal justice processes, including disclosureComplexities of operational policingFostering and maintaining community cohesionPartnership collaborations for the sharing of data and informationThe role of internal specialists and partnership agencies in complex investigations |
| FORE60361 |
ADVANCED INVESTIGATION |
6 |
30 |
Health, Education, Policing and Sciences |
This module provides an excellent opportunity for students to develop advanced knowledge and skills relating to complex investigations. The module includes both theoretical and practical elements. You will learn about the investigation of homicide, terrorism, and other forms of serious crime. Focus will be on multi-agency working, together with the challenges and opportunities presented by changes in society and developments of technology. Assessment will involve a case file and a court appearance. demonstrating understanding of relevant, legislation policy and practice, together with a written assignment, evaluating an incident, case or process relating to an aspect of complex crime investigation. |
| POLI60506 |
ADVANCED INVESTIGATIONS |
6 |
20 |
Health, Education, Policing and Sciences |
Building on the foundations of year 1 and 2, this module explores advanced skills and specialist support relating to complex investigations. With a focus on real-time and dynamic investigations students will learn to effectively manage and escalate critical investigations and intelligence while drawing on a variety of experts to achieve appropriate outcomes. The module emphasises the value of collaborative working and the use of experts to resolve complex live or cold cases. Viewed through the lens of advanced and specialist investigations, techniques and theory are linked back to volume and priority crime to encourage innovate approaches to routine police activities. |
| POLI60516 |
ADVANCED INVESTIGATIONS |
6 |
20 |
Health, Education, Policing and Sciences |
Building on the foundations of year 1 and 2, this module explores advanced skills and specialist support relating to complex investigations. With a focus on real-time and dynamic investigations students will learn to effectively manage and escalate critical investigations and intelligence while drawing on a variety of experts to achieve appropriate outcomes. The module emphasises the value of collaborative working and the use of experts to resolve complex live or cold cases. Viewed through the lens of advanced and specialist investigations, techniques and theory are linked back to volume and priority crime to encourage innovate approaches to routine police activities. |
| POLI60515 |
ADVANCED INVESTIGATIONS |
6 |
20 |
Health, Education, Policing and Sciences |
Building on the foundations of year 1 and 2, this module explores advanced skills and specialist support relating to complex investigations. With a focus on real-time and dynamic investigations students will learn to effectively manage and escalate critical investigations and intelligence while drawing on a variety of experts to achieve appropriate outcomes. The module emphasises the value of collaborative working and the use of experts to resolve complex live or cold cases. Viewed through the lens of advanced and specialist investigations, techniques and theory are linked back to volume and priority crime to encourage innovate approaches to routine police activities. |
| FORE70337 |
ADVANCED INVESTIGATIVE TECHNIQUES |
7 |
30 |
Health, Education, Policing and Sciences |
The module will examine and explore the use and effectiveness of the key advanced investigative techniques available for use by the Police and other Investigative Agencies operating in the UK utilised in the investigation of Major Crime.Specific focus will be made in relation to techniques utilised in ten areas of investigative strategy available to the Senior Investigating Officer relating to approaches around Forensic; Pathology; Scene; Witness; Suspect; Search; Intelligence; Covert; Communication and Incident Room management strategies.Analysis of the effectiveness of advanced investigative techniques utilised within the UK will be assessed by drawing upon and considering other models and practices on a used by agencies outside of the United Kingdom. |
| FORE60362 |
ADVANCED LOCAL POLICING |
6 |
30 |
Health, Education, Policing and Sciences |
This module initially explores the concepts and tools, which inform and underpin the delivery of local policing, including relevant legislation, policy and evidence-based practice. Focus is upon accountability and governance, strategic considerations, tactical approaches and multi-agency working.The module goes on to examine key local policing issues, including offender management; crime prevention; vulnerability and risk (with a focus on exploitation, domestic violence, mental health, extremism) and public safety, together with consideration of the challenges and opportunities for the future of local policing posed by changes in society and developments of technology. Extensive use is made of relevant case study material to contextualise learning and to support critical evaluation of the strengths and weaknesses evident in existing practice. This module will cover:Strategic policing strategies Critical evaluation of values, ethics and norms of policing diverse communities Policies and procedures to reduce professional malpractice and improve professional standardsProblem solving techniques and interventions Effective decision making Relationships between offending and victimisation Crime prevention theories and strategiesPolice response to vulnerability, including developing issues, e.g. youth gangsLegislation and guidance associated with public protection Complexities of public protection and other serious investigations Digitally facilitated crimesRole of intelligence in combatting terrorism and other key areas of policing Criminal justice processes, including disclosurePartnership collaborationsComplexities of operational policingThe current role and future developments of community policing |
| NURS70780 |
ADVANCED MENTAL HEALTH PRACTICE |
7 |
20 |
Health, Education, Policing and Sciences |
The purpose of this module is to enable you to gain and expand your knowledge and essential skills in advanced mental health practice as a health care professional. You will study key mental health conditions whether in isolation or alongside physical health problems, assessment, co-ordinated care planning, person centred therapeutic interventions/ alliances and contribute to the professional development of new knowledge and research. You will develop your knowledge of mental health conditions, mental health non-emergency and emergency assessment, care approaches, legislation and international, national and local policies. |
| SOCY70535 |
ADVANCED MENTORING: KNOWLEDGE, SKILLS AND REFLEXIVITY |
7 |
20 |
Health, Education, Policing and Sciences |
This short course in Advanced Mentoring comprises of this one module which has been developed to support you in becoming a more effective mentor and leader. The content and assessment relate to putting mentoring theory and associated ethical principles into practice and becoming a more reflexive practitioner. As part of the module you will arrange your own mentoring work experience involving 6 hours of mentoring practice, whether that be an informal or formal mentoring relationship in the context of paid, or voluntary work to embed your learning from the course teaching. The module leader will provide you with support and knowledge in gaining mentoring experience. The module teaching and learning is delivered through a blended approach of online podcasts, face-to-face teaching and coaching sessions and mentoring and assessment supervision. By the end of the course you will be required to reflect on your mentoring practice experience for assessment purposes and evaluate the impacts of mentoring upon your mentee, you as a mentor and the wider context that your mentoring relationship took place in. |
| POLI60508 |
ADVANCED OPERATIONAL POLICING: INVESTIGATIONS |
6 |
20 |
Health, Education, Policing and Sciences |
This module seeks to develop your knowledge and understanding in relation to a range of issues such as matters relating to serious and complex criminality, the impact of abuse on victims and decision making within the context of complex crime investigation. It also includes areas relevant to your operational work such as interviewing skills in complex investigations, briefing and disclosure and covert methods and authorities. There will also be a practical day to develop your presentation and briefing skills. This module will be taught over one week and will be delivered by University lecturers and Police training staff. |
| POLI60539 |
ADVANCED OPERATIONAL POLICING: INVESTIGATIONS |
6 |
20 |
Health, Education, Policing and Sciences |
This module seeks to develop your knowledge and understanding in relation to a range of issues such as matters relating to serious and complex criminality, the impact of abuse on victims and decision making within the context of complex crime investigation. It also includes areas relevant to your operational work such as interviewing skills in complex investigations, briefing and disclosure and covert methods and authorities. There will also be a practical day to develop your presentation and briefing skills. This module will be taught over one week and will be delivered by University lecturers and Police training staff. |
| POLI60540 |
ADVANCED OPERATIONAL POLICING: INVESTIGATIONS |
6 |
20 |
Health, Education, Policing and Sciences |
This module seeks to develop your knowledge and understanding in relation to a range of issues such as matters relating to serious and complex criminality, the impact of abuse on victims and decision making within the context of complex crime investigation. It also includes areas relevant to your operational work such as interviewing skills in complex investigations, briefing and disclosure and covert methods and authorities. There will also be a practical day to develop your presentation and briefing skills. This module will be taught over one week and will be delivered by University lecturers and Police training staff. |
| POLI60510 |
ADVANCED OPERATIONAL POLICING: RESPONSE, POLICING THE ROADS, AND COMMUNITIES |
6 |
20 |
Health, Education, Policing and Sciences |
This module will develop on the material that you have covered in year one and the Delivering Operational Policing module. It will allow you to continue to develop communication skills, team working abilities and consolidate your ability to use a range of technology to support your learning. This is a one-week module. The taught element of this module will take place in the over five days. The two module assignments will be due for submission following a period of operational deployment to enable work based learning and independent study. There will be numerous opportunities throughout the week for interaction and discussion with your lecturers and time has been ring-fenced to provide you with assignment preparation time or personal study. |
| POLI60542 |
ADVANCED OPERATIONAL POLICING: RESPONSE, POLICING THE ROADS, AND COMMUNITIES |
6 |
20 |
Health, Education, Policing and Sciences |
This module will develop on the material that you have covered in year one and the Delivering Operational Policing module. It will allow you to continue to develop communication skills, team working abilities and consolidate your ability to use a range of technology to support your learning. This is a one-week module. The taught element of this module will take place in the over five days. The two module assignments will be due for submission following a period of operational deployment to enable work based learning and independent study. There will be numerous opportunities throughout the week for interaction and discussion with your lecturers and time has been ring-fenced to provide you with assignment preparation time or personal study. |
| POLI60541 |
ADVANCED OPERATIONAL POLICING: RESPONSE, POLICING THE ROADS, AND COMMUNITIES |
6 |
20 |
Health, Education, Policing and Sciences |
This module will develop on the material that you have covered in year one and the Delivering Operational Policing module. It will allow you to continue to develop communication skills, team working abilities and consolidate your ability to use a range of technology to support your learning. This is a one-week module. The taught element of this module will take place in the over five days. The two module assignments will be due for submission following a period of operational deployment to enable work based learning and independent study. There will be numerous opportunities throughout the week for interaction and discussion with your lecturers and time has been ring-fenced to provide you with assignment preparation time or personal study. |
| POLI60550 |
ADVANCED PORTFOLIO OF OPERATIONAL COMPETENCE |
6 |
40 |
Health, Education, Policing and Sciences |
This is a core module that allows students to demonstrate their advanced professional competency through submission of a portfolio linked to their operational application of the 15 core duties of a constable, incorporating a record of supporting evidence drawn from written or digital workplace submissions/records. |
| POLI60549 |
ADVANCED PORTFOLIO OF OPERATIONAL COMPETENCE |
6 |
40 |
Health, Education, Policing and Sciences |
This is a core module that allows students to demonstrate their advanced professional competency through submission of a portfolio linked to their operational application of the 15 core duties of a constable, incorporating a record of supporting evidence drawn from written or digital workplace submissions/records. |
| PSYC60800 |
ADVANCED QUANTITATIVE RESEARCH METHODS |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will be taught a selection of advanced quantitative analyses. You will learn about advanced data screening and also how to write up research for different audiences. |
| FORE70338 |
ADVANCED RESEARCH METHODS |
7 |
15 |
Health, Education, Policing and Sciences |
You will learn to critically engage with the literature at a deep level, and design experiments and studies that produce meaningful data of publishable quality. You will learn methods used to collect both quantitative and qualitative data. Your learning will be underpinned by tuition in the use of statistical analysis software such as R and Nivo to simulate, present, explore and test data at a professional level. |
| BIOL70645 |
ADVANCED RESEARCH METHODS AND BIOLOGICAL TECHNIQUES |
7 |
40 |
Health, Education, Policing and Sciences |
This module is designed to allow you to critically engage with the literature in order to design experiments and studies that produce meaningful data at a level that would be of publishable quality. The module will provide you with the theoretical principles of experimental design, an understanding of new and evolving technologies that will support the research of the future, and the statistical framework within which to apply the fundamental concepts. |
| SPOR70774 |
ADVANCED RESEARCH METHODS AND DATA ANALYSIS |
7 |
30 |
Health, Education, Policing and Sciences |
This module will enable you to develop and enhance contemporary research and data analysis skills in sport and exercise science. The content of the module includes: a critical appreciation of both qualitative and quantitative research, evaluating sources of data, research and experimental designs, evaluation and interpretation techniques, statistical data analysis, and presentation of research findings. A variety of epistemological approaches to qualitative research will be critically appraised (e.g., content analysis, grounded theory, interpretative phenomenological analysis) and applied. The theoretical rationale for, and execution of, a number of inferential statistical techniques will also be covered (e.g., t-tests, correlations, chi-square, Analysis of Variance and Covariance, Regression, and Mediation). |
| SPOR70929 |
ADVANCED RESEARCH METHODS AND DATA ANALYSIS |
7 |
30 |
Health, Education, Policing and Sciences |
This module will enable you to develop and enhance contemporary research and data analysis skills in sport and exercise science. The content of the module includes: a critical appreciation of both qualitative and quantitative research, evaluating sources of data, research and experimental designs, evaluation and interpretation techniques, statistical data analysis, and presentation of research findings. A variety of epistemological approaches to qualitative research will be critically appraised (e.g., content analysis, grounded theory, interpretative phenomenological analysis) and applied. The theoretical rationale for, and execution of, a number of inferential statistical techniques will also be covered (e.g., t-tests, correlations, chi-square, Analysis of Variance and Covariance, Regression, and Mediation). |
| SPOR70944 |
ADVANCED RESEARCH METHODS AND DATA ANALYSIS |
7 |
40 |
Health, Education, Policing and Sciences |
This module will enable students to develop and enhance contemporary research methods and data analysis skills in sport and exercise. The content of the module includes: a critical appreciation of both quantitative and qualitative research, evaluating sources of data, appraising research designs, considering researchers philosophies, statistical data analysis via SPSS covering tests of differences and relationships, interpretation of research findings, and the presentation of research results. Students will learn practical analytical skills by working with provided sport and exercise datasets to conduct quantitative analyses and report the results. A variety of approaches to qualitative research will be critically appraised (e.g., thematic analysis, interpretative phenomenological analysis) and applied to sport and exercise datasets. The theoretical rationale for, and execution of, a range of inferential statistical techniques will also be covered (e.g., t-tests, correlations, regression, and mediation). |
| SPOR70961 |
ADVANCED RESEARCH METHODS AND DATA ANALYSIS |
7 |
40 |
Health, Education, Policing and Sciences |
This module will enable students to develop and enhance contemporary research methods and data analysis skills in sport and exercise. The content of the module includes: a critical appreciation of both quantitative and qualitative research, evaluating sources of data, appraising research designs, considering researchers philosophies, statistical data analysis via SPSS covering tests of differences and relationships, interpretation of research findings, and the presentation of research results. Students will learn practical analytical skills by working with provided sport and exercise datasets to conduct quantitative analyses and report the results. A variety of approaches to qualitative research will be critically appraised (e.g., thematic analysis, interpretative phenomenological analysis) and applied to sport and exercise datasets. The theoretical rationale for, and execution of, a range of inferential statistical techniques will also be covered (e.g., t-tests, correlations, regression, and mediation). |
| SPOR70937 |
ADVANCED RESEARCH METHODS AND DATA ANALYSIS (BPS) |
7 |
40 |
Health, Education, Policing and Sciences |
This module will enable students to develop and enhance contemporary research methods and data analysis skills in sport and exercise. The content of the module includes: a critical appreciation of both quantitative and qualitative research, evaluating sources of data, appraising research designs, considering researchers philosophies, statistical data analysis via SPSS covering tests of differences and relationships, interpretation of research findings, and the presentation of research results. Students will learn practical analytical skills by working with provided sport and exercise datasets to conduct quantitative analyses, and report the results. A variety of approaches to qualitative research will be critically appraised (e.g., thematic analysis, interpretative phenomenological analysis) and applied to sport and exercise datasets. The theoretical rationale for, and execution of, a range of inferential statistical techniques will also be covered (e.g., t-tests, correlations, regression, and mediation). |
| PSYC80750 |
ADVANCED RESEARCH METHODS IN HEALTH PSYCHOLOGY |
8 |
180 |
Health, Education, Policing and Sciences |
The module is designed to guide you through the process of carrying out research in Health Psychology, with a view to advancing existing models, theories, instruments, methods, and practice in health psychology through empirical study and through systematic review.The Empirical Study will require you to apply for ethical approval, design and conduct the research, analyse the resulting data, and write up the data. The two reports produced should be of publishable quality.The Systematic Review includes defining topic and search parameters, conducting a search using appropriate databases and sources, and summarising findings from the review. The completed review should be of publishable quality. |
| SPOR50920 |
ADVANCED RESEARCH METHODS IN SPORT AND EXERCISE PSYCHOLOGY |
5 |
30 |
Health, Education, Policing and Sciences |
This module will require you to build upon your knowledge of research gained in the Research in Sport and Exercise Psychology module in your first year. Within this module learners will gain knowledge and understanding of research design, data collection methods, and data analysis skills. You will complete further data analysis skills in either quantitative or qualitative analysis as per the area of expertise their programme demands of them. You will be required to apply your research skills by analysing data for a small research project of qualitative or quantitative design relevant to the programme. You will finally develop your own ideas on the dissertations projects that you wish to undertake in level 6. This will include developing an understanding of how to construct a proposal and one to one meeting with relevant dissertation supervisors. |
| SPOR50943 |
ADVANCED RESEARCH METHODS IN SPORT AND EXERCISE PSYCHOLOGY |
5 |
40 |
Health, Education, Policing and Sciences |
This module will require students to build upon your knowledge of research gained the Introduction to Research Skills module in the first year. Within this module learners will gain knowledge and understanding of research design, data collection methods, and data analysis skills. Students will complete further data analysis skills in either quantitative or qualitative analysis. This will include developing an understanding of how to construct a proposal and one to one meetings with relevant dissertation supervisors. |
| POLI60489 |
ADVANCED RESPONSE POLICING AND POLICING THE ROADS |
6 |
20 |
Health, Education, Policing and Sciences |
This module provides a broad but integrated delivery of core skills and knowledge relating to these areas of operational and strategic activity within policing, building upon the previous knowledge and learning from these subject areas. Examining specific challenges faced by response officers in more complex response situations. Understanding key social, political and strategic drivers impacting upon contemporary response policing. Strategies for how those involved in response policing can remain effective in increasingly challenging environment. Reviewing the evidence base associated with serious road policing offences and strategies associated with reducing the number of collisions. |
| POLI60519 |
ADVANCED RESPONSE POLICING AND POLICING THE ROADS |
6 |
20 |
Health, Education, Policing and Sciences |
This module provides a broad but integrated delivery of core skills and knowledge relating to these areas of operational and strategic activity within policing, building upon the previous knowledge and learning from these subject areas. Examining specific challenges faced by response officers in more complex response situations. Understanding key social, political and strategic drivers impacting upon contemporary response policing. Strategies for how those involved in response policing can remain effective in increasingly challenging environment. Reviewing the evidence base associated with serious road policing offences and strategies associated with reducing the number of collisions. |
| SOCY70522 |
ADVANCED SOCIOLOGIAL THEORY |
7 |
30 |
Health, Education, Policing and Sciences |
Advanced Sociological Theory facilitates critical inquiry and application of a sociological theory to a particular pressing societal issue encountered on the module. The societal issues under investigation are subject to review to ensure relevance. Learners can expect to encounter a variety of sociological theoretical approaches that may include for example: the relationship between self and society; how people interact in public spaces; families; youth subcultures; personal and public violence; moral panics; intersectionality; sexuality and gender; race; health and well-being; educational inequalities and disadvantages. |
| SOCY70537 |
ADVANCED SOCIOLOGICAL THEORY DL |
7 |
20 |
Health, Education, Policing and Sciences |
Advanced Sociological Theory, presents learners with an eclectic array of contemporary sociological theories and recent areas of sociological debate. The module encourages learners to engage with current sociological theories and demonstrate their ability to analyse, apply and reflect on the relevance and application of specific theories to a pressing societal issue encountered on the module. |
| SPOR50511 |
ADVANCED SPORT AND EXERCISE PSYCHOLOGY |
5 |
30 |
Health, Education, Policing and Sciences |
This module provides an understanding of contemporary topics in sport and exercise psychology focusing broadly on issues arising from the study of individual differences, affective states (e.g., anxiety and mood) and social factors (e.g., leadership and group cohesion). You will be provided with theoretical and research knowledge on a range of contemporary sport and exercise psychology related issues. Sport and exercise research methodologies will be explored and critically analysed. The importance of engaging in exercise or physical activity from a broader society perspective will also be outlined. |
| SPOR50947 |
ADVANCED SPORT AND EXERCISE PSYCHOLOGY |
5 |
20 |
Health, Education, Policing and Sciences |
This module provides an understanding of contemporary topics in sport and exercise psychology focusing broadly on issues arising from the study of individual differences, affective states (e.g., anxiety and mood) and social factors (e.g., leadership and group cohesion). Students will be provided with theoretical and research knowledge on a range of contemporary sport and exercise psychology related issues. Practical examples will be provided throughout the module to incorporate theoretical learning within practice. Sport and exercise research methodologies will be explored and critically analysed. The importance of engaging in exercise or physical activity from a broader society perspective will also be outlined. |
| SPOR50954 |
ADVANCED SPORT AND EXERCISE PSYCHOLOGY |
5 |
20 |
Health, Education, Policing and Sciences |
This module provides an understanding of contemporary topics in sport and exercise psychology focusing broadly on issues arising from the study of individual differences, affective states (e.g., anxiety and mood) and social factors (e.g., leadership and group cohesion). You will be provided with theoretical and research knowledge on a range of contemporary sport and exercise psychology related issues. Practical examples will be provided throughout the module to incorporate theoretical learning within practice. Sport and exercise research methodologies will be explored and critically analysed. The importance of engaging in exercise or physical activity from a broader society perspective will also be outlined. |
| FORE43368 |
ADVANCES IN DIGITAL EVIDENCE |
4 |
20 |
Health, Education, Policing and Sciences |
This module is designed to be dynamic, evolving alongside the ever-changing digital landscape. Your learning will be shaped by your specific role and employer's needs, ensuring you are always one step ahead of the curve. Learn how to collect, analyse, and present evidence from a range of sources for a compelling case. You will go beyond traditional methodologies to consider new ways of tackling complex digital investigations.¿ |
| BIOL60681 |
ADVANCING ANIMAL HUSBANDRY |
6 |
20 |
Health, Education, Policing and Sciences |
In this module the student will critically evaluate modern husbandry practises and the increasing need to prioritise animal welfare when considering captive management techniques. The animals should thrive and not merely survive. This is of critical importance when looking to breed and possibly re-release endangered species as enclosures should be as near as possible to wild environments to facilitate successful reintroduction. This module will explore the subtleties and complications of the needs of the animals and the potential conflicts with visitors, keepers and management strategies. Ultimately allowing students to investigate and propose solutions to some of these complexities. |
| BIOL70677 |
ADVANCING SCIENTIFIC AND CLINICAL PRACTICE FOR BIOMEDICAL SCIENTISTS |
7 |
30 |
Health, Education, Policing and Sciences |
This module equips you with the critical knowledge and skills required to practice biomedical science at an advanced level, integrating cutting-edge scientific, technical, and clinical developments. You will explore and evaluate the latest analytical principles and their application in the investigation of major diseases and disorders, including infertility, cancer, metabolic diseases, and neurodegenerative conditions. The module will also examine how these techniques support emerging therapeutic strategies, with a focus on biomedical science as a key driver of translational research and personalised medicine. A key component of the module is the role of bioinformatics, governance, and clinical data analysis, as well as the growing impact of artificial intelligence (AI) and machine learning in healthcare. You will critically assess these technologies, gaining the expertise to engage in informed discussions on their application and integration within clinical and research settings. The module also provides an industry-focused perspective on the implementation of emerging biomedical innovations, equipping students with an applied understanding of modern analytical pipelines and the challenges of integrating new technologies into practice. By the end of this module, students will be prepared to lead the conversation on the future of biomedical science, from research through to clinical application. |
| PSYC40811 |
ADVENTURES IN PSYCHOLOGY 1 |
4 |
20 |
Health, Education, Policing and Sciences |
In this core module you will be introduced to two key approaches within psychology: Developmental Psychology and Social Psychology. Over the course of the module, you will develop an understanding of the main issues and topics explored by both areas of psychology. You will learn about their contextual and historical influences, and gain experience using experiment and survey design tools within developmental and social psychology. This module will also give you the opportunity to gain insights on how these perspectives can be used to understand and evaluate real-life issues and questions. |
| PSYC40831 |
ADVENTURES IN PSYCHOLOGY 1 |
4 |
20 |
Health, Education, Policing and Sciences |
In this core module you will be introduced to two key approaches within psychology: Developmental Psychology and Social Psychology. Over the course of the module, you will develop an understanding of the main issues and topics explored by both areas of psychology. You will learn about their contextual and historical influences, and gain experience using experiment and survey design tools within developmental and social psychology. This module will also give you the opportunity to gain insights on how these perspectives can be used to understand and evaluate real-life issues and questions. |
| PSYC40812 |
ADVENTURES IN PSYCHOLOGY 2 |
4 |
20 |
Health, Education, Policing and Sciences |
Are you ready for an adventure through concepts, principles and classic theories that inform some of the core areas in modern psychology? In this core module you will be introduced to some of the key psychological perspectives and consider how they can be applied to everyday life. You will be introduced to biological psychology, cognitive psychology and individual difference as part of this introductory module. You will learn about conceptual and historical issues across the content covered and have the opportunity to have introductory hands-on experience of some of the technical resources that relate to the areas of psychology that we cover. This module will help you to develop your knowledge and understanding for some of the core areas of psychology that you can apply and continue to build on throughout your degree. |
| PSYC40832 |
ADVENTURES IN PSYCHOLOGY 2 |
4 |
20 |
Health, Education, Policing and Sciences |
Are you ready for an adventure through concepts, principles and classic theories that inform some of the core areas in modern psychology? In this core module you will be introduced to some of the key psychological perspectives and consider how they can be applied to everyday life. You will be introduced to biological psychology, cognitive psychology and individual difference as part of this introductory module. You will learn about conceptual and historical issues across the content covered and have the opportunity to have introductory hands-on experience of some of the technical resources that relate to the areas of psychology that we cover. This module will help you to develop your knowledge and understanding for some of the core areas of psychology that you can apply and continue to build on throughout your degree. |
| LAWS70668 |
ADVOCACY SKILLS |
7 |
1 |
Health, Education, Policing and Sciences |
In this module students develop the skills required to present arguments cogently and persuasively in court. The skills of an advocate are taught in introductory sessions in Foundation Week, and reinforced through learning activities in the Criminal part of the Litigation module. Students present legal arguments in writing and orally, in the context of commonly arising issues in the criminal courts, for example, bail applications, applications to admit or exclude evidence, and pleas in mitigation of sentence. The assessment takes the form of a simulation of a courtroom application and response, with the tutor taking the role of the Judge. Advocacy also develops students experience of identifying and dealing with professional conduct issues appropriately and is therefore an essential skill for practice. |
| LAWS73006 |
ADVOCACY SKILLS - BL |
7 |
1 |
Health, Education, Policing and Sciences |
In this module students develop the skills required to present arguments cogently and persuasively in court. The skills of an advocate are taught in introductory sessions in Foundation Week, and reinforced through learning activities in the Criminal part of the Litigation module. Students present legal arguments in writing and orally, in the context of commonly arising issues in the criminal courts, for example, bail applications, applications to admit or exclude evidence, and pleas in mitigation of sentence. The assessment takes the form of a simulation of a courtroom application and response, with the tutor taking the role of the Judge. Advocacy also develops students experience of identifying and dealing with professional conduct issues appropriately and is therefore an essential skill for practice. |
| MIDW50091 |
ALTERED HEALTH IN MATERNITY CARE |
5 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to pathophysiology in women of childbearing age and associated medical and surgical care. It builds on your learning from level 4 and links closely with placement experience within general healthcare settings. The aim is to prepare you to look after women with more complex needs due to their altered health. |
| LAWS79898 |
ALTERNATIVE DISPUTE RESOLUTION |
7 |
20 |
Health, Education, Policing and Sciences |
This module is designed to offer comparative analysis of both arbitration and practice of mediation at international level. It aims to explore the theoretical, practical and ethical problems relating to international commercial arbitration and mediation. In addition, the sessions concentrate on practical mediation exercises in an international commercial context covering the entire procedure, from advising the client on the use of mediation, through the actual procedure itself, through to drafting settlement agreements. Students will develop a systematic understanding of the role of the mediator in international commercial disputes and will focus on the necessary skills and techniques of a successful mediation through role play exercises. Successful completion of this module can also provide a stepping stone for students to become involved in international alternative dispute resolution (ADR). |
| LAWS62042 |
ALTERNATIVE DISPUTE RESOLUTION (ADR) |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will explore the use of alternative methods of resolving legal conflicts. At a time when access to the court is difficult and often expensive, parties to a complaint need to have affordable and suitable alternatives to traditional complicated and legally complex litigation. You will examine the main methods of ADR (Alternative Dispute Resolution), arbitration and negotiation with a close focus on mediation, its origins, development, use with a practical focus on the process of mediation and the drivers that bring parties to a mediated settlement. The interplay of the Civil Process and initiation of ADR through contract clauses and court stays will enable you to understand its pivotal role and understand why it is an underused method of resolving conflict. The very nature of the topic will review problem solving techniques and use a live legal problem scenario for students to attempt reaching a settlement and agreement between the parties. The skills encountered in this module are transferrable to many employment arenas and graduate opportunities. |
| LAWS63083 |
ALTERNATIVE DISPUTE RESOLUTION (ADR) |
6 |
20 |
Health, Education, Policing and Sciences |
Access to the court system is increasingly dictated by the need to firstly consider the use of Alternative Dispute Resolution (ADR). In this module you will explore the use of alternative methods of resolving legal conflicts which aim to provide a less time-consuming, cost effective and flexible solution for potential litigants. You will examine the main methods of ADR with a close focus on mediation. You will develop problem solving techniques and use a live legal problem scenarios to attempt to resolve matters between the parties. The skills encountered in this module are transferrable to many employment arenas and graduate opportunities not least those required for legal practice or as a Mediator. |
| SOCY60567 |
AN ANTHROPOLOGY OF EVIL: DEVIANCE, CONFORMITY, MORALITY AND RESPONSIBILITY |
6 |
15 |
Health, Education, Policing and Sciences |
Studies of social morality encompassing notions of good and evil, crime and punishment, conformity and violence, social control and social responsibility, rights and obligations, community. A range of illustrative materials and ethnographic case studies will be explored. The case studies are drawn from a representative sample of theoretical and philosophical orientations, ranging from variants of structural positivism to post-modernism. The emphasis of the module will be upon comparing a range of different cultural orientations to the opposition of good and evil, encompassing the study of community, social morality, belief systems including magic, sorcery, shamanism and legal systems. The relationship between social structure and the individual will also be looked at. |
| PPDE40631 |
AN INTRODUCTION TO ACADEMIC STUDY AND EMPLOYABILITY SKILLS FOR HEALTH AND SOCIAL CARE |
4 |
20 |
Health, Education, Policing and Sciences |
This module will help you begin to plan your study, develop your academic study skills and identify, develop and record your employability skills throughout the life of the course. In recognising that learners often have differing starting points when beginning their learning journey, this module will enable each learner to assess their own personal starting point and then to plan their development, setting key objectives which will be evidenced in the assessment requirements at the end of the module. Employer networking events and careers fairs will offer opportunities to speak directly with your future employers and previous graduates will share their learning journeys, offering different perspectives and views. |
| NURS50757 |
AN INTRODUCTION TO EVALUATING THE EVIDENCE FOR PRACTICE |
5 |
15 |
Health, Education, Policing and Sciences |
Evidence based practice is essential in order to ensure safe and effective healthcare outcomes. This module has been designed to develop your knowledge of theresearch process and hierarchy of evidence so that you are able to critically appraise and effectively judge the quality of evidence supporting practice.Completing this module will help you better understand the meaning of research articles and reports. It will also help you better understand how the research process is used to resolve clinical problems or to explore clinical issues. The module content will include: the hierarchy of evidence, finding the evidence, use of Library resources and databases, research ethics, reviews and guidelines and the role of differing types of evidence to inform policy and practice. You will have the opportunity to complete a literature review on a healthcare topic of your choosing for the module assessment. |
| PPDE30420 |
AN INTRODUCTION TO HEALTH AND SOCIAL CARE POLICY AND PRACTICE |
3 |
20 |
Health, Education, Policing and Sciences |
This module aims to equip learners with theoretical knowledge and understanding of the key principles and concepts that underpin health and social policy and practice. It addresses the current challenges for UK health and social care including personalisation, integrated care, working across boundaries, public engagement, patient self-management, definitions of wellbeing, and the new commissioning landscape, including key policy, legislation and working practices. |
| SOWK40305 |
AN INTRODUCTION TO SOCIAL WORK THEORY & KNOWLEDGE |
4 |
15 |
Health, Education, Policing and Sciences |
This module will help you to view the world differently! Introduction to Social Work theory is an exploration of the different ways we can understand behaviour and society, providing new insights the strengths and vulnerabilities which make us human. You will be given the opportunity to investigate key perspectives from disciplines such as Psychology; Sociology; Biology and Politics and apply them to a case study.This is an exciting and challenging module that will provide you with the essential knowledge base to make a difference as a professional social worker. |
| SOWK40331 |
AN INTRODUCTION TO STUDY SKILLS FOR SOCIAL WORK AND SOCIAL CARE |
4 |
15 |
Health, Education, Policing and Sciences |
This module provides an introduction to study and research skills that are necessary for you to succeed with study at undergraduate level. This will include the skills required for formal writing, how to structure assignments and meet learning outcomes successfully and how to cite evidence to support your answers. You will also learn how to locate and utilise information from academic sources in relation to Social Work, including using libraries and technology to enhance your learning. |
| EDUC40233 |
AN INTRODUCTION TO YOUNG CHILDRENS DEVELOPMENT |
4 |
30 |
Health, Education, Policing and Sciences |
You will research the historical implications of the scientific study of child development and the role of parenting, relating this to present day practice and practitioners.You will see and understand the potential for growth, change and development in the pre-natal and new-born baby. You will study the changes that children undergo, beginning in the womb, through the post natal period and into childhood.Students will also have the opportunity to consider the differences between age related phases and domains of development and the interconnected nature of these to holistic, normative development.You will explore the difference between development, growth and maturation and their acquisition in a sequential manner. The module will investigate issues affecting development such as poverty, nutrition, stimulation and opportunity. You will also consider the importance of an inclusive environment with calculated risk and challenge related to the all-round development of the child. The concept of unlimited access to outside space, free flow play and the ideals of the ""Forest Schools"" movement will be debated with theories of flexibility and structure. |
| ENVI70011 |
AN URBANISING WORLD AND SUSTAINABLE DEVELOPMENT |
7 |
20 |
Health, Education, Policing and Sciences |
This foundational module provides you with the opportunity to critically explore the concept of sustainable development in the urban context. It will cover the principals of sustainability, introduce the concepts of the sustainable, the smart and the creative city, and explore the importance of effective governance in promoting and establishing sustainable cities. A thematic approach will be taken to your exploration of both the challenges and opportunities that urban sustainability brings, while also considering whether cities can become truly liveable and sustainable places. |
| FORE60320 |
ANALYSIS AND INVESTIGATION OF TEREFF INCIDENTS |
6 |
15 |
Health, Education, Policing and Sciences |
Types of firearms and ammunition, examination of suspect firearms, spent projectiles and cartridge cases, and collection and analysis of gunshot residues. Internal, external and terminal ballistics. Fires and their spread (initiation, growth, flashover), problems of fire fighting, evidence collection and analysis, fire scene investigation. Classification of explosives, types of explosives, pyrotechnics, types and extent of damage by explosives and evaluation of oxygen balances and explosive power. Terrorism including CBRN Incidents, examples of terrorist incidents, identification and collection of evidence. Intelligence gathering and application in the prevention of major crime and terrorist incidents. Post bomb scene management and examination, evaluation of witness statements and evidence analysis. |
| FORE50358 |
ANALYTICAL METHODS IN FORENSIC SCIENCE |
5 |
20 |
Health, Education, Policing and Sciences |
Chemical analysis is crucial to modern forensic investigations, as such this module will introduce students to a range of current and state-of-the-art in analytical techniques. A thorough understanding will be gained of the theory and application of chromatographic techniques with different detection methods. Similarly, the theory and role of molecular and atomic spectroscopic techniques in qualitative and quantitative analysis will be addressed, along with other specialist techniques.Students will gain hands-on experience of the preparation of samples for analysis and then generate practical data from their use of the analytical equipment. As such students will develop a range of laboratory skills allowing them to interpret the analysis of a variety of forensic evidence. |
| BIOL40661 |
ANIMAL BEHAVIOUR |
4 |
15 |
Health, Education, Policing and Sciences |
On this module you will have the opportunity to cover a variety of topics and learning outcomes: Ethology: Early animal behaviourists (Tinbergen, Lorenz), ethological approaches, development of current animal behaviour theories.Learning theories: (Pavlov, Skinner, Thorndike), classical conditioning, operant learning, cognitive learning, development of behaviour, imprinting, innate behaviour.Practical: Application of animal behaviour theories to practical situations to include; animal training, animal psychology, behaviourists, conservation and welfare. Social behaviour and Group Living: Group defence and attack, group foraging and feeding, dilution effect, confusion effect, costs of group living, weighing up the costs and benefits, optimum group size.Communication methods: Body language, visual displays, intraspecifc and interspecific communication, odour and oral displays.Feeding and foraging behaviour: Predator prey relationships, defence behaviour, predator avoidance, optimality theory, prey choice.Physiological control: Biological rhythms, homeostasis, senses (odour, sight, taste, smell, touch), additional animal senses (infrasound, echolocation).Animal orientation both migratory and territorially: Local navigation, migration, methods of orientation (sun, stars, ocean currents, gravity, topography, odour).Practical observation considerations: Approaches of studying animal behaviour, ethics and welfare issues, anthropomorphism, research design, recording methods.Practical observation methods: Preliminary observations, describing behaviour, types of measure, sampling methods, reliability, validity, formulating hypotheses, hypothesis testing, correlations and use if suitable statistics. |
| BIOL50718 |
ANIMAL BEHAVIOUR |
5 |
20 |
Health, Education, Policing and Sciences |
In this module you will study a wide range of topics relating to how animals behave; including the genetic, neurological, physiological, evolutionary and ecological bases. You will also consider the various methods used in the study of animal behaviour, including comparative behavioural studies. Other topics may include: Ethology and neuroethology: Learning and memory, including their theoretical bases, imprinting, conditioning, reasoning, Social organisation, behaviour and group living: caste systems, mating systems, aggression and dominance, altruism, Sexual behaviour and parental care. Communication and display, physiological systems and biological rhythms, Feeding and Foraging, predator/anti-predator behaviour Differences and similarities between animals and humans are discussed and the validity of drawing comparisons is examined. The methodologies used to study animal behaviour are described and their strengths and weaknesses discussed. |
| BIOL60682 |
ANIMAL TRAINING AND ENRICHMENT |
6 |
20 |
Health, Education, Policing and Sciences |
This module will give learners the opportunity to investigate the historical role of training in animal management, and understand a range of learning theories relevant to training animals in a variety of industry situations. Students will build a portfolio of experience assessing the aptitude of animals to training situations, critically evaluating and reflecting on a range of training practices and observations. In additional, students will investigate the importance of environmental enrichment in zoos and its impact on animal welfare. Students will develop a full understanding of the role of training and enrichment in modern husbandry. |
| LAOP70002 |
ANTI-POVERTY CONSULTATION, RESEARCH AND EVALUATION DL |
7 |
20 |
Health, Education, Policing and Sciences |
Wanting to evidence impacts and change from the anti-poverty work you are doing? Confused about what strategy for gaining the evidence base would be the most effective? Needing to bid or commission research and evaluation? Fear not! This module is designed to inform you of the different research methodologies and evaluation strategies that can be employed to the anti-poverty agenda. You will learn about ethical and moral considerations and approvals, research competencies, quality assurance and the supervision process. Practically, you will learn how to apply this information to bidding for action-research or commissioning research and evaluation. This information will aid you in the workplace to accelerate your professional practice and provide the foundations for your final research project module. |
| PSYC70695 |
APPLICATIONS OF HEALTH PSYCHOLOGY |
7 |
15 |
Health, Education, Policing and Sciences |
The content of this module will introduce students to the knowledge and skills relevant to working with other professionals and a range of client groups across the lifespan. Students will be encouraged to compare and contrast a range of interventions applicable to health psychology settings and health and well-being outcomes. Students will develop an understanding of the issues relevant to the design and evaluation of a range of health promotion interventions. Students will critically self-reflect on the qualities and transferable skills related to employment in the field of health psychology. |
| PSYC70852 |
APPLICATIONS OF HEALTH PSYCHOLOGY |
7 |
20 |
Health, Education, Policing and Sciences |
In this module students will develop skills in applying health psychology. They will attend content workshops covering topics such as working with different client and professional groups, behaviour change techniques, health promotion and health behaviours. |
| ODPR60017 |
APPLIED ANAESTHETIC CARE |
6 |
60 |
Health, Education, Policing and Sciences |
This module will enable you to demonstrate a systematic understanding of the key aspects of anaesthetic practice, including a detailed knowledge of contemporary anaesthetic equipment and drugs used in elective and emergency situations. You will develop your knowledge and understanding of the pharmacology of anaesthesia, including the triad of anaesthesia, narcosis, medical gases, analgesia, and local/regional anaesthesia. You will develop your clinical skills in haemodynamic monitoring, blood gas analysis, and respiratory and ventilatory support. You will gain experience in specialist techniques for ENT, obstetric and paediatric anaesthesia. You will critically evaluate national and local policies, procedures and guidelines relating to clinical emergencies, management of haemorrhage and shock, cardiovascular and respiratory drugs, and emergency anaesthesia. You must be a registered practitioner (NMC or HCPC) working in the operating department, and you will undertake a period of supervised and assessed clinical practice to provide access to a relevent range of clinical experiences to complete the practice-based element of assessment. |
| SPOR60521 |
APPLIED BIOMECHANICS & KINESIOLOGY |
6 |
30 |
Health, Education, Policing and Sciences |
The module whilst covering various approaches to qualitative and quantitative biomechanical analysis will have a strong focus on strength and conditioning practice, sports injury and rehabilitation. The module content will cover:Advanced biomechanical assessments that unpin strength and conditioning program design.Injuries to the musculoskeletal system and their biomechanical basisBiomechanical and kinesiological analysis of motor skills in a sporting contextInjury management and rehabilitationInteraction between the sports performer and the sports surface with a focus on injury. |
| SPOR60965 |
APPLIED BIOMECHANICS TO ENHANCE SPORTS PERFORMANCE AND TO GUIDE REHABILITATION INTERVENTIONS |
6 |
20 |
Health, Education, Policing and Sciences |
The module whilst covering various approaches to qualitative and quantitative biomechanical analysis will have a strong focus on strength and conditioning practice, sports injury, and rehabilitation. You will be introduced via a theoretical lecture-based delivery to applied biomechanics from a sports injury perspective with a focus on movement assessment and exercise prescription during the rehabilitation process. The development through this module will provide you with the experience and understanding of integration into a multidisciplinary team during the stages of rehabilitation. You will also use prior learning and experience on 2D analysis methodology and movement screening to conduct real-time qualitative and quantitative assessment of human movement. The module content will cover: advanced biomechanical assessments that unpin strength and conditioning program design, injuries to the musculoskeletal system and their biomechanical basis, biomechanical and kinesiological analysis of motor skills in a sporting context, injury management and rehabilitation. |
| PARA40026 |
APPLIED CLINICAL PRACTICE 1 |
4 |
20 |
Health, Education, Policing and Sciences |
In this module you will work under supervised practice in the clinical and/or simulated environment. You will develop your assessment, treatment, and management of patients, alongside your communications skills. This will provide hands-on experience, where you will need to demonstrate your core knowledge and understanding in a dynamic environment. |
| PARA40032 |
APPLIED CLINICAL PRACTICE 1 |
4 |
20 |
Health, Education, Policing and Sciences |
In this module you will work under supervised practice in the clinical and/or simulated environment. You will develop your assessment, treatment, and management of patients, alongside your communications skills. This will provide hands-on experience, where you will need to demonstrate your core knowledge and understanding in a dynamic environment. |
| PARA50689 |
APPLIED CLINICAL PRACTICE 2 |
5 |
20 |
Health, Education, Policing and Sciences |
Building from year 1, you will continue to work under supervised practice in the clinical and/or simulated environment. You will develop your assessment, treatment, and management of patients, alongside your communications skills. This will provide hands-on experience, where you will need to demonstrate your core knowledge and understanding in a dynamic environment. |
| PARA50691 |
APPLIED CLINICAL PRACTICE 2 |
5 |
20 |
Health, Education, Policing and Sciences |
Building from year 1, you will continue to work under supervised practice in the clinical and/or simulated environment. You will develop your assessment, treatment, and management of patients, alongside your communications skills. This will provide hands-on experience, where you will need to demonstrate your core knowledge and understanding in a dynamic environment. |
| PARA60638 |
APPLIED CLINICAL PRACTICE 3 |
6 |
20 |
Health, Education, Policing and Sciences |
Continuing from years 1&2, you will work under supervised practice in the clinical and/or simulated environment. You will develop your assessment, treatment, and management of patients, alongside your communications and advancing skills. This will provide hands-on experience, where you will demonstrate knowledge, understanding and autonomous advancing practice in a dynamic environment. |
| PARA60644 |
APPLIED CLINICAL PRACTICE 3 |
6 |
20 |
Health, Education, Policing and Sciences |
Continuing from years 1&2, you will work under supervised practice in the clinical and/or simulated environment. You will develop your assessment, treatment, and management of patients, alongside your communications and advancing skills. This will provide hands-on experience, where you will demonstrate knowledge, understanding and autonomous advancing practice in a dynamic environment. |
| SPOR60952 |
APPLIED COACHING AND TEACHING PRACTICE |
6 |
40 |
Health, Education, Policing and Sciences |
The applied coaching and teaching practice module provides students a valuable insight to the developments within physical education, physical activity and sports coaching. A module that combines theory and practice to deliver a unique experience to prepare students for employment by covering key industry needs. |
| PSYC70854 |
APPLIED HEALTH PSYCHOLOGY PLACEMENT |
7 |
20 |
Health, Education, Policing and Sciences |
In this module students will develop skills in applying health psychology in the context of a placement by undertaking a minimum of 50 hours paid, unpaid or voluntary work experience in a relevant setting. Students will attend content workshops covering topics such as working with different client and professional groups, behaviour change techniques, health promotion and health behaviours and engage in scheduled supervision to reflect on the placement experience. |
| BIOL50734 |
APPLIED HEALTHCARE SCIENCE 1 |
5 |
20 |
Health, Education, Policing and Sciences |
This module further develops the themes of autonomous practice previously introduced during your first year, by providing further learning opportunities to reflect upon your work-based experiences. It will enable you to acquire the skills and qualities that will enhance your career prospects, horizons and personal success, in addition to contributing to the development of clinical services and improved patient outcomes.This module will make you aware of the rich environment for research, development and innovation within healthcare science, and prepare you to undertake independent research within this setting. You will discover the landscape to support research, together with reflecting upon the challenges of developing such research, for example ethical considerations, information governance, and data management. |
| BIOL50735 |
APPLIED HEALTHCARE SCIENCE 2 |
5 |
20 |
Health, Education, Policing and Sciences |
This module further develops the themes of autonomous practice previously introduced during your first year, by providing further learning opportunities to reflect upon your work-based experiences. It will enable you to acquire the skills and qualities that will enhance your career prospects, horizons and personal success, in addition to contributing to the development of clinical services and improved patient outcomes. This module will discuss the role of healthcare science and biomedical scientists as partners in the investigation and management of disease through the development and continual improvement of patient-centred, high quality analytical services. |
| BIOL60663 |
APPLIED PARASITOLOGY AND MEDICAL ENTOMOLOGY |
6 |
20 |
Health, Education, Policing and Sciences |
Applied parasitology will investigate the interactions between parasites and their hosts. The focus will primarily be placed on human health effects but will include important veterinary examples. Parasitic groups will include, for example, protozoa, helminths, ectoparasites and vector borne infections. Many of the vector borne infections are carried by insects and mites that are within the scope of medical entomology, although there are notable exceptions.Medical entomology relies on a thorough understanding of vector insect biology, ecology and the behaviour. Haematophagy is studied very much from the anthropological perspective, with a focus on the effects of insects of medical importanceCo-ordinated global activities of surveillance and control are examined and we will look at current concerns and threats both nationally and internationally. Management strategies are explored through example and the lessons learnt from history. Parasitological and medical entomological research forms a theme throughout the module where research informed sessions focus on authentic challenges to human health. |
| SPOR60940 |
APPLIED PHYSIOLOGY IN SPORT AND EXERCISE |
6 |
30 |
Health, Education, Policing and Sciences |
The focus of this module is on methods of physiological assessment and monitoring and then use of this data to facilitate an annual training programme for athlete. Skills in data collection and analysis, and report writing will be taught and developed, in order to assist with the requirements of the assessments. You will be provided with an in-depth knowledge and critical understanding of the methods and principles of training programme design, relevant for a particular sports performer/team. Content will include, for instance, the concepts of periodised and polarised training, altitude training, and training and adaption in extreme environments. You will be taught how to measure, describe and analyse the chronic adaptations to training as well as the markers associated with overtraining. How to offset overtraining and implement recovery techniques in the design of a training programme will also be analysed. |
| SPOR60961 |
APPLIED PHYSIOLOGY IN SPORT AND EXERCISE |
6 |
20 |
Health, Education, Policing and Sciences |
This module focuses on methods of physiological assessment and monitoring of athletes and the use of data to facilitate an annual training programme. Students will be provided with an in-depth knowledge and critical understanding of the methods and principles of training programme design, relevant for a particular sports performer. Content will include, for instance, the concepts of periodised and polarised training, altitude training, and training and adaption in extreme environments. In addition, students will gain an understanding of multi-disciplinary approach to athlete preparation regarding, for example, recovery from injury, exercise addiction and over-training syndromes. |
| PSYC70809 |
APPLIED PSYCHOLOGY PLACEMENT |
7 |
15 |
Health, Education, Policing and Sciences |
This module will introduce you to the skills and capabilities needed to apply learning within a workplace. You will attend taught workshop sessions covering employability skills relevant to the role of a practicing psychologist and you will also have tutor sessions to monitor progress.You will be given the opportunity to practice and apply these skills within a placement setting. Placements may include: research assistants, community workers, council positions (e.g. planning), health promotion, voluntary organisations (e.g. food banks, charities, hospices), HR (e.g. health and safety and wellbeing), local health/sports organisations.You should recognise the need to take responsibility for your own professional development (e.g. through PDP) and should therefore understand the principles and utility of critical self-reflection for your development as a professional psychologist.You should have the knowledge and skills relevant to working with other professionals, including: an understanding of theories of leadership, and the role of collaborative working in interdisciplinary/multidisciplinary teams. |
| PSYC70844 |
APPLIED PSYCHOLOGY PLACEMENT |
7 |
20 |
Health, Education, Policing and Sciences |
This module will help you draw together the skills and knowledge you have gathered so far on the course and develop them further by applying them in a placement setting. It is designed to give practical work experience of working with vulnerable people and experience of working with other professional and will enhance your CV for application to jobs in the mental health sector or in preparation for clinical doctoral training. You will be required to engage in a (minimum) 50 hour placement and then produce a reflective piece of work that demonstrates how you have applied your knowledge and how you have developed professional skills. |
| FORE60377 |
APPLIED RESEARCH |
6 |
20 |
Health, Education, Policing and Sciences |
The module will highlight the importance of reflective practice within research and offer students opportunities to implement this into their work.¿The module will develop students' wider understanding of the context and practical¿applicability of EBP and the opportunities for disseminating finding, enhancing learning and implementing change based upon research. |
| BIOL50719 |
APPLIED SCIENTIFIC PRACTICE (ADVANCED SKILLS) |
5 |
40 |
Health, Education, Policing and Sciences |
This module builds upon the fundamental laboratory skills you developed in your first year. Blocks of advanced hands-on skills development techniques will be delivered that support the major areas of the biological sciences. Areas will include advanced microbial techniques, field sampling and identification, biochemical testing, physiological measurements and the techniques of molecular biology.All blocks will incorporate appropriate experimental design protocols and the use of inferential statistics applicable to the data being collected. |
| SPOR60962 |
APPLIED SPORT AND EXERCISE PSYCHOLOGY |
6 |
40 |
Health, Education, Policing and Sciences |
How to maximise your chances to perform at your optimum!In this module, you will consider issues pertinent to the competitive world of performance psychology. You will explore how individuals respond to and function across various competitive situations, such as sport, business, military, and exercise. Key issues regarding the application of psychology will include ethics, adherence issues, methods of evaluation, and measuring effectiveness. During the module, you will also explore and practice the use of a range of psychological strategies (e.g., imagery, self-talk) to maintain and enhance performance. |
| SPOR60941 |
APPLIED SPORT PSYCHOLOGY |
6 |
30 |
Health, Education, Policing and Sciences |
You will explore how individuals respond to and function in competitive situations, such as sport. Historical (e.g., REBT) and current (e.g., ACT) approaches to performance psychology will be outlined. Key issues regarding the application of psychology will include ethics, adherence issues, methods of evaluation, and measuring effectiveness. The module will also explore a range of psychological strategies (e.g., imagery, self-talk) used to maintain and enhance performance. |
| SPOR60980 |
APPLIED STRENGTH AND CONDITIONING |
6 |
20 |
Health, Education, Policing and Sciences |
This module is the capstone module for the strength and conditioning pathway. The module guides you through a process of literature review, needs analysis, testing battery design, applied fitness testing, applied programming and hands-on implementation of a strength and conditioning intervention for your chosen sport. This provides you with the skills necessary to develop effective strength and conditioning programmes for any athlete, by utilising the peer-reviewed evidence to guide you in applying the practical skills you acquired in previous modules and further develop in this one.¿¿¿¿ ¿ |
| SPOR60966 |
APPLIED STRENGTH AND CONDITIONING FOR HUMAN PERFORMANCE AND INJURY REDUCTION |
6 |
20 |
Health, Education, Policing and Sciences |
This module further develops your understanding of the principles of Strength and Conditioning and your ability to perform advanced practical elements of Strength and Conditioning Sport Science. You will build upon prior learning from previous modules and develop advanced level coaching strategies utilising applied coaching science for specific components of performance for individual athletes. You will develop your own managed self development and professional experience through the delivery of a high quality teaching presentation. The development and delivery of such a presentation will allow you to demonstrate life wide learning skills transferable in a global context within the vocational profession and beyond. |
| PSYC60812 |
APPLYING PSYCHOLOGY IN THE CONTEMPORARY WORLD |
6 |
20 |
Health, Education, Policing and Sciences |
Can you spot the psychology in the real-world? The module explores applications of psychology in a variety of settings and situations in the real world. You will learn about psychological theory and research evidence underpin a variety of areas and how they are harnessed by non-psychological audiences. The topics each year may vary, however indicative content includes exploring how physical space is designed to influence behaviour and emotion or the tricks companies use to convince us to buy their products. The module aims to help students identify and understand the real-world contexts in which psychological theory applies to. |
| FORE60357 |
APPLYING RESEARCH |
6 |
15 |
Health, Education, Policing and Sciences |
This module encapsulates learning from level 4 (Academic study skills) and level 5 (Research methods) and prepares students for disseminating research findings and reflecting on the impact of research within policing. The module will highlight the importance of reflective practice within research and offer students opportunities to implement this into their work. The module will develop students' wider understanding of the context and practical applicability of EBP and the opportunities for disseminating finding, enhancing learning and implementing change based upon research.This module will cover:How Evidence Based Police can be applied in practiceHow to optimise opportunities to obtain evidence, evaluate options and develop appropriate solutions to a policing problemLearning styles, reflective practice, accountability and personal responsibilityResearch, analyse and evaluate research publications and dataProficiency in academic writing and presentationPresentation of research |
| ECST63004 |
APPROACHES TO LITERACY AND NUMERACY ACQUISITION |
6 |
20 |
Health, Education, Policing and Sciences |
How do we support young children effectively in literacy and numeracy? This module will include an introduction to early mathematical and early literacy acquisition with links to theoretical perspectives. This will cover curricula and strategies used within early childcare settings and schools. Strategies and approaches to literacy and numeracy will also be explained and applied. A series of innovative teaching sessions will take place across both literacy and numeracy, these will include planning active numeracy with young children, planning active literacy with young children, play based literacy and numeracy, developing and planning the learning environment to enhance literacy and numeracy and promoting literacy and numeracy in outdoor learning. |
| ECST60294 |
APPROACHES TO NUMERACY AND LITERACY ACQUISITION WITHIN THE EARLY YEARS |
6 |
30 |
Health, Education, Policing and Sciences |
This module with include an introduction to early mathematical and early literacy acquisition with links to theoretical perspectives. This will cover curricula and strategies used within early childcare settings and schools. Strategies and approaches to literacy and numeracy will also be explained and applied, such as phonics and numicon. A series of innovative teaching sessions will take place across both literacy and numeracy, these will include planning active numeracy with young children,planning active literacy with young children,play based literacy and numeracy,developing and planning the learning environment to enhance literacy and numeracy andpromoting literacy and numeracy in outdoor learning. |
| ECST50304 |
APPROACHES TO PLAY THERAPY |
5 |
20 |
Health, Education, Policing and Sciences |
This module¿offers¿an opportunity to learn about children who have experienced trauma and the role of play therapy in supporting children who have experienced adverse childhood experiences. |
| PPDE70088 |
APPROACHES TO TEACHING AND LEARNING IN HEALTHCARE |
7 |
20 |
Health, Education, Policing and Sciences |
The module will facilitate your evaluation of teaching practice within the workplace from planning a teaching session, through to its delivery and evaluation. This will enable consideration of alignment between planning and delivery across the learning journey. The module also considers the complexity of approaches to teaching in healthcare, including the variety of different types of learning context. The module also examines underpinning theories and concepts associated with teaching and learning. It will explore how these theories/concepts can be integrated with evaluations to sharpen your knowledge and understanding of practical teaching delivery. It will also consider the role of education in supporting wider organisational aims. The module therefore provides a valuable stepping-stone towards your Medical Education qualification. |
| PPDE70282 |
APPROACHES TO TEACHING AND LEARNING IN HEALTHCARE |
7 |
15 |
Health, Education, Policing and Sciences |
The primary learning strategy utilised within this module is independent learning. The foundation and direction for your learning will be through the virtual learning environment, Blackboard, where you will be directed to the main theoretical concepts that you need to study although you will be expected to progress your knowledge through independent reading and reflection on how the theory can be applied in your own teaching and learning practice. A variety of teaching methods will be utilised to include lead lectures, delivered through podcasts, and self directed PowerPoint presentations as well as more interactive activities such as identification of your learning style, formative quizzes, article critique, and online discussion forums. The practical experience of teaching in the healthcare setting that you bring will be the basis for reflection and discussion in the online discussion forums; you will be encouraged to reflect on your teaching strategies and student feedback. |
| COFA40001 |
ARCHAEOLOGICAL FIELD SCHOOL |
4 |
20 |
Health, Education, Policing and Sciences |
Gain practical experience of real-world casework and research. This module will give you the opportunity to put into practice the skills you have learnt during your first year on the course. You will be invited to join active humanitarian archaeologists from the School to carry out fieldwork one of their important research projects. You will gain practical experience of the wide range of methodologies used to investigate different crime scenes. Taught by specialists in their field, you will use state of the art technologies. This module represents an important step in your development towards a career in forensics. |
| COFA40002 |
ARCHAEOLOGICAL PRACTICE |
4 |
20 |
Health, Education, Policing and Sciences |
What archaeological theory and field practice is necessary for the completion of humanitarian archaeology projects? In this module you will be introduced to the numerous theoretical, technical and practical skills which are applied to modern archaeological projects. Archaeological concepts such as formation processes, categorization, evidence survival, typology and stratigraphy will be explored. Knowledge of these concepts will provide the foundation for the research methods and practical skills humanitarian archaeologists are likely to encounter throughout their careers. These concepts, methods and practical skills will be demonstrated through a series of case studies and viewed through the sequence of events experienced during the lifetime of an archaeological project. |
| COFA70002 |
ARCHAEOLOGIES OF GENOCIDE AND MASS VIOLENCE (DL) |
7 |
20 |
Health, Education, Policing and Sciences |
Understand the past to build a better future. On this module, you will study the wide range of acts of violence and genocide perpetrated in the 20th and 21st centuries and learn to identify the types of evidence that such acts leave behind. You will be tasked with thinking critically about how complex landscapes are formed and how they evolve due to the actions of perpetrators, victims and bystanders in a variety of contexts. The module will challenge you to analyse sites of genocide from many disciplinary perspectives and it will equip you with the necessary theoretical and practical knowledge to identify and interpret a wide range of physical evidence. |
| COFA40003 |
ARCHAEOLOGY OF CONFLICT |
4 |
20 |
Health, Education, Policing and Sciences |
In this module, we will cover how archaeology can be used to uncover evidence at sites of conflict and genocide. With examples including medieval conflict, colonialism, and the Holocaust, we will learn how archaeology can be used to better our understanding of tragic and violent episodes of our past. The module demonstrates how modern society is often inextricably linked to ancient and historic conflicts and to fully understand the events of today, you must first look to the past to ascertain the origins of violence. |
| POLI70012 |
ARTIFICIAL INTELLIGENCE (AI) IN INVESTIGATIONS |
7 |
20 |
Health, Education, Policing and Sciences |
In this exciting module you will build on your previous academic knowledge and / or operational exposure (even if limited) around the digital aspects of criminal investigations, namely involving smart technologies and artificial intelligence, where you will be provided the opportunity to research and critically evaluate the different novel implementations of AI within policing and criminal investigations, as well as understand how criminals are using automated technologies to commit new crime trends. You will become familiar with different cases of criminal use of AI worldwide, and you will also become well equipped, namely because of your extensive research, on how AI can be used to support criminal investigations and law enforcement agencies including the police, for time and effort reduction, while respecting and protecting human rights and privacy laws. Your skills in critical engagement and evaluation of these themes will be expanded on, and along with your own research, will prepare you for the final assessment for the module. |
| LAWS62043 |
ARTIFICIAL INTELLIGENCE LAW |
6 |
20 |
Health, Education, Policing and Sciences |
What do we mean when we talk about artificial intelligence? Should robots have rights? Can robots commit crimes? How should we regulate the use of artificial intelligence in society? These are some of the questions you will be challenged to consider in this module. You will be considering how the existence of technology which can make decisions independent of humans impacts on our understanding of fundamental principles of law, and learning about the legal principles, frameworks and regulations which seek to govern the use of artificial intelligence. This module is a Core Module for the Digital Pathway of the LLB and is also available as an elective on other pathways. |
| PPDE70825 |
ASSESSMENT AND APPRAISAL IN HEALTHCARE EDUCATION |
7 |
20 |
Health, Education, Policing and Sciences |
The module encompasses all aspects of learner assessment, both formative (informal) and summative (formal). It addresses how assessment relates to the wider learning journey, including contexts of delivery. It also considers the breadth of different approaches to assessment, across both formative and summative levels. In addition, the module requires you to reflect upon the role that assessment plays in facilitating positive learning processes and outcomes. Key principles and concepts will be related to the practicalities of assessment. This will include consideration of the effectiveness of assessment, which will draw upon concepts such as validity and reliability. You will be encouraged to critically analyse and reflect upon the assessment process utilised within your own workplace. The module is therefore a vital element of your Medical Education course. |
| PPDE70283 |
ASSESSMENT AND APPRAISAL IN HEALTHCARE EDUCATION |
7 |
15 |
Health, Education, Policing and Sciences |
A variety of teaching methods will be utilised to include lead lectures, delivered through podcasts, and self directed PowerPoint presentations as well as more interactive activities such as identification of your learning style, formative quizzes, article critique, and online discussion forums. |
| EDUC63664 |
ASSESSMENT AND FEEDBACK IN THE MATHEMATICS CLASSROOM |
6 |
40 |
Health, Education, Policing and Sciences |
This module will further develop apprentices understanding of assessment and feedback allowing them to become more critical about their choice of assessment and feedback and the impact that it has on pupil outcomes. Apprentices will spend 4 days in school developing their professional abilities and behaviours.¿ Each apprentice will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with them in planning, delivering and reviewing lessons. By the end of this module, apprentices should be teaching the class for at least 70% of the timetable (with 6 weeks teaching at 80%).¿¿ |
| PARA60636 |
ASSESSMENT AND MANAGEMENT OF COMPLEX CARE NEEDS |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will develop your assessment and management skills further to be able to better assess and manage patients with a range of less critical complaints, at home. This includes topics such as the assessment and management of patients with long term conditions both as a primary complaint and in the context of other illnesses. |
| PARA60642 |
ASSESSMENT AND MANAGEMENT OF COMPLEX CARE NEEDS |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will develop your assessment and management skills further to be able to better assess and manage patients with a range of less critical complaints, at home. This includes topics such as the assessment and management of patients with long term conditions both as a primary complaint and in the context of other illnesses. |
| PARA60634 |
ASSESSMENT AND MANAGEMENT OF MINOR CONDITIONS |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will develop your assessment and management skills further to be able to better assess and manage patients with a range of less critical complaints, at home. This includes topics such as the assessment and management of minor injuries and minor illnesses, as well as specialist teaching on areas such as x-rays and mental health. |
| PARA60643 |
ASSESSMENT AND MANAGEMENT OF MINOR CONDITIONS |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will develop your assessment and management skills further to be able to better assess and manage patients with a range of less critical complaints, at home. This includes topics such as the assessment and management of minor injuries and minor illnesses, as well as specialist teaching on areas such as x-rays and mental health. |
| EDUC53633 |
ASSESSMENT AND PLANNING IN MATHEMATICS |
5 |
40 |
Health, Education, Policing and Sciences |
This module will develop apprentices understanding of assessment and planning, supporting them to become more independent and adapting current resources to meet the needs of their class. Apprentices will spend 3 days in school developing their professional abilities and behaviours.¿ Each apprentice will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with them in planning, delivering and reviewing lessons. By the end of this module, apprentices should be teaching the class for at least 40% of the timetable.¿¿ |
| EDUC50606 |
ASSESSMENT AND ROLE OF PERFORMANCE INDICATORS |
5 |
30 |
Health, Education, Policing and Sciences |
This module examines the ideas connected to the assessment of children within main-stream primary schools. On a practical level the module will explore how teachers approach the use of formative, summative and evaluative assessment methods to support future planning. The module will then progress to a more theoretical perspective on how the measuring of assessment within education is changing the nature of the sector over time, for example, the use of league tables. |
| NURS60789 |
ASSESSMENT OF PATIENTS WITH MINOR INJURIES |
6 |
20 |
Health, Education, Policing and Sciences |
Throughout this module you will gain and expand your knowledge and skills in assessing adults and children with minor injuries. You will focus upon the practice of minor injury assessment and learn to use history taking and observation to inform your diagnosis and treatment plans. You will draw upon your own experience and relate the core content of this module to your own clinical role. |
| NURS70776 |
ASSESSMENT OF PATIENTS WITH MINOR INJURIES |
7 |
20 |
Health, Education, Policing and Sciences |
Throughout this module you will gain and expand your knowledge and skills in assessing adults and children with minor injuries. You will focus upon the practice of minor injury assessment and learn to use history taking and observation to inform your diagnosis and treatment plans. You will critically reflect upon your own experience, with particular application to your own clinical context. |
| PSYC80762 |
ASSESSMENT, FORMULATION, INTERVENTION AND EVALUATION (AFIEI1) |
8 |
40 |
Health, Education, Policing and Sciences |
uced to core therapeutic models such as CBT, behavioural, systemic and psychodynamic. The module includes a range of teaching methods, for example, lectures, workshops, groupwork, role plays and guided reading to introduce and facilitate trainees critical perspective and application of psychological theories and models.Introductory teaching workshops will focus on the importance of the therapeutic relationship, core conditions for supporting its development and engagement skills. Skills workshops will also be utilised to facilitate and consolidate trainees therapeutic skills. |
| PSYC80731 |
ASSESSMENT, FORMULATION, INTERVENTION AND EVALUATION 1 |
8 |
30 |
Health, Education, Policing and Sciences |
The module includes a range of teaching methods, for example, lectures, workshops, group-work, role plays and guided reading to introduce and facilitate trainees understanding of critical perspectives on psychological theories and models. Actual (anonymised) case study material will be drawn on in order to illustrate real life clinical examples thus making the teaching more concordant with the clinical work you will undertake on placementThe teaching will focus on psychological assessment, formulation and interventions across client groups and settings, for example, child, learning disability, adult, older adult Teaching will also consider assessment, formulation and interventions during periods of transition for people across the lifespan You will be introduced to cognitive behavioural (CBT), systemic and psychodynamic models, as well as giving consideration to working with models in a more flexible and reflexive way based on the client group, complexity of presenting difficulties and evidence base Introductory teaching workshops will focus on the importance of the therapeutic relationship, core conditions for supporting its development and engagement skills. Skills workshops will also be utilised to facilitate and consolidate trainees therapeutic skills, for example, building rapport with a client, communicating sensitive information, using formulation in therapy |
| PSYC80732 |
ASSESSMENT, FORMULATION, INTERVENTION AND EVALUATION 2 |
8 |
30 |
Health, Education, Policing and Sciences |
In this module you will undertake a single case design based on methods developed in psychological and behavioural research. The module will introduce you to a range of complex models of formulation and intervention for people with complex needs who are hard to reach through traditional services. You will learn how to apply single case methodology collaboratively and systematically with people to ensure that your interventions are ethically sound and that you can take responsive action to ensure that you are not placing people at risk of further harm. Within clinical workshops trainees will use generic psychological meta-competences to apply psychological methods to complex casework. You will learn how write up n=1 designs and how to use single case methodology in practice as a method of ensuring that people receive high quality clinical services, based on their individual needs. |
| PSYC80763 |
ASSESSMENT, FORMULATION, INTERVENTION AND EVALUATION 2 (AFIE2) |
8 |
20 |
Health, Education, Policing and Sciences |
The module will introduce you to assessment, formulation, intervention and evaluation when working in a range of contexts and settings, with people with complex needs or diversity requiring creativity and flexibility in how intervention is approached. Within clinical workshops trainees will use generic psychological meta-competences to apply psychological methods to complex casework. For the assessment, you will complete a single case design based on methods developed in psychological and behavioural research. |
| PSYC80737 |
ASSESSMENT, FORMULATION, INTERVENTION AND EVALUATION 3 |
8 |
30 |
Health, Education, Policing and Sciences |
In this module you will be taught about at least two psychological models, looking specifically at the psychological processes present in therapy. You will learn about assessment across a range of specialist services, neuropsychological, learning disability and older adults. Specialist lecturers will demonstrate ways that they go on to formulate clinical problems and work collaboratively with service users to develop psychological interventions. |
| PSYC80764 |
ASSESSMENT, FORMULATION, INTERVENTION AND EVALUATION 3 (AFIE3) |
8 |
20 |
Health, Education, Policing and Sciences |
In this module you will be taught about several psychological models, looking specifically at the psychological processes present in therapy. You will learn about assessment in specialist services (e.g., neuropsychological). |
| SOWK70431 |
ASYE (Assessed and Supported Year in Employment) |
7 |
20 |
Health, Education, Policing and Sciences |
This module is designed for those completing their Assessed and Supported Year in Employment (ASYE). This module in run in collaboration with the candidates employer who will provide the training, supervision and support to each individual. The university is responsible for the verification of each assessed portfolio. On successful completion of the module, the candidate will have completed their ASYE and will be ready to move into the next phase of their professional development. This module will be accessible to students who hold a social work qualification and are practising in a social work role. |
| PPDE50695 |
BASIC COUNSELLING SKILLS IN HEALTH AND SOCIAL CARE |
5 |
20 |
Health, Education, Policing and Sciences |
This empowering module will equip you with key counselling skills to enable you to work and practice effectively within health and social care environments. This interactive module will provide you with a framework within which you can reflect upon your own interpersonal and counselling skills and how these can be further developed and applied within health and social care settings. You will build upon the strong foundation of communication skills you obtained within the Level 4 module, Using Communication Skills in Health & Social Care. |
| PSYC70833 |
BECOMING A COUNSELLOR |
7 |
20 |
Health, Education, Policing and Sciences |
This module brings together development of key counselling skills, personal qualities, and ethical awareness essential in building respectful and empathic relationships. You will learn about the importance of reflective practice informing your therapeutic approach. Understand the value of reflexivity in developing awareness of power differences and the range of factors influencing the counselling process in terms of diversity, (i.e., groups, families, culture, gender) |
| PSYC60813 |
BECOMING A COUNSELLOR |
6 |
20 |
Health, Education, Policing and Sciences |
This module brings together development of key counselling skills, personal qualities, and ethical awareness essential in building respectful and empathic relationships. You will learn about the importance of reflective practice informing your therapeutic approach. Understand the value of reflexivity in developing awareness of power differences and the range of factors influencing the counselling process in terms of diversity, (i.e. groups, families, culture, gender) |
| PSYC40809 |
BECOMING A RESEARCHER 1: QUANTITATIVE METHODS |
4 |
20 |
Health, Education, Policing and Sciences |
How do psychologists come up with, and test, their ideas? This module introduces you to some of the quantitative (numbers-based) methods we use to conduct research. You will learn, through extensive practical experience, how to: decide on research questions and hypotheses; plan research studies; use software to collect and analyse data; and write up your findings in an academic report. You will also learn about some of the past and current debates surrounding psychological research, and engage in discussions about how to conduct research ethically and professionally. |
| PSYC40833 |
BECOMING A RESEARCHER 1: QUANTITATIVE METHODS |
4 |
20 |
Health, Education, Policing and Sciences |
How do psychologists come up with, and test, their ideas? This module introduces you to some of the quantitative (numbers-based) methods we use to conduct research. You will learn, through extensive practical experience, how to: decide on research questions and hypotheses; plan research studies; use software to collect and analyse data; and write up your findings in an academic report. You will also learn about some of the past and current debates surrounding psychological research, and engage in discussions about how to conduct research ethically and professionally. |
| PSYC40810 |
BECOMING A RESEARCHER 2: QUALITATIVE METHODS |
4 |
20 |
Health, Education, Policing and Sciences |
This module will introduce you to the theory underpinning qualitative research approaches and the design of qualitative research projects. You will explore a range of qualitative research designs and methods of data collection and how these can be applied to addressing research questions, while acknowledging relevant ethical considerations. |
| PSYC40834 |
BECOMING A RESEARCHER 2: QUALITATIVE METHODS |
4 |
20 |
Health, Education, Policing and Sciences |
This module will introduce you to the theory underpinning qualitative research approaches and the design of qualitative research projects. You will explore a range of qualitative research designs and methods of data collection and how these can be applied to addressing research questions, while acknowledging relevant ethical considerations. |
| PSYC70824 |
BECOMING A RESEARCHER IN PSYCHOLOGY |
7 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to some of the quantitative and qualitative methods psychologists use to conduct research. You will learn how to: develop research questions and hypotheses; analyse data; and write up your findings in an academic report. |
| EDUC43632 |
BEHAVIOUR AND PROFESSIONALISM |
4 |
40 |
Health, Education, Policing and Sciences |
This module will develop your understanding of issues in education and your development as a professional. Routines can be considered a highly recommended practice within the classroom. it is vital novice teachers are given the time and space to practice and reflect on these practices, enabling them to focus on other aspects of teaching later on in the programme, if you do not get the routines right from the start, many other aspects are not possible to implement. Apprentices will spend 2 days on the job developing their professional abilities and behaviours. Each apprentice will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with them in planning, delivering and reviewing lessons. By the end of this module, apprentices should be teaching the class for at least 20% of the timetable (over the 2 days on the job). |
| PSYC60802 |
BEHAVIOURAL MEDICINE |
6 |
20 |
Health, Education, Policing and Sciences |
This module provides students with an historical background of the origins of contemporary Behavioural Medicine. Students will explore and critically analyse key theories and concepts that address the relationships among behavioural, physiological and psychosocial processes linked to health and disease in humans. |
| PSYC70861 |
BEHAVIOURAL PSYCHOLOGY, WELLBEING AND WORK |
7 |
20 |
Health, Education, Policing and Sciences |
This module provides students with an historical background of the origins of contemporary Behavioural Psychology and how this is applied in a workplace context. Students will explore and critically analyse key theories and concepts that address the relationships among behavioural, physiological and psychosocial processes linked to health and illness in humans. |
| MIDW40134 |
BEING AN ACCOUNTABLE AND AUTONOMOUS PROFESSIONAL MIDWIFE 1 |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to the pivotal role of midwives in providing comprehensive support to childbearing women, newborn infants, and their families. Through collaborative partnerships with women, midwives uphold their rights and preferences, guiding them in making informed decisions regarding their care journey. Emphasising safety and effectiveness, you will learn how midwives employ evidence-based practices to ensure optimal outcomes. Effective communication, underscored by kindness and compassion, is a cornerstone of the module, equipping you with essential skills for fostering positive relationships and delivering compassionate care. |
| MIDW50098 |
BEING AN ACCOUNTABLE, AUTONOMOUS AND PROFESSIONAL MIDWIFE 2 |
5 |
20 |
Health, Education, Policing and Sciences |
This module builds upon Being an Accountable and Autonomous Professional Midwife 1 exploring the multifaceted responsibilities of midwives as primary caregivers for childbearing women, newborn infants, and families. Through collaborative partnerships, you will learn how midwives empower women to actively participate in their care journey, facilitating informed decision-making and preference expression. Emphasising safety and effectiveness, you will begin to analyse how midwives integrate cutting-edge evidence into their practice to ensure the highest standards of care delivery. The module also focuses on the refinement of your effective communication skills, reinforcing the need for kindness and compassion, to enhance the quality of interactions and promote positive outcomes for all involved. |
| MIDW60707 |
BEING AN ACCOUNTABLE, AUTONOMOUS, PROFESSIONAL MIDWIFE 3 |
6 |
20 |
Health, Education, Policing and Sciences |
This module builds on the skills acquired in Being an Accountable, Autonomous and Professional Midwife 2 and delves into the elevated responsibilities of midwives as lead professionals in the holistic care and support of childbearing women, newborn infants, and families. With a focus on exemplary accountability, you will explore how midwives excel in fostering collaborative partnerships with women, empowering them to navigate their care journey autonomously. Leveraging critical analytical skills, learners explore evidence-based strategies to uphold the highest standards of safe and effective midwifery care delivery. The module also emphasises the refinement of communication skills, highlighting the importance of profound kindness, empathy, and compassion in enhancing the experiences and outcomes of those in your care, in preparation for life as a registered midwife. |
| SOCY60553 |
BIG BROTHER IS WATCHING YOU! CONTEMPORARY SURVEILLANCE AND SECURITY |
6 |
15 |
Health, Education, Policing and Sciences |
In this module you will look at the global nature of risk and insecurity globally and will look at the role played by surveillance in countering risk, reproducing insecurity and in creating a more secure and insecure society. The module will look surveillance practices by both political and civil society and will examine key themes pertaining to: The meaning and definition of surveillance and security; panoptic and synoptic surveillance; the nature of risk and the main sources of insecurity; techniques of surveillance; surveillance in the context of advanced capitalist societies and the consequences of surveillance inclusive of the impact of different identities and groups within society. |
| BIOL70651 |
BIOINFORMATICS |
7 |
15 |
Health, Education, Policing and Sciences |
Huge amounts of important data is being generated from genomic projects. The analysis of this data will be studied, including: gene identification, homology searching, genomic databases, gene prediction, functional genomics, transcriptomics and proteomics. |
| BIOL70665 |
BIOINFORMATICS (BL) |
7 |
20 |
Health, Education, Policing and Sciences |
Huge amounts of important data are being generated from large-scale genomic and other omic projects, emerging from the human genome project, personalised genomic medicine and microbiological communities. This data can only be processed using software and bioinformatics to identify patterns that can associate genotypes with phenotypes, such as disease predisposition, efficacy of treatment, conservation of gene sequence and identification of species. The module will provide you with the tools for analysis of this data |
| BIOL70641 |
BIOINFORMATICS (DL) |
7 |
15 |
Health, Education, Policing and Sciences |
Huge amounts of important data is being generated from genomic projects. The analysis of this data will be studied, including: gene identification, homology searching, genomic databases, gene prediction, functional genomics, transcriptomics and proteomics. |
| BIOL70666 |
BIOINFORMATICS (ON CAMPUS) |
7 |
20 |
Health, Education, Policing and Sciences |
Huge amounts of important data are being generated from large-scale genomic and other omic projects, emerging from the human genome project, personalised genomic medicine and microbiological communities. This data can only be processed using software and bioinformatics to identify patterns that can associate genotypes with phenotypes, such as disease predisposition, efficacy of treatment, conservation of gene sequence and identification of species. The module will provide you with the tools for analysis of this data |
| BIOLP0001 |
BIOLOGICAL - BIOMEDICAL PLACEMENT YEAR |
P |
120 |
Health, Education, Policing and Sciences |
Students on all undergraduate Biological and Biomedical Science awards can opt to undertake a placement (sandwich) year; a structured work experience opportunity which enables you to develop and implement subject-specific and general transferable skills whilst getting a flavour of a professional working environment. The purpose of the student placement is to enable students to learn and to gain valuable experience within a work environment. This experience is designed to integrate with and complement the academic studies that you undertake as part of your Biological or Biomedical Science degree. |
| FORE50359 |
BIOLOGICAL METHODS IN FORENSIC SCIENCE |
5 |
20 |
Health, Education, Policing and Sciences |
Forensic Genetics and DNA-profiling: Basic genetics (classical, molecular and population) relevant to forensics - patterns of inheritance (nuclear and cytoplasmic), alleles and polymorphisms. Detection of polymorphisms, genes in populations. Genetic material and its isolation from diverse sources. The practical content includes some basic techniques of molecular biology related to DNA analysis and genotyping, including purification and gel electrophoresis of nucleic acids, hybridisation technology and the polymerase chain reaction. What information can be gleaned from genetic data? Lectures will give the scientific background to the techniques, an overview of the typing systems used (STR typing, mitochondrial sequencing and the developing SNP analysis), when certain systems are applied rather than other ones, the significance and interpretation of the results, DNA profiling databases, quality control and regulation. Laboratory sessions will give practical experience of the procedures from collection of samples to interpretation of results.Forensic Biology: The wide scope of this area includes the investigation of crimes against the person (such as murder, rape and other sexual offences, assault), endangered species and paternity. In addition you will specifically focus on biological evidence at crime scenes; blood stain pattern analysis; visualising body fluid stains; collection and handling of biological evidential samples; clothing examination; presumptive testing for body fluids; extraction of body fluid stains; microscopy of spermatozoa; hair analysis; conventional blood grouping; determination of species of origin. Applications of microscopy to other biological evidential material. Basic forensic entomology. An introduction to the basic concepts in ante-mortem and post-mortem pathologies using appropriate examples. Professional aspects including hypothesis forming and testing, quality assurance, proper documentation, presenting written reports of investigations to courts of law. |
| BIOL40450 |
BIOLOGICAL PRINCIPLES FOR FORENSIC SCIENCES |
4 |
30 |
Health, Education, Policing and Sciences |
This module encompasses the fundamental aspects of biology, both theory and practical to support the biological aspects contained in later levels of your award and has 3 distinct blocks.1. Practical Skills: this section involves a series of practicals that include many fundamental skills including health and safety that you will be expected to develop in later levels of your studies.2. Genetics: this examines the fundamentals of inheritance starting with the structure, replication and organisation of DNA within the genome. How information flow is regulated and translated into a form useable by a cell will be addressed and the section will culminate with consideration of the vertical transmission of genetic material (reference to Mendelian principles) and introduction to population genetics. Included within this area will be a series of practical based workshops designed to allow deeper understanding of basic genetic principles.3. Fundamentals of Human Physiology: this provides an underpinning to physiological principles in the following areas, organisation, anatomy, physiology of systems and control and balance. Each section does not have equal weighting but completion of all sections will ensure that due consideration is made of all aspects from the fundamental intracellular chemistry to the homeostatic control of the whole organism. This thus provides the basis for your drugs and toxicology study at later levels. |
| BIOL70648 |
BIOLOGICAL RESEARCH ASSISTANTSHIP |
7 |
60 |
Health, Education, Policing and Sciences |
Experience life in a dynamic research environment. Acting as a full time research assistant you will plan, execute and report on a substantial research project related to an active area of research within the department. This will include carrying out an initial literature review on the topic of interest, completing the ethical and risk assessments for the work as well as giving oral and written reports on your findings. |
| ODPR40101 |
BIOLOGICAL SCIENCES FOR SURGICAL SUPPORT PRACTITIONERS |
4 |
15 |
Health, Education, Policing and Sciences |
This module provides you with the insight into the structure and function of the human body necessary for your understanding of surgical procedures. You will cover lifespan development from prenatal to end of life. You will explore normal anatomy and physiology, including cells and tissues, skin and special senses, and body systems including nervous, cardiovascular, respiratory, reproductive and skeletomuscular. You will examine the scientific principles of osmosis and diffusion, fluids and electrolytes, temperature and thermoregulation. You will develop the underpinning knowledge to support your role as the Assistant Practitioner undertaking the surgical scrub role. |
| BIOL40669 |
BIOLOGY OF DISEASE |
4 |
15 |
Health, Education, Policing and Sciences |
In this module you will explore how cell, tissue and systems respond to cell death. These responses will include cell death, inflammation, neoplasia, hypertrophy, hyperplasia and how tissues respond to injury and repair. You will be introduced to principles of epidemiology by defining 1.key terms2.discussing the roles of local, national and international public health organisations in the surveillance of disease and screening programmes3.recording and evaluating epidemiological dataYou will explore the significance and impact of epidemiology and Public Health by reference to Health Protection, disease control, emergency planning, planning provision of health services, introduction of strategies to improve health and targeting at risk groups. Your knowledge of genomics (introduced in other modules) will be developed to focus on aspects of genome-based personal healthcare such as drug dosage based on CYP profile, and targeted cancer treatments such as Herceptin and Imatinib. You will discuss the sociology of health and illness by considering the diversity of patients referred to HCS services (e.g. age, culture, ethnicity, spiritual and religious beliefs, disabilities). Your discussions will include the role of self-care, life-threatening illness and the patient involvement decision about their healthcare. You will be introduced to clinical bioinformatics and health informatics with an overview of the range of information systems, applications and management. You will also consider governance and ethical frameworks and the impact of these systems on the patients. |
| SPOR60976 |
BIOMECHANICAL ANALYSIS IN SPORT REHABILITATION |
6 |
20 |
Health, Education, Policing and Sciences |
The module whilst covering various approaches to qualitative and quantitative biomechanical analysis will have a strong focus on strength and conditioning practice, sports injury, and rehabilitation. You will be introduced via a theoretical lecture-based delivery to applied biomechanics from a sports injury perspective with a focus on movement assessment and exercise prescription during the rehabilitation process. The development through this module will provide you with the experience and understanding of integration into a multidisciplinary team during the stages of rehabilitation. You will also use prior learning and experience on 2D analysis methodology and movement screening to conduct real-time qualitative and quantitative assessment of human movement. The module content will cover: advanced biomechanical assessments that unpin strength and conditioning program design, injuries to the musculoskeletal system and their biomechanical basis, biomechanical and kinesiological analysis of motor skills in a sporting context, injury management and rehabilitation. |
| SPOR50958 |
BIOMECHANICAL ANALYSIS OF HUMAN MOVEMENT |
5 |
20 |
Health, Education, Policing and Sciences |
This module will build on your basic understanding of functional anatomy and biomechanics, with a focus on developing your understanding on biomechanical data acquisition and data analysis procedures that will critically inform on research, coaching instruction, and exercise prescription. You will gain practical experience on the combined measurement of motion, and/or force, pressure, muscle activity, which is applicable to walking and running gait assessments, quantifying the demands of exercise, and quantifying movement during sporting activities or clinical assessments. Based on the interpretation of data from laboratory and field-based measurements, you will be taught the basics of developing and writing biomechanical reports. You will gain practical experience on comparing outcome measures from several measurement systems on a certain topic to develop your critical interpretation skills and understanding of data that will guide exercise prescription. You will also gain knowledge and practical experience of experimental research when conducting laboratory and field-based assessments. |
| SPOR50928 |
BIOMECHANICAL ANALYSIS OF HUMAN MOVEMENT FOR SPORT, EXERCISE AND HEALTH |
5 |
20 |
Health, Education, Policing and Sciences |
This module will build on your basic understanding of functional anatomy and biomechanics, with a focus on developing your understanding on biomechanical data acquisition and data analysis procedures that will critically inform on research, coaching instruction, and exercise prescription. You will gain practical experience on the combined measurement of motion, and/or force, pressure, muscle activity, which is applicable to walking and running gait assessments, quantifying the demands of exercise, and quantifying movement during sporting activities or clinical assessments. Based on the interpretation of data from laboratory and field-based measurements, you will be taught the basics of developing and writing biomechanical reports. You will gain practical experience on comparing outcome measures from several measurement systems on a certain topic to develop your critical interpretation skills and understanding of data that will guide exercise prescription. You will also gain knowledge and practical experience of experimental research when conducting laboratory and field-based assessments. |
| SPOR50940 |
BIOMECHANICAL ANALYSIS OF HUMAN MOVEMENT FOR SPORT, EXERCISE AND HEALTH |
5 |
20 |
Health, Education, Policing and Sciences |
This module will build on your basic understanding of functional anatomy and biomechanics, with a focus on developing your understanding on biomechanical data acquisition and data analysis procedures that will critically inform on research, coaching instruction, and exercise prescription. You will gain practical experience on the combined measurement of motion, and/or force, pressure, muscle activity, which is applicable to walking and running gait assessments, quantifying the demands of exercise, and quantifying movement during sporting activities or clinical assessments. Based on the interpretation of data from laboratory and field-based measurements, you will be taught the basics of developing and writing biomechanical reports. You will gain practical experience on comparing outcome measures from several measurement systems on a certain topic to develop your critical interpretation skills and understanding of data that will guide exercise prescription. You will also gain knowledge and practical experience of experimental research when conducting laboratory and field-based assessments. |
| SPOR50944 |
BIOMECHANICAL ANALYSIS OF HUMAN MOVEMENT FOR SPORT, EXERCISE AND HEALTH |
5 |
20 |
Health, Education, Policing and Sciences |
This module will build on your basic understanding of functional anatomy and biomechanics, with a focus on developing your understanding on biomechanical data acquisition and data analysis procedures that will critically inform on research, coaching instruction, and exercise prescription. You will gain practical experience via demonstrations on the combined measurement of motion, and/or force, pressure, muscle activity, which is applicable to quantifying the demands of exercise and quantifying movement during sporting activities or clinical assessments. Based on the interpretation of data from laboratory and field-based measurements, you will be taught the basics of developing and writing biomechanical reports. You will gain practical experience on comparing outcome measures from several measurement systems on a certain topic to develop your critical interpretation skills and understanding of data that will guide exercise prescription. You will also gain knowledge and practical experience via experimental research demonstrations when conducting laboratory and field-based assessments. |
| SPOR40987 |
BIOMECHANICAL PRINCIPLES OF HUMAN MOVEMENT |
4 |
20 |
Health, Education, Policing and Sciences |
This module will provide you with an introduction to functional anatomy and the various systems of the body (such as the musculoskeletal and nervous systems) in the context of biomechanics, which is the science of applying the principles of mechanics to a living body to detail how and why living bodies move the way they do. You will be introduced to the fundamental concepts of human movement analysis through studying basic anatomical and movement descriptors. You will also be introduced to the measurement of human movement, whether aimed to enhance sports performance or minimise injury risk, via technologies and techniques for assessing sports-related kinematics (the description of motion) and kinetics (the cause of motion). Through laboratory exploration, you will gain practical and technical skills in data collection and data analysis that will provide you with a basic understanding of research processes. |
| SPOR50781 |
BIOMECHANICS & KINESIOLOGY |
5 |
30 |
Health, Education, Policing and Sciences |
The purpose of this module is to build on the basic understanding of functional anatomy and biomechanics, with a focus on biomechanical data acquisition procedures. You will have practical experience on the measurement of motion, force and pressure, which is applicable to normal gait and simple sporting activities. This module will also introduce you to the assessment of muscle activity during simple sporting movements. Other topics covered within this module are:- Assessment of measurement validity, accuracy and reliability.- Error effects and their solution.- Force and moment analysis.- The importance of angular kinematics.- Biomechanics of high performance athletes.- Introduction to gait analysis.- Appropriate methods of data presentation.- Application of movement analysis to support exercise prescription. |
| SPOR50782 |
BIOMECHANICS & KINESIOLOGY |
5 |
30 |
Health, Education, Policing and Sciences |
The purpose of this module is to build on the basic understanding of functional anatomy and biomechanics, with a focus on biomechanical data acquisition procedures. You will have practical experience on the measurement of motion, force and pressure, which is applicable to normal gait and simple sporting activities. This module will also introduce you to the assessment of muscle activity during simple sporting movements. Other topics covered within this module are:- Assessment of measurement validity, accuracy and reliability.- Error effects and their solution.- Force and moment analysis.- The importance of angular kinematics.- Biomechanics of high performance athletes.- Introduction to gait analysis.- Appropriate methods of data presentation.- Application of movement analysis to support exercise prescription. |
| SPOR50921 |
BIOMECHANICS AND KINESIOLOGY |
5 |
30 |
Health, Education, Policing and Sciences |
The purpose of this module is to build on the basic understanding of functional anatomy and biomechanics, with a focus on biomechanical data acquisition procedures. You will gain practical experience of the measurement of motion, force and pressure, which is applicable to normal gait and simple sporting activities. This module will also introduce you to the assessment of muscle activity during simple sporting movements. Other topics covered within this module are: Assessment of measurement validity, accuracy and reliability. Error effects and their solution, Force and moment analysis, The importance of angular kinematics, Biomechanics of high performance athletes, Appropriate methods of data presentation, Application of movement analysis to support exercise prescription. |
| BIOL40671 |
BIOSCIENCE CONCEPTS AND PRACTICE |
4 |
30 |
Health, Education, Policing and Sciences |
This module provides learning opportunities that enable you to acquire the skills and qualities that will enhance your prospects, horizons and personal success, thus preparing the you for the expectations of the world of work. The foundations of being able to ability to carry out inquiry based learning and critical analysis will be developed. Your work ready and employability skill set will be enhanced helping give you the technological, digital and information literate underpinning expected of graduates today. Within the scientific framework we will help you begin to understand the importance of being enterprising and entrepreneurial and strengthen your ability to apply graduate attributes to a range of life experiences to facilitate life-long learning. Workshops and lectures will introduce and develop the core skills associated with HE study with an emphasis on developing you as a `Bioscientist' in the broadest sense. The module will principally consider the genetic transfer mechanisms of prokaryotes and eukaryotes and the resulting patterns of diversity. Analysis of basic Mendelian inheritance patterns will be explored together with an appreciation of the impacts of gene transfer and how they impinge at the population level. You will also be introduced to basic epigenetic information transfer.Core practical laboratory and analysis skills will be introduced including the fundamentals of statistics as applied within the Biosciences. These sessions will include the nature of the scientific method, types of data, descriptive statistics and the fundamentals of inferential statistics. Basic practical and numerical based competencies will be assessed during the learning sessions.Lectures on the fundamental properties that underpin life such as basic chemical structures, heat, energy and light will highlight the interdisciplinary nature of science. This, together with an understanding of emergent properties, will ensure you will be prepared to maximise your achievement within your developing field of study. The module will have an evolutionary backbone with material delivered to help explore this central core concept of Bioscience, its mechanisms and how it can be applied in the various fields of Biological endeavour.Activities during the face to face time and via Blackboard will provide a means of support where you will be able to reflect upon your development, feedback and progression within your studies. These sessions will enable you to refine personal strategies to maximise your potential and will explicitly provide support for the development and preparation of the summative reflective portfolio. |
| MIDW40057 |
BIRTH AND THE MIDWIFE |
4 |
30 |
Health, Education, Policing and Sciences |
This module will equip you wiht the knowledge and skills required to carry out: assessment of maternal and fetal needs /well-being; care and management during labour; immediate assessment and care of the neonate; clinical midwifery skills related to intrapartum care; psychological, social, cultural and spiritual issues associated with birth; anatomy and physiology of body organs/systems related to labourProfessional, legal and ethical practice: practice in accordance with NMC standards, legislation and ethical practice related to birth; pharmacology and medicine management related to labour Developing the individual midwife and others: Effective communication in the context of labour and birth - women, their families / interprofessional; role of statutory supervision in provision of intrapartum care Achieving care through evaluation and research: current guidelines and research relevant to labour and birth initiation of feeding (Baby Friendly Initiative). |
| FORE50245 |
BODIES OF EVIDENCE |
5 |
30 |
Health, Education, Policing and Sciences |
In Semester 1, students will learn about the techniques utilised in body identification and identification of pathology, trauma, and taphonomy. You will use a variety of osteological techniques to analyse human skeletal remains, construct a biological profile, and identify and interpret pathology, trauma, and taphonomy.In Semester 2, students will learn about the process of DNA analysis starts at the crime scene with DNA collection (including anti-contamination procedures), DNA extraction, DNA interpretation and follows through to reporting the DNA evidence in context to the case. You will learn to identify body fluids at the crime scene through presumptive testing and an awareness of the availability of confirmatory tests; you will gain an awareness of the types of blood spatter patterns at a crime scene, and how to interpret these patterns and relate them to the investigation, including scene reconstruction using 'stringing' techniques and pattern re-enactment. You will gain an appreciation of related biological analyses such as forensic entomology, hair analysis and garment analysis. Specific case studies will be used where physical evidence and injuries such as wounds, burns and bite mark impressions can aid an investigation. |
| FORE50363 |
BODIES OF EVIDENCE |
5 |
20 |
Health, Education, Policing and Sciences |
The process of DNA analysis starts at the crime scene with DNA collection (including anti-contamination procedures), DNA extraction, DNA interpretation and follows through to reporting the DNA evidence in context to the case.You will learn to identify body fluids at the crime scene through presumptive testing and an awareness of the availability of confirmatory tests; you will gain an awareness of the types of blood spatter patterns at a crime scene, and how to interpret these patterns and relate them to the investigation, including scene reconstruction using 'stringing' techniques and pattern re-enactment.You will gain an appreciation of related biological analyses such as forensic entomology, hair analysis and garment analysis. Specific case studies will be used where physical evidence and injuries such as wounds, burns and bite mark impressions can aid an investigation. |
| BIOL40673 |
BUILDING BLOCKS OF LIFE |
4 |
30 |
Health, Education, Policing and Sciences |
In this module you will develop knowledge and understanding of the chemical principles, structures and processes which underpin life in all its forms.Chemical principles will encompass bonding, valency, the concept of pH and thermodynamics. Structures will begin at the basic level (simple units) and develop to complex with respect to molecules; for all molecules functional groups for example hydroxyl, amine, and thiol will be introduced, proteins will begin with amino acids and cover the levels of structure to tertiary and quaternary with examples of different types inclusive of enzymes, antibodies and structural proteins, nucleic acids will begin with bases through to the polymers of DNA and RNA (different forms), carbohydrates will begin with the monosaccharides through to polysaccharides with examples such as glycogen and cellulose and specialised monosaccharides attached to proteins and lipids, lipids will begin with the range of fatty acids and their modification to more complex glycerides and examples of steroids. The way that these molecules are organised to create organelles and cells (prokaryotic and eukaryotic) and viruses will be the final structures you study.Processes will relate structure to function of each of the major classes of molecule, inclusive in this will be the role and action of enzymes . You will also be introduced to the processes of synthesis of complex molecules, (proteins, nucleic acids and lipids) which will include transcription and translation and energy transformation; focusing on the formation of adenosine triphosphate (ATP) via phosphorylated and cellular respiration |
| BIOL40691 |
BUILDING BLOCKS OF LIFE |
4 |
20 |
Health, Education, Policing and Sciences |
In this module you will develop knowledge and understanding of the chemical principles, structures and cellular processes which underpin life in all its forms. Topics will include chemical principles such as atomic bonding, valency, the concept of pH and thermodynamics; sub-cellular and cellular structures beginning with simple chemical units and developing to complex molecules such as enzymes and structural proteins; and cellular processes such as energy transfer and the transcription and translation of genetic information. |
| SPOR60927 |
BUSINESS AND ENTREPRENEURISM FOR SPORTS THERAPISTS |
6 |
15 |
Health, Education, Policing and Sciences |
This module is designed to give you an understanding of key issues relating to business management, development and entrepreneurism.On completion of the module you will have the tools and knowledge to plan and develop your own business and will have an in depth understanding of the working environment you are likely to be working in as a sports therapist. Key concepts covered will include: common operational issues and management; managing and employing staff; starting a company (sole trader vs limited company); implications of VAT and corporate taxes; marketing your company (including SWOT analysis and the development of the 4 Ps); branding and advertising; and financial considerations (including cash flow forecasts, budgetary issues etc
)A series of guest lecturers will be presenting their stories and talking about how they became successful in their careers / businesses. These will include successful local business leaders, sports therapists, physiotherapists etc
This information should be used to inspire business ideas and potentially help to guide future career choices and development. |
| SPOR60524 |
BUSINESS ENTERPRISE AND ENTREPRENEURSHIP IN HEALTH, FITNESS AND SPORTS SCIENCE |
6 |
15 |
Health, Education, Policing and Sciences |
The overall aim of this module is to develop skills in aspects of business planning, marketing, promotion, financial planning, communication, IT, and practically-relevant areas of sport and exercise, in order to offer a sports-related, student-ran business at the University. The essence of the business will be to offer a health, fitness and sports science support service, incorporating aspects of the following: sports science support; lifestyle assessment; health education; coaching; coach education and professional development; injury prevention; sport/exercise rehabilitation; nutrition; and personal training, depending on student skill base. |
| SPOR60953 |
BUSINESS ENTERPRISE AND ENTREPRENEURSHIP IN SPORT |
6 |
20 |
Health, Education, Policing and Sciences |
The sports business and enterprise module provides student with a unique ability to enhance valuable employability skills. As you work in small groups to create and pitch a new sports business or community enterprise. The opportunity to consider branding, marketing, and financial projections and articulate this to a range of audiences will provide a unique opportunity for students to consider future career aspirations. |
| LAWS51934 |
BUSINESS LAW AND COMMERCIAL AWARENESS |
5 |
15 |
Health, Education, Policing and Sciences |
You will gain a detailed insight into the role of law in modern business practices. This module will introduce you to various areas of law essential for business operation. You will explore important business-related areas such as Employment Rights, Employers Liabilities, Company Law, Business Structures, Intellectual Properties, Health and Safety and Professional Negligence. The key objective is to enable you to correlate between business and law in a way that enhances your commercial awareness in general. |
| LAWS70672 |
BUSINESS LAW AND PRACTICE (including assessment of taxation) |
7 |
1 |
Health, Education, Policing and Sciences |
Business Law and Practice (BLP) is the largest of all core modules. This module is divided into two components. Business Law and Practice 1 involves taxation, business accounts and common business transactions. Business Law and Practice 2 involves business organisations focusing on private limited companies limited by shares. The business organisation provides an understanding of company structure, corporate governance, incorporation, constitution and interrelations between key actors such as shareholders, directors and other stakeholders. company, directors, shareholders and creditors from a procedural perspective. This module will enable you to meet the client's commercial requirements and to advise on the legal and taxation implications. |
| LAWS73004 |
BUSINESS LAW AND PRACTICE (including assessment of taxation) - BL |
7 |
1 |
Health, Education, Policing and Sciences |
Business Law and Practice (BLP) is the largest of all core modules. This module is divided into two components. Business Law and Practice 1 involves taxation, business accounts and common business transactions. Business Law and Practice 2 involves business organisations focusing on private limited companies limited by shares. The business organisation provides an understanding of company structure, corporate governance, incorporation, constitution and interrelations between key actors such as shareholders, directors and other stakeholders. company, directors, shareholders and creditors from a procedural perspective. This module will enable you to meet the client's commercial requirements and to advise on the legal and taxation implications. |
| LAWS51972 |
BUSINESS LAW, COMMERCIAL AWARENESS AND EMPLOYABILITY |
5 |
20 |
Health, Education, Policing and Sciences |
In this module, you will explore various legal areas essential for business operations, including Employment Rights, Employers' Liabilities, Company Law, Business Structures, Intellectual Property, Health and Safety, and Professional Negligence. The primary objective is to help you link the fields of business and law, thereby enhancing your commercial awareness. Additionally, this module will enable you to develop skills to effectively promote yourself to employers, considering the financial environment in which legal businesses operate. |
| BIOL60664 |
CANCER BIOLOGY AND REGENERATIVE MEDICINE |
6 |
20 |
Health, Education, Policing and Sciences |
Tumour biology will be studied under four broad headings, each one considering tumours on a larger scale. 1. Molecular and Cellular Tumour Biology: Here we will study genetic changes associated with carcinogenesis including the effects of chemical and physical carcinogens, oncogenes and tumour suppressor genes and their relationship to DNA repair mechanisms and cell cycle progression. Changes in cellular morphology and behaviour associated with carcinogenesis will also be studied.2. Tumour Growth and Treatment. Within this section we will study the changes in tissue architecture associated with the progression from normality to malignancy and metastasis. We will also consider, in the context of tumour development, the effectiveness and mechanisms of currently used approaches of tumour therapy including surgery, chemotherapy, radiotherapy and immunotherapy. 3.Whole Body Effects of Tumours: This section will include study of the effects that tumours may have on parts of the body distant from their site of growth due to either their physical growth e.g. through blockage of the alimentary tract, or their metabolic effects e.g. through the secretion of ectopic hormones. This section will also include screening and diagnostic tests for cancer. 4.Tumour Epidemiology: Here we will consider the findings of large scale studies of the incidence tumours in populations. The balance between genetic, epigenetic and environmental influences will be evaluated together with an evaluation of the possible effectiveness of intervention strategies to reduce tumour incidence by changing behaviour and lifestyle. The second part of the module considers the discipline of regenerative medicine and stem cell biology. You will study stem cell biology in depth and their application to regenerative medicine. You will study the molecular and genetic control of cell fate specification and differentiation., including stem cell niches, adult, embryonic and cancer stem cells. Induced pluripotency and the use of stem cells in therapy. Consideration will be given to existing and potential clinical use of stem cells and their derivatives, and of the ethical issues that this raises. As this is a rapidly developing field, strong emphasis will be placed on understanding the current research in this area. |
| NURS50442 |
CARE AND MANAGEMENT OF PEOPLE WITH DIABETES MELLITUS |
5 |
15 |
Health, Education, Policing and Sciences |
This module allows you to develop a deeper understanding of diabetes care and management from a range of healthcare perspectives. Experts in the field support the module to ensure you are learning the most up-to-date information in this fast changing area of healthcare provision. The wide range of topics ensure a rounded development of knowledge which you can utilise to develop and enhance patient care. |
| NURS60565 |
CARE AND MANAGEMENT OF PEOPLE WITH DIABETES MELLITUS |
6 |
15 |
Health, Education, Policing and Sciences |
This module allows you to develop a deeper understanding of diabetes care and management from a range of healthcare perspectives. Experts in the field support the module teaching to ensure you are learning the most up-to-date information in this fast changing area of healthcare provision. The wide range of topics ensures a rounded development of knowledge which you can utilise to develop and enhance patient care. |
| NURS60791 |
CARE AND MANAGEMENT OF PEOPLE WITH DIABETES MELLITUS |
6 |
20 |
Health, Education, Policing and Sciences |
This module allows you to develop a deeper understanding of diabetes care and management from a range of healthcare perspectives. Experts in the field support the module teaching to ensure you are learning the most up-to-date information in this fast changing area of healthcare provision. The wide range of topics ensures a rounded development of knowledge which you can utilise to develop and enhance patient care. |
| ODPR50111 |
CARE OF PATIENTS WITH COMORBIDITIES |
5 |
30 |
Health, Education, Policing and Sciences |
Building on year one studies, you will explore the specific care needs of patients with a range of co-morbities. This will include the study of the biological processes of intercurrent disease and the care protocols and plans put into place to care for patients in the operating department. You will explore social inequalities, including the correlation between inequality and intercurrent disease, and issues with mental health, including mental health issues, mental capacity and consent. You will develop your theory and knowledge about pathophysiology, including obesity, diabetes, respiratory disorders, and cardiovascular disease. You will examine evidence-based practice and NICE clinical guidelines relating to venous thromboembolism (VTE), pressure ulceration, and pain management; and evaluate clinical interventions including assessment tools, pharmacological and mechanical interventions. Although this module does not have a practice-based element of assessment, you will spend time in clinical placement areas (organised by the University) to experience how the concepts covered in this module relate directly to your professional practice. |
| NURS50738 |
CARE OF THE OLDER PERSON |
5 |
15 |
Health, Education, Policing and Sciences |
Independent Study Hours: (132) |
| AOPH40003 |
CAREERS AND SKILLS IN SOCIAL JUSTICE |
4 |
40 |
Health, Education, Policing and Sciences |
This module will help you begin to plan your study, develop your academic study skills and identify, develop and record your employability skills throughout the life of the course. In recognising that students often have differing starting points when beginning their learning journey, this module will enable each student to assess their own personal starting point and then to plan their development, setting key objectives which will be evidenced in the portfolio requirements at the end of the module. You will complete a skills audit, research career opportunities, identify skills gaps and produce an action plan to work towards and activity on your other modules will feed directly into the portfolio requirements. Employer networking events and careers fairs will offer opportunities to speak directly with your future employers and previous graduates will share their learning journeys, offering different perspectives and views. |
| NURS40483 |
CARING COMMUNICATION |
4 |
15 |
Health, Education, Policing and Sciences |
Communication skills are an essential part of effective healthcare practice. students from a range of health care backgrounds can explore ways to improve their own communciation in practice by exploring key themes relating to theory and how this can be bridged in to the practice environment.Included in this module is exploration of comunciation methods to help with assertiveness , active listening , loss and bereavement (breaking bad news);The nature of anxiety as a barrier to effective communication and principles of anxiety and stress management;Recognition, prevention and management of anger and aggression. |
| NURS40438 |
CARING FOR PEOPLE WITH LONG TERM CONDITIONS |
4 |
15 |
Health, Education, Policing and Sciences |
This level 4 module forms part of the Foundation Degree Science Integrated Care award and will provide you with an understanding of Long Term Conditions to assist you in your future role as an Assistant Practitioner. |
| NURS40785 |
CARING FOR PEOPLE WITH LONG TERM CONDITIONS |
4 |
20 |
Health, Education, Policing and Sciences |
This level 4 module forms part of the Certificate in Continual Professional Development for Healthcare Assistants delivering Healthcare in the Community and will provide you with an understanding of Long Term Conditions to assist you in your future role as an Health Care Assistant. |
| FORE60364 |
CASE FILE TO COURT |
6 |
15 |
Health, Education, Policing and Sciences |
On this module you will attend a simulated crime scene and act as the 'first officer attending' using current police technology and techniques. You will gather and analyse evidence including interviewing a suspect and then complete a crime file. The module culminates in your investigation being tested in a mock trial |
| FORE60376 |
CASE FILE TO COURT |
6 |
20 |
Health, Education, Policing and Sciences |
On this module you will attend a simulated crime scene and act as the first officer attending using current police technology and techniques. You will gather and analyse evidence including interviewing the suspect and then complete a court file. The module culminates in your investigation being tested in a mock trial. |
| FORE40354 |
CASE STUDIES IN CRIMINAL JUSTICE |
4 |
20 |
Health, Education, Policing and Sciences |
Have you ever wondered why miscarriages of justice occur and how many offenders may never be convicted for their crime(s)? This module will enable you to consider a range of factors, challenges, issues and mistakes that can and have influenced criminal justice outcomes and explore how change can overcome and improve these outcomes in both UK and international contexts. You will consider and explore real-world cases from criminological, policing and forensic perspectives by working with students from related courses and staff with subject expertise in these specific criminal justice sectors. As a result, you will be able to consider the contribution of professionals in your subject areas as well as those of others who all work together to deliver justice in society. |
| FORE43367 |
CASEWORK FILES & PREPARATION FOR EPA |
4 |
20 |
Health, Education, Policing and Sciences |
This final module is your launchpad to higher levels of responsibility and achievement. It paves your way to success by building your portfolio of skills and experience. You will have gained real-world experience through active casework and can reflect upon this to see where you will go next.¿ You will be ready for your end-point assessment following the targeted preparation and structured guidance through this module. Engage with experts and colleagues to elevate your practice and boost your confidence.¿ |
| PSYC70839 |
CBT FOR COMMON MENTAL HEALTH DISORDERS |
7 |
40 |
Health, Education, Policing and Sciences |
In this module you will learn about CBT treatment interventions and treatment process competencies when working with common mental health problems. You will build theoretical knowledge and understanding of depression and anxiety disorders, including critical analysis of empirical research in cognitive theories and behavioural theories and their application in clinical practice.You will learn empirically grounded treatment intervention protocols and their application. You will develop and implement CBT treatment intervention plans for individuals with depression or anxiety disorders in your clinical practice. The module covers CBT treatment interventions recommended in clinical guidance for specific disorders including Depression, Panic Disorder, Specific Phobias, Generalised Anxiety Disorder, Social Anxiety, Illness Anxiety, Obsessive Compulsive Disorder, Body Dysmorphia, Post-Traumatic Stress Disorder (PTSD).You will develop your knowledge of CBT treatment processes and their application. You will develop your knowledge and skills in the facilitation of client learning through treatment, maintenance of new learning from treatment and relapse prevention. |
| BIOL40692 |
CELLS TO SYSTEMS |
4 |
20 |
Health, Education, Policing and Sciences |
The module aims to explore many of the levels of organisation found within biology and, by illustrating fundamental processes, their control and their dynamic nature. It will develop your understanding of how the individual cellular processes previously studied interact to promote the wellbeing of the whole organism as part of homeostatic integration. |
| EDUC77871 |
CHANGE INITIATIVES AND TEAMWORKING DL |
7 |
20 |
Health, Education, Policing and Sciences |
This module offers an in-depth exploration of leadership theories, change initiative strategies, and educational policy. Through a blend of theoretical exploration and practical application, you will learn to navigate and lead educational change. Topics include leadership models, organisational change, stakeholder engagement, innovation and the development of transferable skills necessary for leading effective change in an educational setting. You will develop the skills and knowledge to effectively lead change initiatives and critically reflect on approaches to leadership in the learning environment. This module prepares future leaders for the dynamic challenges of educational management. |
| EDUC60269 |
CHANGES AND DEVELOPMENTS IN EDUCATION |
6 |
30 |
Health, Education, Policing and Sciences |
The module will include study of the following topics, which will include generic considerations of theory and application to the specific work contexts in which participants are involved: This will include:Historical perspectives of education in the UK. Consideration of issues including the purpose of education, inclusion and social mobility.Key reports, policies and legislation shaping education in EnglandKey drivers influencing education policy and practiceThe purpose of this module is to provide you with historical and current perspectives on how, and why education has changed since 1944. You will use and apply this critical understanding to your current educational setting providing suggestions to improve future practice. Throughout the module you will develop an understanding of the key legislation shaping education in the UK and be able to identify issues likely to impact on educational provision in the future. This will be outlined in terms of governmental change, economic pressures and changes within society |
| EDUC60637 |
CHANGES AND DEVELOPMENTS IN EDUCATION |
6 |
20 |
Health, Education, Policing and Sciences |
The module will include study of the following topics, which will include generic considerations of theory and application to the specific work contexts in which participants are involved: This will include: Historical perspectives of education in your country;Consideration of issues including the purpose of education, inclusion and social mobility;Key reports, policies and legislation shaping education in England;Key drivers influencing education policy and practice. The purpose of this module is to provide you with historical and current perspectives on how, and why education policy and provision has changed over time. You will use and apply this critical understanding to a chosen aspect of educational policy, including a critical evaluation of your current educational settings provision and practice. Throughout the module you will develop an understanding of the key legislation shaping education in your country and be able to identify issues likely to impact on educational provision in the future. This will be outlined in terms of governmental change, economic pressures and changes within society(Optional module to gain BA (Hons) Education degree)This module will gain you 20 credits at level 6 towards the full 120 credits for the BA (Hons) Education degree. |
| EDUC60642 |
CHANGES AND DEVELOPMENTS IN EDUCATION D/L |
6 |
20 |
Health, Education, Policing and Sciences |
The module will include study of the following topics, which will include generic considerations of theory and application to the specific work contexts in which participants are involved: This will include:Historical perspectives of education in your country;Consideration of issues including the purpose of education, inclusion and social mobility;Key reports, policies and legislation shaping education in England;Key drivers influencing education policy and practice.The purpose of this module is to provide you with historical and current perspectives on how, and why education policy and provision has changed over time. You will use and apply this critical understanding to a chosen aspect of educational policy, including a critical evaluation of your current educational settings provision and practice. Throughout the module you will develop an understanding of the key legislation shaping education in your country and be able to identify issues likely to impact on educational provision in the future. This will be outlined in terms of governmental change, economic pressures and changes within society(Optional module to gain BA (Hons) Education degree)This module will gain you 20 credits at level 6 towards the full 120 credits for the BA (Hons) Education degree. |
| EDUC60657 |
CHANGES AND DEVELOPMENTS IN POST COMPLUSORY EDUCATION AND TRAINING (DL) |
6 |
20 |
Health, Education, Policing and Sciences |
The module will include study of the following topics, which will include generic considerations of theory and application to the specific work contexts in which participants are involved. This will include:Historical perspectives of post compulsory education in the UK. Consideration of the purpose of post compulsory education and of policy relating to specific issues of provision including inclusion and social mobility.Key reports, policies and legislation shaping post compulsory education in EnglandKey drivers influencing education policy and practiceThe purpose of this module is to provide you with historical and current perspectives on how, and why education has changed over time since the second world war. You will use and apply this critical understanding to a chosen issue or aspect of educational provision including a critical evaluation of your current educational settings provision and practice. Throughout the module you will develop an understanding of the key legislation shaping education in England and be able to identify issues likely to impact on educational provision in the future. This will be outlined in terms of governmental change, economic pressures and changes within society.(Optional module to gain BA Hons Education degree) This module will gain you 20 credits at level 6 towards the full 120 credits for the BA Hons PCET degree 240 |
| EDUC60654 |
CHANGES AND DEVELOPMENTS IN POST COMPLUSORY EDUCATION AND TRAINING (DL) |
6 |
20 |
Health, Education, Policing and Sciences |
The module will include study of the following topics, which will include generic considerations of theory and application to the specific work contexts in which participants are involved: This will include: Historical perspectives of education in your country; Consideration of issues including the purpose of education, inclusion and social mobility;Key reports, policies and legislation shaping education in England;Key drivers influencing education policy and practice.The purpose of this module is to provide you with historical and current perspectives on how, and why education policy and provision has changed over time. You will use and apply this critical understanding to a chosen aspect of educational policy, including a critical evaluation of your current educational settings provision and practice. Throughout the module you will develop an understanding of the key legislation shaping education in your country and be able to identify issues likely to impact on educational provision in the future. This will be outlined in terms of governmental change, economic pressures and changes within society (Optional module to gain BA (Hons) Education degree)This module will gain you 20 credits at level 6 towards the full 120 credits for the BA (Hons) Education degree. |
| HIPO70491 |
CHANGING GLOBAL ORDER (20 CREDIT) |
7 |
20 |
Health, Education, Policing and Sciences |
This module focuses on debates around the changing structure of global order. The rise of China and groups such as the BRICS (comprised of Brazil, Russia, India, China, and South Africa), have encouraged debates about the decline of the West and the rise of the rest of the world. Tensions between the Western powers and Russia add to the sense of global instability and international change. After studying this module you will be able to understand these debates and knowledgably assess the related real-world political dynamics. |
| FORE50360 |
CHEMICAL AND BIOLOGICAL INTERACTIONS IN FORENSICS |
5 |
20 |
Health, Education, Policing and Sciences |
This module combines your knowledge of chemistry and biology along with your creative thinking to conside how we could analyse crime scenes in the future, find new ways to interpret biological evidence, and understand the interaction of chemicals with the human body. Explore the latest advancements in science as applied to forensics and think how we can use chemistry and biology together to enhance future practices. |
| FORE40244 |
CHEMICAL PRINCIPLES FOR FORENSIC SCIENCE |
4 |
30 |
Health, Education, Policing and Sciences |
From drugs to decomposition, firearms to fire debris, chemistry is at the heart of forensic science. This module will provide the foundations of core chemical knowledge to support your learning throughout the rest of your degree. |
| LAWS62019 |
CHILD ABUSE |
6 |
15 |
Health, Education, Policing and Sciences |
The module allows students to delve into the contested subject of child abuse. This module aims to develop the students thirst for reading and research. The subject is intended to prompt an effective interest in analysing competing criminological theories and allow the students to build on their critical analysis. This module will hopefully develop reading and research skills that can be transferred to other modules. Issues covered include: 1: An introduction to child abuse as a criminological phenomenon 2: Historical background 3: Exploring the definition of child abuse 4: Safeguarding and child protection 5: Criminal law 6: Psychological Perspective 7: Family law8: Media 9. Case studies 10 Child trafficking |
| PSYC60811 |
CHILD PSYCHOLOGY: THEORY TO PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
You are becoming an expert in Psychology and Child Development, but now it is time to develop your skills at sharing your expertise with others! During this module you will continue to develop your in-depth understanding of child psychology and we will be focusing on your ability to think about how this knowledge can be applied to real-world setting and communicated in a way that non-psychologists will be able to understand. |
| CRIM60002 |
CHILD SAFEGUARDING |
6 |
20 |
Health, Education, Policing and Sciences |
The module allows students to delve into the contested subject of child safeguarding, child protection and offender management. This module aims to develop the students thirst for reading and research into case studies and wider, related criminological theory. The subject is intended to prompt an effective interest in analysing competing criminological theories and allow the students to build on their critical analysis. This module will hopefully develop reading and research skills that can be transferred to other modules. |
| PSYC50674 |
CHILDHOOD: CONTEXTS AND APPLICATIONS |
5 |
30 |
Health, Education, Policing and Sciences |
This module explores the historical and socio-cultural contexts of childhood and development. Key theories of physical, social, emotional and cognitive development will be covered. These will be linked to major contexts of childhood today, including family, school, nature and disadvantaged contexts. Different theories of development will be explored in relation to application and relevance in practice settings (e.g. education, health, or family settings). You will be encouraged to apply this knowledge to solve practical 'real world' problems. |
| PSYC50811 |
CHILDHOOD: CONTEXTS AND WELLBEING |
5 |
40 |
Health, Education, Policing and Sciences |
Now that you are at level 5 we are going to tell you how challenging it is to really understand what influences the way a child develops! In this module you will learn about some key theories and methodologies that try and explain the multiple and bidirectional influences (e.g., family, school, media, culture) on a child's development. You will learn that no research study is perfect, but that by using different approaches we can gain vital insight into how children and young peoples development can be supported. In the second part of this module we will specifically focus on children's wellbeing and how psychological evidence can be used to inform strategies and interventions to improve wellbeing. |
| PSYC60797 |
CHILDREN AND PICTURES |
6 |
20 |
Health, Education, Policing and Sciences |
How and why were pictures first created by our historical ancestors? What are the variety and functions of pictures in our modern world? A study of children's picture making and understanding of pictures gives us insight not only into childhood but also the development of our pictorial world that we live in. The module shall examine questions within children's making and understanding of pictures, which will be approached from various perspectives: developmental, cognitive, clinical, aesthetic, educational, and cross-cultural. Where appropriate, we will also make links more generally to the child's development. The contact will be through 2-hour interactive lectures, plus a series of seminars. The assessment is a 2,500 word literature review in which you will choose one title from a list. You will be given guidance on understanding what a literature review is and how to approach it. |
| CYPF50001 |
CHILDREN AND YOUNG PEOPLE WHO OFFEND |
5 |
20 |
Health, Education, Policing and Sciences |
Learners will develop practice based skills for working with children, young people and families, there is a need for you to understand the relationship between young people and crime. This module will explore issues arising from official statistics or self-report studies, that show criminal and anti-social behaviour is at its highest during teenage years and that the life stages of childhood and adolescence are commonly seen as times when patterns for later life are being set. You will also explore how effective interventions, or a lack of them within a family unit, may impact on children and young people and play a decisive role as to whether young offenders become prolific criminals. |
| NURS40778 |
CHILDREN AND YOUNG PEOPLES NURSING IN PRACTICE 1 |
4 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around childrens nursing care with a specific focus upon practical skills and reflective practice. The module links practice learning period 1. You will undertake study related to the underpinning theory around common practical skills related to childrens nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will begin to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the childrens nurse. |
| NURS40779 |
CHILDREN AND YOUNG PEOPLES NURSING IN PRACTICE 2 |
4 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around childrens nursing care with a specific focus upon practical skills and reflective practice. The module links to your second practice learning period. You will undertake study related to the underpinning theory around common practical skills related to childrens nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will begin to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the childrens nurse. |
| NURS40780 |
CHILDREN AND YOUNG PEOPLES NURSING IN PRACTICE 3 |
4 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around childrens nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 3. You will undertake study related to the underpinning theory around common practical skills related to childrens nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will begin to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the childrens nurse. |
| NURS50783 |
CHILDREN AND YOUNG PEOPLES NURSING IN PRACTICE 4 |
5 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around childrens nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 4. You will undertake study related to the underpinning theory around common practical skills related to childrens nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the childrens nurse. |
| NURS50784 |
CHILDREN AND YOUNG PEOPLES NURSING IN PRACTICE 5 |
5 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around childrens nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 5. You will undertake study related to the underpinning theory around common practical skills related to childrens nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the childrens nurse. |
| NURS50785 |
CHILDREN AND YOUNG PEOPLES NURSING IN PRACTICE 6 |
5 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around childrens nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 6 and the progression into the final year of the course. You will undertake study related to the underpinning theory around common practical skills related to childrens nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the childrens nurse. |
| NURS60773 |
CHILDREN AND YOUNG PEOPLES NURSING IN PRACTICE 7 |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around childrens nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 7. You will undertake study related to the underpinning theory around common practical skills related to childrens nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the childrens nurse. |
| NURS60774 |
CHILDREN AND YOUNG PEOPLES NURSING IN PRACTICE 8 |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around childrens nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 8. You will undertake study related to the underpinning theory around common practical skills related to childrens nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the childrens nurse. |
| SPOR60535 |
CHILDREN IN SPORT AND PHYSICAL EDUCATION |
6 |
15 |
Health, Education, Policing and Sciences |
This module will develop your understanding of children's social development through sport and physical education. It will also critically analyse the national curriculum and evaluate the impact of physical education on young people. You will be expected to evaluate your own experiences and analyse the role that PE and school sport is perceived to have in contemporary society. |
| SPOR60535 |
CHILDREN IN SPORT AND PHYSICAL EDUCATION |
6 |
15 |
Health, Education, Policing and Sciences |
This module will develop your understanding of children's social development through sport and physical education. It will also critically analyse the national curriculum and evaluate the impact of physical education on young people. You will be expected to evaluate your own experiences and analyse the role that PE and school sport is perceived to have in contemporary society. |
| SPOR60972 |
CHILDREN IN SPORT AND PHYSICAL EDUCATION |
6 |
20 |
Health, Education, Policing and Sciences |
This module will develop your understanding of children's social development through sport and physical education. It will also critically analyse the national curriculum and evaluate the impact of physical education on young people. You will be expected to evaluate your own experiences and analyse the role that PE and school sport is perceived to have in contemporary society. |
| EDUC50513 |
CHILDREN WITH COMPLEX NEEDS |
5 |
30 |
Health, Education, Policing and Sciences |
The module will explore Special Educational Needs and Disability in more detail. You will focus on specific areas of need which may include such areas as:Aspergers syndrome;Autistic Spectrum Disorder;Attention Deficit Hyperactivity Disorder, Speech, Language and Communication Difficulties;Dyslexia, Dyspraxia And Dyscalculia;Visual and Hearing Impairments;Behavioural, Emotional and Social Difficulties.You will also explore how these needs can be identified and assessed and what expectations there are of educational establishments and external agencies. |
| ECST63003 |
CHILDREN'S VOICES |
6 |
20 |
Health, Education, Policing and Sciences |
This module will help you to explore the importance of children's rights and voice regardless of life chances. You will consider children's culture, background and societal standing including societal construction and the impact on children's voices. The study will assist in helping you identify what you can do as a practitioner to have a positive impact on the rights of all children. |
| EDUC40628 |
CHILDREN, FAMILIES AND SOCIETY |
4 |
20 |
Health, Education, Policing and Sciences |
The module has been designed to enable you to reflect upon the concept of childhood, in relation to the family and society. It draws upon differing disciplines within education such as sociology and psychology as well as politics. This will enable you to reflect upon your understanding of the child and how this relates to your practice. |
| EDUC40617 |
CHILDREN, FAMILIES AND SOCIETY |
4 |
40 |
Health, Education, Policing and Sciences |
The module has been designed to enable you to reflect upon the concept of childhood, in relation to the family and society. It draws upon differing disciplines within education such as sociology and psychology as well as politics. This will enable you to reflect upon your understanding of 'the child' and how this then relates to your professional practice. |
| CYPF40002 |
CHILDREN, YOUNG PEOPLE AND FAMILIES POLICY AND PRACTICE |
4 |
20 |
Health, Education, Policing and Sciences |
Learners will develop and gain an understanding of how policy and legislation can impact on children, young people and families. Learners will develop their skills of policy evaluation, analysis and application to recognise the strengths and weaknesses of policy and the challenges this can present when practicing in this sector. They will begin to use theoretical concepts to comprehend the underlying complexities that exist with policy and how this can affect different groups in society including groups who are identified as being marginalised. |
| NURS40387 |
CHILDRENS NURSING PRACTICE |
4 |
30 |
Health, Education, Policing and Sciences |
Structural inequalities and discrimination in relation to individual characteristics such as age, gender, ethnicity, sexual orientation, disability and social class, and how these impact both on life chances and experience, and on the need for and access to advice |
| HIPO70488 |
CHINA IN GLOBAL CONTEXT |
7 |
40 |
Health, Education, Policing and Sciences |
On this module you will be introduced to China and will examines its place in the contemporary world. You will begin with an examination of the external worlds impact on China during the past two centuries, the violations of Chinese territory and sovereignty, and the Chinese perceptions of its historic relations with external powers. You will learn about the process of Chinese economic liberalisation and Chinas rapid integration into the global economy since 1979, critically assessing the growing impact of China on the world. You will study Chinas economic power through an examination of the Belt and Road Initiative and through Chinas role in regional and global governance. The module will move on to look at Chinas relations with Russia, Central Asia, the Global South, the United States/NATO and Chinas growing influence in the polar regions. You will become familiar with contemporary debates regarding the impact of Chinese power in regional organisations; on international normative structures; and on relations of global power. The module will conclude by critically assessing claims that the West, and the United States in particular, are now in a new Cold War, with China as the key protagonist. |
| BIOL70654 |
CHRONIC MULTIFACTORIAL DISEASE |
7 |
15 |
Health, Education, Policing and Sciences |
Chronic diseases occur as a consequence of one or more contributory factors. How these factors can lead to disease onset, progression and a disruption to normal metabolic and physiological processes will be addressed. |
| BIOL70640 |
CHRONIC MULTIFACTORIAL DISEASE (DL) |
7 |
15 |
Health, Education, Policing and Sciences |
Chronic diseases occur as a consequence of one or more contributory factors. How these factors can lead to disease onset, progression and a disruption to normal metabolic and physiological processes will be addressed. |
| ENVI50008 |
CLIMATE CHANGE ACTION |
5 |
20 |
Health, Education, Policing and Sciences |
Human-induced climate change is a reality. There is an increasing scientific evidence base that global temperature trends are reacting to the enormous quantities of greenhouses gases that have accumulated in the atmosphere over the past 150 years. Following a review of the causes and consequences of climate change, you will explore through real world examples the various strategies that can be implemented to reduce carbon emissions and adapt to a changing climate, and discuss the opportunities and barriers associated with their implementation. You will apply the knowledge and understanding acquired through the module to explore a specific climate change issue that you are interested in and design a management response to that issue consisting of a set of appropriate and complementary adaptation and / or mitigation strategies. |
| HIPO60539 |
CLIMATE CHANGE, WATER AND CONFLICT |
6 |
20 |
Health, Education, Policing and Sciences |
The impact of climate change - melting glaciers and ice caps, rising sea levels, low water tables, extreme weather events, desertification all can result in tensions. Human responses to climate change such as the building of hydro-electric dams can themselves cause conflict. It is these issues, all related to water, which you will be studying on this module. Whilst the causal link between climate change and conflict is disputed, environmental stress can exacerbate tensions. Conflict over local fresh water supplies echo regional disputes over river flows. At the international level, as ice melts into water in the polar regions new tensions in geo-politics emerge and the rising sea-levels which result threaten the very existence of small island states. Climate change migration can lead to further issues of human insecurity and tensions over water and other resources in receiving countries. You will examine those tensions from the poles to the equator at the local, regional, state and global levels. |
| SPOR40907 |
CLINICAL ANATOMY |
4 |
15 |
Health, Education, Policing and Sciences |
This module aims to provide a knowledge and understanding of musculoskeletal anatomy. At the end of the module you will be able to identify key structures and landmarks essential for clinical practice. You will be introduced to traditional and contemporary concepts of anatomy and be able to apply this knowledge to sporting function and injury. The scope of this module will include the function, structure and location of bones, muscles, fascia, tendons, ligaments and bursae. This understanding and applied knowledge is integral to the sports therapy course and is a key building block for the development of an undergraduate sports therapist. |
| PARA50698 |
CLINICAL ASSESSMENT AND MANAGEMENT IN PARAMEDIC PRACTICE |
5 |
20 |
Health, Education, Policing and Sciences |
Paramedics are generalist practitioners who respond to a broad range of patients in diverse and changing environments. This module is intended to cover the essential assessment and management of common emergency presentations, whilst developing the fundamental skills associated with safe and effective care. |
| PARA50704 |
CLINICAL ASSESSMENT AND MANAGEMENT IN PARAMEDIC PRACTICE |
5 |
20 |
Health, Education, Policing and Sciences |
Paramedics are generalist practitioners who respond to a broad range of patients in diverse and changing environments. This module is intended to cover the essential assessment and management of common emergency presentations, whilst developing the fundamental skills associated with safe and effective care. |
| SPOR40967 |
CLINICAL ASSESSMENT AND MANUAL INTERVENTIONS |
4 |
20 |
Health, Education, Policing and Sciences |
This module aims to provide knowledge and understanding of pre-treatment client screening, which may include, postural assessment, anthropometric testing and subjective screening. Students will learn a range of sports massage techniques and how to apply these safely and effectively to different case scenarios throughout the module. On completion of this module students are eligible for external massage insurance for them to gain paid clinical work. |
| BIOL60700 |
CLINICAL BIOCHEMISTRY (SUPPLEMENTARY EDUCATION) |
6 |
20 |
Health, Education, Policing and Sciences |
This module is mapped against the QAA Benchmark for Biomedical Science areas of Biochemistry and Clinical BiochemistryThe module will begin by discussing the foundations of biochemistry, including the key chemical principles relevant to biological systems, the structure and function of biological molecules and the biochemistry of processes whichsupport life including cellular metabolism and its control.You will then build upon this knowledge to study clinical biochemistry and the investigation of the function and dysfunction of systems, organs and tissues by the measurement of biochemical markers. Within this you will develop your knowledge of topics such as:the range, and methods used for the collection of, clinical samples that maybe subjected to biochemical analysis;the principles and applications of biochemical investigations used for screening, diagnosis, treatment and monitoring of disease, including near-patient testing;therapeutic drug monitoring and investigation of substance abuse. |
| NURS40578 |
CLINICAL PRACTICE - PLACEMENT LEARNING PERIOD 1 (ADULT) |
4 |
0 |
Health, Education, Policing and Sciences |
This is the first placement learning period |
| NURS40579 |
CLINICAL PRACTICE - PLACEMENT LEARNING PERIOD 1 (CHILD) |
4 |
0 |
Health, Education, Policing and Sciences |
Other aspects of social disadvantage and barriers to advice, for example aspects of geography, community, and `legal capability' and how the law is framed in terms of a solution to everyday life problems experienced by individuals |
| NURS40580 |
CLINICAL PRACTICE - PLACEMENT LEARNING PERIOD 1 (MENTAL HEALTH) |
4 |
0 |
Health, Education, Policing and Sciences |
This module represents your first clinical placement experience. You will work in a mental health setting, and be assessed on specific practical outcomes, by qualified nurses with extra training in assessing students. |
| NURS40581 |
CLINICAL PRACTICE - PLACEMENT LEARNING PERIOD 2 (ADULT) |
4 |
0 |
Health, Education, Policing and Sciences |
This is the second placement learning period |
| NURS40582 |
CLINICAL PRACTICE - PLACEMENT LEARNING PERIOD 2 (CHILD) |
4 |
0 |
Health, Education, Policing and Sciences |
Theories and policies related to poverty and social exclusion (including in relation to welfare reform, access to food, fuel poverty); housing policies and homelessness; theories and policies around work and worklessness; health and social care; families, households and relationships; communities and neighbourhoods (including community relations) |
| NURS40583 |
CLINICAL PRACTICE - PLACEMENT LEARNING PERIOD 2 (MENTAL HEALTH) |
4 |
0 |
Health, Education, Policing and Sciences |
This module represents your second clinical placement experience. You will work in a mental health setting, and be assessed on specific practical outcomes, by qualified nurses with extra training in assessing students. |
| ODPR40113 |
CLINICAL PRACTICE, WELLBEING AND SIMULATION PART 1 |
4 |
40 |
Health, Education, Policing and Sciences |
Please see marketings quick guide for assistanceThis is a module based primarily in clinical practice where you will apply the theory that you have learnt in university to patient care in the Operating Department. The module is supported by clinical placements where you will participate in the development and assessment of your clinical skills and applied knowledge. You will have the opportunity to develop and practice essential clinical skills in the skills laboratory as well as opportunities to practice patient care in the simulated environment. This module also has a wellbeing focus to equip you with the tools and confidence to be a resilient practitioner. This includes mindfulness, breathing techniques, peer support and introduction to a Buddying system. |
| ODPR50114 |
CLINICAL PRACTICE, WELLBEING AND SIMULATION PART 2 |
5 |
40 |
Health, Education, Policing and Sciences |
Clinical Practice, Wellbeing and Simulation Part 2 builds upon all that you have covered at Level 4. At this level, focus shifts to more challenging aspects of the role of the Operating Department Practitioner. This includes areas such as challenging behaviours in practice, supporting others whilst maintaining boundaries, continuous professional development and employability, this will be achieved through a combination of taught theory, simulation, virtual placement and traditional clinical placements. |
| ODPR60024 |
CLINICAL PRACTICE, WELLBEING AND SIMULATION PART 3 |
6 |
40 |
Health, Education, Policing and Sciences |
This module focuses on the more challenging elements of the role of the Operating Department Practitioner. This includes topics that will assist you in de-escalation of difficult situations, safeguarding yourself, peers and patients whilst focusing on a wellbeing approach. This module also provides opportunities to practice difficult situations in a simulated environment. You will also hear from service users with lived in experiences of recovery from surgery and illness. There is a focus upon connecting wellbeing with practice and you will achieve your final proficiencies in clinical practice during your placement experiences as part of this module. |
| PSYC70818 |
CLINICAL PSYCHOLOGY: SCIENCE AND EXPERIENCE |
7 |
30 |
Health, Education, Policing and Sciences |
This module will focus on the role and contributions of psychological research to understanding experiences of key clinical mental health conditions, focusing on scientific approaches to understanding the spectrum of mental health experiences. The module will also consider the importance of clinical psychological research for developing adequately targeted evidence-based psychological therapies which aim to improve functioning for individuals living with severe mental health conditions. You will be able to critically evaluate the contributions of psychological science-based research to understanding the experience of a number of common mental health conditions. |
| PSYC70806 |
CLINICAL PSYCHOLOGY: SCIENCE AND EXPERIENCE |
7 |
30 |
Health, Education, Policing and Sciences |
This module will focus on the role and contributions of psychological research to understanding experiences of key clinical mental health conditions, focusing on scientific approaches to understanding the spectrum of mental health experiences. The module will also consider the importance of clinical psychological research for developing adequately targeted evidence-based psychological therapies which aim to improve functioning for individuals living with severe mental health conditions. You will be able to critically evaluate the contributions of psychological science-based research to understanding the experience of a number of common mental health conditions. |
| PSYC70842 |
CLINICAL PSYCHOLOGY: SCIENCE AND EXPERIENCE |
7 |
20 |
Health, Education, Policing and Sciences |
This module will focus on the role and contributions of psychological research to understanding experiences of key clinical mental health conditions, focusing on scientific approaches to understanding the spectrum of mental health experiences. Throughout this module, students will explore, discuss, debate, and develop an understanding of the lived experiences of severe mental health distress and how to improve symptomology and/or quality of life for these individuals. You will begin to develop your knowledge of clinical psychology, from research to practice. |
| NURS70773 |
CLINICAL REASONING AND DECISION MAKING |
7 |
20 |
Health, Education, Policing and Sciences |
The purpose of this module is to enable you to understand and explore the clinical decision making processes in order to reduce diagnostic error. |
| NURS70726 |
CLINICAL REASONING AND DECISION MAKING |
7 |
15 |
Health, Education, Policing and Sciences |
The purpose of this module is to enable you to understand and explore the clinical decision making processes in order to reduce diagnostic error. |
| NURS40735 |
CLINICAL SKILLS FOR HEALTHCARE PRACTICE |
4 |
30 |
Health, Education, Policing and Sciences |
This module will develop your knowledge around human anatomy and physiology alongside developing practical care skills. You will have the opportunity to work in a simulated clinical learning environment to develop confidence and competence in a range of practical skills deemed essential for the Assistant Practitioner role. These skills will consolidate your previous knowledge and experience with new learning, helping you to apply theory to practice to support you in your progression to the Assistant Practitioner role. |
| NURS40111 |
CLINICAL SKILLS FOR NURSING |
4 |
30 |
Health, Education, Policing and Sciences |
The aim of this first-year module is to introduce you to the structure and function of the human body, and then assist you to apply this knowledge to develop the fundamental clinical skills that are essential for you to deliver safe, effective patient care. To enable you to achieve the intended learning outcomes, the module encompasses three main components: an introduction to human anatomy and physiology, the application of this knowledge to the development of first year clinical skills, and basic use of numeracy for safe patient care.Learning will take place in both lecture rooms and in skills laboratories, and the topics covered in the module will include, for example, an introduction to; microbiology and infection prevention, medicines administration and related numeracy, and basic life support for adults, children and infants.Successful completion of this module is an essential element of the BSc (hons) Nursing programme for all adult, child health and mental health fields. |
| PARA50014 |
CLINICAL SKILLS FOR PARAMEDIC PRACTICE |
5 |
30 |
Health, Education, Policing and Sciences |
A module to give you the underpinning knowledge and skills to work within frontline pre-hospital care. Covering a vast range of assessments treatments and conditions, from labour and childbirth to Advanced Life Support for cardiac arrest, looking at patients of all ages from both a traumatic and medical perspective. |
| EDUC77840 |
COACHING AND MENTORING APPROACHES |
7 |
20 |
Health, Education, Policing and Sciences |
This module will professionally develop your mentoring and coaching skills in an educational setting. You will initially critically explore and evaluate theories and models related to mentoring and coaching processes. Subsequently, you will analytically consider these approaches in a specific educational context. You will then be invited to critically analyse the mentor and mentee relationship, with the aim of improving the learning experience. As such it explores: A knowledge of coaching and mentoring models and approaches used in the HE and professional sector Own professional development of approaches to supporting learners Own professional development of teaching and learning within your own subject-specific discipline Own skills in English and ICT |
| EDUC60633 |
COACHING AND MENTORING IN EDUCATION |
6 |
20 |
Health, Education, Policing and Sciences |
This module will provide you with a practical insight into coaching and mentoring within a range of educational contexts. You will learn about different models of coaching and mentoring. This will enable you reflect on your own practice and consider the qualities skills and dispositions required to provide effective coaching and mentoring to children and young people. |
| SPOR40913 |
COACHING AND TEACHING FOOTBALL |
4 |
15 |
Health, Education, Policing and Sciences |
This module has an exclusive focus on football coaching and aims to provide you with an introduction to basic football techniques (e.g. passing, dribbling, shooting/scoring, etc.) and principles of play or tactics (e.g. support play, balance in defence, penetration in attack, etc.) in games. The application of these techniques and principles in a variety of situations and contexts will be considered. Furthermore, specific coaching pathways and qualifications for each sport delivered will be disseminated. The application of a variety of appropriate and effective coaching/teaching techniques will be applied in the team games setting. |
| SPOR40914 |
COACHING AND TEACHING IN SPORT |
4 |
15 |
Health, Education, Policing and Sciences |
This module aims to provide you with an introduction to the coaching and teaching process and the opportunity to develop your knowledge and skills in coaching and teaching groups and individuals. Principles of effective planning, organising, reflecting and conducting coaching sessions will be covered and introduced in lectures and further developed in practical sessions. In addition, you will be introduced to risk management issues that affect coaches and coaching sessions. |
| SPOR40914 |
COACHING AND TEACHING IN SPORT |
4 |
15 |
Health, Education, Policing and Sciences |
This module aims to provide you with an introduction to the coaching and teaching process and the opportunity to develop your knowledge and skills in coaching and teaching groups and individuals. Principles of effective planning, organising, reflecting and conducting coaching sessions will be covered and introduced in lectures and further developed in practical sessions. In addition, you will be introduced to risk management issues that affect coaches and coaching sessions. |
| SPOR40982 |
COACHING AND TEACHING IN SPORT |
4 |
20 |
Health, Education, Policing and Sciences |
This module aims to provide you with an introduction to the coaching and teaching process and the opportunity to develop your knowledge and skills in coaching and teaching groups and individuals across a range of sports that are both individual in nature or related to invasion games. Principles of effective planning, organising, reflecting and conducting coaching sessions will be covered and introduced in lectures and further developed in practical sessions. In addition, you will be introduced to risk management issues that affect coaches and coaching sessions. |
| SPOR40912 |
COACHING AND TEACHING INDIVIDUAL SPORTS |
4 |
15 |
Health, Education, Policing and Sciences |
This module follows on from Coaching and Teaching in Sport, and will focus exclusively on individual sports.Currently these are anticipated to be swimming, athletics and badminton. The module aims to provide you with an introduction to basic techniques associated with each sport (and tactics where applicable). Basic theoretical principles underpinning movement and safety in each sport will also be covered. The module will also focus on the application of the principles of coaching, teaching and instruction to the three sports being studied. |
| SPOR40912 |
COACHING AND TEACHING INDIVIDUAL SPORTS |
4 |
15 |
Health, Education, Policing and Sciences |
This module follows on from Coaching and Teaching in Sport, and will focus exclusively on individual sports.Currently these are anticipated to be swimming, athletics and badminton. The module aims to provide you with an introduction to basic techniques associated with each sport (and tactics where applicable). Basic theoretical principles underpinning movement and safety in each sport will also be covered. The module will also focus on the application of the principles of coaching, teaching and instruction to the three sports being studied. |
| SPOR40911 |
COACHING AND TEACHING INVASION GAMES |
4 |
15 |
Health, Education, Policing and Sciences |
The module focuses on invasion games and will aim to provide you with an introduction to basic techniques (e.g. passing, dribbling, shooting/scoring, etc.) and principles of play or tactics (e.g. support play, balance in defence, penetration in attack, etc.) in team invasion games. The application of these techniques and principles in a variety of team games will be considered. The application of a variety of appropriate and effective coaching/teaching techniques will be applied in the team games setting. |
| SPOR40911 |
COACHING AND TEACHING INVASION GAMES |
4 |
15 |
Health, Education, Policing and Sciences |
The module focuses on invasion games and will aim to provide you with an introduction to basic techniques (e.g. passing, dribbling, shooting/scoring, etc.) and principles of play or tactics (e.g. support play, balance in defence, penetration in attack, etc.) in team invasion games. The application of these techniques and principles in a variety of team games will be considered. The application of a variety of appropriate and effective coaching/teaching techniques will be applied in the team games setting. |
| SPOR40951 |
COACHING DIVERSE GROUPS |
4 |
20 |
Health, Education, Policing and Sciences |
Sport is part of life, enjoyed and participated by a vast array of diverse communities. As such, this module provides you with the experiences, theoretical insight and coaching experience to accumulate skills that enable you to effectively coach practical sessions to a diverse range of populations throughout the community. During the module you will be introduced to the fundamental coaching skills within both class and practically applied based settings, having the opportunity to observe and support experienced coaching practitioners. You will then be challenged to reflect on your ability to apply the theory in your coaching practice in order to become more informed and effective coaches. |
| SPOR40963 |
COACHING DIVERSE GROUPS |
4 |
20 |
Health, Education, Policing and Sciences |
Sport is part of life, enjoyed and participated by a vast array of diverse communities. As such, this module provides you with the experiences, theoretical insight and coaching experience to accumulate skills that enable you to effectively coach practical sessions to a diverse range of populations throughout the community. During the module you will be introduced to the fundamental coaching skills within both class and practically applied based settings, having the opportunity to observe and support experienced coaching practitioners. You will then be challenged to reflect on your ability to apply the theory in your coaching practice in order to become more informed and effective coaches. |
| SPOR30757 |
COACHING IN THE COMMUNITY |
3 |
20 |
Health, Education, Policing and Sciences |
Students will have the opportunity to develop a range of practical coaching skills, reflective practice and work based learning. Combining practical experience with theoretical concepts will enhance the students coaching provision. Partners will support this module and allow students to observe and support within a practical environment. |
| SPOR50937 |
COACHING PEDAGOGY |
5 |
20 |
Health, Education, Policing and Sciences |
Having a strong foundation for how coaching and teaching sessions are theoretically informed and designed in physical activity and sports performance settings is now an expectation for graduates entering the professional workforce of sports coaching and teaching. Therefore, an understanding of pedagogical principles can better inform coaches and teachers on how to plan, structure, organise, communicate, and differentiate in practical activities for the benefit of their learners. This module advances understanding on some of the underpinning pedagogical theory coaches and teachers can draw on and introduces several strategies that can be implemented to make practical activities ever more purposeful and effective. |
| SPOR50914 |
COACHING, ANALYSIS AND SKILL ACQUISITION |
5 |
30 |
Health, Education, Policing and Sciences |
The module will initially provide detailed knowledge of the acquisition of sports skills theory and how this information can be used to inform football coaches and teachers practice. Utilising academic research to inform practical application, this will enable you to examine the rationale behind current teaching and coaching strategies and explore the theory behind learning sports skills, and ultimately applying these concepts to your football coaching. The module then further aims to develop your knowledge and abilities in coaching and teaching situations. Content will cover coaching and teaching models, styles, strategies and philosophies. Principles of effective teaching and coaching will be considered in football and in a range of specific contexts, for example, adapting activities to suit individual needs. Various methods of analysing football performance, including observation, GPS tracking, rotational analysis and performance analysis will be examined. Industry standard computer software, such as Dartfish, will be used to support performance analysis of football and inform the students football coaching. |
| SPOR50914 |
COACHING, ANALYSIS AND SKILL ACQUISITION |
5 |
30 |
Health, Education, Policing and Sciences |
The module will initially provide detailed knowledge of the acquisition of sports skills theory and how this information can be used to inform football coaches and teachers practice. Utilising academic research to inform practical application, this will enable you to examine the rationale behind current teaching and coaching strategies and explore the theory behind learning sports skills, and ultimately applying these concepts to your football coaching. The module then further aims to develop your knowledge and abilities in coaching and teaching situations. Content will cover coaching and teaching models, styles, strategies and philosophies. Principles of effective teaching and coaching will be considered in football and in a range of specific contexts, for example, adapting activities to suit individual needs. Various methods of analysing football performance, including observation, GPS tracking, rotational analysis and performance analysis will be examined. Industry standard computer software, such as Dartfish, will be used to support performance analysis of football and inform the students football coaching. |
| SPOR50955 |
COACHING, ANALYSIS AND SKILL ACQUISITION |
5 |
40 |
Health, Education, Policing and Sciences |
The module will initially provide detailed knowledge of the acquisition of sports skills theory and how this information can be used to inform football coaches and teachers practice. Utilising academic research to inform practical application, this will enable you to examine the rationale behind current teaching and coaching strategies and explore the theory behind learning sports skills, and ultimately applying these concepts to your football coaching. The module then further aims to develop your knowledge and abilities in coaching and teaching situations. Content will cover coaching and teaching models, styles, strategies and philosophies. Principles of effective teaching and coaching will be considered and in a range of specific contexts, for example, adapting activities to suit individual needs. Various methods of analysing football performance, including observation, GPS tracking, rotational analysis and performance analysis will be examined. Industry standard computer software, such as Dartfish, will be used to support performance analysis and inform the students coaching. |
| SPOR50913 |
COACHING, ANALYSIS AND SKILL ACQUISITION (APPLIED FOOTBALL) |
5 |
30 |
Health, Education, Policing and Sciences |
The module will initially provide detailed knowledge of the acquisition of sports skills theory and how this information can be used to inform football coaches and teachers practice. Utilising academic research to inform practical application, this will enable you to examine the rationale behind current teaching and coaching strategies and explore the theory behind learning sports skills, and ultimately applying these concepts to your football coaching. The module then further aims to develop your knowledge and abilities in coaching and teaching situations. Content will cover coaching and teaching models, styles, strategies and philosophies. Principles of effective teaching and coaching will be considered in football and in a range of specific contexts, for example, adapting activities to suit individual needs. Various methods of analysing football performance, including observation, GPS tracking, rotational analysis and performance analysis will be examined. Industry standard computer software, such as Dartfish, will be used to support performance analysis of football and inform the students football coaching. |
| PSYC50672 |
COGNITIVE AND BIOLOGICAL DETERMINANTS OF BEHAVIOUR |
5 |
30 |
Health, Education, Policing and Sciences |
This module will allow you to develop your knowledge about theories, debates and research findings and to develop research skills in cognitive and biological psychology.Examples of aspects of cognition that will be covered are: attention, perception, memory, thinking and reasoning, and consciousness. Examples of aspects of the biological underpinnings of behaviour that will be covered are: learning and memory, motivation, emotion, and psychiatric disorders. Historical and conceptual issues in cognitive and biological psychology will also be covered. |
| PSYC70791 |
COGNITIVE AND BIOLOGICAL DETERMINANTS OF BEHAVIOUR |
7 |
30 |
Health, Education, Policing and Sciences |
This module will allow you to develop a systematic understanding of theories, debates and research findings and to develop research skills in cognitive and biological psychology.Examples of aspects of cognition that will be covered are: attention, perception, memory, thinking and reasoning, and consciousness. Examples of aspects of the biological underpinnings of behaviour that will be covered are: learning and memory, motivation, emotion, and psychiatric disorders. |
| SPOR50922 |
COGNITIVE AND BIOLOGICAL PSYCHOLOGY IN SPORT AND EXERCISE |
5 |
30 |
Health, Education, Policing and Sciences |
Cognitive psychology explores how information is processed by the brain and concerned with how people perceive, remember, make sense of and make decisions based upon incoming stimuli. Biological psychology looks at human behaviour and mental processes through a biological perspective. You will explore and examine the mechanisms between genetics, endocrinology, physiology, and hormones on psychology. The module allows you to better understand biological and cognitive mechanisms that explain the broad spectrum of human behaviours and psychological processes at play for those associated with sporting and/or exercise domains. |
| SPOR50945 |
COGNITIVE AND BIOLOGICAL PSYCHOLOGY IN SPORT AND EXERCISE |
5 |
40 |
Health, Education, Policing and Sciences |
Cognitive and biological psychology influences can explain human behaviour and mental processes of those who function in sport and exercise settings. Student's will explore and examine the mechanisms between genetics, endocrinology, physiology, and hormones on psychology. The module allows students to better understand biological and cognitive mechanisms that explain the broad spectrum of human behaviours and psychological processes at play for those associated with sporting and/or exercise domains. |
| PSYC70665 |
COGNITIVE BEHAVIOURAL THERAPY IN CONTEXT |
7 |
15 |
Health, Education, Policing and Sciences |
The phenomenology, diagnostic classification and epidemiological characteristics of common mental health disorders The structure of NHS mental health services General principles of mental health assessment Risk assessment and management Knowledge of relevant pharmacological interventions Values, culture & diversity (Access, ethical, professional and cultural considerations) An overview of the principles of the stepped care system and the role of high intensity psychological therapy within that framework |
| PSYC70688 |
COGNITIVE BEHAVIOURAL THERAPY THEORY AND CORE SKILLS |
7 |
15 |
Health, Education, Policing and Sciences |
Introduction to cognitive behavioural therapy to include a historical perspectiveThe theoretical foundations of CBT CBT assessment and formulation Applications and suitability for CBT guidelines, case applications and contra-indications to include assessment for alcohol and substance misuse. Recognising presentations where CBT is likely to be inappropriate Fundamental principles of CBT to include collaborative empiricism and the clinical process of formulation, rationale giving, measurement, active treatment and relapse prevention. Also the structuring of sessions to include agenda setting, summarising and homework setting Use of standard and idiosyncratic clinical measurement to monitor CBT process and outcome Assessing the effectiveness of CBT clinically and in research, clinical trials and outcome studies The application of theory and method to the individual case The application of CBT with more complex presentations deriving CBT driven formulations in cases of co-morbidity |
| PSYC70669 |
COGNITIVE BEHAVIOURAL THERAPY WITH ANXIETY DISORDERS |
7 |
15 |
Health, Education, Policing and Sciences |
Phenomenology, diagnostic classification and epidemiological characteristics of anxiety disorders Assessment and formulation for CBT with anxiety disorders CBT for Specific PhobiasCBT for Panic Disorder CBT for Social PhobiaCBT for Obsessive Compulsive DisorderCBT for PTSD CBT for Generalised Anxiety Disorder CBT for Health Anxiety Critical appraisal of research evidence conducting literature reviews Theories and experimental studies of process with anxiety disorders Linking theory with practice, clinical trials and outcome studies of CBT with anxiety |
| PSYC70670 |
COGNITIVE BEHAVIOURAL THERAPY WITH DEPRESSION |
7 |
15 |
Health, Education, Policing and Sciences |
Phenomenology, diagnostic classification and epidemiological characteristics of depression Common factors linked to predisposition and precipitation, course and outcome of depression Current evidence based pharmacological and psychological treatments for depression to include the role of combined treatmentTheory and development of cognitive and behavioural models for depression Assessment and formulation of CBT with depression including specific associated problems Risk assessment and risk management. The implementation of practical strategies to manage suicide risk Cognitive approaches to work with people with depression including the application of the cognitive triad, identification of common cognitive distortions and helping the client to successfully reappraise their thoughts Work with themes of guilt and blame Working with depressive rumination Behavioural approaches to work with people with depression including the behavioural activation model and use of activity scheduling and relapse prevention Clinical process for CBT with chronic recurrent depression Linking theory with practice clinical trials and outcome studies of CBT with depression. |
| PPDE70832 |
COGNITIVE ERGONOMICS |
7 |
20 |
Health, Education, Policing and Sciences |
Cognitive Ergonomics is concerned with human capabilities and limitations at work in terms of attention, memory, communication processing of information, problem-solving and decision-making. This module covers the ways in which people interact with tasks, tools and technology, and with the information they receive from others. The focus is on deep understanding of the ways in which the brain interacts with information received. Students apply HF/E design principles to facilitate optimal cognitive performance: to make it easy to do the right thing. |
| EDUC50514 |
COLLABORATIVE WORKING |
5 |
30 |
Health, Education, Policing and Sciences |
On this module you will explore a variety of topics:Contemporary and traditional approaches to developing professional networks;Multi-professional teams;Issues relating to co-operative working; Theoretical and legislative perspectives underpinning collaboration;Practical strategies to promote effective associations and partnerships |
| EDUC70511 |
COLLABORATIVE WORKING IN EDUCATION |
7 |
30 |
Health, Education, Policing and Sciences |
This module presents the core issues, strategies and techniques required to facilitate effective collaboration in education settings. It explores the reasons for and approaches to professional collaboration in education settings and how professionals are working together to extend learning opportunities for students. You will be supported to systematically reflect upon and assess organisational approaches to collaboration and partnership working in education contexts. It is suitable for new or experienced education participants who may be able to observe, take part in or lead collaborative working activities. |
| EDUC60634 |
COLLABORATIVE WORKING IN MULTI-PROFESSIONAL CONTEXTS |
6 |
40 |
Health, Education, Policing and Sciences |
No matter what work you undertake in the education sector, it is likely that you will need to work with others who hold different views and values to you as well as adopting different sets of work practices. This module prepares you for this by exploring processes and practices, that help or hinder effective teamwork and collaborative work. |
| FORE60366 |
COLLECTION AND ANALYSIS OF SCENE EVIDENCE |
6 |
20 |
Health, Education, Policing and Sciences |
This module will put into practice the knowledge and skills you have developed in earlier modules and enables you to experience all aspects of the crime scene to court process.Working as a small team, you will go to the crime scene house and, wearing full personal protective equipment, process a range of different mock crime scenes, collecting all the relevant evidence and documenting your actions. You will also analyse the evidence collected in those scenes using the appropriate laboratory equipment and writing scientific reports on the outcomes. For your final assessment, as well as a scientific report you will also create a court report which you will then be cross examined on in a mock court setting. |
| LAWS70650 |
COMMERCIAL PROPERTY |
7 |
1 |
Health, Education, Policing and Sciences |
Aspects of Commercial property practice are explored during this module with an emphasis on the content and structure of commercial leases. Planning implications and Landlord and Tenant issues are explored so that students are prepared for commercial property practice. |
| PPDE30418 |
COMMUNICATION AND EMPLOYABILITY SKILLS FOR PERSONAL AND PROFESSIONAL DEVELOPMENT |
3 |
20 |
Health, Education, Policing and Sciences |
This innovative module will equip you with the key communication skills to work effectively, inclusively and reflectively in the dynamic health and social care environment. This forward-looking module not only supports essential workplace skills and experience to enhance your confidence and communication skills, but it will also support your career advancement to degree level and beyond. |
| PARA40030 |
COMMUNICATION AND PROFESSIONAL DEVELOPMENT |
4 |
20 |
Health, Education, Policing and Sciences |
In this module, you will start your journey to becoming a professional Paramedic. This module will introduce the required skills of communication and professionalism that will form the foundation for your development as an autonomous practitioner. Throughout the module, we will examine theories and processes of communication, self-awareness and discuss law and ethics. You will be introduced to the realm of being a registered practitioner and understanding the requirements of the regulating body, the professional body and society. |
| PARA40036 |
COMMUNICATION AND PROFESSIONAL DEVELOPMENT |
4 |
20 |
Health, Education, Policing and Sciences |
In this module, you will start your journey to becoming a professional Paramedic. This module will introduce the required skills of communication and professionalism that will form the foundation for your development as an autonomous practitioner. Throughout the module, we will examine theories and processes of communication, self-awareness and discuss law and ethics. You will be introduced to the realm of being a registered practitioner and understanding the requirements of the regulating body, the professional body and society. |
| PSYC70691 |
COMMUNICATION ISSUES IN HEALTH CARE SETTINGS |
7 |
15 |
Health, Education, Policing and Sciences |
This module will explore issues surrounding communication as it impacts upon a variety of health care settings. In particular, the consequences of perceived deficits in this area will be examined for their influence on treatment compliance, regimen adherence, general recovery and adaptation to altered health states. In addition to communication's role in the fields of prevention, preparation and support, the module will examine how communication can act as a vehicle for assessment and devaluation of patients. You will gain knowledge and skills to enable you to progress to working with a range of client groups across the lifespan including: death, dying and bereavement; childrens health and the role of the family in health and illness, the impact of hospitalisation on adults and children; decision making by patients; the ways that factors such as personality, health literacy and emotional intelligence may impact on communication; preparation for stressful medical procedures; and issues related to patient satisfaction. |
| ADVC50162 |
COMMUNICATION SKILLS |
5 |
30 |
Health, Education, Policing and Sciences |
This is a practical module that aims to provide you with the skills to communicate effectively in a range of different scenarios. You will learn verbal and none verbal communication skills and how to apply these in an interview scenario in order to gain maximum information to assist in your advice-giving and advocacy. You will also learn to communicate effectively in writing and during telephone calls, and how to communicate to different audiences for different purposes. You will be expected to participate in regular role-play exercises that will be recorded to assist you in identifying your strengths and improve key areas or aspects of your interviewing techniques. |
| ELAN37093 |
COMMUNICATION SKILLS |
3 |
20 |
Health, Education, Policing and Sciences |
This module will focus on developing the following basic English language skills for academic purposes listening, speaking, reading. This is an essential basis for further study at degree level and for working in international contexts for learners. This module will also focus on essential personal and communication skills which will help to communicate with different academic audiences and to develop formal and informal communication skills for future studies and career. |
| CYPF40001 |
COMMUNICATION SKILLS AND IMPROVING FAMILY COMMUNICATION |
4 |
20 |
Health, Education, Policing and Sciences |
Learners will be able to understand and apply a different range of communication skills in a variety of professional settings is an essential requirement in any supporting role. This module provides students with practical opportunities to develop and reflect upon their communication skills and questioning techniques required in different settings which may present when supporting future clients and engaging with families. They will develop the required underpinning theoretical knowledge and understanding to adapts their methods of communication to address interchangeable situations. |
| PPDE40633 |
COMMUNICATION SKILLS IN HEALTH AND SOCIAL CARE |
4 |
20 |
Health, Education, Policing and Sciences |
This exciting and innovative module will equip you with the key skills to enable you to communicate effectively and inclusively in the health and social care environment. This forward-looking module will not only enable you to successfully complete the Communication Care Standard, but it will also equip you with the experience, confidence and skills to communicate clearly and deliver excellent presentations to support your career advancement and study beyond degree level. |
| CYPF50002 |
COMMUNITY DEVELOPMENT WORK |
5 |
20 |
Health, Education, Policing and Sciences |
The aim of this module is to introduce the concepts of community initiatives and community development. We will achieve this by focusing on the neighbourhood concept including both the wider community and communities of interest. We will also Introduce key theories that underpin our understanding of community, in particular the theory of social capital and the concepts surrounding capacity building. In addition, we want you to understand the function of social networks, how they underpin community development and how collaborative partnerships are formed in developing community services. Hence the role of voluntary organisations in particular local partnerships will be explored and addressed. |
| LAWS62044 |
COMMUNITY JUSTICE |
6 |
20 |
Health, Education, Policing and Sciences |
You will learn about the probation service and how community sentences are facilitated by both public and private sector organisations. You will reflect on how community justice is essential to cutting crime, tackling reoffending, supporting victims and keeping the public safe. You will consider the efficacy of combining the right sentences with new technology. You will learn how probation staff work more closely with local authorities and the NHS to help offenders find a stable home and medical treatment so that they can access employment and education. |
| LAWS63072 |
COMMUNITY JUSTICE |
6 |
20 |
Health, Education, Policing and Sciences |
You will learn about the probation service and how community sentences are facilitated by both public and private sector organisations. You will reflect on how community justice is essential to cutting crime, tackling reoffending, supporting victims and keeping the public safe. You will consider the efficacy of combining the right sentences with new technology. You will learn how probation staff work more closely with local authorities and the NHS to help offenders find a stable home and medical treatment so that they can access employment and education. |
| CRIM60005 |
COMMUNITY JUSTICE |
6 |
20 |
Health, Education, Policing and Sciences |
You will learn about the probation service and how community sentences are facilitated by both public and private sector organisations. You will reflect on how community justice is essential to cutting crime, tackling reoffending, supporting victims and keeping the public safe. You will consider the efficacy of combining the right sentences with new technology. You will learn how probation staff work more closely with local authorities and the NHS to help offenders find a stable home and medical treatment so that they can access employment and education. |
| AOPH50001 |
COMMUNITY ORGANISING AND ACTIVISM (20 CREDITS) |
5 |
20 |
Health, Education, Policing and Sciences |
This 20-credit module will introduce you to community organising and community development. You will explore the 'neighbourhood' concept and reflect on different understandings of community - geographical communities and communities of interest, in addition to key theories that now underpin our understanding of community. The module will enable you to understand the function of social networks in underpinning community, how collaborative partnerships are formed in the development of community and voluntary services and why local partnerships are essential. Finally, you will consider the ideas and concepts of activism where you will draw on your learning from the previous year by developing your campaign plan further and participating in a community activist project, an activist campaign or a simulated campaign. |
| PSYC70819 |
COMMUNITY PERSPECTIVES IN CLINICAL PSYCHOLOGY |
7 |
30 |
Health, Education, Policing and Sciences |
The ethos of clinical psychology research and practice at Staffordshire University reflects the importance of context in understanding psychological health and well-being. This locates the causes of distress in the experience, relationship, community and social circumstances of the individual. It further emphasises the importance of the experience of individuals who have experience of psychological and emotional difficulties and seeks to work collaboratively at every point. Content will reflect this ethos throughout and in particular through the following topics:- Introduction to the understanding of people in the context of their personal history, relationships and social/economic circumstances- The determinants of psychological health and wellbeing in individuals, families and immediate communities- The determinants of psychological ill-health and disability in individuals and families- The role of wider systems in facilitating or impeding psychological health and wellbeing- Approaches to change in individuals, families and immediate communities Approaches to change in wider systems that influence psychological health and well-being- International Perspectives on Psychological Health and well-being ¿ a human rights approach |
| PSYC70807 |
COMMUNITY PERSPECTIVES IN CLINICAL PSYCHOLOGY |
7 |
30 |
Health, Education, Policing and Sciences |
The ethos of clinical psychology research and practice at Staffordshire University reflects the importance of context in understanding psychological health and well-being. This locates the causes of distress in the experience, relationship, community and social circumstances of the individual. It further emphasises the importance of the experience of individuals who have experience of psychological and emotional difficulties and seeks to work collaboratively at every point. Content will reflect this ethos throughout and in particular through the following topics:- Introduction to the understanding of people in the context of their personal history, relationships and social/economic circumstances - The determinants of psychological health and wellbeing in individuals, families and immediate communities - The determinants of psychological ill-health and disability in individuals and families - The role of wider systems in facilitating or impeding psychological health and wellbeing - Approaches to change in individuals, families and immediate communities Approaches to change in wider systems that influence psychological health and well-being - International Perspectives on Psychological Health and well-being a human rights approach |
| PSYC70843 |
COMMUNITY PERSPECTIVES IN CLINICAL PSYCHOLOGY |
7 |
20 |
Health, Education, Policing and Sciences |
This module will focus on the role and contributions of psychological research to understanding experiences of key clinical mental health conditions and the context in which they are experienced. There will be a focus on the scientific approaches to understanding the spectrum of mental health experiences. The module will also consider the importance of clinical psychological research and theory for developing adequately targeted evidence-based psychological therapies which aim to improve functioning for individuals living with severe mental health conditions. Students taking this module will be able to critically evaluate the contributions of psychological science-based research to understanding the experience of common mental health conditions and the importance of context in understanding psychological health and well-being. |
| NURS60413 |
COMMUNITY PRACTITIONER NURSE PRESCRIBING - V150 |
6 |
15 |
Health, Education, Policing and Sciences |
It was from within community nursing that the driving force for non-medical prescribing originated and it has since become a core component of the specialist practice programmes offered for practitioners working within the community. It will allow you to improve service delivery and service user experience through the development of prescribing knowledge and skills with access to the Nurse Prescribers Formulary (NPF) for Community Practitioners. |
| PSYC60002 |
COMMUNITY PSYCHOLOGY |
6 |
20 |
Health, Education, Policing and Sciences |
As you move closer to consider employability factors for your future, this module gives you the opportunity to explore links between local organisations, innovative thinking and effectively transferring psychological theory to practice. You will be applying some of the values and topics of Community Psychology through creative thinking. This could include helping to increase a sense of wellbeing in the workplace, increasing respect for diversity, or helping to shape a sense of community and belonging. Speakers from the local organisations (where possible) will participate in the delivery of setting out the problem sessions. This is your opportunity to gain a professional insight into the organisation workplace and engage with a real-life case-study that will present a problem for you to apply research and analysis to using problem-solving skills. You will use your knowledge of Community Psychology to find a solution that you will then turn into an inspirational, 3-minute pitch. You will develop time-management skills, self-directed study skills, knowledge of workplace problems linked to psychology-based solutions and a real-life understanding of how people are affected by their environments. This can contribute to both your citizenship skills and your employability. |
| LAWS51932 |
COMMUNITY SAFETY |
5 |
15 |
Health, Education, Policing and Sciences |
The module name derives from legislation that regarded the term crime prevention purely as a police mandate. Community safety therefore became an inclusive strategy that involved all authorities including councils, police, housing, and importantly communities in tackling local crime issues. You will examine theoretical strategy and practical examples of developing environmental crime and anti-social behaviour reduction. Every crime has a place, therefore how can you develop that place in order to reduce future opportunity for crime? |
| LAWS62023 |
COMPANY AND COMMERCIAL LAW |
6 |
30 |
Health, Education, Policing and Sciences |
You will have the opportunity to form a detailed understanding of company law and commercial transactions. In the Commercial Law aspect, you will engage with both business to business and business to consumers transactions. You will examine disputes related to merchant shipping, manufacture and sale of goods to consumers/businesses. In the Company Law aspect, you will explore company structure, corporate governance, incorporation, constitution and practical interrelations between key actors, such as shareholders, directors and other stakeholders. |
| LAWS62045 |
COMPANY AND COMMERCIAL LAW |
6 |
20 |
Health, Education, Policing and Sciences |
Company law regulates how companies operate in general. In this module you will have the opportunity to form a detailed understanding of company law and contemporary issues. This module will help you understand the company structure, corporate governance, incorporation, constitution and practical interrelations between key actors, such as shareholders, directors and other stakeholders. This module will provide you with the initial foundation on company principles, which will help you immensely if you are interested in the commercial field. |
| LAWS63084 |
COMPANY LAW |
6 |
20 |
Health, Education, Policing and Sciences |
In this module, you will gain a comprehensive understanding of company law and commercial issues. It will cover essential topics such as company structure, corporate governance, incorporation, and the constitution. You will also explore the practical relationships between key players, including shareholders, directors, and other stakeholders. This module will build a solid foundation in company principles, which will be extremely beneficial if you are interested in the field of company and commercial law. |
| LAWS62064 |
COMPANY LAW DL |
6 |
20 |
Health, Education, Policing and Sciences |
Company law regulates how companies operate in general. In this module you will have the opportunity to form a detailed understanding of company law and contemporary issues. This module will help you understand the company structure, corporate governance, incorporation, constitution and practical interrelations between key actors, such as shareholders, directors and other stakeholders. This module will provide you with the initial foundation on company principles, which will help you immensely if you are interested in the commercial field. |
| PSYC40645 |
COMPARATIVE BASIS OF BEHAVIOUR |
4 |
15 |
Health, Education, Policing and Sciences |
This module will introduce you to the evolutionary foundations of human behaviour. It describes in what areas comparisons are made between human and animal behaviour and the uses made of these comparisons. Areas discussed include including communication and language, instincts and learning, and intelligence. Differences and similarities between animals and humans are discussed and the validity of drawing comparisons is examined. The methodologies used to study animal behaviour are described and their strengths and weaknesses discussed. |
| EDUC60613 |
COMPARATIVE EDUCATION |
6 |
30 |
Health, Education, Policing and Sciences |
The purpose of this module is to provide you with a broad knowledge and understanding of how education can take place in a variety of organisations and locations. The module will develop understanding of how education can follow a variety of models outside of the traditional classroom to enhance the learning journey. In this respect, the module will make international comparisons of educational systems to enable consideration of alternative approaches to education. Topics within the module include: international comparisons and educational visits, educational technologies and alternative approaches to teaching and learning. |
| FORE43370 |
COMPUTER & VIDEO DIGITAL FORENSICS |
4 |
20 |
Health, Education, Policing and Sciences |
Unravel the secrets hidden within computers, videos, and images, transforming you into a master of digital forensics. Get to grips with the inner workings of computers, operating systems, software, and data storage, understanding how evidence is stored and retrieved. Learn how to present digital evidence in a clear, concise, and impactful way, captivating the courtroom with your expertise. This module is your launchpad to a rewarding career in digital forensics.¿ |
| HIPO70489 |
CONCEPTS IN INTERNATIONAL HISTORY |
7 |
40 |
Health, Education, Policing and Sciences |
This module introduces you to key concepts in international history, specifically related to the study of international history in the modern and contemporary eras. The module will help you to transcend narrow or regional studies of history and remove some of the limitations inherent in such an approach. The module will consider the problems of definition, the historical background and evolution of each concept and finally the application of the concepts by historians over time. |
| EDUC77084 |
CONDUCTING AND DISSEMINATING RESEARCH |
7 |
15 |
Health, Education, Policing and Sciences |
During the Conducting and Disseminating Research module, you will develop your ability to:(i)Enhance your teaching practice through education technology(ii)Engage in small scale practitioner led research using appropriate education-based methodology(iii)Publicise the findings of your work(iv)Consider how your work could be further developed for future research and publication.As well as classroom based and online learning, you will take part in informal presentations of education technology to small groups of your peers. You will be observed using education technology by a colleague. Additionally, you will present your research for informal peer review and also give constructive feedback on their findings in a mutually supportive environment. You will consider how your research findings will benefit your professional development, your students learning as well as your department/organisation as a whole. |
| EDUC77091 |
CONDUCTING AND DISSEMINATING RESEARCH |
7 |
15 |
Health, Education, Policing and Sciences |
During the Conducting and Disseminating Research module, you will develop your ability to:(i)Enhance your teaching practice through education technology(ii)Engage in small scale practitioner led research using appropriate education-based methodology(iii)Publicise the findings of your work(iv)Consider how your work could be further developed for future research and publication.As well as classroom based and online learning, you will take part in informal presentations of education technology to small groups of your peers. You will be observed using education technology by a colleague. Additionally, you will present your research for informal peer review and also give constructive feedback on their findings in a mutually supportive environment. You will consider how your research findings will benefit your professional development, your students learning as well as your department/organisation as a whole. |
| EDUC77097 |
CONDUCTING AND DISSEMINATING RESEARCH |
7 |
15 |
Health, Education, Policing and Sciences |
During the Conducting and Disseminating Research module, you will develop your ability to:(i) Enhance your teaching practice through education technology(ii) Engage in small scale practitioner led research using appropriate education-based methodology(iii) Publicise the findings of your work(iv) Consider how your work could be further developed for future research and publication.As well as online learning, you will take part in informal presentations of education technology to small groups of your peers. You will be observed using education technology by a colleague. Additionally, you will present your research for informal peer review and also give constructive feedback on their findings in a mutually supportive environment. You will consider how your research findings will benefit your professional development, your students ¿ learning as well as your department/organisation as a whole. |
| POLI50409 |
CONDUCTING INVESTIGATIONS |
5 |
20 |
Health, Education, Policing and Sciences |
Building on year one, this module enhances students understanding police investigations and the use of intelligence in an operational setting. The module explores serious and organised crime and the additional support and frameworks that guide investigations of this nature. Students will learn the processes concerned with European and International enquiries and their associated legislation and challenges. Regarding the operational aspect of intelligence gathering and management, this module examines the best practices for handling sensitive data, as well as the practical issues related to the sharing of information within domestic and international contexts. |
| POLI50415 |
CONDUCTING INVESTIGATIONS |
5 |
20 |
Health, Education, Policing and Sciences |
Building on year one, this module enhances students understanding police investigations and the use of intelligence in an operational setting. The module explores serious and organised crime and the additional support and frameworks that guide investigations of this nature. Students will learn the processes concerned with European and International enquiries and their associated legislation and challenges. Regarding the operational aspect of intelligence gathering and management, this module examines the best practices for handling sensitive data, as well as the practical issues related to the sharing of information within domestic and international contexts. |
| POLI50416 |
CONDUCTING INVESTIGATIONS |
5 |
20 |
Health, Education, Policing and Sciences |
Building on year one, this module enhances students understanding police investigations and the use of intelligence in an operational setting. The module explores serious and organised crime and the additional support and frameworks that guide investigations of this nature. Students will learn the processes concerned with European and International enquiries and their associated legislation and challenges. Regarding the operational aspect of intelligence gathering and management, this module examines the best practices for handling sensitive data, as well as the practical issues related to the sharing of information within domestic and international contexts. |
| SPOR40957 |
CONDUCTING RESEARCH |
4 |
20 |
Health, Education, Policing and Sciences |
This module gives students the opportunity to undertake their own research¿and use the findings¿to inform their practice.¿The module will introduce students to a range of experimental trial designs including, cohort, case control, cross-sectional and randomised controlled trials.¿Students will replicate an experimental trial in which they will be required to plan, conduct and report the findings of¿sports therapy and rehabilitation related project.¿Students will be introduced to the methodological features used to control bias in experimental studies¿and to the analytical tools used to interpret the data collected.¿ |
| SPOR50942 |
CONDUCTING RIGOROUS RESEARCH |
5 |
20 |
Health, Education, Policing and Sciences |
This module aims to develop students knowledge and understanding of scientific randomised controlled trials, including the techniques used to minimise bias by randomising participants, blinding participants, assessors and/or statisticians, selecting an appropriate control arm and other key methodological features. Students will learn how to devise a protocol in accordance with good reporting guidelines and how to use advanced analytical techniques to generate results and aid in the interpretation of study findings. These skills will prepare students for the independent research project they undertake in their final year. |
| SPOR50929 |
CONDUCTING RIGOROUS RESEARCH |
5 |
20 |
Health, Education, Policing and Sciences |
The module builds upon the material taught at level 4 on the conducting research module. Students will be introduced to¿randomisation, controls, allocation concealment, blinding and sample size requirements in order to minimise bias.¿Students will be required to plan, conduct, analyse and report the findings¿of a¿project¿related to¿sports therapy and rehabilitation.¿Where possible the principles of conducting rigorous research will be taught in a practical applied way so that students also gain an appreciation for the¿impact of implement specific components of research design.¿¿¿ |
| HIPO60554 |
CONFLICT ANALYSIS (DL) |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will examine the nature and causes of conflict, classify different types of conflict (e.g., Intra state, interstate), and analyse their characteristics. You will examine the curve of conflict and the various stages in conflict, and then look at how conflicts can be brought to an end by examining conflict management, settlement and resolution. You will also examine post-conflict situations and how to bring about a stable peace. You will use case studies to elucidate the concepts and theories addressed throughout the module. |
| BIOL60665 |
CONSERVATION BIOLOGY |
6 |
20 |
Health, Education, Policing and Sciences |
Conservation biology has been described as a 'crisis discipline' and as one of the most value-laden areas of biology. During this module we will examine both descriptors, and the implications for how we go about conserving biodiversity. We will look at the various meanings of terms such as biodiversity, conservation and rarity. We will critically examine the role of zoos, biotechnology and species reintroductions as conservation strategies, as well as the role of ecological theories and concepts (e.g. Island Biogeography Theory, metapopulation theory, landscape ecology, population viability analysis). This will include a more general look at the role of theories and models in science. The single-species (e.g. flagship and umbrella species) and habitat-based (e.g. biodiversity hotspots) approaches will be examined. Having covered the topics outlined above you will be in a better position to evaluate the ethical and pragmatic arguments for nature conservation, including policy decisions and strategic agendas such as 'Biodiversity Net Gain', to reach informed opinions. |
| PSYC70668 |
CONSOLIDATING COGNITIVE BEHAVIOURAL THERAPY PRACTICE |
7 |
30 |
Health, Education, Policing and Sciences |
Effective use of supervision in working with people with anxiety disorders and depression to enhance and regulate good practice Experiential learning illustrating how cognitive behavioural methods with anxiety and depression can be applied to your own lifeThe preparation of written reports to referrers regarding assessments & the outcomes of CBT interventions The use of specific CBT techniques and approaches in people with anxiety disorders including Specific Phobia, Panic Disorder, Health Anxiety, Social Phobia, Obsessive Compulsive Disorder, Post Traumatic Stress Disorder and Generalised Anxiety Disorder to include the identification of catastrophic interpretations of bodily sensations, relaxation techniques, reliving of the trauma memory and exposure and response prevention The use of specific CBT techniques in people with depression to include the use of monitoring and scheduling activity, work with themes of guilt and blame and the identification and re-evaluation of core beliefsThe implications of values, culture and diversity for work as a CBT therapist |
| LAWS41504 |
CONSTITUTIONAL LAW |
4 |
15 |
Health, Education, Policing and Sciences |
Are you curious about how the UK is governed and the key legal principles which form the heart of our democratic system? You will be introduced to the important Public Law principle called the separation of powers. You will explore the key developments of recent decades which have shaped the 21st century UK constitution. This means that you will examine practical scenarios regarding the role of the Supreme Court, the future of the devolution settlement in three nations of the UK, and the growing significance of human rights. |
| LAWS43731 |
CONSTITUTIONAL LAW |
4 |
20 |
Health, Education, Policing and Sciences |
Are you curious about how the UK is governed and the key legal principles which form the heart of our democratic system? You will be introduced to the important Public Law principle called the separation of powers. You will explore the key developments of recent decades which have shaped the 21st century UK constitution. This means that you will examine practical scenarios regarding the role of the Supreme Court, the future of the devolution settlement in three nations of the UK, and the independence of the judiciary. This module will be of interest to students who aspire to a career as a lawyer taking public law challenges against public authorities such as government departments, courts and tribunals, coroners, the police, housing authorities, schools and prisons. This career route involves advocacy on a wide range of issues which include prisoners rights, protest rights and climate justice. The module is also valuable in the context of student aspirations to conduct such activity with a third sector organisation. Constitutional Law is also an invaluable module for students who have their eyes set on a political career either in the UK or overseas. |
| LAWS41716 |
CONSTITUTIONAL LAW (DL) |
4 |
20 |
Health, Education, Policing and Sciences |
Are you curious about how the UK is governed and the key legal principles which form the heart of our democratic system? You will be introduced to the important Public Law principle called the separation of powers. You will explore the key developments of recent decades which have shaped the 21st century UK constitution. This means that you will examine practical scenarios regarding the role of the Supreme Court, the future of the devolution settlement in three nations of the UK, and the growing significance of human rights. |
| PSYC80753 |
CONSULTANCY IN HEALTH PSYCHOLOGY |
8 |
40 |
Health, Education, Policing and Sciences |
This module will guide you through the process of health psychology consultancy. In the interactive sessions, you will learn about all the processes of consultancy, from establishing needs of client group and negotiating with clients; through planning, managing, and monitoring consultancy work; drawing up contracts, and finally closing pieces of consultancy and evaluating outcomes. During this module you will also have the opportunity to meet a legal advisor and experienced health psychologists who have set up their own consultancies. |
| PSYC80749 |
CONSULTANCY SKILLS IN HEALTH PSYCHOLOGY |
8 |
45 |
Health, Education, Policing and Sciences |
You will be guided through the process of consultancy, beginning from the assessment of requests for consultancy, through establishing needs of client group and negotiating with clients; planning, managing, and monitoring consultancy work; data protection; managing confidential data; drawing up contracts, formulating recommendations and finally closing pieces of consultancy and evaluating outcomes. |
| ADVC40153 |
CONSUMER PROTECTION |
4 |
15 |
Health, Education, Policing and Sciences |
The module provides an introduction to the key rules and principles governing consumer law in England and Wales. It aims to build on legal knowledge already acquired to enable those taking the module to locate, understand and apply legal rules relevant to the consumer in an advice work context. |
| LAWS79899 |
CONTEMPORARY COMPANY LAW |
7 |
20 |
Health, Education, Policing and Sciences |
The aim of this module is to provide students with an understanding of the critical issues relating to the operation of a Company. The module will consider corporate legal concepts both within the domestic and international sphere to enable an exploration of corporate issues. The focus of this important area of law is legal personality, corporate governance and liability, maintaining capital and corporate insolvency. This module also aims at providing students with an in-depth understanding of the relevant corporate laws with particular emphasis on recent developments to the law. Students will gain a critical understanding of the fundamental legal principles which apply to corporate matters in a business context. A comprehensive exploration of the issues and legal principles related to the operation of companies on completion of the module, will enable students to enhance their knowledge, critical thinking abilities and employability in the business arena. |
| LAWS62065 |
CONTEMPORARY DEVELOPMENT IN CRIMINAL LAW DL |
6 |
20 |
Health, Education, Policing and Sciences |
Students will examine law, policy and theory that influence how strands of predominantly crime issues, are regarded within the judicial system. Students will engage with practical subjects as broad as the growth of civil orders, recognition of coercive control in violence and human trafficking investigations, all of which now influences how evidence is obtained and regarded by the court. Students will also consider policy creation to deflect vulnerable offenders into restorative measures, training, and sex-offender treatment. Each week we will examine a different subjects and case studies. However, all the subjects are inextricably linked by human rights considerations, CPS direction and policing policy; all of which, lead to legislative development and strategies engaged by Government to reduce threat, harm and risk. |
| LAWS62046 |
CONTEMPORARY DEVELOPMENTS IN CRIMINAL LAW |
6 |
20 |
Health, Education, Policing and Sciences |
Students will examine law, policy and theory that influence how strands of predominantly crime issues are regarded within the judicial system. Students will engage with practical subjects as broad as the growth of civil orders, recognition of coercive control in violence and human trafficking investigations, all of which now influence how evidence is obtained and regarded by the court. Students will also consider policy creation to deflect vulnerable offenders into restorative measures, training, and treatment. Each week we will examine a different subject and associated case studies. However, all the subjects are inextricably linked by human rights considerations, CPS direction and policing policy; all of which, lead to legislative development and strategies engaged by Government to reduce threat, harm and risk. |
| LAWS63085 |
CONTEMPORARY DEVELOPMENTS IN CRIMINAL LAW |
6 |
20 |
Health, Education, Policing and Sciences |
Students will examine law, policy and theory that influence how strands of predominantly crime issues are regarded within the judicial system. Students will engage with practical subjects as broad as the growth of civil orders, recognition of coercive control in violence and human trafficking investigations, all of which now influence how evidence is obtained and regarded by the court. Students will also consider policy creation to deflect vulnerable offenders into restorative measures, training, and treatment. Each week we will examine a different subject and associated case studies. However, all the subjects are inextricably linked by human rights considerations, CPS direction and policing policy; all of which, lead to legislative development and strategies engaged by Government to reduce threat, harm and risk. Therefore, this module will be of interest to students who have either criminal law or general litigation career ambitions, or those considering wider legal based career paths withing law enforcement/intelligence, The emphasis on understanding and communication, analysis and resolving problems through legal or policy considerations It will also support transferable skills for other graduate careers |
| EDUC50617 |
CONTEMPORARY ISSUES |
5 |
20 |
Health, Education, Policing and Sciences |
This module involves engaging in extensive reading and researching around current debates and issues within the wider English education sector, from early years through to adult learning to evaluate their impact upon practice. This will enable you to consider education practice within a wider political spectrum. |
| BIOL60692 |
CONTEMPORARY ISSUES IN BIOMEDICAL SCIENCE |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will have the opportunity to develop, through synoptic broad ranging activities, many of the skills and attributes of the critical thinker. Beginning with an introduction to critical thinking and discipline paradigms within the Biomedical sciences, the module will consider debate, discourse and disagreement within science through real life examples. These will be examined within an ethical context, considering differing viewpoints and ethical thinking. |
| SPOR60967 |
CONTEMPORARY ISSUES IN CLINICAL SPORT AND EXERCISE SCIENCE |
6 |
20 |
Health, Education, Policing and Sciences |
This module provides learning opportunities that will enable you to demonstrate the ability to analyse a variety of contemporary issues in clinical sport and exercise sciences (examples include: exercise addiction, body composition and body image, exercise adherence, health-related and disease management aspects of physical activity and sedentary behaviour, physical activity and chronic disease, confidence and motivation, lipid profiles fit/fat principles, rehabilitation and optimal loading) in relation to global health and wellbeing. Subsequent information combined with prior knowledge from level 4 and level 5 deliveries will allow you to be innovative and develop critical commentaries that provide recommended solutions to the contemporary issues. This module will also allow you to showcase your high order thinking skills in the creation of a professional, academically rigorous and peer observed VLOG. |
| SOCY70519 |
CONTEMPORARY ISSUES IN CRIMINOLOGY AND CRIMINAL JUSTICE |
7 |
30 |
Health, Education, Policing and Sciences |
Contemporary Issues in Criminology and Criminal Justice module looks at controversial issues facing the criminal justice system today. It looks at how transforming understandings of crime have created wider pressures that sit alongside the socio, economic, political, cultural and technological changes that set the context for crime and frame criminal justice agencies responses to it. Staff at Staffordshire University are regular commentators on crime and criminal behaviour, and we have numerous academic staff who have worked in the criminal justice system and continue to use their knowledge and understanding of criminal justice in an applied manner. |
| SOCY70542 |
CONTEMPORARY ISSUES IN CRIMINOLOGY AND CRIMINAL JUSTICE DL |
7 |
40 |
Health, Education, Policing and Sciences |
¿Contemporary Issues in Criminology and Criminal Justice will consider and explore core pertinent issues that are emerging at present and which shape the contours of criminal justice and crime, both as academic subjects, but also as systems of regulation that touch on human lives in the criminal justice system. Academic criminology, if it has any value, must not simply be an abstract discipline but one which offers well considered, well understood critique and intervention based on the array of cogent empirical subjects which inform it, and offer solutions, critique and commentary that is relevant to both policy and praxis. This module seeks to empower participants to do just that. It begins with an extremely comprehensive introduction to some core aspects of contemporary criminal justice providers. Crime, disorder, and justice are increasingly pressing concerns across the globe. Fear of crime and proliferating global threats contribute to an increasing sense of insecurity. Local concerns for example violent street crime such as moped muggings or acid attacks are now accompanied by twenty-first century global concerns about human trafficking, cyber-crime, terrorism and human rights violations to name but a few. These threats have implications for justice, as the boundaries between crime control and civil liberties are being increasingly redrawn, with this in mind, the second part of the module moves to consider some of the most pertinent issues that are often presented as the crime threats to contemporary criminal justice. The module culminates in assessment that seeks to encourage students to think about how types of crime impact on the former (Criminal Justice agencies) as they independently research and explore in detail key contemporary debates in criminal justice policy and practice (within their historical, social and political context) relating one of the crime areas to the contemporary criminal justice providers, considering the real world changes and challenges to criminal justice today that this nexus creates. It therefore offers an advanced understanding of the criminal justice system, as well as the individuals and groups making up the system, particularly offenders, victims and the public that is relevant to the debates of today and builds across the universities eight learning outcomes equipping participants to be the criminological commentators and practitioners of the future. |
| EDUC70510 |
CONTEMPORARY ISSUES IN EARLY YEARS |
7 |
30 |
Health, Education, Policing and Sciences |
This module will offer you a comprehensive overview of existing and current developments in the field of early childhood, offering a critical evaluation of contemporary and historical theory in the area. The module will explore contemporary and critical issues relating to young children and their families. It will consider multi agency working, policy formation and recent developments in work with children and their families.The module puts childrens learning, culture and identity at its hearty. The content of the module will be relevant to a range of contexts and professional situations thereby allowing a wide range of professionals and practitioners top share their perspectives, cultures and practices and to challenge each others assumptions and intolerances. |
| EDUC50515 |
CONTEMPORARY ISSUES IN EDUCATION |
5 |
30 |
Health, Education, Policing and Sciences |
This module focuses on current developments in education policy and practice within the English education system. The purpose of this is for you to have an up-to-date awareness of the very latest initiatives and how they are impacting on education practice. This will have a positive impact on your employability as you will be able to understand and articulate the implications of changes within your placement as well as to potential employers. This module will build upon your knowledge and understanding of the historical context of English education which is covered in the first year module: Policy and Practice: Past and Present. Due to the nature of this module focusing on developments as they happen, content will be dependent on policy and practice issues arising at the time of delivery. |
| EDUC63665 |
CONTEMPORARY ISSUES IN EDUCATION |
6 |
40 |
Health, Education, Policing and Sciences |
Your professional teacher identity has been developed throughout levels 4 and 5 and this module enables you to reflect on some of the issues that professional teachers may encounter in order to improve your practice. You will learn what research and policy has to contribute to these issues and reflect on your own practice in light of these challenges. Potential issues could include the implementation of the Relationships, Sex and Health Education curriculum and engaging all stakeholders and the wider community. |
| FORE70587 |
CONTEMPORARY ISSUES IN FORENSIC SCIENCE |
7 |
20 |
Health, Education, Policing and Sciences |
The content of this module will introduce contemporary issues in forensic science and how to address them through research. The content will consist of academic staff and PhD researchers across the department delivering lectures on their current research, the contemporary issues per research area and how they tackle those issues. In addition, tutorials will be delivered to discuss the delivered content, introduce critique surrounding methods and results obtained by researchers in varied forensic science areas and evaluate opportunities for expansion and development of further work of current research. |
| PPDE60717 |
CONTEMPORARY ISSUES IN HEALTH AND SOCIAL CARE |
6 |
20 |
Health, Education, Policing and Sciences |
The aim of the module is to engage you in critical discussion and analysis of contemporary health and social care issues and policies. You will develop an in-depth knowledge in relation to your area of interest through independent enquiry. You will gain a detailed understanding of theoretical, historical and comparative perspectives in health and social care; develop skills in evaluating the impact of health and social care policies on communities, professionals and/or organisations, locally, nationally and internationally; and the ability to critically reflect on policy and practice based on research evidence and use policy change theories to propose and initiate change. |
| PPDE70826 |
CONTEMPORARY ISSUES IN HEALTHCARE EDUCATION |
7 |
20 |
Health, Education, Policing and Sciences |
This module will help you to evaluate the contemporary role of education in healthcare. Professionals need to ensure that their knowledge and practice are up to date to ensure they are equipped to meet the needs of patients or service users. Educational delivery therefore requires constant updates and revisions to ensure the ongoing contemporary requirements of professionals are met. This module assists with the identification of the social, economic and cultural factors that shape contemporary agendas. It is also vital to recognise that the knowledge, principles and values related to teaching and learning also change over time. Educators must critically engage with trends associated with the teaching and assessment of learners. This module helps you to establish contemporary issues related to your professional specialism, which will help to contextualise the research you undertake in your Masters Dissertation or Project Based Change module. |
| PPDE70280 |
CONTEMPORARY ISSUES IN HEALTHCARE EDUCATION |
7 |
15 |
Health, Education, Policing and Sciences |
Learning activities will include a variety of teaching methods including experiential, seminar, case study and small group work. Peer led discussions will be encouraged in order to share experience, knowledge and understanding of contemporary issues within the workplace whilst also assisting in the application of theory to the students' own area of practice. |
| EDUC77000 |
CONTEMPORARY ISSUES IN INCLUSIVE EDUCATION (D/L) |
7 |
20 |
Health, Education, Policing and Sciences |
This module is delivered 100% online. In this module you will critically evaluate your organisations inclusive practice and/or the IQM Self Evaluation Report. The module will cover topics such as: Concepts of inclusion; Past and present inclusion policy context; Inclusive values within school settings; Inclusive teaching theory and practice in education; Learning, assessment, environment, resources and information communication technology; Learner attitudes, values and personal development; Barriers to inclusive practice and how to overcome them; Learner progress and the impact on learning. |
| EDUC77868 |
CONTEMPORARY ISSUES IN INCLUSIVE EDUCATION DL |
7 |
20 |
Health, Education, Policing and Sciences |
This module explores some of the aspects of inclusive education, its guiding philosophy, fundamental concepts, frameworks and practices to examine how education processes and practices can move forward to ensure inclusion is a reality. You will explore theoretical frameworks, consider aspects such as exclusion and discrimination and consider the importance of voice, agency and empowerment. |
| EDUC60619 |
CONTEMPORARY ISSUES IN PRIMARY EDUCATION |
6 |
30 |
Health, Education, Policing and Sciences |
This module will change year on year as it aims to engage with contemporary issues in education. This will link to government led initiatives, sector driven concerns as well as future challenges within the wide field of primary education. |
| EDUC60649 |
CONTEMPORARY ISSUES IN PRIMARY EDUCATION |
6 |
20 |
Health, Education, Policing and Sciences |
Your professional teacher identity has been developed over the past two years and this module enables you to reflect on some of the issues that professional teachers may encounter in order to improve your practice. You will learn what research and policy has to contribute to these issues and reflect on your own practice in light of these challenges. Potential issues could include the implementation of the Relationships, Sex and Health Education curriculum and engaging all stakeholders and the wider community. |
| PSYC50675 |
CONTEMPORARY ISSUES IN PSYCHOLOGY |
5 |
30 |
Health, Education, Policing and Sciences |
The module will consider a number of contemporary issues and problems which impact on society as a whole, both nationally and internationally, and will evaluate the psychological research contribution towards understanding and influencing those issues. The contemporary issues may vary slightly from year to year, according to current events, but could include, for example, how psychology is represented in the media, the use of animals in psychological research, the increasing incidence of specific disorders (eg. Autism spectrum disorders, PTSD) and the growth and control of terrorism. In addition to these more global issues, the module will address the contemporary issues facing the Psychology profession today, and will evaluate the research contribution, constraints and challenges facing different psychological specialists. Again, these could vary from year to year, but are likely to include the challenges facing forensic, educational, clinical, health, counselling, sport and occupational psychologists, and the impact of these challenges on the workplace and career development within the profession. |
| PSYC50812 |
CONTEMPORARY ISSUES IN PSYCHOLOGY |
5 |
40 |
Health, Education, Policing and Sciences |
Psychology is at the forefront of helping us understand contemporary societal issues and problems. This module will not only help you to understand these but will also explore how you can apply psychological theory and research to tackle these contemporary issues and problems. For example, how we can use psychological knowledge to develop dementia-friendly environments; what strategies can we use to reduce cyberbullying; or how can we use technology to support peoples' health and wellbeing. Through this module you will have the opportunity to develop important skills, applicable throughout your degree and within employability; skills such as critical thinking, communication, and problem-solving skills. |
| PUBL40664 |
CONTEMPORARY ISSUES IN PUBLIC HEALTH 1 - MENTAL HEALTH |
4 |
20 |
Health, Education, Policing and Sciences |
This module explores mental health and illness, including definitions, prevalence, and risk factors. You'll examine mental health across the lifespan and the impact of socioeconomic status, education, and social support. Learn about mental health policies, the role of the NHS, and strategies for promoting well-being and preventing illness. The module also addresses public health campaigns, the importance of multidisciplinary teams, and strategies for reducing stigma and promoting mental health awareness. |
| PUBL40077 |
CONTEMPORARY ISSUES IN PUBLIC HEALTH 2 - ADDICTION AND SUBSTANCE MISUSE |
4 |
20 |
Health, Education, Policing and Sciences |
In this module you will explore the definitions, classifications, and historical trends of substance use disorders. You will learn to analyse prevalence, demographics, and risk factors associated with addiction. Study the impacts on physical, mental, and social health, including short and long-term consequences. You will explore measures and strategies used within public health to reduce stigma and support recovery. |
| PUBL50105 |
CONTEMPORARY ISSUES IN PUBLIC HEALTH 3 |
5 |
20 |
Health, Education, Policing and Sciences |
Explore the breadth of environmental health, from its definition and historical evolution to key factors impacting public well-being such as air and water quality. Investigate climate change's health implications, environmental epidemiology, and occupational health hazards. Learn about food safety, emerging risks like microplastics, and regulatory responses. Study policies, governmental roles, and community-based strategies for advocating environmental justice and mitigating risks. |
| PUBL50106 |
CONTEMPORARY ISSUES IN PUBLIC HEALTH 4 - COMMUNICABLE DISEASES AND PANDEMICS |
5 |
20 |
Health, Education, Policing and Sciences |
This module covers the spectrum of communicable diseases, from classification to historical pandemics' impact on public health. Study disease epidemiology, transmission dynamics, and surveillance methods. Learn infection prevention principles, vaccination strategies, and global pandemic preparedness efforts led by organizations like WHO and CDC. Explore outbreak response strategies, factors contributing to new disease emergence, and ethical considerations in pandemic management, balancing public health measures with individual rights. |
| PUBL60662 |
CONTEMPORARY ISSUES IN PUBLIC HEALTH 5 - GLOBAL HEALTH & THE HUMANITARIAN CONTEXT |
6 |
20 |
Health, Education, Policing and Sciences |
This module focuses on public health within the global and humanitarian context. Explore governance, diplomacy, and policies influencing health outcomes, addressing disparities in low- and middle-income countries. Learn strategies for strengthening healthcare systems, disease control efforts, and managing humanitarian crises. Understand ethical considerations, cultural competence, and the impact of climate change on global health, emphasizing mitigation and adaptation strategies in public health. |
| SPOR60534 |
CONTEMPORARY ISSUES IN SPORTS COACHING |
6 |
15 |
Health, Education, Policing and Sciences |
The topics will vary according to topical issues apparent at the time of delivery. The nature of a contemporary issues module means that the current issues in the subject area are fluid and constantly changing, therefore, this module will aim to keep you abreast of these current issues and integrate them into the teaching schedule of the module. |
| SPOR60534 |
CONTEMPORARY ISSUES IN SPORTS COACHING |
6 |
15 |
Health, Education, Policing and Sciences |
The topics will vary according to topical issues apparent at the time of delivery. The nature of a contemporary issues module means that the current issues in the subject area are fluid and constantly changing, therefore, this module will aim to keep you abreast of these current issues and integrate them into the teaching schedule of the module. |
| SPOR60973 |
CONTEMPORARY ISSUES IN SPORTS COACHING |
6 |
20 |
Health, Education, Policing and Sciences |
What issue do coaches face when trying to impact and influence performance and participation? This module will seek to explore the contemporary issues in greater depth, encouraging students to find solutions to the problems. The topics will vary according to topical issues apparent at the time of delivery. The nature of a contemporary issues module means that the current issues in the subject area are fluid and constantly changing, therefore, this module will aim to keep you abreast of these current issues and integrate them into the teaching schedule of the module. |
| SPOR60954 |
CONTEMPORARY ISSUES IN SPORTS COACHING AND DEVELOPMENT |
6 |
20 |
Health, Education, Policing and Sciences |
This module encourages students to reflect on the knowledge acquired and skills developed over the course of your studies to best inform your future coaching practices. Multiple topics and theories will be critically reviewed to help inform you on how to apply your newly acquired knowledge into real word practice to the best of your capabilities and for the benefit of your athletes/learners. |
| MIDW60065 |
CONTEMPORARY MIDWIFERY PRACTICE AND LEADERSHIP |
6 |
60 |
Health, Education, Policing and Sciences |
This module combines anatomy, physiology and pathophysiology related to complications and complex conditions of pregnancy. The module prepares students to be the lead carer in normal pregnancy, birth and emergency situations in midwifery practice, as well as develop detailed knowledge and a critical understanding of the art and science of midwifery in the assessment, planning, provision and evaluation of care of women with complex needs.Students will learn professional, legal and ethical practice in accordance with NMC standards and supports students to practice within the limitations of competence, knowledge and sphere of professional practice. A sound basis of practice theory relating to managing and prioritising competing demands; mandatory requirements; safeguarding issues and identifying unsafe practice is developed. By the end of this module the student will be able to critically analyse and evaluate the role of the midwife as an effective co- ordinator and lead professional within the multi-disciplinary team and maternity service provision and produce a personal professional development portfolio of evidence, demonstrating evidence based practice, problem solving, critical thinking, reflexivity and leadership skills relating to contemporary midwifery theory and practice in preparation for registrant status. |
| FORE50334 |
CONTEMPORARY POLICING |
5 |
30 |
Health, Education, Policing and Sciences |
This is a core module that provides a broad but integrated introduction to current policing challenges, including police reform (e.g. governance, accountability, professionalisation, involvement of private and voluntary sector) and changes to the way policing is understood and delivered (e.g. vulnerability, protest, public safety and technology). It includes weekly lectures plus one tutorial in both semesters. It will provide you with an explanation of the history and current challenges of policing in the UK and includes references to the international perspective. |
| FORE50369 |
CONTEMPORARY POLICING |
5 |
20 |
Health, Education, Policing and Sciences |
This is an option module that provides a broad but integrated introduction to current policing challenges, including police reform (e.g. governance, accountability, professionalisation, involvement of private and voluntary sector) and changes to the way policing is understood and delivered (e.g. vulnerability, protest, public safety and technology). It will provide students with an explanation of the history and current challenges of policing in the UK and includes references to the international perspective. |
| PSYC70860 |
CONTEMPORARY PSYCHOLOGY IN BUSINESS |
7 |
20 |
Health, Education, Policing and Sciences |
This module delves into the integration of contemporary psychological theories and practices within business contexts to enhance organisational behaviour and drive success. Students will explore the development of key attributes, personality traits, and cognitive skills essential for effective employment and organisational management. By critically applying behavioural, social, cognitive, and developmental psychology, students will learn strategies to boost well-being and performance within the workplace. The module also emphasises the importance of reflecting on and demonstrating organisational management practices to achieve sustained competitive advantage in today's dynamic business environment. Through a blend of theoretical insights and practical applications, this module prepares students to leverage psychological principles for improved business strategies and organisational outcomes. |
| SPOR50959 |
CONTEMPORARY SPORT PSYCHOLOGY |
5 |
20 |
Health, Education, Policing and Sciences |
This module provides an understanding of contemporary topics in sport and exercise psychology focusing broadly on issues arising from the study of individual differences, affective states (e.g., anxiety and mood) and social factors (e.g., leadership and group cohesion). Students will be provided with theoretical and research knowledge on a range of contemporary sport and exercise psychology related issues. Practical examples will be provided throughout the module to incorporate theoretical learning within practice. Sport and exercise research methodologies will be explored and critically analysed. The importance of engaging in exercise or physical activity from a broader society perspective will also be outlined. |
| SOCY50583 |
CONTEMPORARY TERROR MOVEMENTS CLASSIFICATIONS AND RESPONSES |
5 |
15 |
Health, Education, Policing and Sciences |
This module continues on from Understanding Terrorism-causes and theories. With a strong grounding in terrorism studies this module will introduce you to a range of terror movements from across the world. In doing so, the aim is to apply some of the theoretical concepts and ideas to understand the motives and causes of terror emanating from various movements, including ISIS, Al-Qaeda, and the IRA. |
| SOCY60575 |
CONTEMPORARY TERROR MOVEMENTS: CLASSIFICATIONS AND RESPONSES |
6 |
20 |
Health, Education, Policing and Sciences |
This module provides students with the systematic theoretical and empirical study of new and old types of terrorism and political violence. The module also covers types of new terrorism with a focus on terrorism in the twenty-first century. Using various terror networks, the module analyses and interrogates key debates in terrorism such as: the meaning and politics of terrorism; the relationship between terrorism and the media; and the drivers of terrorism. Moreover, policy responses to terrorism and counter terrorism and their relationship with human rights will form part of this module. |
| SOWK60325 |
CONTEMPORARY THEMES IN SOCIAL WORK AND SOCIAL CARE |
6 |
30 |
Health, Education, Policing and Sciences |
This is an exciting and topical module based on current and emerging social work practice issues. A generic approach is taken to the subject matter to include impact and relevance in children's services, mental health and adults services with many of the themes cutting across each discipline. Topics include: - Exploitation of children and Vulnerable Adults through Gangs and County Lines; Working with trafficked and unaccompanied asylum seeking children; Managing risk through the spectrum of crisis and emergency intervention;¿Assessing children under the Mental Health Act; Identifying risk with adults who experience acute mental health problems within the spectrum of personality disorders. ¿The final assessed piece is an assignment based on a contemporary theme of the student's choice supported by research and where relevant, professional experience. |
| SOWK60409 |
CONTEMPORARY THEMES IN SOCIAL WORK AND SOCIAL CARE |
6 |
30 |
Health, Education, Policing and Sciences |
This is an exciting and topical module based on current and emerging social work practice issues. A generic approach is taken to the subject matter to include impact and relevance in children's services, mental health and adults services with many of the themes cutting across each discipline. The final assessed piece is an assignment based on a contemporary theme of the student's choice supported by research and where relevant, professional experience. |
| PPDE40634 |
CONTEXT OF HEALTH AND SOCIAL CARE |
4 |
20 |
Health, Education, Policing and Sciences |
This module is an opportunity for students to consider, debate and discuss the political context of health and social care and to critically debate how government influences services and communities to promote well-being. The module will consider the individuals role in health and social care and topics studied will include: - current debates in health and social policy, theoretical perspectives in health and social policy and models of welfare critically debate the opportunities and challenges of Integrated Care. Local, national and global perspectives will be explored. - the role and function of the National Health Service, local authority and private/charity sectors in providing care and supporting carer. |
| PSYC70850 |
CONTEXTS AND PERSPECTIVES IN HEALTH PSYCHOLOGY |
7 |
20 |
Health, Education, Policing and Sciences |
This module will introduce students to a range of areas and concerns in health psychology and the theoretical constructs that guide its work. Students will examine the broad context and different perspectives of the discipline and be aware of current debates within the field. Content will cover theoretical models of health-related behaviour and cognitions; health beliefs and attitudes; the physiological mechanisms of health and illness; and issues across the lifespan. In addition, students will examine factors which influence health and illness, ranging from individual characteristics to wider determinants of health, and the impact of health inequality on the experience of health and illness. Students will be encouraged to think critically in relation to methods, design, and measurement across these areas. |
| ODPR50104 |
CONTEXTS OF PERIOPERATIVE PRACTICE |
5 |
30 |
Health, Education, Policing and Sciences |
This module aims to enable you to develop a range of skills necessary to contribute to safe and effective patient care within the perioperative environment. You will undertake anaesthetic and recovery duties within the scope of practice of the Assistant Practitioner. You will explore the impact of health policy, health inequalities, and health promotion, including empowering healthy lifestyles. You will examine duty of care, clinical negligence, escalating concerns, and clinical governance. You will develop the knowledge and skills as a leader within your role as an Assistant Practitioner. |
| LAWS41502 |
CONTRACT AND PROBLEM SOLVING |
4 |
30 |
Health, Education, Policing and Sciences |
Have you ever bought a phone? Bought a car? Ticked a box accepting the terms and conditions? We have all entered into contracts in our life but few of us know or understand the legal implications. Does ticking that box bind you legally to those terms that you didnt read? Well in this module not only are you taught the principles of contract law you are also taught how to apply them to everyday life. |
| LAWS43732 |
CONTRACT LAW |
4 |
20 |
Health, Education, Policing and Sciences |
In this module, students will explore the concept of contracts, which serve as the foundation of business and commercial activities. They will examine the various elements that make up contracts and gain insight into the consequences that arise when contracts do not function as intended. Additionally, students will consider the extent to which courts are willing to uphold the individual freedom of parties to negotiate and enter into contracts, as well as the associated policy and commercial implications. |
| LAWS41717 |
CONTRACT LAW (DL) |
4 |
20 |
Health, Education, Policing and Sciences |
In the module, students will examine the phenomenon of contract, which is the cornerstone of business and commercial life. Students will engage with the different elements of contracts, and also develop an understanding of what happens when contracts go wrong, Students will also have an opportunity to consider to what extent courts are willing to protect the individual freedom of parties to negotiate and contract with each other, and the subsequent policy and commercial implications. Each week, students will discuss a new subject and will examine client-based problem scenarios. |
| PPDE60725 |
CORE COMPETENCIES IN CLINICAL FORENSIC PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
This is a closed course funded by Mountain Healthcare who enrol their employees onto this module, a web descriptor is not required. |
| PSYC40817 |
CORE COUNSELLING SKILLS |
4 |
20 |
Health, Education, Policing and Sciences |
This module will introduce you the basic skills used in beginning and maintaining a counselling relationship. You will have the opportunity to cultivate an understanding of the importance of an ethical approach in the counselling room as well as the basics of person-centred theory. We will also help you cultivate an ability to reflect on your experiences and practice through engaging with personal development. |
| PSYC40660 |
CORE COUNSELLING SKILLS |
4 |
15 |
Health, Education, Policing and Sciences |
This module offers an opportunity for you to develop core counselling skills and personal awareness. There is an introductory lecture, exploring `what is counselling?' Subsequent sessions use experiential exercises in large and small groups to explore self awareness and ethical dimensions. You will work in small groups to develop your skills and reflective practice. Some sessions will involve recording interactions within the counselling facilities. |
| SOWK70420 |
CORE SKILLS FOR SOCIAL WORK PRACTICE |
7 |
0 |
Health, Education, Policing and Sciences |
The Core Skills for Social Work Practice module is specifically designed to equip you with the foundations for professional knowledge and skills necessary to the develop, progress and succeed in both the practice and academic elements of the course. Core topics will include, the role and function of the regulatory body and Professional Capabilities Framework (PCF), MA level academic writing, referencing and reflective skills, Relationship Based Practice. |
| SPOR50962 |
CORE STRENGTH AND CONDITIONING SKILLS |
5 |
20 |
Health, Education, Policing and Sciences |
This module will provide you with an in-depth understanding of the principles of strength and conditioning and develop your ability to perform key strength and conditioning exercises, including, but not limited to the Olympic Weightlifting core lifts, weightlifting derivatives, plyometric, speed and agility exercises. ¿ ¿ This module provides learning opportunities that will enable you to critically appraise the peer-reviewed academic literature to support the development of optimal training protocols for developing physical performance.¿ |
| PSYC70840 |
CORE THEORY AND PRACTICE IN CBT |
7 |
40 |
Health, Education, Policing and Sciences |
In this module you will learn the underpinning history, science and theories of Cognitive Behavioural Therapy (CBT). You will build on this learning by developing and applying your skills to critically analyse the development of CBT through its empirical research. You will develop your understanding of the context and framework of mental health service structure and the CBT Practitioner role within these structures. You will learn how to apply the underpinning theory of CBT in clinical practice. You will develop your skills in the essential principles for CBT structure, assessment and formulation. Linking the empirical basis of CBT to clinical practice is a key principle as a CBT Practitioner. You will develop and apply skills in use of empirical measures used to monitor CBT processes and outcomes in your clinical practice. |
| PSYC60824 |
COUNSELLING CHILDREN AND YOUNG PEOPLE |
6 |
40 |
Health, Education, Policing and Sciences |
The purpose of this module is to develop your knowledge as well as a critical understanding and analysis of theories of counselling and key ideas and concepts within counselling models that are applied to counselling children and young people. This module explores the work of the early pioneers in child and adolescent counselling; it focuses on theories of child development and attachment, therapeutic approaches to counselling children and young people, client assessment and the process of therapy as well the use of specific counselling skills. Ethical practice and multi-agency working are also discussed. |
| PSYC60819 |
COUNSELLING CHILDREN AND YOUNG PEOPLE EXPERIENCING GRIEF AND LOSS |
6 |
40 |
Health, Education, Policing and Sciences |
The purpose of this module is to develop your knowledge and understanding of theories of counselling and key ideas and concepts within counselling models that are applied to counselling children and young people experiencing grief and loss. This module explores emotional and behavioural responses to loss; it focuses on theories of attachment, loss and bereavement; therapeutic approaches to counselling children and young people experiencing grief and loss and the process of therapy as well the use of specific counselling skills. Ethical practice and counsellor self-care are also discussed. |
| PSYC60820 |
COUNSELLING CHILDREN AND YOUNG PEOPLE EXPERIENCING TRAUMA |
6 |
20 |
Health, Education, Policing and Sciences |
The purpose of this module is to develop your knowledge and understanding of theories of counselling and key ideas and concepts within counselling models that are applied to counselling children and young people experiencing trauma. This module explores the historical background to trauma; it focuses on cultural responses to trauma, therapeutic approaches to counselling children and young people experiencing trauma, client assessment and the process of therapy as well the use of specific counselling skills. Ethical practice is also discussed. |
| PSYC40828 |
COUNSELLING CHILDREN AND YOUNG PEOPLE SKILLS 1 |
4 |
20 |
Health, Education, Policing and Sciences |
This module offers an introduction to the basic skills which are essential in initiating, maintaining, and concluding a counselling relationship with children and young people. You will be provided with the opportunity to practise these skills in a safe and facilitative environment. You will be introduced to various therapeutic interventions such as Sand-play therapy, Art therapy and Play therapy as well as a variety of other creative interventions. You will also develop skills in reflective practice. |
| PSYC40829 |
COUNSELLING CHILDREN AND YOUNG PEOPLE SKILLS 2 |
4 |
20 |
Health, Education, Policing and Sciences |
This module focuses on the development of more specialised counselling skills. You will be facilitated to acquire these crucial skills in order to manage counselling sessions with children and young people effectively. You will further explore various therapeutic interventions such as Sand-play therapy, Art therapy and Play therapy as well as a variety of other creative interventions. You will also have the opportunity to develop and practice skills in assessment and use of Outcome Measures Tools. |
| PSYC60827 |
COUNSELLING CLIENTS EXPERIENCING GRIEF AND LOSS |
6 |
40 |
Health, Education, Policing and Sciences |
The purpose of this module is to develop your knowledge and understanding of theories of counselling and key ideas and concepts within counselling models that are applied to counselling clients experiencing grief and loss. This module explores emotional and behavioural responses to loss; it focuses on theories of attachment, loss and bereavement; therapeutic approaches to counselling clients experiencing grief and loss and the process of therapy as well the use of specific counselling skills. Ethical practice and counsellor self-care are also discussed. |
| PSYC60825 |
COUNSELLING CLIENTS EXPERIENCING TRAUMA |
6 |
20 |
Health, Education, Policing and Sciences |
The purpose of this module is to develop your knowledge and understanding of theories of counselling and key ideas and concepts within counselling models that are applied to counselling clients experiencing Trauma. This module explores the historical background to trauma; it focuses on cultural responses to trauma, therapeutic approaches to counselling clients experiencing trauma, client assessment and the process of therapy as well the use of specific counselling skills. Ethical practice is also discussed. |
| PSYC50828 |
COUNSELLING PLACEMENT |
5 |
40 |
Health, Education, Policing and Sciences |
This module allows you to gain real experience and to put into practice the knowledge, skills and theory that you have been previously taught. You will be supported in developing skills of self-reflection and critical evaluation of your own performance. A critical evaluation of your experience of counselling supervision is an important aspect of this module. Placement requirement is 100 supervised counselling hours. |
| PSYC70832 |
COUNSELLING RESEARCH PROJECT |
7 |
40 |
Health, Education, Policing and Sciences |
On this Counselling research project module, you will carry out an active research project relevant to the area of counselling. Your project will be in a topic chosen by you, to allow you to follow your own area of special interest within the counselling field (agreed with supervisor). You will have the opportunity to interview people or conduct other modes of inquiry and write up your findings with the possibility of going on to present the research and findings at conferences or publish in academic journals. |
| PSYC70831 |
COUNSELLING RESEARCH PROPOSAL |
7 |
20 |
Health, Education, Policing and Sciences |
The proposal module allows counselling practitioners qualified to post-graduate level (or equivalent) to enhance and deepen their knowledge in the field of counselling research. This includes ethical decision making, carrying out a literature review in an area of interest relevant to counselling and reflecting on the philosophical and practical aspects of research. The research proposal introduces students to a variety of research methodologies. They begin to formulate research questions and make informed choices about relevant approaches to researching their chosen topic. They critically review and report on the literature in the chosen area. Ethical and legal considerations will be explored in depth to enable application for ethical approval of the proposed counselling research project. |
| PSYC40822 |
COUNSELLING SKILLS 1 |
4 |
20 |
Health, Education, Policing and Sciences |
This module offers an introduction to the basic skills which are essential in initiating, maintaining, and concluding a counselling relationship. Within this module you will have the opportunity to practice these skills in a safe and facilitative environment. In this module you will be developing your counselling practice in relation to the core models and how to develop the client-counsellor relationship. The module will enable you to recognise and respond to verbal and non-verbal signs, manage time constraints and boundaries, and gaining consent. Additionally, this module will provide an understanding of working in an integrative way and you will also develop skills in reflective practice. |
| PSYC40825 |
COUNSELLING SKILLS 2 |
4 |
20 |
Health, Education, Policing and Sciences |
This module builds on the Counselling Skills module studied in Year 1 and aims to support your development of counselling practice whilst on placement. You will consider appropriate contracting strategies, evaluate different therapeutic interventions, and demonstrate application of the knowledge in counselling practice and demonstrate appropriate skills in challenging clients. |
| PSYC50805 |
COUNSELLING SKILLS IN PRACTICE |
5 |
40 |
Health, Education, Policing and Sciences |
Counselling Skills in Practice: This module builds on the previous Developing Counselling Skills module studied in Year 1 and aims to support you in the development of your counselling practice in placement. You will consider ethical practice, referral procedures and the use of supervision. You will be required to submit audio-tapes of your client work to the PAD group for peer feedback, this will support a continuous development of a professional attitude towards your work. |
| PSYC40804 |
COUNSELLING THEORY |
4 |
20 |
Health, Education, Policing and Sciences |
In this module you will have the opportunity to develop knowledge and understanding of a number of perspectives/approaches in counselling such as Person-Centred, Gestalt, Existential, Transactional Analysis and Cognitive Behavioural Therapy, including the theory, practice and philosophy that underpins each approach. |
| PSYC50678 |
COUNSELLING THEORY, ETHICS AND PERSONAL DEVELOPMENT |
5 |
30 |
Health, Education, Policing and Sciences |
This module provides you with an opportunity to explore basic theories and concepts in counselling, to consider professional and ethical issues and the opportunity to reflect on your personal development through development of self-knowledge and self-acceptance.A number of theoretical models will be explored, for example humanistic, cognitive behaviouraland psychodynamic approaches. You will begin to place counselling in a social context and will consider ethical and professional issues. Attention will be given to the applications of theories to counselling practice.The `self' will be explored in terms of others - including beliefs and prejudices and their possible impact in terms of counselling. Consideration will also be given to how individual beliefs can influence perception and behaviour. You will explore the ability to develop personal goals and will undertake a critical evaluation of self whilst challenging your own personal assumptions and attitudes. |
| PSYC50813 |
COUNSELLING THEORY, ETHICS AND PERSONAL DEVELOPMENT |
5 |
40 |
Health, Education, Policing and Sciences |
Reflexivity is a key feature of the module and students are encouraged to reflect on personal and professional development through group participation, large and small group experiential exercises, triads and individual reflection. You will have the opportunity to develop your understanding of the importance of an ethical approach in a counselling setting. Ethical and professional issues will be considered, including concepts related to confidentiality, ethical dilemmas and the importance of supervision and practitioner self-care. You will develop an awareness of diversity and difference and the impact this may have on the therapeutic relationship. |
| SOCY70507 |
COUNTER-TERRORISM IN THE UK WAR ON TERROR -A BATTLE FOR HEARTS AND MINDS |
7 |
30 |
Health, Education, Policing and Sciences |
This module provides students with a critical understanding of counter-terrorism in the war on terror. It charts the historical development of UK counter-terrorism and identifies some key developments in post 9/11 counter-terrorism. In particular, it analyses the expansion of counter-terrorism with soft-power techniques and looks at the implications of such developments for democracy, civil rights, and the rule of law. Using theories of racism, Islamophobia, and post-colonialism, the module analyses UK counter-terrorism policy and practice (such as the Prevent Strategy) and interrogates key concepts such as radicalisation. It ends with an analysis of the broader fallouts of UK counter-terrorism policy and practice by analysing the relationship between counter-terrorism and hate crime. |
| FORE50259 |
CRIME AND DISHONESTY |
5 |
30 |
Health, Education, Policing and Sciences |
An understanding of descriptions of the various criminal offences, including those covered by the theft act; burglary and theft as well as other elements of dishonesty. An understanding of crime appertaining to the offences against the person (OAP) act and public order offences and the use of warrants and ASBOS. Sexual and racially and religiously aggravated offences. Crimes involving the use of poisons, explosive or corrosive substances and arson. Students will be informed of the relevant acts of law pertaining to crime. Case studies will be used to show problems and difficulties relating to the investigative requirements when dealing with terrorist and CBRN (Chemical Biological Radiological and Nuclear) incidents. Students will study and understand the sensitive requirements relating to the investigation of sexual offences, racist and hate crime. |
| SOCY40516 |
CRIME AND PUNISHMENT IN THE MODERN ERA |
4 |
15 |
Health, Education, Policing and Sciences |
Crime and Punishment in the Modern Era: This first-year module introduces you to the ways in which todays penal system has evolved over time. The module begins at a point that is now over two hundred and fifty years ago. Why would a modern criminology module start here? First, if we were designing a criminal justice system that meets the needs of todays society, it would probably not look like the one we have. That is because the institutions of criminal justice the police, prisons, and the courts and so on have all been shaped and influenced by events and ideas from history. The organic growth of the police force, for example, from a private service employed and run for the benefit of the social elite, to a professional uniformed public service is complex. We can only understand why the police force works the way it does (prioritizing the maintenance of public order, being organized by counties rather than being The British Police Force, being largely unarmed, and so on) by looking at the changes that have occurred over time. Studying the roots of the penal system helps us to realize that the system we have today is not the only (and therefore maybe not the best) way that it could be organized. The past has left its legacy. Module Code: SOCY40516 |
| SOCY50585 |
CRIME HARM AND VICTIMISATION |
5 |
20 |
Health, Education, Policing and Sciences |
Using victimological theory, this module investigates concepts such as: conventional victims, non-conventional victims, victimisation, victimology and zemilology; to examine harm and victimisation beyond traditional frameworks; to investigate crime and harm committed by the powerful; and to examine regulatory frameworks and to assess the extent to which they deliver criminal and/or social justice and to acknowledge and understand resistance and redress. |
| CRIM53003 |
CRIME HARM AND VICTIMISATION |
5 |
20 |
Health, Education, Policing and Sciences |
Using victimological theory, this module investigates concepts such as: conventional victims, non-conventional victims, victimisation, victimology and zemilology; to examine harm and victimisation beyond traditional frameworks; to investigate crime and harm committed by the powerful; and to examine regulatory frameworks and to assess the extent to which they deliver criminal and/or social justice and to acknowledge and understand resistance and redress |
| LAWS31301 |
CRIME IN CONTEXT |
3 |
30 |
Health, Education, Policing and Sciences |
This module is designed to provide students with an introduction to Criminal Law, Criminology and the Criminal Justice System. The module requires the demonstration of the necessary skills to apply the law to a range of case studies, regularly using the principles of practice and problem based learning. Students learn about the rules and statutes that define conduct prohibited by the government because it threatens and harms public safety. The students reflect on the potential causes for deviant behaviour. |
| LAWS51937 |
CRIME PREVENTION |
5 |
30 |
Health, Education, Policing and Sciences |
This module considers the impact and value of different ways of preventing and reducing crime: - methods of evaluating the impact of a crime prevention initiative - situational crime prevention - multiple victimisation and crime prevention - inter-agency crime prevention - community methods of crime prevention - social methods of crime prevention - policing and crime prevention |
| FORE40270 |
CRIME SCENE DOCUMENTATION |
4 |
15 |
Health, Education, Policing and Sciences |
The content of the photographic material is basic principles, varieties and functions of lenses, focal lengths, depth of field, primer zoom lenses, basic camera movements, exposure, exposure varilians, working with light, controlling light direction, available light, the sun through the day, fundamentals of composition, viewpoint, shape and form, pattern and texture, still life, framing; use of digital cameras.The crime scene photography will look at how photography is used to document the crime scene and any evidence found there in, by means of using overview, approach and close-up photographs. Demonstration of the different types of measuring and sketching methods available for documenting a scene, with discussion to identify their pro's and con's for given situations and/or locations along with the creation of contemporaneous notes and evidence sheets/logs. The recovery of digital evidence from the crime scene. |
| FORE40255 |
CRIME SCENE INVESTIGATION |
4 |
15 |
Health, Education, Policing and Sciences |
The roles and duties of the forensic scientist and scenes-of-crime officer will be outlined, in relation to criminal investigations proceeding from the scene-of-crime to the forensic laboratory to the courtroom. The vitally important issues of quality control and continuity of evidence in the crime scene to laboratory to court chain will be introduced, and an overview will be given of the types of chemical, physical and biological evidence used in forensic science, and the essential requirements of analytical techniques used for forensic analysis. The practical considerations of the preservation of the crime scenes and the recovery, packaging, labelling and preservation of evidence from crime scenes will be covered as will the organisation of scientific support services in England and Wales. Case studies to illustrate collection of evidence from various crime scenes will be studied. |
| FORE40347 |
CRIME SCENE PROCESSING |
4 |
20 |
Health, Education, Policing and Sciences |
This module will provide you with a fundamental understanding of crime scene processing. During the module you will practise digital photography, utilising our Crime Scene House to give you a real world setting to develop your skills. Alongside which we will give you the knowledge and skills you need to be able to protect a scene and fully document it through sketching, measuring and logs in addition to photography. You will also be introduced to the collection and appropriate methods of packaging for items of evidence. All of these skills will provide an excellent basis for a potential future career as a Crime Scene Investigator. |
| SOCY60572 |
CRIME, HARM AND VICTIMISATION |
6 |
15 |
Health, Education, Policing and Sciences |
Using victimological theory, this module aims to explore with students concepts such as: conventional victims, non-conventional victims, victimisation, victimology and zemiology; to examine harm and victimisation beyond traditional frameworks; to investigate crime and harm committed by the powerful; and to examine regulatory frameworks and to assess the extent to which they deliver criminal and/or social justice; and to acknowledge and understand resistance and redress.Topics covered in the module:Crime, harm, and victimisationVictimology, victims and zemiology (the study of social harms)Non-conventional forms of crime and harm including crimes and harms that go beyond traditional frameworksCrimes and harm committed by the powerfulRegulatory frameworks, criminal justice, social justice and injusticeResistance and redress |
| SOCY70399 |
CRIMES OF THE POWERFUL: CORPORATE, WHITE COLLAR AND FINANCIAL CRIME |
7 |
30 |
Health, Education, Policing and Sciences |
This module provides a comparative and transnational analysis of the historical development and recent growth of corporate, white collar and financial crime. In the past these crimes have been dealt with within the conceptual context of 'white collar crime' but it is increasingly recognised that the globalisation of criminal activities presents unique and unfamiliar problems. Corporate and financial crimes are now almost by definition transnational by virtue not only of the growth of transnational legal and illegal business but also because of the globalisation of financial markets via the internet. This module will, therefore, look at the main social actors, processes and interactions by which corporate, white collar and financial crimes are perpetrated, the ways in which they are criminalised, the business ideologies which deny their criminality, the links between the 'underworld' and the 'overworld' of business, and the means by which corporate crimes are dealt with within national and international law. In order to do this it will look at a number of relevant in-depth case studies concerning different aspects and levels of corporate, white collar and financial crime such as environmental pollution, financial misappropriation, money laundering, tax evasion, health and safety violations, industrial espionage, consumer fraud, and food adulteration and poisoning. Accompanying this will be a critical analysis of the recent response of national and international agencies to the growth of corporate, white collar and financial crime and the effectiveness at the global level of attempts to regulate and prosecute it. In particular, the role of international agencies, national governments and financial regulatory agencies will be examined together with the problems of bringing corporate actors to justice and punishing them in a meaningful and effective way. The context for this will be the deregulation of the global economy as a result of neo-liberalism and the 'casino economy' that this encouraged in international business dealings; the globalisation of national economies and the formation of transnational corporations; the growth of the financial services sector and the increasing volume of online transactions; the growing links between terrorist organisations and illegal arms dealers and transnational banks such as BCCI; and the growing need for transnational criminal organisations to 'launder' money through the legal financial system.In preparation for the dissertation the module will focus upon analysing the available national and international data regarding corporate, financial and cyber-crime; the problems and issues raised by a case study approach to social research; and the problems of interpreting journalistic and governmental sources in a context marked by fraud and unreliable data. |
| SOCY70526 |
CRIMES OF THE POWERFUL: WHITE-COLLAR, CORPORATE AND STATE CRIME |
7 |
20 |
Health, Education, Policing and Sciences |
This module immerses students into a series of critical discussions about the topic of Crimes of the Powerful with special focus around influencing policy. Students can expect to debate issues such as what and who is considered powerful (C Wright Mills). Recent examples may include, powerful state actors in China, Russia, and the Middle-East. Critical evaluation of older conceptualisations of power e.g. power as relational (Foucault) and instead, conceptualising power in terms of money, influence and means. A key aim of the module is to examine a number of relevant in-depth case studies concerning different themes of crimes of the powerful, which may include: -The Arms Industry (weapons smuggling and violence), -Corporations (such as Microsoft and Amazon, big Pharma, Oxytocin, water companies in the UK, Post Office Horizon scandal, Trafigura involved in the disposal of toxic waste in the Ivory coast, environmental crimes in Bangladesh -The press and the Media (Murdoch) -Education specifically the complex relationship in HE to powerful actors (examples to include the relationship between LSE and Gadaffi, opening the HE market to China, Russian Oligarchs sponsorship of Oxford political studies, the use of NDAs to hide misconduct at universities) -Global finance (Libor rigging, the abuses of banks and money laundering, Russian Oligarchs, Putin) -Space is also given to the difficulties of disentangling of the role of the state and state crime, either repressive power and authoritarianism or liberal permissiveness and non-intervention -A critical examination of companies development of AI and the potential for global (mis)use of technology and AI -Finally, consideration is given to the various strategies that attempt to expose, tackle and bring the powerful to justice for their crimes (for example recent imprisonment of high-profile Nigerian politicians for the harvesting of organs and exposure of the crimes of South Korean pop stars involved in sex scandals).-Space in this module will also be devoted to completing the assignment and support around thinking strategically in the production of suitable recommendations for challenging crimes of the powerful |
| LAWS61601 |
CRIMINAL JUSTICE AND PUNISHMENT |
6 |
30 |
Health, Education, Policing and Sciences |
For students who thoroughly enjoy the criminal law module and enjoy learning about crime and punishment. This module is packed with thought provoking sessions about how the state investigates crimes, prosecutes defendants and punishes offenders. You will learn about all the different agencies that make up the criminal justice system and reflect on how the system has got it wrong in the past. You will analyse how victims and vulnerable witnesses are treated by the criminal justice system. This module is a must for anyone seeking employment in agencies such as the Crown Prosecution Service, HMCTS, Prisons or the Probation Service |
| LAWS51700 |
CRIMINAL LAW |
5 |
30 |
Health, Education, Policing and Sciences |
This module teaches about the way the state and society protect the public and apportion blame for wrongdoing in society. Criminal law is a combination of rules, traditional practices and statutes developed over centuries to regulate behaviour and punish those who commit offences, hurt other people and steal or damage their property. The law in this area can be exciting and thought provoking, ranging from the most serious offences such as murder to regulatory offences such as shouting abuse at someone. |
| LAWS51969 |
CRIMINAL LAW |
5 |
20 |
Health, Education, Policing and Sciences |
On this module, you will learn about the purpose of criminal law, the operation of the criminal courts, and the general principles and key elements of criminal liability. You will study the general defences and learn how people can avoid criminal liability by excusing or justifying their actions. Next, you will explore a variety of criminal offences, including property offences, non-fatal offences against the person, homicide, and the sophisticated discourse around manslaughter. Indeed, the study of criminal law is fascinating, yet it can also be challenging. Throughout this module, you will develop your analytical and problem-solving skills by working through several complex case scenarios, aimed at teasing out several legal themes. With an emphasis on application, analysis, and problem solving, the module also seeks to provide you with the necessary skills to gain employment in the many agencies that make up the criminal justice sector. |
| LAWS51957 |
CRIMINAL LAW DL |
5 |
20 |
Health, Education, Policing and Sciences |
The criminal justice system as we know it today is a combination of rules, traditional practices and statutes which have developed over several centuries to regulate behaviour and punish those who commit a crime. The law in this area can be exciting and thought-provoking, ranging from the most serious criminal offences, such as murder, to the most trivial of misdemeanours. Indeed, the study of criminal law is fascinating, yet it can also be challenging. This module aims to provide you with an understanding of various aspects of criminal law as part of your LLB. The module also seeks to provide you with the necessary skills to gain employment in the many agencies that make up the criminal justice sector. |
| LAWS51199 |
CRIMINOLOGY |
5 |
30 |
Health, Education, Policing and Sciences |
Crime and the way society responds to and deals with crime and criminals are subjects which interest most people. Criminology takes the study of crime beyond 'thinking' about it to a more scientific level. In doing so it crosses the boundaries of many disciplines including law, psychology, philosophy, sociology and social policy. The discipline of criminology is large and therefore any criminology course must focus on a number of issues which reflect a balance of themes within the discipline as a whole. For this reason, this course focuses on topics from three major areas within criminology. These are: - The Nature and Extent of Crime - Social Dimensions of Crime and Justice- Criminal Justice Structures and ProcessesWithin these areas the specific topics studied are as follows: - the extent of crime - the causes of crime - crime and mental illness - victimology - research methodology - gender and crime - race and crime - the birth of the prison - current issues in imprisonment - crime prevention |
| LAWS61600 |
CRIMINOLOGY |
6 |
30 |
Health, Education, Policing and Sciences |
Each week your will examine a different subject, using criminological theory but also legislative development and strategies engaged by Government to reduce threat, harm and risk. You will explore institutions such as police and prisons, reflecting also on how they act via surveillance and state crime and how media can have influence. You will analyse serious harms focusing on violence, sexual offending and serial killer theories. You will engage with subjects as varied as serious organised crime, street gangs theory, cyber-crime, human trafficking, child abuse, the growth of exploitation on-line and terrorism |
| SPOR70956 |
CRITICAL APPRAISAL |
7 |
20 |
Health, Education, Policing and Sciences |
This initial module, critical appraisal has been designed to build your skills on interpretation and application of research literature to clinical practice. It will introduce you to research methods such as interviews, focus groups, Randomised Control Trials (RCTs) and other epidemiological methods with the limitations of design at the centre of discussion. It will equip you with appraisal tools that can be utilised for evaluation of research strength, building your knowledge and judgement of the pool of research relevant to Clinical Biomechanics. |
| BIOL70656 |
CRITICAL APPRAISAL AND TRANSLATIONAL RESEARCH |
7 |
40 |
Health, Education, Policing and Sciences |
In this module you will explore and evaluate case studies of translational research in addition to identifying, designing and presenting ideas for translational research to peers. You will also examine the support and funding for translational medicine in the UK, via the industrial strategy and Innovate UK, together with related (connected) global perspectives and initiatives. Finally you will reflect upon your growing role as a professional researcher and your future in multi-disciplinary teams striving to impact on lives by harnessing the power and promise of quality research findings. Critical appraisal and advanced evaluation are key skills for successful postgraduate study, lifelong learning and effective professional practice. In this module you will develop and enhance your skills of critical appraisal, both individually and as part of a group, in shared learning practice. You will learn how sources can be examined and reviewed, how you can make judgements about relevance and objectivity. You will appraise methodology and data in different ways examining also the provenance and timeliness of published findings. You will hone your skills of literature review including sourcing, curation and collation for purpose. You will discuss strategies for evaluative processes and reflect upon your own developing practice. As a context to the development of appraisal skills, the rapidly developing area of Biomedical Science known as Translational Research or Translational Medicine will be used. Translational research fosters multidirectional and multidisciplinary integration of basic research, patient-oriented research, and population-based research, with the long-term aim of improving the health of the public. It therefore aims to "translate" the findings of fundamental¿research¿into medical practice and meaningful health outcomes. Known more often as the bench-to-bedside concept, it focuses on the ideas, innovation, processes and requirements needed to connect basic research directly with improvement in patient care. In 2006, as part of the Cooksey review of Health Research, two major gaps in translational medicine were identified and articulated. The first gap of
translating ideas from basic and clinical research into the development of new products and approaches to treatment of disease and illness and the second gap of
implementing those new products and approaches into clinical practice. |
| SPOR70760 |
CRITICAL APPRAISAL SKILLS AND RESEARCH AWARENESS |
7 |
15 |
Health, Education, Policing and Sciences |
This module has been designed to enable you to undertake in-depth critical appraisal of the research methods currently used in healthcare research. In order to critically appraise and to assess its suitability for application in practice, you will need to develop an understanding of methods commonly used in health care research. To this end, research methods such as interviews, focus groups, Randomised Control Trials (RCTs) and other epidemiological methods will be presented and the pros and cons explored. You will then be taken through the process of critically appraising these qualitative and quantitative research methods using appropriate published checklists. Through critiquing the research of others, you will demonstrate the formation of your own research skills. This module will also address: literature searching in order to identify appropriate literature; ethical principles surrounding research; methods of analysing and interpreting data; and will explore evidence-based practice issues surrounding the application of research into practice. |
| SOWK70421 |
CRITICAL PERSPECTIVES ON SOCIAL WORK AND SOCIETY |
7 |
20 |
Health, Education, Policing and Sciences |
This module provides you with an introduction to the social and political context of Social Work, and the social problems that drive the need for intervention. You will be introduced to theoretical perspectives that explain social phenomena, such as inequality, poverty, and discrimination. As well as social policies that seek to address these, and inform Social Work practice. You will have the opportunity to consider future social and political developments likely to impact on practice. |
| SOWK70422 |
CRITICAL THEORY FOR SOCIAL WORK |
7 |
20 |
Health, Education, Policing and Sciences |
The Critical Theory for Social Work will equip you with the theoretical knowledge and skills required to critically apply a range of theoretical approaches in practice. In considering the way in which theory intersects with the application of social values and law in day to day practice, you will be supported to critically analyse and explore contemporary models for social work intervention and the strategies to resolve complex value or ethical dilemmas in practice. |
| EDUC77867 |
CRITICAL THINKING DL |
7 |
20 |
Health, Education, Policing and Sciences |
This module is designed to develop your critical thinking skills so that you can question assumptions and explore educational issues actively, thoughtfully and confidently. It will enable you to examine different elements of scholarship, academic literature, policy statements to explore how issues are presented and examined and to develop your personal and academic reflective skills. As you examine an educational issue, there will be the opportunity to develop confidence in academic research, writing and reading to enhance your understanding of educational theories and consider how your life experiences have influenced your attitudes and values related to education. |
| BIOL60666 |
CURRENT ADVANCES AND BIOETHICS |
6 |
20 |
Health, Education, Policing and Sciences |
This module will allow you tailor both assessments to topics that are pertinent to you. This module is designed to hone the skills and qualities that will enhance your prospects, horizons and personal success, leaving you prepared for the expectations of a life science graduate in the world of work.You will have the opportunity to attend the cross-level lecture series and will work to identify a topic that is most important to you. You, will plan, prepare, and deliver a short seminar at the end of the year on your chosen topics and will produce a review article on the same topic. There will be a particular focus on bioethics and this will be evident in both assessment components. |
| BIOL70669 |
CURRENT ADVANCES IN MOLECULAR BIOLOGY (BL) |
7 |
20 |
Health, Education, Policing and Sciences |
Genetic and molecular biology are currently very fast moving fields. This module aims to provide a look at or near the forefront of genetic research and applications. This will build upon material covered, of a more established nature, earlier in the course. |
| BIOL70672 |
CURRENT ADVANCES IN MOLECULAR BIOLOGY (ON CAMPUS) |
7 |
20 |
Health, Education, Policing and Sciences |
Genetic and molecular biology are currently very fast moving fields. This module aims to provide a look at or near the forefront of genetic research and applications. This will build upon material covered, of a more established nature, earlier in the course. |
| BIOL70576 |
CURRENT DEVELOPMENTS IN GENETICS |
7 |
15 |
Health, Education, Policing and Sciences |
Genetic and molecular biology are currently very fast moving fields. This module aims to provide a look at or near the forefront of genetic research and applications. This will build upon material covered, of a more established nature, earlier in the course. To some extent the content will reflect topic issues and there must be some fluidity in content however it is envisaged that the following topics will be covered. One of these will be covered in depth to the limits of current understanding - Epigenetics- Genomic imprinting- Advanced gene regulation - - Interfering RNA and micro RNA regulation- RNA editing- Stem cell genetics and genetic aspects of development- Systems biology |
| EDUC50627 |
CURRICULUM DESIGN FOR INCLUSIVE PRACTICE |
5 |
20 |
Health, Education, Policing and Sciences |
The purpose of the module is to develop your knowledge and skills to include application of theories, principles and models of learning, communication, assessment and curriculum development within your own area of specialism. |
| EDUC60652 |
CURRICULUM DESIGN FOR INCLUSIVE PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
The purpose of the module is to develop your knowledge and skills to include application of theories, principles and models of learning, communication, assessment and curriculum development within your own area of specialism. |
| FORE60350 |
CYBER CRIME |
6 |
15 |
Health, Education, Policing and Sciences |
This final year module will explore the complexities of cyber crime. It will look at the types of activity that constitute cyber crime and consider who and how such crimes are investigated. Learning will take place through interactive lectures including some supported by a range of specialist guest speakers. |
| LAWS62047 |
CYBER LAW |
6 |
20 |
Health, Education, Policing and Sciences |
What has the impact of the internet been on existing principles of Law? How do we govern and regulate online activity, when data can be sent across national borders almost instantaneously? What opportunities for criminal activity has the internet created? How can our existing human and legal rights be protected in cyberspace? You will have an opportunity to explore all these questions on this module, which will introduce you to the exciting and fast-moving subject of Cyber Law, and the challenges of regulating a space we cant see, but which has a huge impact on our lives. |
| LAWS63086 |
CYBER LAW & ARTIFICIAL INTELLIGENCE |
6 |
20 |
Health, Education, Policing and Sciences |
Cyber law and artificial intelligence are becoming increasingly interactive as business and individuals utilise the online space. Therefore, this module will introduce you to both elements to help prepare you for your future careers, whatever they may be. The internet is the present and future of commerce and social interactions nationally and internationally. Most of us interact online and the businesses and/or clients that you may in the future work for almost certainly will. This module seeks to explore how some of the legal principles that you have studied at levels 4 and 5 apply in this online environment. Artificial intelligence is possibly the great catalyst of the 21st century, stretching beyond human ability to extend or restrict our own rights and humble capabilities. Therefore, this module will also explore what AI is and how it interacts with our established legal concepts both online and offline. |
| FORE60380 |
CYBERCRIME |
6 |
20 |
Health, Education, Policing and Sciences |
The Cybercrime module will consider the ideas, concepts and law connected to cybercrime. The role of police and other agencies to investigate such crimes will be explored, as will the challenges of such investigations. Learning will take place through interactive lectures and tutorials including some supported by a range of specialist guest speakers. |
| PSYC60001 |
CYBERPSYCHOLOGY |
6 |
20 |
Health, Education, Policing and Sciences |
Cyberpsychology examines how we interact with others using technology, how our behaviours are influenced by technology, how technology can be developed to best suit our needs, and how our psychological states and cognition are affected by these technologies. You will cover contemporary topics in cyberpsychology such as the role of social media on wellbeing, Cyberbullying, Cybertherapy, Cyberchondria and the impact of screen-time on children as well as exploring the challenges of conducting research in the on-line environment. |
| AOPH40004 |
DEFINING POVERTY: INDICATORS, MEASURES AND LIVELIHOODS |
4 |
40 |
Health, Education, Policing and Sciences |
This module will provide you with your first opportunity to understand and question popular understandings of poverty and hardship. You will first learn the differing measures of poverty and differentiate between relative and absolute poverty before considering broad topic areas such as health, education, welfare, housing and employment through a global and UK lens, in order to offer context to the drivers of, and potential solutions to, poverty and hardship. You will consider topics such as stigma, stereotypes associated with those experiencing poverty before examining and presenting an anti-poverty presentation. When you have completed this module you will have a broad understanding of definitions, indicators and drivers of poverty as well as having the skills to debate and question the stereotypes and stigma so often associated with it. |
| POLI60503 |
DELIVERING OPERATIONAL POLICING PRACTICE |
6 |
40 |
Health, Education, Policing and Sciences |
This module seeks to further develop your knowledge and understanding of key policing matters in relation to a range of issues such as criminological theory, maintaining professional standards, teamworking, leadership and a whole range of response and crime matters. It will also develop a deeper understanding of victimisation, communication skills, evidence-based policing and assessment, coaching and mentoring within a policing context and additional investigative skills. This module will be taught over 3 weeks delivered by both University and Police staff. |
| POLI60537 |
DELIVERING OPERATIONAL POLICING PRACTICE |
6 |
40 |
Health, Education, Policing and Sciences |
This module seeks to further develop your knowledge and understanding of key policing matters in relation to a range of issues such as criminological theory, maintaining professional standards, teamworking, leadership and a whole range of response and crime matters. It will also develop a deeper understanding of victimisation, communication skills, evidence-based policing and assessment, coaching and mentoring within a policing context and additional investigative skills. This module will be taught over 3 weeks delivered by both University and Police staff. |
| POLI60538 |
DELIVERING OPERATIONAL POLICING PRACTICE |
6 |
40 |
Health, Education, Policing and Sciences |
This module seeks to further develop your knowledge and understanding of key policing matters in relation to a range of issues such as criminological theory, maintaining professional standards, teamworking, leadership and a whole range of response and crime matters. It will also develop a deeper understanding of victimisation, communication skills, evidence-based policing and assessment, coaching and mentoring within a policing context and additional investigative skills. This module will be taught over 3 weeks delivered by both University and Police staff. |
| FORE50340 |
DELIVERING POLICING TO COMMUNITIES |
5 |
15 |
Health, Education, Policing and Sciences |
This module will build on the core principles delivered at level 4. It will equip students to understand how engagement with communities can make a real difference to community cohesion and to be able to critique incidents and high-profile cases where relationships between police and public has broken down. The importance of engaging partners from the public, private and voluntary sector to support local communities and problem solving will be explored with a particular focus on anti-social behaviour. Current and future challenges to the delivery of this model of policing will also be explored and debated.This module will cover:The impact of policing on different values, ethics and normsThe impact of crime and anti-social behaviour on communitiesKey principles of community engagement Impact of policing practice on community cohesion Future role of community policing |
| EDUC40604 |
DELIVERY OF A CREATIIVE CORE CURRICULUM (M2) |
4 |
30 |
Health, Education, Policing and Sciences |
This module will focus on introducing the subjects which make up the core Primary National Curriculum, examining the key educational theory and policy which underpins their effective delivery. The purpose of this is to ensure that you have an informed position with respect to current policy and practice. This will allow you to engage in informed debate, whilst developing your core curriculum knowledge/delivery during early placements via the evaluation of current classroom practice.You will explore the nature of creativity in the planning and delivery of the core subjects, developing your understanding of both practice and theory, linking this to your school placement experiences. You will become confident in your understanding of the statutory requirements of each of the core subjects and the statutory summative assessment processes connected to each of the core subjects. |
| EDUC50605 |
DELIVERY OF A CREATIVE FOUNDATION CURRICULUM |
5 |
30 |
Health, Education, Policing and Sciences |
The module will explore how teachers can develop creative approaches to teaching foundation subjects. This will include all subjects and you will be encouraged to be fully involved. This module will have lots of hands on experiences in subjects such as art, physical education, design and technology and geography. This module will enable you to apply your learning to the planning and delivery of lessons in schools. |
| PPDE50696 |
DEMENTIA AWARENESS |
5 |
20 |
Health, Education, Policing and Sciences |
Dementia is one of the biggest health and social care challenges of our time, with the number of cases expected to triple worldwide by 2050. There is little chance of discovering a cure, so we must develop ways of improving the lives of people living with dementia and their carers. In this module, we dig deep into the way dementia is experienced, by people living with the condition and those close to them. We explore how sensitive support, insight and planning can transform the lives of all concerned and how communities can be reimagined in more dementia friendly ways. |
| NURS50756 |
DEMONSTRATING COMPETENCIES FOR THE ACUTE CARE SETTING |
5 |
60 |
Health, Education, Policing and Sciences |
This module focusses in supporting you to gain the evidence required to demonstrate your competency to deliver care in an Assistant Practitioner role. It will allow you the opportunity to develop your critical thinking skills around roles, responsibilities, accountability and safe practice whilst enhancing your understanding of the requirements of the role. You will also have the opportunity to undertake a range of higher level clinical skills development in a simulated clinical learning environment to further develop skills for your new role. |
| NURS40727 |
DEMONSTRATING COMPETENCIES IN THE PROVISION OF INTEGRATED CARE (1) |
4 |
60 |
Health, Education, Policing and Sciences |
This level 4 year long module forms part of the Foundation Degree Science Integrated Care award and will help you to develop clinical skills that you will support your role as a Trainee Assistant Practitioner. |
| NURS50728 |
DEMONSTRATING COMPETENCIES IN THE PROVISION OF INTEGRATED CARE (2) |
5 |
60 |
Health, Education, Policing and Sciences |
This level 5 year long module forms part of the Foundation Degree Science Integrated Care award and will help you to further develop clinical skills that you will require in your future role as an Assistant Practitioner. |
| NURS50403 |
DEMONSTRATING COMPETENCIES IN THE PROVISION OF MENTAL HEALTH CARE |
5 |
60 |
Health, Education, Policing and Sciences |
This module forms part of the training programme for Trainee Assistant Practitioners (TAPs) and is designed to ensure that you gain the necessary key skills, knowledge, and understanding required to undertake the role of Assistant Practitioner within your specific work area. This module will enable you to develop and enhance your practice through taught sessions and working through the attainment of work based competencies. The module therefore includes a blend of university work and work based learning to maximise learning opportunities. |
| ODPR50105 |
DEMONSTRATING COMPETENCY IN THE PROVISION OF PERIOPERATIVE PRACTICE |
5 |
60 |
Health, Education, Policing and Sciences |
This module will provide Trainee Assistant Practitioners (TAP) with the opportunity to demonstrate development and achievement of a range of work-based competencies that are linked to the Skills for Health National Occupational Standards for Health and Social Care and Knowledge and Skills Framework. This module enables students to develop the knowledge, skills and understanding for undertaking circulating and scrub duties for a range of intermediate-major cases, transitioning from participation to internalisation level (Steinaker and Bell). Students will explore the emerging role of the Assistant Practitioner, continuing professional development, leadership theories and skills, and clinical supervision. Students will examine guidelines and legislation appropriate to perioperative practice, public protection and safety (including safeguarding, Prevent, and raising concerns), and working with service users and multidisciplinary teams to provide safe and effective non-discriminatory care. Throughout the module students will reflect on their personal and professional development, and explore self-awareness and personal values and beliefs in relation to providing non-discriminatory care. There will also be an opportunity for students to develop specialist competencies, for example, female urinary catheterisation, and to perform anaesthetic and post-anaesthetic delegated duties within their scope of practice. |
| SOCY50575 |
DESIGNING AND CONDUCTING QUANTITATIVE RESEARCH |
5 |
15 |
Health, Education, Policing and Sciences |
This module guides students through the process of designing, carrying out and writing up a small-scale quantitative research project. Students will be introduced to a variety of quantitative research methods including: official statistical datasets, content analysis, questionnaires and capturing social attitudes.In project teams, students will be given step-by-step guidance and support to design and carry out a small-scale quantitative project and analysing data generated from quantitative study. |
| EDUC70476 |
DESIGNING EDUCATIONAL RESEARCH |
7 |
60 |
Health, Education, Policing and Sciences |
In this module you will consider relationships between methodology, epistemology and ontology, examining critical readings on the methodology of social science research; on the debates concerning different paradigms of research; and on specific investigations in educational research. Major forms of data gathering and the strengths and weaknesses of different research paradigms in educational research will be evaluated in the light of your own professional needs in general, and the kind of research you intend to carry out in particular. You will then be supported to design, conduct and evaluate a small pilot study. This will involve in-depth discussion of the following topics:-The potential and limitations of small-scale research by professionals and the value of conducting pilot studies-Framing research questions and designing research for addressing those-A range of research methods and tools for collecting and analysing data.-Relationships between methodologies and methods-Ethical considerations and research practices |
| EDUC77836 |
DESIGNING EDUCATIONAL RESEARCH |
7 |
60 |
Health, Education, Policing and Sciences |
In this module you will consider relationships between methodology, epistemology and ontology, examining critical readings on the methodology of social science research; on the debates concerning different paradigms of research; and on specific investigations in educational research. Major forms of data gathering and the strengths and weaknesses of different research paradigms in educational research will be evaluated in the light of your own professional needs in general, and the kind of research you intend to carry out in particular. You will then be supported to design, conduct and evaluate a small pilot study. This will involve in-depth discussion of the following topics: - The potential and limitations of small-scale research by professionals and the value of conducting pilot studies- Framing research questions and designing research for addressing those - A range of research methods and tools for collecting and analysing data. - Relationships between methodologies and methods - Ethical considerations and research practices. |
| SOCY50586 |
DESIGNING RESEARCH PROJECTS |
5 |
20 |
Health, Education, Policing and Sciences |
This module gives students step-by-step guidance and support to produce a group project proposal that outlines how their cross-discipline team would investigate and respond to a current problem or issue faced in the criminal justice, police or forensic science industry/sector. The module also equips students with the practical skills & competencies to retrieve, analyse and write up both quantitative and qualitative data. |
| SOCY50576 |
DESIGNING YOUR DISSERTATION RESEARCH PROJECT |
5 |
15 |
Health, Education, Policing and Sciences |
This module guides students through the stages of conceiving, designing and writing up their Level 6 dissertation research proposal. Tuition on this module will focus on: a) how to conduct a thorough review of literature and develop and refine a research problem/question that arises from gaps in knowledge on the literature, b) research project design: including writing research questions, aims and objectives, c) overview of quantitative and qualitative research methods and research techniques and careful consideration over which research method is appropriate to researching their topic and likely to generate data that will answer their research question, d) anticipation of potential ethical issues and moral dilemmas that might arise in research projects, securing appropriate levels of ethical clearance and developing strategies to manage ethical issues, e) techniques for analysing qualitative and quantitative data including the use of computer software packages, f) guidance around writing up the research proposal. |
| PPDE60265 |
DESK BASED DISSERTATION |
6 |
30 |
Health, Education, Policing and Sciences |
This is unique module which builds on your existing knowledge and experience of working in health and social care situations and the evidence base used in your own practice area. This module will encourage you to focus on applying research evidence to your everyday working practice. The academic skills that you will be able to develop include effectively reviewing the literature, critical appraisal of research and effective communication via written analysis and summary of the research in order to answer a question devised by yourself. This module will require your full participation in both the classroom and supervision sessions. |
| FORE40348 |
DETECTION AND ANALYSIS OF DRUGS |
4 |
20 |
Health, Education, Policing and Sciences |
Would you like you know more about the analysis of drugs and alcohol? In this option module you will gain an understanding of what drugs of abuse are, their effects on the body, how they may be made and how they can be tested in an analytical laboratory. You will get practical experience of initial testing of seized samples and consider evidence |
| PSYC40821 |
DEVELOP A THEORETICAL BASE 1 - COUNSELLING MODELS AND THE INTEGRATIVE APPROACH |
4 |
20 |
Health, Education, Policing and Sciences |
This module focuses on the history and development of the core theoretical models. Emphasis is placed on Person Centred theory and how it informs and underpins practice. You will explore the appropriateness of different styles and methods of counselling approaches including SFBT. The value of using an integrative approach is also discussed. This module also supports candidates in developing research and study skills including academic writing and referencing. |
| PSYC40827 |
DEVELOP A THEORETICAL BASE 1 - MODELS OF COUNSELLING APPLIED TO WORKING WITH CHILDREN AND YOUNG PEOPLE |
4 |
20 |
Health, Education, Policing and Sciences |
This module focuses on developing an understanding of the core theoretical models. Emphasis is placed on person-centred theory and how it informs and underpins practice. You will explore the appropriateness of different styles and methods of counselling approaches applied to working therapeutically with children and young people. Solution Focused Brief Therapy and the appropriateness and value of using an integrative approach are also discussed. This module also supports you in developing research and study skills including academic writing and referencing |
| PSYC50823 |
DEVELOP A THEORETICAL BASE 2 - FURTHER THEORETICAL DEVELOPMENTS IN COUNSELLING CHILDREN AND YOUNG PEOPLE |
5 |
20 |
Health, Education, Policing and Sciences |
This module focuses on the development of knowledge and critical understanding in a variety of counselling approaches. Students will explore the theoretical concepts and philosophies of various counselling models. This could include Transactional Analysis, Logotherapy and Gestalt amongst others. You will critically reflect on your own personal philosophy of counselling theory and how you apply it. |
| PSYC50825 |
DEVELOP A THEORETICAL BASE 3 - FURTHER DEVELOPMENT IN COUNSELLING THEORY |
5 |
20 |
Health, Education, Policing and Sciences |
This module focuses on the development of knowledge and critical understanding in a variety of counselling approaches. Students will explore the theoretical concepts and philosophies of various counselling models. This could include Transactional Analysis, Logotherapy and Gestalt amongst others. You will critically reflect on your own personal philosophy of counselling theory and how you apply it. |
| EDUC77838 |
DEVELOP OWN PROFESSIONAL COMPETENCE AND KNOWLEDGE |
7 |
40 |
Health, Education, Policing and Sciences |
Building on Modules 1 3, the purpose of the module is to develop your teaching, learning and assessment in education and training. It includes applying theories, principles and models of learning, communication and assessment in relation to planning, delivering and assessing inclusive teaching and learning. |
| EDUC50629 |
DEVELOP OWN PROFESSIONAL COMPETENCE AND KNOWLEDGE |
5 |
40 |
Health, Education, Policing and Sciences |
Building on Modules 1 3, the purpose of the module is to develop your teaching, learning and assessment in education and training. It includes applying theories, principles and models of learning, communication and assessment in relation to planning, delivering and assessing inclusive teaching and learning. |
| PPDE30416 |
DEVELOPING ACADEMIC AND RESEARCH SKILLS FOR HIGHER EDUCATION |
3 |
20 |
Health, Education, Policing and Sciences |
This module is designed for learners that are new to higher education. You will be introduced to a range of learning strategies to help you learn independently such as searching for literature, developing action plans, academic writing and referencing and citation. In addition, skills such as the acquisition and dissemination of information using word processing, email, power point and presentation skills, as well as organising and managing time to maximise learning opportunities will also be provided. As part of the module the learners will be introduced to the nature of evidence / research and how to become critical thinkers. |
| BIOL80003 |
DEVELOPING ADVANCED CLINICAL RESEARCH PRACTICE AND DISSEMINATION |
8 |
40 |
Health, Education, Policing and Sciences |
The module introduces you to issues arising from the exhibition or presentation of your work alone or with others and allows you to explore how publication or presenting and exhibiting can transform the way work is received and interpreted. The module will help you prepare for dissemination of your research work through the skills of public speaking, marketing, press briefs and preparation for summarising your work through a presentation and further dissemination via social media such as a blog. Finally, you will develop your skills in negotiating and influencing, developing further your role in research teams and in leading research. You will examine what successful research leadership is like, with practise in combining research leadership with other leadership and management roles within your current professional role. |
| PSYC60817 |
DEVELOPING AS A PROFESSIONAL COUNSELLOR |
6 |
20 |
Health, Education, Policing and Sciences |
What sort of counsellor do you want to become? This module will help you to work on your professional identity, as well as incorporating your Patch work to showcase over the two years of the course. |
| PSYC70837 |
DEVELOPING AS A PROFESSIONAL COUNSELLOR |
7 |
20 |
Health, Education, Policing and Sciences |
What sort of counsellor do you want to become? This module will help you to work on your professional identity, as well as incorporating your Patch work to showcase |
| NURS60352 |
DEVELOPING AWARENESS OF THE CARE NEEDS OF CHILDREN AND YOUNG PEOPLE |
6 |
30 |
Health, Education, Policing and Sciences |
The module will consider how these policies, and the social problems they are designed to address, interact with attitudes towards advice provision and the funding of such provision by central and local government and within the community |
| PSYC70629 |
DEVELOPING COGNITIVE BEHAVIOURAL THERAPY PRACTICE |
7 |
30 |
Health, Education, Policing and Sciences |
- The role of supervision (how to make best use of supervision on the course and after training) - Completion of the client and supervision log to record details of work undertaken- Effective use of supervision to help students identify own values and beliefs in working with CBT to enhance & regulate good practice - Experiential learning illustrating how cognitive behavioural methods can be applied to students own lives - The role of the therapeutic relationship in CBT - Theories and experimental studies of process in CBT - Use of the Cognitive Therapy Rating Scale- The use of specific CBT techniques and approaches delivering a clear treatment rationale, agenda setting, pacing and structuring of CBT sessions, setting agreed goals for treatment that are specific, achievable and measurable, using guided discovery, working with key cognitions and automatic thoughts and helping the client to develop an alternative perspectives, eliciting cognitions associated with distressing emotional responses using change techniques such as continua, data logs and behavioural experiments, preparation for the ending of therapy and the development of relapse prevention plans- Developing and implementing CBT intervention plans with adults with anxiety and depression - The scientist-practitioner approach. Links between theory and practice |
| NURS40755 |
DEVELOPING COMPETENCIES FOR THE ACUTE CARE SETTING |
4 |
60 |
Health, Education, Policing and Sciences |
The module aims to support you in developing your awareness and understanding of the competencies required for the Assistant Practitioner role. You will utilise your previous experience and build upon this, considering care delivery from a new perspective. You will develop a clear understanding of the Assistant Practitioner role whilst developing an understanding of the evidence which underpins areas of clinical practice and decision-making. This will be evidenced within your portfolio which will allow you to showcase your development across the module |
| ODPR40103 |
DEVELOPING COMPETENCY IN THE PROVISION OF SURGICAL PRACTICE |
4 |
60 |
Health, Education, Policing and Sciences |
This module will provide Trainee Assistant Practitioners (TAP) with the opportunity to demonstrate development in a range of work-based competencies that are linked to the Skills for Health National Occupational Standards for Health and Social Care and Knowledge and Skills Framework. The aims of the module are to enable students to develop the knowledge and understanding required for participating in circulating and scrub duties for a range of minor-intermediate cases, and how this applies to their Assistant Practitioner role within surgical practice. Students will explore the Assistant Practitioner role, scope of practice, code of conduct, and accountability while developing clinical skills to deliver safe and effective individualised patient care. Students will examine the principles and protocols of infection prevention and control, aseptic technique, health promotion and education, surgical safety, and patient risk assessment within the operating department. Students will reflect on their personal and professional development throughout the module. |
| PSYC40805 |
DEVELOPING COUNSELLING SKILLS |
4 |
40 |
Health, Education, Policing and Sciences |
Developing Counselling Skills: In this module you will be develop your counselling practice in relation to the core model. Practice and development groups (PAD) involve triad work with peers to enhance counselling practice, and engagement in a wider group context, in order to critique practice for development purposes. The environment will create opportunities for constructive feedback whilst simultaneously recognising and respecting the autonomy of each individual and their particular style, to support, encourage and enable professional development. |
| MIDW50062 |
DEVELOPING EVIDENCE BASED MIDWIFERY CARE |
5 |
30 |
Health, Education, Policing and Sciences |
This level 5 module focusses upon evidence based midwifery care and introduces students to the concept of achieving care through evaluation and research: evidence based practice in delivering care to meet the needs and choices of women; research methodology and methods |
| EDUC77845 |
DEVELOPING INNOVATION AND ENTREPRENEURSHIP IN EDUCATION |
7 |
40 |
Health, Education, Policing and Sciences |
In this module you will focus on the impact of innovation and entrepreneurship on learner experience and professional practice. You will explore developments within education in relation to theories of learning. enabling you to consider how these might develop your current of future professional practice. The module enables you to focus on a specific approach to learning, assessment or feedback in order to consider how the latest research, practice and technology are informing new ways of thinking about education. For those already working within education, you will be able to challenge your current practice and explore potential alternatives. For those not yet working within education this module provides a great opportunity to explore how developments within education can inform and inspire your career options. |
| EDUC77846 |
DEVELOPING INNOVATION AND ENTREPRENEURSHIP IN EDUCATION |
7 |
40 |
Health, Education, Policing and Sciences |
In this module you will focus on the impact of innovation and entrepreneurship on learner experience and professional practice. You will explore developments within education in relation to theories of learning. enabling you to consider how these might develop your current of future professional practice. The module enables you to focus on a specific approach to learning, assessment or feedback in order to consider how the latest research, practice and technology are informing new ways of thinking about education. For those already working within education, you will be able to challenge your current practice and explore potential alternatives. For those not yet working within education this module provides a great opportunity to explore how developments within education can inform and inspire your career options. |
| BIOL70650 |
DEVELOPING LEADERSHIP AND PROJECT MANAGEMENT SKILLS |
7 |
40 |
Health, Education, Policing and Sciences |
In this module you will begin by developing a broad understanding of traditional and contemporary theories of leadership and management, before focusing upon aspects of collective leadership and followership in the context of managing change. Within the module you will challenge traditional views and work to identify both barriers to change and strategies for successful implementation. The module will then discuss tools and applications to identify and implement quality improvements and organisational change; within this you will discuss quality management methodologies such as lean processing and six sigma together with contemporary quality improvement tools. You will review project management tools such as stakeholder analysis, Gantt charts, milestones and critical dependencies together with implementation strategies and change control procedures. Throughout the module you will reflect upon the skills, behaviours and techniques required to lead a team within a clinical environment, including the role of clinical supervision, governance frameworks and personal and professional development. |
| BIOL70643 |
DEVELOPING LEADERSHIP AND PROJECT MANAGEMENT SKILLS |
7 |
30 |
Health, Education, Policing and Sciences |
In this module you will begin by developing a broad understanding of traditional and contemporary theories of leadership and management, before focusing upon aspects of collective leadership and followership in the context of managing change. Within the module you will challenge traditional views and work to identify both barriers to change and strategies for successful implementation. The module will then discuss tools and applications to identify and implement quality improvements and organisational change; within this you will discuss quality management methodologies such as lean processing and six sigma together with contemporary quality improvement tools. You will review project management tools such as stakeholder analysis, Gantt charts, milestones and critical dependencies together with implementation strategies and change control procedures.Throughout the module you will reflect upon the skills, behaviours and techniques required to lead a team within a clinical environment, including the role of clinical supervision, governance frameworks and personal and professional development. |
| EDUC77843 |
DEVELOPING PEDAGOGIC PRACTICE |
7 |
20 |
Health, Education, Policing and Sciences |
This module aims to provide learners with a range of theories, principles and models of reflective teaching and learning practice which will assist and support you in your personal and professional development and application of reflection to practice. The focus of this module is for you to foster your teaching and learning skills to a high level for continuing professional development. |
| ODPR50112 |
DEVELOPING PERIOPERATIVE CARE STRATEGIES |
5 |
30 |
Health, Education, Policing and Sciences |
This module builds on the level 4 Perioperative Care Pathways module, to focus on a range of challenging care situations associated with patients with co-morbidity. You will consider altered physiology and associated treatment protocols in the perioperative care of these patients. You will examine principles of anaesthesia in specialised perioperative areas such as ENT (Ear, Nose and Throat)/Shared airway, Obstetrics and Paediatrics. You will explore the principles of surgery in specialised perioperative areas including surgical complications, use of specialised equipment, and patient positioning for specialised procedures. You will explore assessment of and care for the patient in recovery, including A-E assessment, discharge criteria, and enhanced recovery. You will develop your knowledge and skills with regard to pharmacology and medicines management, including drug calculations, IV infusions/Blood transfusions, and drug errors. You will critically reflect on the role of human factors in the delivery of safe and effective patient care, including spatial and situational awareness and specific patient safety processes, for example, 'Stop before you block'. Although this module does not have a practice-based element of assessment, you will spend time in clinical placement areas (organised by the University) to experience how the concepts covered in this module relate directly to your professional practice. |
| ECST50305 |
DEVELOPING PROFESSIONAL PRACTICE |
5 |
20 |
Health, Education, Policing and Sciences |
Developing Professional Practice is a showcase of your high-quality practice, rigorous evaluation and commitment to continual improvement for children's outcomes. This is the step to conveying your leading, innovative and forefront of quality practice to be an asset to any early childhood team or service. You will consider the unique child and how environments, social and emotional climates, activities, and methods of care and teaching can positively progress holistic development. |
| BIOL40679 |
DEVELOPING RESEARCH AND PROFESSIONAL IDENTITY |
4 |
20 |
Health, Education, Policing and Sciences |
This module will introduce and develop your understanding of professional practice within the life sciences. It will begin to develop your identity as a biologist and help you to recognise your development in the broadest sense. The global importance of biologists and the impacts that biological research, enquiry and endeavour has on our world will be explored. This module is designed to help you acquire the skills and qualities that will enhance your prospects, horizons and personal success and begin to prepare you for the expectations of the world of work.Key global issue in the life science sector and current advances that are changing (or have the potential to change) the biological landscape will be covered. Students will become aware of the wide ranging roles that biologists play in the world and of their importance. You will examine global issues and current advances through a cross-level lecture series and short cross-level workshops. You will be exposed to topics across a broad biological spectrum helping you to recognise the diversity of biologists and biological applications. This will allow you to further develop your own professional identity as a biologist.Your own development professional development, both within this module and within other modules taught across level 4, will be discussed allowing you to reflect on your identity as a biologist. Students will create a professional development portfolio that will form the framework of a degree-long biological sciences portfolio. Experiences and development will be discussed under two broad themes professional conduct and professional practice. The portfolio will support the professional development of the biologist and will move from level to level with the student, providing them with a record of their transferable skills that will be useful post-graduation. A dedicated tutorial programme will offer support and guidance in recognising these developments. |
| SPOR40905 |
DEVELOPING RESEARCH SKILLS IN SPORT AND EXERCISE |
4 |
15 |
Health, Education, Policing and Sciences |
You will attend a series of lectures and interactive student-centred workshops focussed on sport and exercise research methods and analysis. In particular, you will be introduced to research methodologies and processes, including both qualitative and quantitative approaches to research design and to the ethical issues involved in sport and exercise research. You will develop your understanding of planning a research project and developing research questions. You will explore quantitative research methods and analysis, and use statistical packages (e.g., SPSS) to analyse, interpret and represent data as well as exploring qualitative research methods and analysis with a focus on data collection and analyses techniques. |
| SPOR40906 |
DEVELOPING RESEARCH SKILLS IN SPORT AND EXERCISE |
4 |
15 |
Health, Education, Policing and Sciences |
You will attend a series of lectures and interactive student-centred workshops focussed on sport and exercise research methods and analysis. In particular, you will be introduced to research methodologies and processes, including both qualitative and quantitative approaches to research design and to the ethical issues involved in sport and exercise research. You will develop your understanding of planning a research project and developing research questions. You will explore quantitative research methods and analysis, and use statistical packages (e.g., SPSS) to analyse, interpret and represent data as well as exploring qualitative research methods and analysis with a focus on data collection and analyses techniques. |
| SPOR40906 |
DEVELOPING RESEARCH SKILLS IN SPORT AND EXERCISE |
4 |
15 |
Health, Education, Policing and Sciences |
You will attend a series of lectures and interactive student-centred workshops focussed on sport and exercise research methods and analysis. In particular, you will be introduced to research methodologies and processes, including both qualitative and quantitative approaches to research design and to the ethical issues involved in sport and exercise research. You will develop your understanding of planning a research project and developing research questions. You will explore quantitative research methods and analysis, and use statistical packages (e.g., SPSS) to analyse, interpret and represent data as well as exploring qualitative research methods and analysis with a focus on data collection and analyses techniques. |
| SPOR40983 |
DEVELOPING RESEARCH SKILLS IN SPORT AND EXERCISE |
4 |
20 |
Health, Education, Policing and Sciences |
You will develop your understanding of planning a research project and developing research questions. You will explore quantitative research methods and analysis, interpret and represent data as well as exploring qualitative research methods. You will then reflect on these approaches following participation in a research project, giving you the opportunity to apply your research knowledge and develop your research skills in a variety of sport employment settings. |
| MIDW40058 |
DEVELOPING SKILLS FOR MIDWIFERY PRACTICE |
4 |
30 |
Health, Education, Policing and Sciences |
This level 4 practice module will equip you with fundamental skills for normal midwifery practice. Developing the individual midwife and others: interpersonal and communication skills, incorporating the art of midwifery in involving women in their care; provision of midwifery clinical practice skills and academic study skills. |
| PSYC60818 |
DEVELOPING SPECIALISMS IN COUNSELLING |
6 |
20 |
Health, Education, Policing and Sciences |
Do you have a specialist area you would like to focus on?This module will help you to consider various specialist areas within counselling and psychotherapy. Well consider topics from spirituality, working with young people, working with gender and sexuality, race and ethnicity. This is your chance to hone in your specialist area to graduate with a good general knowledge of counselling as well as an in-depth understanding of some speciality areas. |
| PSYC70838 |
DEVELOPING SPECIALISMS IN COUNSELLING |
7 |
20 |
Health, Education, Policing and Sciences |
Do you have a specialist area youd like to focus on?This module will help you to consider various specialist areas within counselling and psychotherapy. Well consider topics from spirituality, working with young people, working with gender and sexuality, race and ethnicity. This is your chance to hone in your specialist area to graduate with a good general knowledge of counselling as well as an in-depth understanding of some speciality areas. |
| EDUC70504 |
DEVELOPING TEACHING, LEARNING AND ASSESSMENT IN PCET |
7 |
30 |
Health, Education, Policing and Sciences |
The purpose of the unit is to develop your knowledge, understanding and skills relating to developing teaching, learning and assessment in education and training. It includes investigating practice in own area of specialism, applying theories, principles and models of learning, communication and assessment in relation to planning, delivering and assessing inclusive teaching and learning. It involves applying theories of behaviour management in creating and maintaining an inclusive learning environment and applying theories and models of reflection to evaluating own practice. It covers expectations in relation to the minimum core in teaching, learning and assessment. |
| MIDW50094 |
DEVELOPING THE SAFE AND EFFECTIVE MIDWIFE 4 |
5 |
20 |
Health, Education, Policing and Sciences |
This module will continue to build on your clinical skills and theoretical knowledge learnt in year 1. You will continue to develop as a skilled midwife practitioner and the concept of high- risk midwifery care will be introduced during this year. We will explore obstetric emergencies and how these can be managed effectively, focusing on teamwork, interprofessional working and holistic care. This module will include placements a variety of midwifery settings and incorporate a medical and surgical placement to support your learning in relating theory to practice. During the year you will develop your competencies surrounding core aspects of general care. |
| MIDW50095 |
DEVELOPING THE SAFE AND EFFECTIVE MIDWIFE 5 |
5 |
20 |
Health, Education, Policing and Sciences |
This module will continue to build on your clinical skills and theoretical knowledge learnt in year 1. You will continue to develop as a skilled midwife practitioner and the concept of high- risk midwifery care will be introduced during this year. We will explore obstetric emergencies and how these can be managed effectively, focusing on teamwork, interprofessional working and holistic care. This module will include placements in a variety of midwifery settings and incorporate a medical and surgical placement to support your learning in relating theory to practice. During the year you will develop your competencies surrounding core aspects of general care. |
| MIDW50096 |
DEVELOPING THE SAFE AND EFFECTIVE MIDWIFE 6 |
5 |
20 |
Health, Education, Policing and Sciences |
This module will continue to build on your clinical skills and theoretical knowledge learnt in year 1. You will continue to develop as a skilled midwife practitioner and the concept of high- risk midwifery care will be introduced during this year. We will explore obstetric emergencies and how these can be managed effectively, focusing on teamwork, interprofessional working and holistic care. This module will include placements in a variety of midwifery settings and incorporate a medical and surgical placement to support your learning in relating theory to practice. During the year you will develop your competencies surrounding core aspects of general care. |
| MIDW50088 |
DEVELOPING THE SAFE AND EFFECTIVE MIDWIFE MODULE 4 |
5 |
20 |
Health, Education, Policing and Sciences |
This module will continue to build on your clinical skills and theoretical knowledge learnt in year 1. You will continue to develop as a skilled midwife practitioner and the concept of high- risk midwifery care will be introduced during this year. We will explore obstetric emergencies and how these can be managed effectively, focusing on teamwork, interprofessional working and holistic care. This module will include placements a variety of midwifery settings and incorporate a medical and surgical placement to support your learning in relating theory to practice. During the year you will develop your competencies surrounding core aspects of general care. |
| MIDW50089 |
DEVELOPING THE SAFE AND EFFECTIVE MIDWIFE MODULE 5 |
5 |
20 |
Health, Education, Policing and Sciences |
This module will continue to build on your clinical skills and theoretical knowledge learnt in year 1. You will continue to develop as a skilled midwife practitioner and the concept of high- risk midwifery care will be introduced during this year. We will explore obstetric emergencies and how these can be managed effectively, focusing on teamwork, interprofessional working and holistic care. This module will include placements in a variety of midwifery settings and incorporate a medical and surgical placement to support your learning in relating theory to practice. During the year you will develop your competencies surrounding core aspects of general care. |
| MIDW50090 |
DEVELOPING THE SAFE AND EFFECTIVE MIDWIFE MODULE 6 |
5 |
20 |
Health, Education, Policing and Sciences |
This module will continue to build on your clinical skills and theoretical knowledge learnt in year 1. You will continue to develop as a skilled midwife practitioner and the concept of high- risk midwifery care will be introduced during this year. We will explore obstetric emergencies and how these can be managed effectively, focusing on teamwork, interprofessional working and holistic care. This module will include placements in a variety of midwifery settings and incorporate a medical and surgical placement to support your learning in relating theory to practice. During the year you will develop your competencies surrounding core aspects of general care. |
| EDUC43635 |
DEVELOPING UNDERSTANDING OF MATHEMATICS FOR WORKING IN SCHOOLS PART 1 |
4 |
40 |
Health, Education, Policing and Sciences |
This module will provide you with an understanding of how the mathematics curriculum has developed and the key drivers behind these changes. You will then look at selected topics from the curriculum with a focus on how pupils learn mathematics with reference to educational research and pedagogy. By studying this module, you will begin to develop your own rationale for your approach to the teaching of mathematics. The module will provide you with a good understanding of a range of creative approaches to the delivery of the mathematics curriculum and support your time working in schools. |
| EDUC53635 |
DEVELOPING UNDERSTANDING OF MATHEMATICS FOR WORKING IN SCHOOLS PART 2 |
5 |
20 |
Health, Education, Policing and Sciences |
This module builds on the level 4 module by deepening your understanding of how pupils learn mathematics and broadening the range of teaching strategies available to you to support your time in school. There will be a focus on ways to encourage mathematical discussion with an emphasis on precise mathematical language. You will also be introduced to interactive dynamic graphing platforms, such as Desmos and GeoGebra, and their effective use in the classroom to enhance deeper learning. |
| EDUC63666 |
DEVELOPING UNDERSTANDING OF MATHEMATICS FOR WORKING IN SCHOOLS PART 3 |
6 |
40 |
Health, Education, Policing and Sciences |
This module will deepen your understanding of more advanced subject content with an emphasis on the teaching of proof and problem solving. You will also study various teaching strategies and techniques for checking for understanding to inform planning; marking and feedback, promoting mathematical thinking. |
| PSYC70835 |
DEVELOPING YOUR INTEGRATIVE COUNSELLING APPROACH |
7 |
20 |
Health, Education, Policing and Sciences |
Developing your integrative professional identityOn an integrative course you will necessarily learn about a number of approaches. We show you in this module, not only several different approaches, including systemic, psychodynamic, CBT and person-centred approaches, along with a consideration of attachment theory, but how you can integrate aspects of these into your practice to have an appealing skillset as an integrative practitioner. |
| PSYC60815 |
DEVELOPING YOUR INTEGRATIVE COUNSELLING APPROACH |
6 |
20 |
Health, Education, Policing and Sciences |
Developing your integrative professional identityOn an integrative course you will necessarily learn about a number of approaches. We show you in this module, not only several different approaches, including systemic, psychodynamic, CBT and person-centred approaches, along with a consideration of attachment theory, but how you can integrate aspects of these into your practice to have an appealing skillset as an integrative practitioner. |
| PSYC50831 |
DEVELOPMENTAL & BIOLOGICAL PSYCHOLOGY ACROSS THE LIFESPAN |
5 |
20 |
Health, Education, Policing and Sciences |
The module takes a life-span perspective covering a range of typical and atypical developments from prenatal to ageing. You will learn about cognitive, emotional and socially typical and atypical development. Special attention will be given to the biological underpinnings of development including sensation and perception, learning and memory, and neurotypical and atypical development. |
| PSYC50814 |
DEVELOPMENTAL AND BIOLOGICAL PSYCHOLOGY ACROSS THE LIFESPAN |
5 |
20 |
Health, Education, Policing and Sciences |
The module takes a life-span perspective covering a range of typical and atypical developments from prenatal to ageing. You will learn about cognitive, emotional and socially typical and atypical development. Special attention will be given to the biological underpinnings of development including sensation and perception, learning and memory, and neurotypical and atypical development. |
| PSYC70825 |
DEVELOPMENTAL AND BIOLOGICAL PSYCHOLOGY ACROSS THE LIFESPAN |
7 |
20 |
Health, Education, Policing and Sciences |
The module takes a life-span perspective covering a range of typical and atypical developments from prenatal to ageing. You will learn about cognitive, emotional and socially typical and atypical development. Special attention will be given to the biological underpinnings of development including sensation and perception, learning and memory, and neurotypical and atypical development. |
| BIOL60693 |
DIAGNOSTIC HEALTHCARE SCIENCE |
6 |
40 |
Health, Education, Policing and Sciences |
In this module you will expand and develop the underpinning and applied knowledge and skills gained at level 5 and will apply these in your development as an autonomous professional in your specific discipline. The module will be undertaken in either Blood Sciences, Cellular Sciences, Infection Sciences or Genetic sciences |
| BIOL60667 |
DIAGNOSTIC PATHOLOGY |
6 |
20 |
Health, Education, Policing and Sciences |
In this module, you will explore the multidisciplinary use of biomedical investigations in the diagnosis and evaluation of pathological processes. The module will develop your underpinning knowledge of blood, cellular, infection and genetic sciences and you will integrate these across a range of case studies to evaluate the role of biomedical investigations in the diagnosis and monitoring of disease.Within the module you will follow a series of clinical case studies across a range of pathological conditions, including malignancy, chronic multifactorial diseases, acute and emergency presentations, and the effects of aging. Alongside these case studies, you will attend lectures and undertake online learning to develop your knowledge of biomedical investigations across all disciplines. You will then apply your knowledge and evaluation through group workshops where each case will be discussed in a Multidisciplinary Team (MDT) format, integrating clinical data with the results of biomedical investigations, and evidence-based practice.Discipline-specific content will include the role of routine and specialist haematology in the diagnosis and classification of anaemias, malignancies and monitoring of coagulation pathways; the role of transfusion science in the preparation and supply of therapeutic blood products; the role of clinical biochemistry in the monitoring of organ and system function and dysfunction, and the assessment of nutritional status; the role of cellular and molecular pathology in the diagnosis and stratification of malignancies; and the role of clinical microbiology in the diagnosis and treatment of infections. Throughout the module, you will be encouraged to develop a critically evaluative approach, with emphasis given to the appropriate requesting and interpreting of clinical tests, sensitivity, specificity and predictive value, and the uncertainty of measurement in a clinical context. |
| FORE70572 |
DIGITAL EVIDENCE PREPARATION AND ADVANCED CRIME SCENE DOCUMENTATION |
7 |
30 |
Health, Education, Policing and Sciences |
Content taught through mixture of Blackboard VLE activities, lectures and practical classes. This module will develop your understanding of advanced crime scene documentation and an in depth understanding of preparation and presentation of forensic expert witness evidence in a digital format. Topics taught will include an understanding of virtual courts and EPE (Electronic Presentation of Evidence) Expert interpretation of Fingerprint, CCTV, Ballistic, Drone Imaging, Digital Evidence, RTC and Injury Mapping. Subject Experts will have introduced each area and practical classes will look to acquire complex crime scene evidence, process and present complex data in a courtroom setting all within the imaging spectrum. This will include a wide spectrum of forensic graphics 2D, 3D, Animations and Still Images. |
| FORE70586 |
DIGITAL EVIDENCE PRESENTATION AND ADVANCED CRIME SCENE DOCUMENTATION |
7 |
40 |
Health, Education, Policing and Sciences |
Learn about the value and issues associated with virtual courts and EPE (Electronic Presentation of Evidence) CCTV sequencing, Ballistic evidence processing, Drone Imaging (including opportunity to fly) RTC analysis, Injury Mapping and Crime Scene Triage for processing of digital evidence and analysis |
| FORE50374 |
DIGITAL EVIDENCE PROCESSING (LAW) |
5 |
20 |
Health, Education, Policing and Sciences |
This module will give and introduction to aspects of acquiring, processing, enhancement, manipulation and presentation of a wide variety of common digital evidence platforms; Imaging, Image processing, Video, Audio, Forensic graphics.Introduction to national guidelines and best practice for dealing with digital forensic evidence including issues around authenticity and integrity. Topics taught will include an introduction and discussion around current, new and emerging technologies, multimedia and software that currently exist within the forensic industry for the purpose of investigative functions.Practical elements will include using software for hands on experience of processing and preparation of digital evidence for investigation and presentation in courts, for example video evidence, audio evidence, forensic graphics and photographic evidence. |
| EDUC60631 |
DIGITAL FUTURE OF EDUCATION - 21ST CENTURY LEARNER |
6 |
20 |
Health, Education, Policing and Sciences |
Digital Future of Education - 21st Century Learners is an opportunity to showcase innovative professionals whilst simultaneously facilitating the learning of others. There will be opportunity for students to present and disseminate their Digital Training Resource. This provides a real-world opportunity to use and showcase their subject knowledge and innovative skills in front of an authentic audience. This opportunity would not be assessed and provides a safe space to celebrate their achievements on the module, and, as a professional. |
| LAWS62048 |
DIGITAL LAW PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
Using any area of contemporary law, students will identify and analyse problems that can be addressed digitally in the chosen area, produce a report in the first semester on a proposal that uses digital means to replicate legal reasoning and legal thinking through production of a digital artefact.The artefact is not specified and could range from an online blog to an application for users to interact with and may be from a range of legal problem settings. Support and resources are made available in the research design of the artefact and although technology focussed, students with little previous IT experience will find this module accessible. It will enhance employability in an extremely competitive legal arena. |
| ACCT30005 |
DIGITAL PROFICIENCY |
3 |
10 |
Health, Education, Policing and Sciences |
This module develops basic keyboard skills, introduces you to operating systems, general office software packages, the Internet including how to use all of these safely and effectively as learners and in a workplace setting. There will also be a focus on digital literacy and the information age. |
| HIPO70497 |
DIPLOMACY, LAW AND GOVERNANCE |
7 |
40 |
Health, Education, Policing and Sciences |
International Relations since the end of the nineteenth century has become increasingly institutionalized and interconnected. You will be critically assessing the extent and significance of that institutionalization by examining diplomatic processes, international law and governance. You will also be examining key international organizations and their governance of economic, security and rights issues at both the global and regional levels, spending a week on the European Union in particular. Finally, you will study the governance of the nuclear threat and other policy issues of contemporary concern. |
| POLI70017 |
DISASTER RECOVERY AND RECONSTRUCTION |
7 |
20 |
Health, Education, Policing and Sciences |
Get ready to lead and support the rebuilding efforts after a disaster. The Disaster Recovery and Reconstruction module provides you with the expertise to manage and lead recovery and reconstruction projects effectively.We will teach you how to analyse and present strategies for post-disaster recovery and community reconstruction. You will critically evaluate the role of NGOs, communities, and other support systems within post-disaster recovery frameworks. The module emphasises the importance of social equity, inclusivity, sustainability, and environmental considerations in recovery and reconstruction efforts.Key topics include conducting damage and needs assessments, developing recovery frameworks that restore communities and infrastructure while integrating sustainability and resilience, assessing and addressing environmental damage, and ensuring social equity and inclusivity in recovery processes. You will also learn to identify indicators for measuring recovery progression.This module will give you a developed understanding of the complexities and challenges of disaster recovery and reconstruction, equipping you with the skills to develop effective and sustainable recovery plans |
| POLI70023 |
DISASTER RECOVERY AND RECONSTRUCTION - MOD |
7 |
20 |
Health, Education, Policing and Sciences |
Get ready to lead and support the rebuilding efforts after a disaster. The Disaster Recovery and Reconstruction module provides you with the expertise to manage and lead recovery and reconstruction projects effectively.We will teach you how to analyse and present strategies for post-disaster recovery and community reconstruction. You will critically evaluate the role of NGOs, communities, and other support systems within post-disaster recovery frameworks. The module emphasises the importance of social equity, inclusivity, sustainability, and environmental considerations in recovery and reconstruction efforts.Key topics include conducting damage and needs assessments, developing recovery frameworks that restore communities and infrastructure while integrating sustainability and resilience, assessing and addressing environmental damage, and ensuring social equity and inclusivity in recovery processes. You will also learn to identify indicators for measuring recovery progression.This module will give you a developed understanding of the complexities and challenges of disaster recovery and reconstruction, equipping you with the skills to develop effective and sustainable recovery plans |
| POLI70016 |
DISASTER RESPONSE AND MANAGEMENT |
7 |
40 |
Health, Education, Policing and Sciences |
The Disaster Response and Management module is designed to equip you with the knowledge and skills necessary to manage disaster response effectively across various professional settings. You will gain a systematic understanding of evidence-based practices in disaster response and how they apply to different contexts. You will explore the ethical challenges faced in disaster management, particularly in international and humanitarian scenarios, and develop a comprehensive understanding of contemporary issues in the field. Through this module, with a focus on real-life scenarios in natural disaster management, public health and pandemic preparedness, human-instigated disaster management, and international humanitarian response - you will evaluate current research, identifying areas for further exploration to advance professional knowledge. You will also reflect on the ethical implications of disaster management strategies within your own or intended area of practice. By the end of this module, you will be well-equipped to handle the complexities of disaster response, making informed, ethical decisions that contribute to effective crisis management. |
| POLI70021 |
DISASTER RESPONSE AND MANAGEMENT - MOD |
7 |
40 |
Health, Education, Policing and Sciences |
The Disaster Response and Management module is designed to equip you with the knowledge and skills necessary to manage disaster response effectively across various professional settings. You will gain a systematic understanding of evidence-based practices in disaster response and how they apply to different contexts. You will explore the ethical challenges faced in disaster management, particularly in international and humanitarian scenarios, and develop a comprehensive understanding of contemporary issues in the field. Through this module, with a focus on real-life scenarios in natural disaster management, public health and pandemic preparedness, human-instigated disaster management, and international humanitarian response - you will evaluate current research, identifying areas for further exploration to advance professional knowledge. You will also reflect on the ethical implications of disaster management strategies within your own or intended area of practice. By the end of this module, you will be well-equipped to handle the complexities of disaster response, making informed, ethical decisions that contribute to effective crisis management. |
| POLI70018 |
DISASTER RESPONSE AND MANAGEMENT DISSERTATION MODULE |
7 |
60 |
Health, Education, Policing and Sciences |
The Disaster Response and Management Dissertation module is the pinnacle of the MSc Disaster Management course, offering you the opportunity to conduct original research that advances knowledge and practice in the field. This module will ask you to apply your knowledge and established research techniques to create and interpret findings in Disaster Management and will guide you in the process of designing robust, ethical, and manageable research studies, ensuring the appropriateness of chosen methods. You will develop an understanding of key issues in your chosen topic, critically analysing data and relevant literature to meet your research aims. The culmination of your work will be the creation and interpretation of research findings, leading to specific recommendations that are transferable to professional practice. Look at principles of research design, defining aims and objectives, literature reviews, ethical considerations, data collection and management, and translating findings into actionable recommendations - you will enhance your research capabilities, preparing you to contribute valuable insights and solutions to the field of Disaster Management. |
| POLI70024 |
DISASTER RESPONSE AND MANAGEMENT DISSERTATION MODULE - MOD |
7 |
60 |
Health, Education, Policing and Sciences |
The Disaster Response and Management Dissertation module is the pinnacle of the MSc Disaster Management course, offering you the opportunity to conduct original research that advances knowledge and practice in the field. This module will ask you to apply your knowledge and established research techniques to create and interpret findings in Disaster Management and will guide you in the process of designing robust, ethical, and manageable research studies, ensuring the appropriateness of chosen methods. You will develop an understanding of key issues in your chosen topic, critically analysing data and relevant literature to meet your research aims. The culmination of your work will be the creation and interpretation of research findings, leading to specific recommendations that are transferable to professional practice. Look at principles of research design, defining aims and objectives, literature reviews, ethical considerations, data collection and management, and translating findings into actionable recommendations - you will enhance your research capabilities, preparing you to contribute valuable insights and solutions to the field of Disaster Management. |
| POLI70015 |
DISASTER RISK ASSESSMENT AND PREPAREDNESS |
7 |
40 |
Health, Education, Policing and Sciences |
The Disaster Risk Assessment and Preparedness module is your gateway to mastering the techniques and methodologies essential for assessing and reducing disaster risks. This comprehensive module covers the development of disaster preparedness and response plans, emphasising the critical connection between sustainability, climate change, and disaster risk. Throughout the course, you will learn to critically evaluate advanced risk assessment technologies, formulate detailed strategies, and communicate complex information to diverse specialist audiences. You will also explore strategies for building resilient communities and engaging stakeholders effectively.This module will teach you the skills needed to develop and implement robust disaster risk reduction plans, ensuring you are well-prepared for a career in disaster management. This is crucial for those aspiring to lead in the field, providing you with the knowledge and tools to make a tangible impact in creating safer, more resilient societies. |
| POLI70022 |
DISASTER RISK ASSESSMENT AND PREPAREDNESS - MOD |
7 |
40 |
Health, Education, Policing and Sciences |
The Disaster Risk Assessment and Preparedness module is your gateway to mastering the techniques and methodologies essential for assessing and reducing disaster risks. This comprehensive module covers the development of disaster preparedness and response plans, emphasising the critical connection between sustainability, climate change, and disaster risk. Throughout the course, you will learn to critically evaluate advanced risk assessment technologies, formulate detailed strategies, and communicate complex information to diverse specialist audiences. You will also explore strategies for building resilient communities and engaging stakeholders effectively.This module will teach you the skills needed to develop and implement robust disaster risk reduction plans, ensuring you are well-prepared for a career in disaster management. This is crucial for those aspiring to lead in the field, providing you with the knowledge and tools to make a tangible impact in creating safer, more resilient societies. |
| SOCY40512 |
DISCOVERING QUALITATIVE RESEARCH METHODS |
4 |
15 |
Health, Education, Policing and Sciences |
This module introduces students to a variety of qualitative research methods and analytical techniques that researchers in Sociology and Criminology use to test social theory and study aspects of social life. Topics covered include; the epistemological approaches underpinning qualitative approaches and practicalities involved with generating qualitative research (e.g. sampling and recruitment). Specific qualitative methods covered on this module include: discourse analysis, introduction to approaches in in-depth interviews and elicitation techniques, methods for interviewing groups, ethnography and participant observation, using digital methods to study online communities, mixing quantitative and qualitative methods and introductory approaches to analysing qualitative data (e.g. grounded theory, thematic analysis, narrative analysis). Students will also learn the importance of carrying out research ethically through engagement with controversial and ethically dubious sociological and criminological studies. Throughout, students are given the opportunity to use these various methods and techniques giving them an appreciation of the processes involved in generating sociological/criminological knowledge. Students will undertake the first of various tasks that starts them on a journey that encourages them to research and think about the skills, competencies and experiences they need to realise their career aspirations. |
| PUBL70083 |
DISEASE CAUSATION PREVENTION AND CONTROL |
7 |
30 |
Health, Education, Policing and Sciences |
The overall aims of this module are;1.Introduce you to the concept of health, the causes of illness, disease and disability and the ways in which these can be prevented and controlled. 2.Discuss the various levels of intervention, different levels of care, public health strategies and different strategies in instituting control measures will be discussed. 3.Examine the impact of communicable diseases and environmental hazards on the health of a population, as well as the role of surveillance, roles and responsibilities of public authorities, impact of globalisation, international travel and global pattern of emerging infections.Upon successful completion of this module you will have be able to: 1.Critically describe the various levels of intervention and control measures for disease2.Apply public health principles to screening of populations and describe the basis of current public health policies and strategies for the control of common public health problems3.Understand the impact of the social, economic and political factors on the distribution and spread of non-communicable and communicable diseases4.Able to apply the main control and preventative measures for important infections such as HIV-AIDS and TB |
| BIOL40680 |
DISEASE HEALTH AND ENVIRONMENT |
4 |
20 |
Health, Education, Policing and Sciences |
Disease, Health and Environment are fully intertwined so that our health, and the health of life on the planet, depends upon the environment and its critical role in ecological balance, ecosystem services and healthy living. Our impact on the global environment is unprecedented and together with natural changes and their consequent often unknown effects, we need to understand these complex relationships to minimise our impact, restore habitats and improve our environment for health and wellbeing |
| PARA50699 |
DISEASE MECHANISMS AND PHARMACOLOGY IN PARAMEDIC PRACTICE |
5 |
20 |
Health, Education, Policing and Sciences |
Paramedics are generalist practitioners who respond to a broad range of patients in diverse and changing environments. This module is intended to cover the essential pathophysiology and pharmacology of common emergency presentations for safe and effective care. |
| PARA50703 |
DISEASE MECHANISMS AND PHARMACOLOGY IN PARAMEDIC PRACTICE |
5 |
20 |
Health, Education, Policing and Sciences |
Paramedics are generalist practitioners who respond to a broad range of patients in diverse and changing environments. This module is intended to cover the essential pathophysiology and pharmacology of common emergency presentations for safe and effective care. |
| EDUC77839 |
DISSEMINATING RESEARCH FINDINGS |
7 |
20 |
Health, Education, Policing and Sciences |
This module will develop your awareness and expertise of how your findings can be publicised. This will help you to take steps to disseminate your own findings amongst colleagues and the broader higher education environment. As such it explores: Sharing and disseminating research findings Effective communication skills for a diverse audience Ways to further develop your research for future publication Innovative and creative teaching approaches relevant for your subject specialism Own skills in English and ICT |
| EDUC77800 |
DISSERTATION |
7 |
60 |
Health, Education, Policing and Sciences |
This module enables students to design and carry out educational research in an area related to their own professional interest. Following ethical approval, students will select a methodological approach which is appropriate for the aims and objectives of their study. The research will be informed by a review of literature related to the research topic. Findings will be presented in a logical and transparent manner, followed by a critically reflective analysis of the data gathered. The study will conclude with a consideration of the relevance of the findings for professional practice, and recommendations for future practice. |
| LAWS61617 |
DISSERTATION |
6 |
30 |
Health, Education, Policing and Sciences |
You will work with your assigned supervisor as well as studying independently and preparing for meetings with them. Over the course of the module you should have six meetings to ensure you are making progress and these will be arranged at mutually convenient times by yourselves. You will learn by independent, supported study.You may have interesting ethical issues to consider and you will learn how to complete an appropriate literature review. |
| LAWS62049 |
DISSERTATION |
6 |
40 |
Health, Education, Policing and Sciences |
This Module allows students to undertake a piece of independent legal research and critical writing, in a related subject that interests them, under the supervision of a member of staff. The Module is structured so that students are required to present an assessed legal research proposal, which then provides the infrastructure for their Dissertation. During the first Semester of this Module, the Dissertation Tutor will conduct several sessions on how to research and write a law dissertation. Students are expected to engage with regular supervision throughout the process. |
| PSYC70692 |
DISSERTATION |
7 |
60 |
Health, Education, Policing and Sciences |
In this module you will be introduced to the theory and strategies relevant to producing a piece of empirical research in applied psychology. Teaching sessions will include: strategies for choosing an appropriate research area; processes for the identification of appropriate literature; development of research questions; designing research; planning and timetabling research projects; pilot work; and ethical issues in health psychology research. By the end of the module you will have developed the appropriate skills and capabilities to collect and analyse data relevant to health psychology and will have designed and completed an empirical, data driven study. |
| PSYC70814 |
DISSERTATION |
7 |
60 |
Health, Education, Policing and Sciences |
In this module you will be introduced to the theory and strategies relevant to producing a piece of empirical research in applied psychology. Teaching sessions will include: strategies for choosing an appropriate research area; processes for the identification of appropriate literature; development of research questions; designing research; planning and timetabling research projects; pilot work; and ethical issues in health psychology research. By the end of the module you will have developed the appropriate skills and capabilities to collect and analyse data relevant to health psychology and will have designed and completed an empirical, data driven study. |
| LAWS61158 |
DISSERTATION |
6 |
30 |
Health, Education, Policing and Sciences |
Students will choose a specialised subject and carry out a literature review, implementing research skills and empirical research methods learnt throughout the course. |
| LAWS79905 |
DISSERTATION |
7 |
60 |
Health, Education, Policing and Sciences |
This module provides an opportunity to undertake research under the supervision of an experienced member of the team. Students will work independently and investigate a relevant research topic, which they can opt to align to their work within a legal field or choose from a prescribed list of academic research topics. |
| PSYC70535 |
DISSERTATION |
7 |
45 |
Health, Education, Policing and Sciences |
The Masters dissertation allows counselling practitioners qualified to post-graduate level (or equivalent) to enhance their theoretical knowledge of counselling theory to a level beyond that currently required of qualified counsellors. This module will allow you to follow an area of specific interest in much greater depth than at PGDip level. The resulting dissertation also can be used to inform and educate peers on a current topic of interest to the counselling profession, as CPD evidence and as a springboard for further post-graduate study. |
| SOCY60574 |
DISSERTATION |
6 |
60 |
Health, Education, Policing and Sciences |
The Dissertation is designed to provide for students an opportunity for sustained and independent study in the final year of their course. It intends to develop knowledge of, and critical insight into, a topic of the student's choice within the subject area under study. Students are enabled to undertake first-hand enquiry and encouraged to develop an analytical and reflective approach to the subject identified for study. The module aims to encourage the articulation of a critically informed perspective on the subject being studied. It also intends to enable the production of a coherent document of rigorous academic standards.The main component of the learning and teaching will be based around the student undertaking independent study. However, the student will be provided with supervision sessions with a nominated supervisor who will advise on subject area, literature review, method of enquiry, ethical approval, structure of written work and employment of theoretical frameworks. Formative assessment will take the form of supervision discussions and feedback, in either written or verbal form, on the work being developed, including written drafts and/or an interim report and pilot study (if appropriate). Summative assessment will involve the production of a coherent written document on a subject that meets rigorous academic standards, evidencing all the knowledge and skills acquired in order to so do. |
| SOWK70426 |
DISSERTATION |
7 |
60 |
Health, Education, Policing and Sciences |
The module provides an opportunity for students to engage in a piece of independent, social work related secondary research of the students own choosing. The dissertation is a substantial piece of academic work which is undertaken to develop students skills of research, critical evaluation, organisation and ownership of their own social work education. The dissertation is both challenging and rewarding, as it should stretch students and develop and widen their abilities and resilience. However, on completion, students have a tremendous sense of accomplishment in addition to a greater and detailed knowledge of their chosen dissertation topic. |
| SPOR70757 |
DISSERTATION |
7 |
60 |
Health, Education, Policing and Sciences |
In this module you will demonstrate your ability to undertake a piece of research of your choosing investigating an aspect from your subject area. You must focus your research in a particular research area forming the title of your final award.In the early stages of the module you will need to demonstrate an ability to pursue the development of a research proposal in conjunction with your supervisor. This will very likely involve revisiting and revising some of your earlier work. You will need to take your proposal through approval processes, including adherence to ethical protocols where necessary/appropriate. |
| PSYC70859 |
DISSERTATION |
7 |
40 |
Health, Education, Policing and Sciences |
This dissertation module provides students with the opportunity to conduct in-depth research in the field of Business Psychology. Students will systematically demonstrate their knowledge and understanding of appropriate methodologies and techniques, critically appraising their application to a specific research project. The module allows students to explore and apply their knowledge in a chosen area of Business Psychology, investigating and evaluating potential research designs to justify the selection of an appropriate research structure. Throughout the dissertation process, students will gather, analyse, and synthesise data, critically reviewing their findings to contribute valuable insights to the field. The final deliverable is an organized, well-planned, and executed research document that adheres to academic and sector standards, showcasing the students ability to conduct rigorous and impactful research in Business Psychology. |
| LAWS63087 |
DISSERTATION |
6 |
40 |
Health, Education, Policing and Sciences |
This Module allows students to undertake a piece of independent legal research and critical writing, in a related subject that interests them, under the supervision of a member of staff. The Module is structured so that students are required to present an assessed legal research proposal, which then provides the infrastructure for their Dissertation. During the first Semester of this Module, the Dissertation Tutor will conduct several sessions on how to research and write a law dissertation. Students are expected to engage with regular supervision throughout the process. Research is a key skill of all parties in the Justice system, but particularly lawyers. As is the delivery of a cogent written argument on a legal/social legal topic. Therefore, this module will be of interest to students who have legal or litigation career ambitions. The emphasis on communication, understanding and analysis and will also support transferable skills for other graduate careers. |
| EDUC77803 |
DISSERTATION (DL) |
7 |
60 |
Health, Education, Policing and Sciences |
This module enables students to design and carry out educational research in an area related to their own professional interest. Following ethical approval, students will select a methodological approach which is appropriate for the aims and objectives of their study. The research will be informed by a review of literature related to the research topic. Findings will be presented in a logical and transparent manner, followed by a critically reflective analysis of the data gathered. The study will conclude with a consideration of the relevance of the findings for professional practice, and recommendations for future practice. |
| LAWS62071 |
DISSERTATION DL |
6 |
40 |
Health, Education, Policing and Sciences |
This Module allows students to undertake an independent legal research and critical writing, related subject that interests them under the supervision of a member of staff. The Module is structured so that students are required to present an assessed legal research proposal, which then provides the infrastructure for their Dissertation. The Dissertation allows students to develop not only legal research and writing skills, but also the essential employability skills of independent working, time-management, communication and planning. |
| HIPO70499 |
DISSERTATION IN INTERNATIONAL STUDIES |
7 |
30 |
Health, Education, Policing and Sciences |
The dissertation module provides an exciting opportunity for you to undertake an in-depth study on a topic that you choose for yourself. You will be helped to develop your topic via a series of tasks on Blackboard, and later your dissertation supervisor will support you in completing the dissertation itself. You have a whole semester in which to complete the dissertation. The word length is 8,000 words. |
| PSYC70796 |
DISSERTATION PART 1 - LITERATURE REVIEW AND RESEARCH DESIGN |
7 |
30 |
Health, Education, Policing and Sciences |
This module introduces approaches to research design in a professional healthcare context. The following topics and issues will be explored: Research principles; - Qualitative and quantitative approaches; - Case study design; - Data collection techniques. - Data management, analysis, interpretation and presentation. Research Management: - Planning and organising a research project;- Identifying researchable issues; - Critically engaging with academic literature; - Time and task management; - Organising fieldwork;- Ethical issues in education research, consent and confidentiality issues. |
| PSYC70797 |
DISSERTATION PART 2 - RESEARCH FINDINGS AND ANALYSIS |
7 |
30 |
Health, Education, Policing and Sciences |
The previous Dissertation Part 1 module provides you with the tools required to be able to design and carry out your own CBT research and analyse data, ensuring as much as possible viability and reliability within your own research. Thus preparation for conducting the empirical study and the writing up of the project is achieved in Dissertation Part 1 module. |
| SOCY60576 |
DISSERTATION PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
The Dissertation is designed to provide for students an opportunity for sustained and independent study in the final year of their course. It intends to develop knowledge of, and critical insight into, a topic of the student's choice within the subject area under study. Students are enabled to undertake first-hand enquiry and encouraged to develop an analytical and reflective approach to the subject identified for study. The module aims to encourage the articulation of a critically informed perspective on the subject being studied. It also intends to enable the production of a coherent document of rigorous academic standards.The main component of the learning and teaching will be based around the student undertaking independent study. However, the student will be provided with supervision sessions with a nominated supervisor who will advise on subject area, literature review, method of enquiry, ethical approval, structure of written work and employment of theoretical frameworks. Formative assessment will take the form of supervision discussions and feedback, in either written or verbal form, on the work being developed, including written drafts and/or an interim report and pilot study (if appropriate). Summative assessment will involve the production of a coherent written document on a subject that meets rigorous academic standards, evidencing all the knowledge and skills acquired in order to do so. |
| PSYC70849 |
DISSERTATION: CONDUCTING AND DISSEMINATING PSYCHOLOGICAL RESEARCH |
7 |
40 |
Health, Education, Policing and Sciences |
This module supports students in conducting and disseminating rigorous and ethically-sound MSc-level research in the students topic area of choice within the field of clinical psychology. Following ethical approval, students will independently manage, execute and disseminate their dissertation research with support from an academic supervisor. |
| FORE70265 |
DNA PROFILING AND THE ANALYSIS OF BIOLOGICAL EVIDENCE |
7 |
15 |
Health, Education, Policing and Sciences |
Gain an understanding of the techniques used in the analysis of biological evidence, including body fluids and DNA analysis. You will also develop skills in the interpretation of the results obtained in the context of an investigation. |
| FORE50317 |
DNA-PROFILING AND FORENSIC BIOLOGY |
5 |
30 |
Health, Education, Policing and Sciences |
Forensic Genetics and DNA-profiling: Basic genetics ( classical, molecular and population) relevant to forensics - patterns of inheritance (nuclear and cytoplasmic), alleles and polymorphisms . Detection of polymorphisms, genes in populations. Genetic material and its isolation from diverse sources. The practical content includes some basic techniques of molecular biology related to DNA analysis and genotyping; including purification and gel electrophoresis of nucleic acids, hybridisation technology and the polymerase chain reaction. What information can be gleaned from genetic data? Lectures will give the scientific background to the techniques, an overview of the typing systems used (STR typing, mitochondrial sequencing and the developing SNP analysis), when certain systems are applied rather than other ones, the significance and interpretation of the results, DNA profiling databases, quality control and regulation. Laboratory sessions will give practical experience of the procedures from collection of samples to interpretation of results.Forensic Biology: The wide scope of this area includes; the investigation of crimes against the person (such as murder, rape and other sexual offences, assault), endangered species and paternity. In addition you will specifically focus on biological evidence at crime scenes; blood stain pattern analysis; visualising body fluid stains; collection and handling of biological evidential samples; clothing examination; presumptive testing for body fluids; extraction of body fluid stains; microscopy of spermatozoa; hair analysis; conventional blood grouping; determination of species of origin. Applications of microscopy to other biological evidential material. Basic forensic entomology. An introduction to the basic concepts in ante-mortem and post-mortem pathologies using appropriate examples. Professional aspects including hypothesis forming and testing, quality assurance, proper documentation, presenting written reports of investigations to courts of law. |
| SPOR80013 |
DOCTORAL RESEARCH THESIS AND VIVA - PART FA - FULL TIME |
8 |
200 |
Health, Education, Policing and Sciences |
You are required to submit to the module leader a progress reports at the end of the module and should reflect your achievements in relation to LOs 1-4. This progress report which will be jointly produced by you and the supervisor needs to be approved by the module lead to allow you to progress to the final stage of the thesis Part FB. |
| SPOR80009 |
DOCTORAL RESEARCH THESIS AND VIVA - PART FB - FULL TIME |
8 |
80 |
Health, Education, Policing and Sciences |
Submission of a thesis in line with the guidelines provided. Depending on the award specific demands, the thesis will be a 50,000 word (maximum) typically comprising an abstract, introduction, literature review, methodology, results, discussion and conclusion. This together with the Viva (examination of thesis by the panel of examiners usually one external and one internal examiners) is worth 100% of the module grade |
| SPOR80003 |
DOCTORAL RESEARCH THESIS AND VIVA - PART FB - FULL TIME |
8 |
60 |
Health, Education, Policing and Sciences |
This module will require you to submit your thesis; this together with the Viva (examination of thesis by the panel of examiners usually one external and one internal examiners) is worth 100% of the module grade and assesses LOs 1-5. |
| SPOR80011 |
DOCTORAL RESEARCH THESIS AND VIVA - PART PA - PART TIME |
8 |
120 |
Health, Education, Policing and Sciences |
You are required to submit to the module leader a progress reports at the end of the module and should reflect your achievements in relation to LOs 1-2. This progress report which will be jointly produced by you and the supervisor needs to be approved by the module lead to allow you to progress to the next stage of the thesis Part PB. |
| SPOR80010 |
DOCTORAL RESEARCH THESIS AND VIVA - PART PB - PART TIME |
8 |
80 |
Health, Education, Policing and Sciences |
You are required to submit to the module leader a progress reports at the end of the module and should reflect your achievements in relation to LOs 1-2. This progress report which will be jointly produced by you and the supervisor needs to be approved by the module lead to allow you to progress to the next stage of the thesis Part PC. |
| SPOR80012 |
DOCTORAL RESEARCH THESIS AND VIVA - PART PC - PART TIME |
8 |
80 |
Health, Education, Policing and Sciences |
Submission of a thesis in line with the guidelines provided. Depending on the award specific demands, the thesis will be a 50,000 word (maximum) typically comprising an abstract, introduction, literature review, methodology, results, discussion and conclusion. This together with the Viva (examination of thesis by the panel of examiners usually one external and one internal examiners) is worth 100% of the module grade and assesses LO 1. |
| SPOR80002 |
DOCTORAL RESEARCH THESIS AND VIVA PART FA FULLTIME |
8 |
180 |
Health, Education, Policing and Sciences |
You are required to submit to the module leader a progress reports at the end of the module. This progress report which will be jointly produced by the you and the supervisor needs to be approved by the module lead to allow you to progress to the final stage of the thesis Part FB. |
| SOCY60340 |
DOING DRUGS: POLICING ILLEGAL DRUG USE |
6 |
15 |
Health, Education, Policing and Sciences |
The module explores the history and comparative anthropology of drug use and abuse. It offers an assessment of social morality as it applies to drug use. You will study drug use and abuse in terms of deviance and conformity, crime and punishment, identity and community. You will also explore police work and the control of the misuse of drugs in a range of social contexts, drug abuse in various areas of social life including sport and "recreational" use. |
| EDUC60617 |
DOING EDUCATION DIFFERENTLY |
6 |
30 |
Health, Education, Policing and Sciences |
The purpose of this module is to provide you with a broad knowledge and understanding of how education can take place in a variety of organisations and locations. The module will develop understanding of how education can follow a variety of models outside of the traditional classroom to enhance the learning journey. In this respect, the module will make international comparisons of educational systems to enable consideration of alternative approaches to education. Topics within the module include: international comparisons and educational visits, educational technologies and alternative approaches to teaching and learning. |
| EDUC60639 |
DOING EDUCATION DIFFERENTLY |
6 |
20 |
Health, Education, Policing and Sciences |
Sessions will be both face to face as well as online with your tutor additional online support opportunities available. Sessions will provide you with a broad theoretical overview and the conceptual frameworks which underpin the study of comparative education. Additionally, sessions will highlight key features of education systems throughout the world, such as outdoor learning approaches. This does not preclude independent study of countries not covered within class time. Incorporated into webinars, tutorial support activities will provide you with the opportunity to develop critical thinking skills to apply the underpinning theories to an examination of your own practice, in preparation for the assignment.This module will also provide opportunities for you to:- work with others;- develop interpersonal skills;- demonstrate the capacity to plan, share goals, and work as a member of a team;- engage in group discussions with others and communicate both oral and written arguments-develop skills that enable you to transfer knowledge and understanding from one context to another.This module will gain you 20 credits at level 6 towards the full 120 credits for the BA (Hons) Education and BA Education (Hons) (Early Years) degree |
| EDUC60658 |
DOING EDUCATION DIFFERENTLY D/L |
6 |
20 |
Health, Education, Policing and Sciences |
The purpose of this module is to provide you with a broad knowledge and understanding of how education can take place in a variety of organisations and locations. The module will develop understanding of how education can follow a variety of models outside of the traditional classroom to enhance the learning journey. In this respect, the module will make international comparisons of educational systems to enable consideration of alternative approaches to education. Topics within the module include: international comparisons and alternative approaches to teaching and learning.This module will gain you 20 credits at level 6 towards the full 240 credits for the BA (Hons) Education and BA Education (Hons) (Early Years) degree |
| EDUC60646 |
DOING EDUCATION DIFFERENTLY D/L |
6 |
20 |
Health, Education, Policing and Sciences |
A distance learning approach will provide weekly learning/ contact with your tutor with some online support opportunities available. Online sessions will provide you with a broad theoretical overview and the conceptual frameworks which underpin the study of comparative education. Additionally, sessions will highlight key features of education systems throughout the world. This does not preclude independent study of countries not covered within class time. Incorporated into webinars, tutorial support activities will provide you with the opportunity to develop critical thinking skills to apply the underpinning theories to an examination of your own practice, in preparation for the assignment.This module will also provide opportunities for you to:- work with others;- develop interpersonal skills;- demonstrate the capacity to plan, share goals, and work as a member of a team;- engage in group discussions with others and communicate both oral and written arguments-develop skills that enable you to transfer knowledge and understanding from one context to another.This module will gain you 20 credits at level 6 towards the full 120 credits for the BA (Hons) Education and BA Education (Hons) (Early Years) degree |
| LAWS70670 |
DRAFTING SKILLS |
7 |
1 |
Health, Education, Policing and Sciences |
Drafting legal documents is a critical skill for the aspiring lawyer, students get to draft conveyancing documentation, draw detailed plans and understand the implications of precedents and how to adapt them to meet the client's needs. |
| LAWS73007 |
DRAFTING SKILLS - BL |
7 |
1 |
Health, Education, Policing and Sciences |
Drafting legal documents is a critical skill for the aspiring lawyer, students get to draft conveyancing documentation, draw detailed plans and understand the implications of precedents and how to adapt them to meet the client's needs |
| BIOL70498 |
DRUGS AND TOXICOLOGY |
7 |
15 |
Health, Education, Policing and Sciences |
Study key legislation relating to drugs of abuse, key methods and approaches of drug analysis and illicit drug synthesis, and the scientific principles needed to sensibly interpret toxin-related data. |
| SPOR60537 |
DRUGS IN SPORT |
6 |
15 |
Health, Education, Policing and Sciences |
The module aims to provide you with an advanced level of knowledge in the area of use and abuse of drugs in sport. The development of the abuse of drugs in sport and the position of the World Anti-Doping Agency (WADA) and other governing bodies will be considered. A global perspective is essential to this area of study. The abuse and effectiveness of various selected physiological and pharmacological ergogenic aids will be considered e.g. anabolic steroids, amphetamines, caffeine, blood doping and EPO. The role and effectiveness of doping control procedures will feature throughout the module. Effective study of this area requires a multi-disciplinary approach including physiological, psychological, sociological, biomechanical and historical perspectives.This module will provide you with an opportunity to develop important life-long skills in an interesting, topical and global scenario. |
| SPOR60537 |
DRUGS IN SPORT |
6 |
15 |
Health, Education, Policing and Sciences |
The module aims to provide you with an advanced level of knowledge in the area of use and abuse of drugs in sport. The development of the abuse of drugs in sport and the position of the World Anti-Doping Agency (WADA) and other governing bodies will be considered. A global perspective is essential to this area of study. The abuse and effectiveness of various selected physiological and pharmacological ergogenic aids will be considered e.g. anabolic steroids, amphetamines, caffeine, blood doping and EPO. The role and effectiveness of doping control procedures will feature throughout the module. Effective study of this area requires a multi-disciplinary approach including physiological, psychological, sociological, biomechanical and historical perspectives.This module will provide you with an opportunity to develop important life-long skills in an interesting, topical and global scenario. |
| FORE50316 |
DRUGS OF ABUSE |
5 |
15 |
Health, Education, Policing and Sciences |
Gain an understanding of the current drug legislation in England and Wales, with particular reference to the Misuse of Drugs Act. Identify issues with legislation such as the impact that the development of new drugs has on policing illegal drug use. Gain experience in the processing of crime scenes involving drugs and related paraphernalia, including the Health and Safety implications and the recovery and packaging of evidential items. Develop an appreciation of the current issues associated with policing illegal drug manufacture, use and trafficking. Gain an understanding of the role of forensic analysis within drug related investigations including outlining the analytical techniques available for identification and association of illegal drugs. Introduce the impact that drug use has socially and economically, highlighting examples of drugs in sport and the relationship between drug use and criminal activity. Examine methods used in workplace testing of drugs and roadside testing for drugs and alcohol, including calculating blood alcohol levels. Specific case studies will be discussed with relation to illegal drugs in sport, in the media and with particular reference to policing and investigative enquiries. |
| LAWS51958 |
E-COMMERCE DL |
5 |
20 |
Health, Education, Policing and Sciences |
The contemporary business world around us is constantly being subjected to digitalisation. E-commerce law is the cornerstone of the commercial sector. This module provides understanding of the key legal issues which underpin the development of e-Commerce. The students will learn about selection of issues relevant to the development of e-commerce. This module deals with E-Commerce Law from both consumer and intellectual property perspective. This module emphasises on developing research skills by incorporating a wide range of resources, including state publications, EU Law and international law. |
| BIOL50720 |
ECOLOGY AND ENVIRONMENTAL MANAGEMENT |
5 |
20 |
Health, Education, Policing and Sciences |
This module will explore the importance of integrating social and ecological systems and help you understand the importance of social learning for the purposes of environmental decision making.The module is concerned with helping you understand the fundamental ecology of our natural and human influenced environment by exploring and developing key ecological ideas, extending to concepts such as habitat complementation, connectivity, fragmentation, isolation, attrition, minimum viable area and metapopulations.These will then be developed to allow you to appreciate and understand how they are applied to the wider context and what is often needed for their implementation This will include tools for the identification of the problem/s, use of ecological indicators and the processes for formulating strategies to move forward. At all stages points will be illustrated by a number of case studies and both the local and global levels.The module will also include the legislative areas that often need adhering to extend that into the socio-political arena to explore public perception of green issues, their importance and their solution. |
| EDUC60635 |
EDUCATING FOR A SUSTAINABLE WORLD |
6 |
20 |
Health, Education, Policing and Sciences |
This module offers¿an opportunity to understand and develop ideas to support future education, with a key theme of sustainability. It should enable you to think about the sort of changes needed to enable a more sustainable future for everyone, locally and nationally. Education within communities, and as part of community development, is essential and exploring your role and potential is a key part of this module. You might study local community initiatives or explore global initiatives, developing your role as an educational professional, passionate about sustainability. You will learn how to pitch projects, and so develop skills enabling you to understand local, national and international educational opportunities. |
| EDUC77869 |
EDUCATION FOR GLOBAL CITIZENSHIP DL |
7 |
20 |
Health, Education, Policing and Sciences |
This module examines important educational and global contemporary challenges of the 21st century. It provides opportunities to examine aspects of social and environmental justice, sustainable development, global educational development and concepts within comparative educational approaches. It provides opportunities for the development of global responsible citizenship, understanding concepts linked to environmental inequality and activism. The development of voice and pedagogical responses and curriculum design are potential themes. This ensures that educational practitioners will be equipped and purposeful in their professional development to transform towards sustainable educational practice. |
| EDUC77802 |
EDUCATION FOR SOCIAL JUSTICE |
7 |
40 |
Health, Education, Policing and Sciences |
This module communicates the relationship between educational outcomes and social inequalities. It discusses sociological perspectives on education, with a particular emphasis on how experiences and outcomes of education are affected by social and cultural factors (such as family and community practices). Education plays a vital role in both shaping individual and collective identities and in reflecting and reinforcing dominant societal values, and this module will consider a variety of different perspectives on these critical issues. The module is designed to get students to consider the following questions in relation to their own professional experiences and that of their learners: What is the place of education in society? How does it relate to social inequality? Do education systems provide opportunities for all, or do they reflect, or even reinforce, wider inequalities? |
| EDUC77804 |
EDUCATION FOR SOCIAL JUSTICE (DL) |
7 |
40 |
Health, Education, Policing and Sciences |
This module communicates the relationship between educational outcomes and social inequalities. It discusses sociological perspectives on education, with a particular emphasis on how experiences and outcomes of education are affected by social and cultural factors (such as family and community practices). Education plays a vital role in both shaping individual and collective identities and in reflecting and reinforcing dominant societal values, and this module will consider a variety of different perspectives on these critical issues. The module is designed to get students to consider the following questions in relation to their own professional experiences and that of their learners: What is the place of education in society? How does it relate to social inequality? Do education systems provide opportunities for all, or do they reflect, or even reinforce, wider inequalities? |
| EDUC77844 |
EDUCATION IN AN INTERNATIONAL CONTEXT |
7 |
20 |
Health, Education, Policing and Sciences |
This module aims to provide learners with an in depth understanding of theories and principles relating to inclusive teaching, learning and assessment in local, national and global contexts. |
| EDUC70509 |
EDUCATION, CULTURE AND SOCIETY |
7 |
30 |
Health, Education, Policing and Sciences |
This module communicates the relationship between educational outcomes and social inequalities. It discusses sociological perspectives on education, with a particular emphasis on how experiences and outcomes of education are affected by social and cultural factors (such as family and community practices). Education plays a vital role in both shaping individual and collective identities and in reflecting and reinforcing dominant societal values, and this module will consider a variety of different perspectives on these critical issues. The module will encourage you to consider the place of education in society. How it relates to social inequality and to explore whether education systems provide opportunities for all, or do they reflect, or even reinforce, wider inequalities? |
| EDUC70273 |
EDUCATIONAL AND PROFESSIONAL ISSUES |
7 |
30 |
Health, Education, Policing and Sciences |
Process skills for training to be a teacher:Observing lessons; identifying the context of learning; setting aims, objectives, learning outcomes; questioning; choosing learning activities; evaluating lessons; Use of ICT to support Teaching and Learning.Thinking about learning:Types of learning; short and long-term memory; self-esteem; attention; motivation; behaviour management; styles of learning; language and numeracy skills; Diversity: individual differences and special needs. |
| EDUC70273 |
EDUCATIONAL AND PROFESSIONAL ISSUES |
7 |
30 |
Health, Education, Policing and Sciences |
Process skills for training to be a teacher:Observing lessons; identifying the context of learning; setting aims, objectives, learning outcomes; questioning; choosing learning activities; evaluating lessons; Use of ICT to support Teaching and Learning.Thinking about learning:Types of learning; short and long-term memory; self-esteem; attention; motivation; behaviour management; styles of learning; language and numeracy skills; Diversity: individual differences and special needs. |
| EDUC77826 |
EDUCATIONAL AND PROFESSIONAL ISSUES |
7 |
40 |
Health, Education, Policing and Sciences |
This module is an impact action project where you will identify a particular aspect of inclusion and evaluate the impact policies and practices implemented by your current placement school.This will enable you to compile a formal report¿justifying proposed practice developments regarding¿a specific aspect of inclusive practice at your placement, empowering you to make critically informed recommendations for improvement.¿ In terms of developing your inclusive practice, specific topics to be covered include:¿¿ - Behaviour- Equality, Diversity and InclusionDuring this module you will also learn and develop your understanding of the following: - How to conduct a small-scale project - Use of technology to create digital posters - Critical use of literature - Data methodologies and ethical considerations (differences between quantitative and qualitative data, methods of collection and interpretation of different types of data). - Critical evaluation and analysis of findings and the implications for future teaching - Ability to use literature and become evidence informed in their future practice. |
| EDUC77851 |
EDUCATIONAL AND PROFESSIONAL ISSUES - PRIMARY |
7 |
40 |
Health, Education, Policing and Sciences |
This module is an impact action project where you will identify a particular aspect of inclusion and evaluate the impact policies and practices implemented by your current placement school. This will enable you to compile a formal report¿justifying proposed practice developments regarding¿a specific aspect of inclusive practice at your placement, empowering you to make critically informed recommendations for improvement.In terms of developing your inclusive practice, specific topics to be covered include:¿¿ Behaviour Equality, Diversity and Inclusion During this module you will also learn and develop your understanding of the following: How to conduct a small-scale project Use of technology to create digital posters Critical use of literature Data methodologies and ethical considerations (differences between quantitative and qualitative data, methods of collection and interpretation of different types of data). Critical evaluation and analysis of findings and the implications for future teaching Ability to use literature and become evidence informed in their future practice. |
| EDUC77856 |
EDUCATIONAL AND PROFESSIONAL ISSUES - SECONDARY |
7 |
40 |
Health, Education, Policing and Sciences |
Through taught university sessions, this module helps you to learn what it means to be an education professional and how to develop your professional skills and attributes. You will engage in reflection about your own values and how these impact on your practice in school and will also reflect on your work in your placement, identifying what you are doing well and what your next steps are in your journey to becoming an excellent qualified teacher.During this module you will also learn and develop your understanding of the following:Critical use of literatureCritical evaluation and analysis of findings and the implications for future teaching Ability to use literature and become evidence informed in their future practice. |
| EDUC70512 |
EDUCATIONAL LEADERSHIP AND MANAGEMENT |
7 |
30 |
Health, Education, Policing and Sciences |
This module discusses the complexities of leading and managing people and resources within an educational context. The module includes exploration and discussion of relevant theory and practice in relation to education settings:Leadership, behaviour and organisational theoryApproaches to leadership and managementThe leadership versus management debateTheories of teamworkApproaches to motivating individuals and teams |
| SPOR70922 |
EFFECTIVE COACHING 1 STRATEGY AND PRACTICE |
7 |
15 |
Health, Education, Policing and Sciences |
The module focuses on the development of a critical understanding of various contemporary topics, which influence contemporary coaching strategy and practice. Current topical areas of interest will be investigated, therefore, these may change from year to year dependent upon coaching research/topical issues. |
| SPOR70770 |
EFFECTIVE COACHING 1: STRATEGY AND PRACTICE |
7 |
15 |
Health, Education, Policing and Sciences |
This module initially aims for you to develop a critical understanding of your own coaching philosophy. It then seeks to develop a critical understanding of the different approaches to the coach-athlete relationship especially in respect of high performance athletes. The module then focuses on the development of a critical understanding of various contemporary topics which influence modern day coaching practice. Current topical areas of interest to be investigated will typically include: - Enhancing the efficacy beliefs of coaches- The use of impression management strategies by coaches- The coach as a motivator |
| SPOR70938 |
EFFECTIVE COACHING 1: STRATEGY AND PRACTICE |
7 |
20 |
Health, Education, Policing and Sciences |
Sports coaching has evolved rapidly in recent years in its quest to be recognised as full profession. Yet, rhetorical statements based on pseudoscientific principles, along with poor coaching practices continue to dominate much of the coaching landscape. This module, therefore, immediately encourages you to evaluate and problematise your own coaching assumptions so that you can begin to appraise the basis for your coaching strategies and practices. The module introduces you to several contemporary topics that contribute to coaching efficacy. You are then supported in appraisal your existing knowledge and skills by critically analysing coaching practices with contemporary developments within the scholarly literature. Ultimately, this encourages you to underpin your rationale for effective coaching strategies and practices with a solid theoretical foundation. |
| SPOR70771 |
EFFECTIVE COACHING 2: REFLECTIVE PRACTICE |
7 |
30 |
Health, Education, Policing and Sciences |
This module aims to develop a critical understanding of reflective practice within sports coaching. A range of contemporary topics within reflective practice will be discussed and applied to coaching practice and coach education. Current topical areas of interest to be investigated will include: - Different approaches, processes and models of reflective practice- The role of reflective practice can play in professional development through, experiential learning, development of new knowledge and modification of existing practice- The role of the mentor in developing reflective coaching- Communities of practice- The use of video and other technology in reflection- Written reflections / reflective journals- Problem-based learning to develop reflective practitioners- Recent developments in coach education |
| SPOR70940 |
EFFECTIVE COACHING 2: REFLECTIVE PRACTICE |
7 |
20 |
Health, Education, Policing and Sciences |
Reflective practice has become a central feature within the provision of coach education throughout the world, yet coaches struggle to move beyond superficial aspects of reflection. The objective of this module is to support you in developing greater critical reflexivity skills. This affords you the opportunity to achieve a greater insight into your coaching identity and help you apply theory into your coaching practice more effectively. The assessment also focusses on enabling you to influence, lead and manage other coaches become ever more critically reflexive. |
| ECST60641 |
EMBEDDING LITERACY AND NUMERACY APPROACHES IN THE EARLY YEARS |
6 |
20 |
Health, Education, Policing and Sciences |
How do we support young children effectively in literacy and numeracy?(Optional module to gain BA (Hons) Education (Early Years) degree)This module will include an introduction to early mathematical and early literacy acquisition with links to theoretical perspectives. This will cover curricula and strategies used within early childcare settings and schools. Strategies and approaches to literacy and numeracy will also be explained and applied. A series of innovative teaching sessions will take place across both literacy and numeracy, these will include planning active numeracy with young children, planning active literacy with young children, play based literacy and numeracy, developing and planning the learning environment to enhance literacy and numeracy and promoting literacy and numeracy in outdoor learning.This module will gain you 20 credits at level 6 towards the full 240 credits for the BA (Hons) Education (Early Years) degree |
| ECST60642 |
EMBEDDING LITERACY AND NUMERACY APPROACHES IN THE EARLY YEARS D/L |
6 |
20 |
Health, Education, Policing and Sciences |
How do we support young children effectively in literacy and numeracy ?(Optional module to gain BA (Hons) Education (Early Years) degree)This module will include an introduction to early mathematical and early literacy acquisition with links to theoretical perspectives. This will cover curricula and strategies used within early childcare settings and schools. Strategies and approaches to literacy and numeracy will also be explained and applied. A series of innovative teaching sessions will take place across both literacy and numeracy, these will include planning active numeracy with young children, planning active literacy with young children, play based literacy and numeracy, developing and planning the learning environment to enhance literacy and numeracy and promoting literacy and numeracy in outdoor learning.This module will gain you 20 credits at level 6 towards the full 240 credits for the BA (Hons) Education (Early Years) degree |
| PPDE50694 |
EMPLOYABLE GRADUATE |
5 |
20 |
Health, Education, Policing and Sciences |
This module will enable you to reflect upon your own skills and knowledge gained from your degree at university and from your own life experiences in order to identify how this knowledge and skill can be utilised to optimise employment opportunities and how to communicate successfully this knowledge and skills to prospective employers. |
| LAWS61609 |
EMPLOYMENT AND EQUALITY LAW |
6 |
30 |
Health, Education, Policing and Sciences |
You will explore the individual contract of employment and participate in a mock employment tribunal case. You will examine the employee/self-employed distinction and debate the legal position of workers in the gig economy. You will assess the impact on working life of a range of statutory minimum rights. You also learn about termination of employment, specifically wrongful and unfair dismissal, redundancy and transfers of undertakings. You will engage in problem-solving exercises to resolve legal issues arising in given scenarios concerning unlawful discrimination because of a protected characteristic, such as sex, race, age, disability, religion, sexual orientation. |
| LAWS62050 |
EMPLOYMENT LAW |
6 |
20 |
Health, Education, Policing and Sciences |
The aim of this module is to provide the students with a practical knowledge, ability to critically analyse and evaluate the fundamental areas of law and policy relating to the employment relationship. The focus of the subject is people at work, their legal rights and responsibilities, and their relationships with others employer, co-workers and other stakeholders. |
| LAWS70651 |
EMPLOYMENT LAW |
7 |
1 |
Health, Education, Policing and Sciences |
We have two Employment Law modules on the LPC offering distinctive study routes: face-to-face delivery and blended learning. The topics and content for both modules are largely the same, as is the assessment (a 3 hour 'open book' exam, with advance information on the client scenarios and tasks). After considering the modern employment relationship, you have the opportunity to explore issues like employment status; formation of the contract; implied terms; equalities and discrimination; and practice and procedure. Attention is then given to job security and workplace change, including core topics like wrongful and unfair dismissal, workplace change, and redundancy. Practice and procedure feature throughout, and you will have opportunities to develop and deploy drafting and other key skills. |
| LAWS63088 |
EMPLOYMENT LAW |
6 |
20 |
Health, Education, Policing and Sciences |
The aim of this module is to provide the students with a practical knowledge, ability to critically analyse and evaluate the fundamental areas of law and policy relating to the employment relationship. The focus of the subject is people at work, their legal rights and responsibilities, and their relationships with others employer, co-workers and other stakeholders. This module is highly relevant for students wishing to interact with any area of the Employment sphere. |
| LAWS73014 |
EMPLOYMENT LAW - BL |
7 |
1 |
Health, Education, Policing and Sciences |
We have two Employment Law modules on the LPC offering distinctive study routes: face-to-face delivery and blended learning. The topics and content for both modules are largely the same, as is the assessment (a 3 hour 'open book' exam, with advance information on the client scenarios and tasks). After considering the modern employment relationship, you have the opportunity to explore issues like employment status; formation of the contract; implied terms; equalities and discrimination; and practice and procedure. Attention is then given to job security and workplace change, including core topics like wrongful and unfair dismissal, workplace change, and redundancy. Practice and procedure feature throughout, and you will have opportunities to develop and deploy drafting and other key skills. |
| LAWS62068 |
EMPLOYMENT LAW DL |
6 |
20 |
Health, Education, Policing and Sciences |
The aim of this module is to provide the students with a practical knowledge, ability to critically analyse and evaluate the fundamental areas of law and policy relating to the employment relationship. The focus of the subject is people at work, their legal rights and responsibilities, and their relationships with others employer, co-workers, and other stakeholders. |
| PUBL60666 |
END POINT ASSESSMENT - PUBLIC HEALTH PRACTITIONER |
6 |
30 |
Health, Education, Policing and Sciences |
This module constitutes the End Point Assessment (EPA) for the degree apprenticeship. The full details of the assessment are set out in the EPA Plan published by the Institute for Apprenticeships & Technical Education (IFATE) and is available here: https://www.instituteforapprenticeships.org/media/azulnoq0/st0631_public-health-practitioner_l6_ap_v12_for-publication_14052024.pdf |
| ELAN37091 |
ENGLISH FOR SPECIFIC ACADEMIC PURPOSES |
3 |
20 |
Health, Education, Policing and Sciences |
The aim of this module is to prepare you for further study in the area of your chosen discipline of degree study and your professional life. It develops the communication skills and discipline-specific English language knowledge and vocabulary drawing on academic sources relating to your chosen discipline. |
| ACCT30009 |
ENGLISH FOR SPECIFIC ACADEMIC PURPOSES |
3 |
20 |
Health, Education, Policing and Sciences |
The aim of this module is to prepare you for further study in the area of your chosen discipline of degree study and your professional life. It develops the communication skills and discipline-specific English language knowledge and vocabulary drawing on academic sources relating to your chosen discipline. |
| LAWS43733 |
ENGLISH LEGAL SYSTEM |
4 |
20 |
Health, Education, Policing and Sciences |
The English Legal System module will introduce students to the fundamental elements of the English legal system and help them understand where laws come from and how they are created; the people who work in the English legal system; and how both the civil and criminal justice systems operate. |
| LAWS41718 |
ENGLISH LEGAL SYSTEM (DL) |
4 |
20 |
Health, Education, Policing and Sciences |
The English Legal System module will introduce students to the fundamental elements of the English legal system and help them understand where laws come from and how they are created; the people who work in the English legal system; and how both the civil and criminal justice systems operate. |
| LAWS41500 |
ENGLISH LEGAL SYSTEM AND LEGAL SKILLS |
4 |
30 |
Health, Education, Policing and Sciences |
Have you ever wondered where laws come from? How they are made? How the court system works? Well, in English Legal System and Legal Skills you can learn just that, the English legal system and how it works. However, that is not enough, a good lawyer needs to know more than which court to go to and which form to fill, they also need to learn how to negotiate, how to present information, how to debate, how to conduct research, all essential skills for anyone who wishes to pursue a successful career. |
| ODPR60025 |
ENHANCED OPERATING DEPARTMENT PRACTICE AND EMERGENCY CARE |
6 |
20 |
Health, Education, Policing and Sciences |
This module will prepare you for involvement in clinical emergency situations and give you the confidence and knowledge to recognise how human factors and ergonomics affect patient safety and enhance care. This module will explore the widening role of the Operating Department Practitioner with opportunities to simulate advanced skills and difficult airway techniques. You will also attend the Resuscitation Councils Intermediate Life Support course, with the opportunity to attain one years certification. |
| ODPR60014 |
ENHANCING PERI-OPERATIVE CARE |
6 |
30 |
Health, Education, Policing and Sciences |
This module provides perioperative practitioners with the opportunity to demonstrate the development and enhancement of their clinical practice through a work-based learning approach. It enables you to demonstrate how you are keeping up-to-date with professional and practice developments. you will establish evidence of perioperative learning and competence enhancement from work-based activities, which could also be used for renewal of professional registration. You will demonstrate how you have enhanced your knowledge and skills through participation in established in-service programmes; developing service user care services; mentoring/supervising staff or students; managing care; attendance at university-based workshops addressing key issues relating to theatre practice; or by involvement in projects or research. |
| SOWK70333 |
EPIDEMIOLOGY AND BASIC STATISTICS |
7 |
15 |
Health, Education, Policing and Sciences |
Epidemiology and Basic Statistics are core elements of Public Health and this module will describe epidemiology and how epidemiological methods are used to make informed decisions within public health settings. It will introduce you to statistics and statistical analysis and provide you with the theoretical and practical skills for planning, undertaking and interpreting epidemiological research, and reporting findings within public health settings. |
| ADVC60211 |
EQUALITY AND DIVERSITY |
6 |
30 |
Health, Education, Policing and Sciences |
This module will cover key elements in equality and diversity as this relates to policies and practices in the UK and will include a European perspective. You will consider the development of human rights and their application to individuals and the key legislation and case law relevant to this. You will assess the stated aims of the protections offered to particular groups of people who face disadvantage and discrimination and analyse the impact of the protections against those stated aims. |
| SOCY50356 |
EQUALITY MATTERS: ISSUES FOR A DIVERSE POPULATION |
5 |
15 |
Health, Education, Policing and Sciences |
This module encourages students to explore the ways in which Equality matters to peoples everyday lives. Students are introduced to Thompsons (1998) PCS model, and encouraged to apply this model to peoples daily lives in order to better understand the significant role that prejudicial attitudes, power and discrimination can have in impacting on peoples everyday lives. Each week students are introduced to current Equality Legislation and policy that has been designed protect and improve peoples lives. Students are encouraged to evaluate how successful these legislative measures have been in key areas of inequality, such as gender, sexual orientation, disability, race and ethnicity, religion, and age. Students are also encouraged to critically reflect on the daily experiences of groups of others (refugees, asylum seekers, gypsies and working-class) whose lives are not protected by equality legislation. The module incorporates an E-learning week where no face-to-face teaching takes place but learning continues through watching an e-lecture, completing guided reading and contributing to a discussion forum on Blackboard. |
| SOCY60568 |
EQUALITY MATTERS: ISSUES FOR A DIVERSE POPULATION |
6 |
15 |
Health, Education, Policing and Sciences |
This module encourages students to explore the ways in which Equality matters to peoples everyday lives. Students are introduced to Thompsons (1998) PCS model, and encouraged to apply this model to peoples daily lives in order to better understand the significant role that prejudicial attitudes, power and discrimination can have in impacting on peoples everyday lives. Each week students are introduced to current Equality Legislation and policy that has been designed protect and improve peoples lives. Students are encouraged to evaluate how successful these legislative measures have been in key areas of inequality, such as gender, sexual orientation, disability, race and ethnicity, religion, and age. Students are also encouraged to critically reflect on the daily experiences of groups of others (refugees, asylum seekers, gypsies and working-class) whose lives are not protected by equality legislation. The module incorporates an E-learning week where no face-to-face teaching takes place but learning continues through watching an e-lecture, completing guided reading and contributing to a discussion forum on Blackboard. |
| ADVC70180 |
EQUALITY, DIVERSITY AND HUMAN RIGHTS |
7 |
30 |
Health, Education, Policing and Sciences |
This module will cover key elements in equality and diversity as this relates to policies and practices in the UK including a European perspective. The development of human rights and their application to individuals will also be examined alongside the key legislation and case law. In this module you will consider key issues in relation to equality and diversity and critically evaluate the impact of legislative provisions and case law in relation to protected groups, including race, sex, disability, age, religion and belief, sexual orientation, pregnancy and maternity, marriage and civil partnership and gender reassignment. |
| LAOP70003 |
EQUALITY, DIVERSITY AND HUMAN RIGHTS: A NATIONAL AND GLOBAL PERSPECTIVE DL |
7 |
20 |
Health, Education, Policing and Sciences |
In this module, you will consider poverty, depravation, inequality, and hardship through the lens of human rights and consider how these rights might assist in the mitigation and/or eradication of poverty. The module will examine the following elements: The Protected characteristics within the Equality Act 2010 Human Rights issues within the UK Tackling discrimination by policy and legislation Encouraging diversity Human Rights abuses in a Global perspective Historical context of discrimination, equality, and liberty In exploring these themes, you will consider a range of civil and political rights including the right to life and liberty, freedom of expression; freedom of association; and socio-economic rights including the right to food, housing, work, and education to enable standards of living adequate for the health and well-being of individuals and families. You will also explore the responsibilities that arise in relation to human rights, including those at a national and international level. The module content will be changeable in order to remain relevant to the current environment. |
| FORE40365 |
ESSENTIAL SKILLS |
4 |
20 |
Health, Education, Policing and Sciences |
This module is designed to equip the student with the necessary skills required to successfully complete this university degree. The module will provide students with the ability to resource and synthesise appropriate material; reference accurately; think, read and write in a critical manner; as well as becoming avid problem solvers. The module will include a focus on future employability and encourage students to engage with skills audits, self-reflection and career planning from an early point in their university education. This module will enhance students' academic writing, presentation and communication skills in order for them to succeed in their educational and professional roles. Assessment for this module will be a through a literature review and a reflective assignment. |
| POLI70019 |
ETHICAL INVESTIGATION AND ORGANISATIONAL LEGITIMACY |
7 |
20 |
Health, Education, Policing and Sciences |
This module will examine the complex political, legal, financial, and operational challenges of working with local and national government and the community as stakeholders in the area of the investigation. This module explores the relationship with democratic and regulatory bodies as well as the strategies that secure police independence, the rule of law and due process in a society which aims to reflect human rights and liberal values such as representation, civil liberties, free expression, and accountability. Learning from this module will support students applying theory in daily tactical and strategic investigative decision-making in the workplace and enhancing personal and professional practice. |
| HIPO60555 |
EUROPEAN DEFENCE AND SECURITY (DL) |
6 |
20 |
Health, Education, Policing and Sciences |
This module will identify and analyse the central theoretical and thematic trends in European defence and security. It focuses on the history and trajectory of defence and security issues in the context of Europe (understood geographically, politically and institutionally) from the end of the Second World War right up to and including contemporary challenges. |
| LAWS51703 |
EUROPEAN UNION LAW |
5 |
15 |
Health, Education, Policing and Sciences |
Could you one day be working for a time in another European state? Could you perhaps be employed by a business which is exporting and importing goods to and from EU Member States? You will explore the law on free movement of goods, an important aspect of the substantive law of the EU. You will examine the institutional framework of the EU. You will reflect on the power of the European Commission to take a case in the Court of Justice, in Luxembourg, against any state that has infringed EU law. You will develop your problem-solving skills by analysing a range of scenarios concerning the exercise by a variety of family units of their core EU citizenship rights |
| LAWS51970 |
EUROPEAN UNION LAW |
5 |
20 |
Health, Education, Policing and Sciences |
Could you one day be working for a time in an EU Member State? Could you perhaps be employed by a business which is exporting and importing goods to and from EU Member States? You will explore the law on free movement of goods, an important aspect of the substantive law of the European Union. You will examine the institutional framework of the European Union. You will reflect on the power of the European Commission to take a case in the Court of Justice, in Luxembourg, against any state that has infringed EU law. You will develop your problem-solving skills by analysing a range of scenarios concerning the exercise by a variety of family units of their core EU citizenship rights. This module will be of interest to students who wish to have a role with the in-house legal department of a business organisation engaged in international trade. It would also be valuable to any graduate wishing to work in an EU member state for either a law firm or a third sector organisation engaged in advising and supporting citizens of the Union in relation to the exercise of their citizenship rights. The module affords an opportunity to acquire vital insights for any student looking to a career with the UK Mission to the EU, any of the institutions of the EU or any of the other EU bodies such as the European Data Protection Board. |
| LAWS51959 |
EUROPEAN UNION LAW DL |
5 |
20 |
Health, Education, Policing and Sciences |
Could you one day be working for a time in an EU Member State? Could you perhaps be employed by a business which is exporting and importing goods to and from EU Member States? You will explore the law on free movement of goods, an important aspect of the substantive law of the European Union. You will examine the institutional framework of the European Union. You will reflect on the power of the European Commission to take a case in the Court of Justice, in Luxembourg, against any state that has infringed EU law. You will develop your problem-solving skills by analysing a range of scenarios concerning the exercise by a variety of family units of their core EU citizenship rights. |
| PARA50684 |
EVIDENCE BASED CARE |
5 |
20 |
Health, Education, Policing and Sciences |
This module will enable you to develop an understanding of research methodology and methods. Academic research often favours a polysyllabic terminology, but often what is behind this terminology is entirely compatible with our everyday understanding of the world. This module will provide you the opportunity to develop the skills in the pursuit of an understanding of research methodology and methods. This understanding can then be applied within the level 6 Dissertation but will also be transferable to a breadth of educational and employment settings. |
| PARA50696 |
EVIDENCE BASED CARE |
5 |
20 |
Health, Education, Policing and Sciences |
This module will enable you to develop an understanding of research methodology and methods. Academic research often favours a polysyllabic terminology, but often what is behind this terminology is entirely compatible with our everyday understanding of the world. This module will provide you the opportunity to develop the skills in the pursuit of an understanding of research methodology and methods. This understanding can then be applied within the level 6 Dissertation but will also be transferable to a breadth of educational and employment settings. |
| SOWK70427 |
EVIDENCE BASED DECISION MAKING ACROSS THE LIFESPAN |
7 |
20 |
Health, Education, Policing and Sciences |
Making evidence-based decisions is a fundamental element of social work practice. This module provides students with the opportunity to develop their critical understanding and skills in application of the legislative framework, theoretical perspectives and contemporary research, ensuring that upon completion, students can demonstrate a critical, creative and systematic approach to assessment, intervention and decision making in social work practice across the lifespan. |
| POLI70003 |
EVIDENCE BASED POLICING |
7 |
20 |
Health, Education, Policing and Sciences |
This module provides an opportunity to examine police and crime reduction led research and initiatives and to evaluate their findings. Increasingly public services, including the police and their partners, are being called to account for their utilisation of resources and the critical importance that research, monitoring and evaluation frameworks can have to operational decision making will be explored in depth, including how to commission research. Understanding how evidenced based practice can, improve efficiency and effectiveness and positively influence structural and cultural change will also enhance personal and professional development |
| POLI60500 |
EVIDENCE BASED POLICING PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
This is a core module that provides a broad but integrated introduction to evidence-based policing as a methodology for thinking about what works within policing. The module will also allow you to develop your communication skills, team working abilities and to be able to employ strategies needed to evaluate what works within policing. The module will be delivered in a one week block via distance learning methods. |
| POLI60533 |
EVIDENCE BASED POLICING PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
This is a core module that provides a broad but integrated introduction to evidence-based policing as a methodology for thinking about what works within policing. The module will also allow you to develop your communication skills, team working abilities and to be able to employ strategies needed to evaluate what works within policing. The module will be delivered in a one week block via distance learning methods. |
| PARA50015 |
EVIDENCE BASED PRACTICE - PARAMEDIC SCIENCE |
5 |
30 |
Health, Education, Policing and Sciences |
If you have ever been confused by research, not understood an academic paper or want to know how to use published research and articles into your practice then this module is for you. You will develop your understanding of the research process, discuss a range of papers applicable to your area of practice and learn how to assess the quality of research. Skills gained in this module will not only support your further study but will enable you to keep your practice current through utilising only the best research to inform your practice. |
| FORE60358 |
EVIDENCE BASED RESEARCH PROJECT |
6 |
45 |
Health, Education, Policing and Sciences |
This module requires students to plan and undertake an independent research project. Students will identify an issue or problem within Policing and then devise, plan and execute a substantial and ethical piece of independent research. Students will need to select, employ and adapt techniques, critically interpret and evaluate data, and present findings both in writing and orally. |
| FORE60382 |
EVIDENCE BASED RESEARCH PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
This module requires students to undertake an independent research project. Students will identify an issue or problem within Policing and then devise, plan and execute a substantial piece of independent research. Students will need to select, employ and adapt techniques, critically interpret and evaluate data, and present your findings both in writing and orally. |
| NURS40385 |
EVIDENCE IN CONTEMPORARY HEALTH CARE |
4 |
30 |
Health, Education, Policing and Sciences |
The aim of this module is to introduce students to the concept of using evidence as a basis of health care delivery in the twenty first century. It supports students in identifying what impacts on health at different levels (from global to individual), in terms of health and social inequalities; and develop an understanding of the roles of the health and social care practitioners who work within this sphere. Themes of health profiling, evidence based practice, the role of the nurse and interprofessional working are explored in relation to current health issues. |
| SOWK50330 |
EVIDENCE INFORMED PRACTICE IN MENTAL HEALTH |
5 |
20 |
Health, Education, Policing and Sciences |
This is a new and exciting module; you will have the opportunity to understand some of the concepts and vocabulary used by medical professionals when treating mentally unwell service users. You will also begin to understand the differences between the medical and social models, how these are applied in practice and how social workers can represent the profession within a multi-disciplinary context. |
| SOWK50334 |
EVIDENCE INFORMED PRACTICE WITH ADULTS |
5 |
20 |
Health, Education, Policing and Sciences |
This module provides an opportunity to integrate and develop your learning at Level 4 (for example, in communication skills, law, theories, values and processes). The teaching will explore social work policy, research and practise with adults. Teaching and learning will include participatory lectures seminars and workshops, as well as simulation-based learning. You can expect to learn from the experiences of experts in this field as well as those with lived experience of using health and social care services. |
| SOWK50332 |
EVIDENCE INFORMED PRACTICE WITH CHILDREN AND FAMILIES |
5 |
20 |
Health, Education, Policing and Sciences |
This module will develop your understanding of the role of the social worker with children and families. In considering the core knowledge, skills and values that underpin practice to safeguard and promote the welfare of children, the module will enable you to explore the foundations of evidence-informed practice.. Informed by current research and collaboration with key stakeholders, the module will include analysis of key contemporary issues in practice and the evidence base to inform social work interventions with children and families. |
| POLI60502 |
EVIDENCE-BASED RESEARCH PROJECT (INCLUDING EPA) |
6 |
40 |
Health, Education, Policing and Sciences |
This is a core module that allows students to demonstrate their professional competency to an Independent End Point Assessor and to carry out an independent research project with the aim of identifying a local problem/issue. This module also allows students to evaluate and plan how the problem/issue may be addressed. Students define a research project of their choice; formulate a proposal; gain ethical approval; and complete the project. This will be done under the supervision of an appointed member of staff who mentors the student. The project must be appropriately supported by scholarly apparatus. The student is required to present the project and their evidence-based recommendations to a panel chaired by an Independent End-Point Assessor. This element, alongside the Occupational Competence Review assessment in the associated EPA module, must be passed to complete and achieve the integrated degree apprenticeship. |
| POLI60525 |
EVIDENCE-BASED RESEARCH PROJECT (INCLUDING EPA) |
6 |
40 |
Health, Education, Policing and Sciences |
This is a core module that allows students to demonstrate their professional competency to an Independent End Point Assessor and to carry out an independent research project with the aim of identifying a local problem/issue. This module also allows students to evaluate and plan how the problem/issue may be addressed. Students define a research project of their choice; formulate a proposal; gain ethical approval; and complete the project. This will be done under the supervision of an appointed member of staff who mentors the student. The project must be appropriately supported by scholarly apparatus. The student is required to present the project and their evidence-based recommendations to a panel chaired by an Independent End-Point Assessor. This element, alongside the Occupational Competence Review assessment in the associated EPA module, must be passed to complete and achieve the integrated degree apprenticeship. |
| POLI60526 |
EVIDENCE-BASED RESEARCH PROJECT (INCLUDING EPA) |
6 |
40 |
Health, Education, Policing and Sciences |
This is a core module that allows students to demonstrate their professional competency to an Independent End Point Assessor and to carry out an independent research project with the aim of identifying a local problem/issue. This module also allows students to evaluate and plan how the problem/issue may be addressed. Students define a research project of their choice; formulate a proposal; gain ethical approval; and complete the project. This will be done under the supervision of an appointed member of staff who mentors the student. The project must be appropriately supported by scholarly apparatus. The student is required to present the project and their evidence-based recommendations to a panel chaired by an Independent End-Point Assessor. This element, alongside the Occupational Competence Review assessment in the associated EPA module, must be passed to complete and achieve the integrated degree apprenticeship. |
| SOWK70423 |
EVIDENCING CAPABILITY - PRACTICE LEARNING 1 |
7 |
0 |
Health, Education, Policing and Sciences |
This module is open to students enrolled on the MA Social Work course. Students will each be allocated a professionally qualified Practice Educator who will work with them throughout their placement to facilitate critical thinking, support the student to apply classroom learning to real-world practice and promote an anti-oppressive approach to social work practice. |
| SOWK70428 |
EVIDENCING CAPABILITY - PRACTICE LEARNING 2 |
7 |
0 |
Health, Education, Policing and Sciences |
This module is open to students enrolled on the MA Social Work course. Students will each be allocated a professionally qualified Practice Educator who will work with them throughout their placement to facilitate critical thinking, support the student to apply classroom learning to real-world practice and promote an anti-oppressive approach to social work practice. |
| MIDW60091 |
EXAMINATION OF THE NEONATE |
6 |
30 |
Health, Education, Policing and Sciences |
Reflection as a part of learning |
| SPOR50930 |
EXERCISE FOR REHABILITATION |
5 |
20 |
Health, Education, Policing and Sciences |
This module will equip you to understand the response the body has to injury. It will help you to guide your rehabilitation based on tissue healing and you will have a strong understanding of the different treatment modalities that can be utilised as a Sports rehabilitator. You will be efficient at writing and delivering rehabilitation programmes to clients with neuromusculoskeletal pathologies. |
| SPOR50953 |
EXERCISE FOR REHABILITATION |
5 |
20 |
Health, Education, Policing and Sciences |
This module will equip you to understand the response the body has to injury. It will help you to guide your rehabilitation based on tissue healing and you will have a strong understanding of the different treatment modalities that can be utilised as a Sports rehabilitator. You will be efficient at writing and delivering rehabilitation programmes to clients with neuromusculoskeletal pathologies. |
| SPOR60957 |
EXERCISE FOR SPECIAL POPULATIONS |
6 |
20 |
Health, Education, Policing and Sciences |
This module has been developed in response to the growing and aging population in which there is an increasing prevalence of non-communicable disease and co-morbidities. This module will provide students with the knowledge and understanding to prescribe exercise to prevent and manage patients with non-communicable diseases such as chronic respiratory disease, diabetes, cancer and cardiovascular disease. |
| SPOR50948 |
EXERCISE PHYSIOLOGY |
5 |
20 |
Health, Education, Policing and Sciences |
This module consolidates learning of basic physiological principles from level 4. It introduces you to more advanced physiological testing and monitoring procedures for assessing human performance so it can be applied to competitive sport or exercise for health and fitness. You will be provided with an in-depth knowledge and critical understanding of the methods and principles of training programme design. Content will include, for instance, the concepts of periodised and polarised training, altitude training, and training and adaption in extreme environments. You will be taught how to measure, describe and analyse the chronic adaptations to training as well as the markers associated with overtraining. How to offset overtraining and implement recovery techniques in the design of a training programme will also be analysed. |
| SPOR60968 |
EXERCISE PHYSIOLOGY FOR SPORTS PERFORMANCE |
6 |
20 |
Health, Education, Policing and Sciences |
Physiological monitoring and exercise prescription need to be specific to the individual athlete. Physiological responses and requirements may, for instance, differ for the female athlete, the veteran or masters' athlete and the child/adolescent athlete. Athletes are also challenged by their innate, physiological make-up. You will, therefore, explore and analyse the physiological limitations relating to exercise and training among different individuals. An example of content would be: The female athlete; the veteran athlete; the child/adolescent athlete, genetics, chronobiology and immune function. |
| SPOR40980 |
EXERCISE PRESCRIPTION |
4 |
20 |
Health, Education, Policing and Sciences |
The module aims to provide you with essential knowledge and experience in the delivery of exercise prescription through the development of an instructional resource. Your resource will be in a multi-platform format with video, audio and written elements maximising accessibility. You will develop an understanding of the principles of exercise prescription through a series of lectures and practical workshops and develop your knowledge, understanding and proficient delivery in exercise prescription. You will also be introduced to methods of physiological assessment e.g., range of movement, proprioception, strength, power, and aerobic capacity. The module will develop your knowledge and understanding of the muscular-skeletal, cardio-vascular and neuro-muscular systems in relation to the principles of training for performance. |
| NURS50570 |
EXPERIENCING MENTAL DISTRESS |
5 |
15 |
Health, Education, Policing and Sciences |
This is a core module and part of Year 2 Trainee Assistant Practitioner - Mental Health (Apprenticeship) pathway. This module assists students in developing their understanding of some of the most common mental health problems and to consider the impact those can have on individuals and their families. |
| FORE50286 |
EXPERIMENTAL CHEMISTRY |
5 |
15 |
Health, Education, Policing and Sciences |
You will carry out a range of chemical experiments involving single and multi stage syntheses, determination of reaction ratios, compositional and spectroscopic analyses. Typical experiments include the preparation and analysis of polyiodides, determination of the reaction ratio between hydroxylammonium and bromate ions, multistage synthesis of potassium tris(oxalato)ferrate(III), spectroscopic distinction of isomers of a cobalt(III) complex. You will be required to maintain a written note book for contemporaneous recording of all experimental data and observations. |
| FORE60252 |
EXPERIMENTAL CHEMISTRY |
6 |
15 |
Health, Education, Policing and Sciences |
Chemistry forms the backbone to much of forensic analysis. In this module you will extend your experience of synthetic chemistry and analytical methods. This will build on your understanding of fundamental concepts and enhance your ability to apply them in a forensic context.You will carry out a range of chemical experiments involving single and multi stage syntheses, determination of reaction ratios, compositional and spectroscopic analyses. Typical experiments include the preparation and analysis of polyiodides, determination of the reaction ratio between hydroxylammonium and bromate ions, multistage synthesis of potassium tris(oxalato)ferrate(III), spectroscopic distinction of isomers of a cobalt(III) complex. You will be required to maintain a written note book for contemporaneous recording of all experimental data and observations. |
| FORE60334 |
EXPERT WITNESS AND THE LEGAL SYSTEM |
6 |
15 |
Health, Education, Policing and Sciences |
You will learn about the court system and its personnel and the principle of Criminal Law and forensic science relevant offences. You will study the conduct of a case from investigation to verdict and appeal and the nature of adversarial justice and the process of proof within it. You will gain an understanding of the rules of evidence, the role and responsibilities of the expert witness and how to present evidence in court-examination and cross-examination. There will be lectures on presenting evidence in court by expert witnesses. You will enhance learning from earlier modules about the roles of Bayesian and non-Bayesian statistics in forensic science will be consolidated in this module; the fundamentals of Bayesian statistics will be revised and then built upon. You will also build upon the Case Assessment and Interpretation mode |
| FORE60367 |
EXPERT WITNESS AND THE LEGAL SYSTEM |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will gain an understanding of the England and Wales legal system, with a particular focus on the role of the forensic scientist within this system. You will gain experience of what it is like to be in a court of law and the roles and responsibilities of an Expert Witness. You will also understand the governance and regulations surrounding the production of expert witness statements and be able to produce expert witness statements yourself. This includes an understanding of Court of Appeal rulings and their impact on expert witness evidence and testimony. You will also gain a greater understanding and appreciation of how probability is used in a court of law and pertaining to the criminal investigation. You will gain an understanding of Bayes Theorem and Case Assessment and Interpretation and will gain practical experience of applying these principles in a range of case studies. This will include learning how to find appropriate published studies, as well as how to design your own experimental study to test an hypothesis/competing pair of hypotheses. |
| SPOR40952 |
EXPLORING ACADEMIC SKILLS |
4 |
40 |
Health, Education, Policing and Sciences |
This¿module will develop your knowledge, understanding and competency surrounding aspects of academic and research skills, which are often required in sport and exercise industry jobs, as well as academia. Initially, you will be introduced to a range of different types of assessment and develop knowledge surrounding academic skills by exploring how to search for literature surrounding sport and exercise, how to cite/reference, how to structure your assessments, how to create argument and debate in your assessments, as well as respond to tutor feedback. From here, you will explore and develop a range of research-based skills, undertaking a small-scale research project with 2-3 peers that is based around a sport and exercise theme. By participating in this small-scale research, you will have the opportunity to develop an idea, problematise the focus, search for similar literature, select an appropriate method, collect data, analyse data and finally interpret the findings. |
| SPOR40964 |
EXPLORING ACADEMIC SKILLS |
4 |
40 |
Health, Education, Policing and Sciences |
This module will develop your knowledge, understanding and competency surrounding aspects of academic and research skills, which are often required in sport and exercise industry jobs, as well as academia. Initially, you will be introduced to a range of different types of assessment and develop knowledge surrounding academic skills by exploring how to search for literature surrounding sport and exercise, how to cite/reference, how to structure your assessments, how to create argument and debate in your assessments, as well as respond to tutor feedback. From here, you will explore and develop a range of research-based skills, undertaking a small-scale research project with 2-3 peers that is based around a sport and exercise theme. By participating in this small-scale research, you will have the opportunity to develop an idea, problematise the focus, search for similar literature, select an appropriate method, collect data, analyse data and finally interpret the findings. |
| SPOR40977 |
EXPLORING ACADEMIC SKILLS AND INDUSTRY PRACTICE |
4 |
40 |
Health, Education, Policing and Sciences |
This module will provide you with the tools to read, decipher and write with strong academic rigour. You will also explore your strengths and weaknesses and relate these to industry practice, before formulating your own SWOT analysis and targeted action plan to improve your employability. |
| EDUC50618 |
EXPLORING ALTERNATIVE AND GLOBAL EDUCATIONAL CONTEXTS |
5 |
40 |
Health, Education, Policing and Sciences |
This module helps you to explore what it means to practice in the field of comparative education studies. Over the course of your studies, you will investigate and learn to articulate your own personal philosophy and values exploring different education systems and approaches. Thinking about alternative educational approaches through project-based learning will deepen and develop your skills. It is important to think about real life projects and how education can enhance everyone's potential. |
| PSYC50815 |
EXPLORING DIFFERENCE: A QUANTITATIVE APPROACH |
5 |
20 |
Health, Education, Policing and Sciences |
How do psychologists explore how people differ? How can we analyse and understand patterns of behaviour? This module will continue to advance students' knowledge of quantitative research methods in psychology as well as build knowledge and experience in applying these to topics within the area of the psychology of individual differences. |
| PSYC70826 |
EXPLORING DIFFERENCE: A QUANTITATIVE APPROACH |
7 |
20 |
Health, Education, Policing and Sciences |
How do psychologists explore how people differ? How can we analyse and understand patterns of behaviour? This module will continue to advance students' knowledge of quantitative research methods in psychology as well as build knowledge and experience in applying these to topics within the area of the psychology of individual differences. |
| PSYC50832 |
EXPLORING DIFFERENCE: A QUANTITATIVE APPROACH |
5 |
20 |
Health, Education, Policing and Sciences |
How do psychologists explore how people differ? How can we analyse and understand patterns of behaviour? This module will continue to advance students' knowledge of quantitative research methods in psychology as well as build knowledge and experience in applying these to topics within the area of the psychology of individual differences. |
| PSYC70834 |
EXPLORING SELF IN RELATION TO OTHER |
7 |
20 |
Health, Education, Policing and Sciences |
How do gender, race, sexuality, disability, class and a variety of other factors impact on you as a person and as a professional? In this module we will examine our relationship to all of these and more, in order to become culturally competent counsellors working with a variety of areas. |
| PSYC60814 |
EXPLORING SELF IN RELATION TO OTHER |
6 |
20 |
Health, Education, Policing and Sciences |
How do gender, race, sexuality, disability, class and a variety of other factors impact on you as a person and as a professional? In this module we will examine our relationship to all of these and more, in order to become culturally competent counsellors working with a variety of areas. |
| PPDE60718 |
EXTENDED HEALTH AND SOCIAL CARE STUDY PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
This module enables you to study a topic of your choice in some depth and provides learners with the opportunity to consider analysis of current practice and policy; literature search skills and strategies; principles and practice of critical appraisal of evidence; conceptual frameworks; writing a literature review; presentation of study findings and their relevance to practice. |
| FORE40257 |
FACIAL RECOGNITION: SCIENTIFIC AND INVESTIGATIVE TOOLS |
4 |
15 |
Health, Education, Policing and Sciences |
Students will develop an understanding of the techniques available for facial identification including biometric and anthropometrical systems, 3-Dimensional facial recognition, and modelling systems and software generation of Identikit images. This module will equip students with an understanding of facial recognition software programmes and future developments in identification and verification of individuals. Specific case studies where facial composites and aged facial composites have been used to aid an investigation will also be examined in this module. Students will also develop an understanding of the reliability and accuracy of eyewitness statements. Factors affecting the accuracy of eye witness accounts including bias, faulty observation, lying, weapon focus, and post-event distortion will be investigated in this module. The module will contain an introduction to the cognitive processes that affect memory recall and false perceptions alongside specific case studies where research has been conducted into the degree in which the perception of the eye witness can be manipulated or affected. Students will also learn about the production of a witness statement followed by a comparison with eye witness statements from peer cohort, to develop an understanding of the potential inaccuracies that can occur. |
| FORE50370 |
FAIRNESS IN POLICING |
5 |
20 |
Health, Education, Policing and Sciences |
Throughout policing and the criminal justice system fairness and justice are associated with legitimate action, which in turn has implications for the relationship between law enforcement agencies and various individuals groups and communities. In this module, students will examine concepts of legitimacy and procedural justice as well as the role of ethics and professional standards in policing and the wider criminal justice system. Students will evaluate the impact that the use of certain police powers and legislation can have upon public perceptions of the police. Case studies of both legitimate and illegitimate forms of policing will be discussed, along with their short and longer-term impacts upon police-public relationships. Students will also consider how our knowledge of fairness in policing may be implemented into police practice, and what the future may look like in relation to fairness in policing. |
| SOCY50577 |
FAMILIES: CRIME, ABUSES AND INEQUALITIES |
5 |
15 |
Health, Education, Policing and Sciences |
This module aims to explore a sociological understanding and global perspective of the variety of nuclear and non-nuclear family models. We will consider the impact of social policy and legislation upon the family unit and think about international differences. We will also discuss crimes conducted within the family sphere such as child, domestic and elder abuse and related victimology. We will analyse power and control within the family context and equality by thinking about how gender roles and childhood are socially constructed and the division of labour within the home. We will think about the impact and experience of troubled families, trouble in the family and families in trouble. We will critically discuss various agencies and institutions engaged with supporting families, as well as considering the police connection and responses to families. We will explore state and non-state solutions to family issues. |
| ADVC50164 |
FAMILY ADVICE |
5 |
15 |
Health, Education, Policing and Sciences |
This module will consider contemporary issues in relation to the modern family in addition to providing an overview of legislation and case law relating to specific areas of family law. You will consider the changing nature of families and households in the UK and the concepts of adult relationships including marriage and civil partnerships and cohabitation and the unmarried family. Issues around domestic violence will be explored, including the impact of government policies and interventions. |
| ADVC60186 |
FAMILY ADVICE |
6 |
15 |
Health, Education, Policing and Sciences |
This module will consider contemporary issues in relation to the modern family in addition to providing an overview of legislation and case law relating to specific areas of family law. You will consider the changing nature of families and households in the UK and the concepts of adult relationships including marriage and civil partnerships and cohabitation and the unmarried family. Issues around domestic violence will be explored, including the impact of government policies and interventions. |
| LAWS62051 |
FAMILY LAW |
6 |
20 |
Health, Education, Policing and Sciences |
This module looks at how the law responds to the family and the individual within it. It looks at happy times: marriage, birth and sadder times: divorce and infertility. It discusses the desperate and dangerous situation: domestic violence and child protection as well as the safe and content. This is an area where the law has changed significantly in recent years and where more change is inevitable. Students will find a fascinating subject where their own experiences and views will be treated sensitively. |
| LAWS61607 |
FAMILY LAW |
6 |
30 |
Health, Education, Policing and Sciences |
You will explore how the law responds to the family and the individual within it. The module looks at happy times: marriage, birth, and at sadder times: divorce and infertility. You will discuss the desperate and dangerous situation: domestic violence and child protection as well as safe and content. This is an area where the law has changed significantly in recent years and where more change is inevitable. You will find this a fascinating subject where your own experiences and views will be treated sensitively. |
| LAWS63089 |
FAMILY LAW |
6 |
20 |
Health, Education, Policing and Sciences |
Family law explores how the law regulates families. It examines relationships between adults: marriage, divorce, cohabitation and domestic violence and how the law supports children. Family law is a subject where the law has changed significantly in recent years, and where more change is inevitable.¿ Students will find a fascinating subject where their own experiences and views will be treated sensitively. Family law is a great and very useful subject for students who want to enter any of the legal professions, but it is also highly relevant for anyone who wants to work supporting families. |
| LAWS70787 |
FAMILY LAW AND PRACTICE |
7 |
1 |
Health, Education, Policing and Sciences |
Family Law is an area of law that is developing in light of recent case law and legislation and can be encountered in any specialist field and this module covers Divorce, Children and Finance matters. Students get the opportunity to explore matters relating to children and finances in detail by reference to case studies and workshops where practical issues that affect clients and their families. |
| LAWS73015 |
FAMILY LAW AND PRACTICE - BL |
7 |
1 |
Health, Education, Policing and Sciences |
Family Law is an area of law that is developing in light of recent case law and legislation and can be encountered in any specialist field and this module covers Divorce, Children and Finance matters. Students get the opportunity to explore matters relating to children and finances in detail by reference to case studies and workshops where practical issues that affect clients and their families. |
| LAWS62069 |
FAMILY LAW DL |
6 |
20 |
Health, Education, Policing and Sciences |
This module looks at how the law responds to the family and the individual within it. It looks at happy times: marriage, birth and at sadder times: divorce and infertility. It discusses the desperate and dangerous situation: domestic violence and child protection as well as the safe and content. This is an area where the law has changed significantly in recent years and where more change is inevitable. Students will find a fascinating subject where their own experiences and views will be treated sensitively |
| FORE60348 |
FIELD SCHOOL IN FORENSIC ARCHAEOLOGY |
6 |
15 |
Health, Education, Policing and Sciences |
This module will allow students to participate in a field course where the knowledge gained as part of the Forensic Archaeology module can be applied to an actual case study site. This fieldwork is likely to be residential and students will work for 10 days, for 8 hours a day. Practical work in field survey, geophysics, excavation and recording will be undertaken, thus providing an introduction to the practical applications of the methods discussed in taught sessions. Additionally, students will be expected to demonstrate competency in generic skills such as team working, communication and time management.Forensic archaeology is a very practical subject area but the opportunities for casework experiences are limited for students. This represents a unique opportunity for the student's to apply their theoretical knowledge as part of an active research project and to gain first-hand experience of some of the issues involved in the study of crime scenes at which buried evidence exists. This field course also represents an opportunity for students to collect data for their third year project, subject to prior agreement with the module leader, thus offering an applied research and publication opportunity.Note: This field course also represents an opportunity for students to collect data for their third year project, subject to prior agreement with the module leader. |
| PUBL60663 |
FINAL YEAR PROJECT - PUBLIC HEALTH PRACTITIONER |
6 |
40 |
Health, Education, Policing and Sciences |
This module focuses on the direct application of principles learned throughout this course to your own work environment. You will be encouraged to reflect upon all your learning so far and situate it within your direct professional context. Taught sessions will facilitate this process through professional discussion and reflective activities. |
| FORE50362 |
FIREARM INVESTIGATIONS |
5 |
20 |
Health, Education, Policing and Sciences |
Ever wondered how firearm crime gets detected and solved when no one reported it to police? This cross-disciplinary module focuses on the criminal use of firearms, ammunition and other weapons used to commit violent and serious crime. You will consider the methods used in detecting, linking, investigating, solving and preventing various firearm-related offences in both UK and international contexts. You consider the criminal justice process from policing, forensic and judicial perspectives and will develop a court room aide that helps you explain to a mock jury, the relevant aspects of a simulated firearm-related case. |
| FORE70289 |
FIREARMS, FIRES AND EXPLOSIONS |
7 |
15 |
Health, Education, Policing and Sciences |
Extend your knowledge of firearms and related materials in relation to their value in court, fire chemistry and fire spread and explosives and explosions especially in determining the composition of products of explosions and calculating explosive power. |
| SPOR60536 |
FITNESS INSTRUCTION AND PERSONAL TRAINING |
6 |
15 |
Health, Education, Policing and Sciences |
You will be encouraged to use knowledge gained in the subdisciplines of sport and exercise, as well as contemporary research, to assist in the planning and designing of safe and effective exercise/training sessions that are relevant to the performer (e.g., based on personal lifestyle needs and goals) and in the preparation of a magazine article. This knowledge may include aspects of health and fitness, exercise adherence, behaviour change, lifestyle management, sociological perspectives, anatomy and physiology, biomechanics, and movement analysis, depending on the modules that have been, or are being, studied. Instructing/coaching/teaching skills will be developed. You will be provided with the opportunity to practice your teaching and communication skills, and to observe, analyse, reflect on and modify them, in order to ensure that the performer progresses. The organisational context of fitness instruction and personal training (skills, qualifications, register of exercise professionals), including requirements for self-employment as well as working in a club, will be considered, as well as risk assessment, duty of care, health and safety, data protection, legal requirements and professional obligations particular to exercise to music, fitness instruction and personal training. The aim of the module is to prepare you to achieve a professional award (Level 2 in fitness instruction in the context of exercise to music, or a Level 3 certificate in personal training, as appropriate). You may opt to take this qualification following successful completion of the module. |
| SPOR60536 |
FITNESS INSTRUCTION AND PERSONAL TRAINING |
6 |
15 |
Health, Education, Policing and Sciences |
You will be encouraged to use knowledge gained in the subdisciplines of sport and exercise, as well as contemporary research, to assist in the planning and designing of safe and effective exercise/training sessions that are relevant to the performer (e.g., based on personal lifestyle needs and goals) and in the preparation of a magazine article. This knowledge may include aspects of health and fitness, exercise adherence, behaviour change, lifestyle management, sociological perspectives, anatomy and physiology, biomechanics, and movement analysis, depending on the modules that have been, or are being, studied. Instructing/coaching/teaching skills will be developed. You will be provided with the opportunity to practice your teaching and communication skills, and to observe, analyse, reflect on and modify them, in order to ensure that the performer progresses. The organisational context of fitness instruction and personal training (skills, qualifications, register of exercise professionals), including requirements for self-employment as well as working in a club, will be considered, as well as risk assessment, duty of care, health and safety, data protection, legal requirements and professional obligations particular to exercise to music, fitness instruction and personal training. The aim of the module is to prepare you to achieve a professional award (Level 2 in fitness instruction in the context of exercise to music, or a Level 3 certificate in personal training, as appropriate). You may opt to take this qualification following successful completion of the module. |
| FORE60381 |
FORENSIC ADVICE CLINIC |
6 |
20 |
Health, Education, Policing and Sciences |
This is a problem-based module in that you will learn how to assess and evaluate real cases and enquiries that come in via the Forensic Advice Clinic. These requests can come from solicitors, police or even members of the public. Supported by members of the academic staff, you will gain real world practical experience of cases and gain an appreciation of the intricacies and variances of issues raised in court of law. |
| FORE50364 |
FORENSIC ANTHROPOLOGY IN THE 21ST CENTURY |
5 |
20 |
Health, Education, Policing and Sciences |
This module will focus on how the analysis of human remains can assist in the identification process. It will also focus upon Disaster Victim Identification (DVI) and the growing field of forensic humanitarianism. In Semester 1, you will learn about the techniques utilised in body identification and identification of pathology, trauma, and taphonomy. You will use a variety of osteological techniques to analyse human skeletal remains, construct a biological profile, and identify and interpret pathology, trauma, and taphonomy. In Semester 2, you will learn about DVI protocols and the value of forensic humanitarianism not only within forensic science, more society more broadly. You will learn about contemporary issues within these fields and how forensics can be used to overcome these challenges. |
| PSYC60798 |
FORENSIC APPLICATIONS OF PSYCHOLOGY |
6 |
20 |
Health, Education, Policing and Sciences |
Following on from previous modules that have looked at the role of psychology in explaining issues within the Crinial Justice System and criminal behaviours, this module focuses on areas of expertise including, for example, psychological profiling, providing expertise and information for legal purposes, and the role of psychology in managing those who commit violent or sexual offences. The role and relevance of key psychological research and theory within these applications will be applied to scenarios, examined and evaluated. |
| FORE50327 |
FORENSIC ARCHAEOLOGY |
5 |
15 |
Health, Education, Policing and Sciences |
This module will examine the role of the forensic archaeologist, both within UK criminal investigations and international mass death scenarios. The fundamental principles of search, recovery and post-recovery analysis will be explored and the various scenarios in which forensic archaeologists can become involved in investigations centred around buried or concealed remains will be discussed. Students will be introduced to the various methods that can be employed by forensic archaeologists at crime scenes, such as intelligence gathering, remote sensing, geophysical survey and excavation. Case studies involving the search for, and recovery of, human remains, drugs, weapons and other clandestinely buried items will be presented, whilst specific sessions focusing on the logistical and environment factors that may hinder these investigations will be delivered. Sessions discussing the variety of trace evidence and samples that can be taken from a grave and their evidential value will allow the students to consider the methods introduced to them in other modules, such as Introduction to Forensic Science and Science For Justice, in the context of the burial environment. Practical sessions in geophysics and excavation will complement the taught components and provide the opportunity to gain hands-on experience of the methods discussed. Lectures by specialist practitioners regularly involved in case work will offer a `real-world' perspective. Additionally, students will be expected to critique specialist reports in order providing an opportunity to understand up-to-date developments within the discipline, and as enhance their research and analytical skills. |
| FORE50365 |
FORENSIC ARCHAEOLOGY |
5 |
20 |
Health, Education, Policing and Sciences |
This module will examine the role of the forensic archaeologist, both within UK criminal investigations and international mass death scenarios. The fundamental principles of search, recovery and post-recovery analysis will be explored and the various scenarios in which forensic archaeologists can become involved in investigations centred around buried or concealed remains will be discussed. Students will be introduced to the various methods that can be employed by forensic archaeologists at crime scenes, such as intelligence gathering, remote sensing, geophysical survey and excavation. Case studies involving the search for, and recovery of, human remains, drugs, weapons and other clandestinely buried items will be presented, whilst specific sessions focusing on the logistical and environment factors that may hinder these investigations will be delivered. Sessions discussing the variety of trace evidence and samples that can be taken from a grave and their evidential value will allow the students to consider the methods introduced to them in other modules, such as Introduction to Forensic Science and Science For Justice, in the context of the burial environment. Practical sessions in geophysics and excavation will complement the taught components and provide the opportunity to gain hands-on experience of the methods discussed. Lectures by specialist practitioners regularly involved in case work will offer a `real-world' perspective. Additionally, students will be expected to critique specialist reports in order providing an opportunity to understand up-to-date developments within the discipline, and as enhance their research and analytical skills. |
| FORE70588 |
FORENSIC BIOLOGY |
7 |
20 |
Health, Education, Policing and Sciences |
Gain an understanding of the techniques used in the analysis of biological evidence, including body fluids and DNA analysis. Develop skills in the interpretation of the results obtained in the context of an investigation. Acquire knowledge of specialised techniques. Consider the ethical and moral dilemmas faced by researchers and practitioners, for instance in the duty of the forensic practitioner how they must not withhold, distort or modify any relevant information, misinterpret the available evidence, and attempt to avoid or deny the contrary evidence. Similarly, you will consider concerns around national DNA databases expansion and the breach of personal space. |
| FORE70584 |
FORENSIC CHEMICAL AND BIOLOGICAL METHODS |
7 |
20 |
Health, Education, Policing and Sciences |
Take the opportunity to review content from Levels 4-6 and delve further into Forensic Science. Hone your skills in the laboratories for the opportunity to develop as an effective researcher. |
| FORE70336 |
FORENSIC CHEMICAL AND BIOLOGICAL TECHNIQUES |
7 |
30 |
Health, Education, Policing and Sciences |
Content taught through mixture of Blackboard VLE activities and laboratory attendance. This module will cover aspects of forensic biology and forensic chemistry, developing your depth of understanding of a variety of techniques and concepts.Forensic Chemistry will focus on a variety of analytical techniques and will consider their suitability to and applications in, forensic science. Techniques covered will include; separative and chromatographic methods, spectroscopy, X-ray and electrochemical methods. Theoretical aspects are dealt with alongside practical to allow evaluation and appraisal of a specific technique.Biological aspects will include topics ranging from the processing of recovered evidential samples, identification of body fluids and analysis of DNA samples. The processes involved in DNA recovery, extraction, quantification and analysis will be discussed, with specific reference to the current DNA profiling techniques used. Alternative types of DNA analysis, including mitochondrial DNA sequencing and Y-STR analysis will also be introduced. The statistical interpretation of DNA evidence will be covered, enabling an understanding of how DNA evidence is reported in a court of law. Additional topics that will be addressed are forensic entomology, blood pattern analysis and analysis of hair evidence.The practical element will provide hands on experience of a wide range of analytical equipment encountered in forensic science. The main thrust is to provide experiments that allow comparison of techniques and methods. Examples of the type of experiment you might expect are: analysis of drugs to evaluate the potential of different chromatographic techniques, especially GC and HPLC, analysis of fire accelerants through the use of rapid GC (as a preliminary screening technique) then thermal desorption headspace analysis for analysis of a range of accelerants before and after the burning of materials to which the accelerant has been applied, analysis of barbiturates to compare and evaluate selectivity and sensitivity etc... of chromatographic methods with FTIR, analysis of environmental samples to allow comparison of a range of spectroscopic and electrochemical techniques (especially in their application to speciation) analysis of explosives to evaluate a range of analytical techniques. Examination of biological evidence including garments and body fluids. Skills in the analysis of animal and human hairs as well as blood pattern interpretation will be developed. DNA analysis, from different evidence types such as hair, saliva, semen and blood, will be carried out, including all stages of recovery, extraction, amplification, SGM+ profiling and mtDNA sequencing. |
| FORE70589 |
FORENSIC CHEMISTRY |
7 |
20 |
Health, Education, Policing and Sciences |
Learn about a range of forensic chemistry (analytical) techniques, their scientific basis and be able to evaluate and compare the appropriateness of each method for the analysis of forensic-related evidence. You will also gain hands on experience of using analytical equipment. This will allow you to develop skills in the use and operation of a wide range of forensic chemistry (analytical) techniques, to obtain reliable and accurate results and undertake meaningful interpretation. |
| FORE60368 |
FORENSIC FIELD SCHOOL |
6 |
20 |
Health, Education, Policing and Sciences |
Gain practical experience of real-world casework and research. This module will give you the opportunity to put into practice the skills you have learnt during your degree program. You will be invited to join active forensic investigators from the School to carry out fieldwork one of their important research projects. You will gain practical experience of the wide range of methodologies used to investigate different crime scenes. Taught by specialists in their field, you will use state of the art technologies. This module represents an important step in your development towards a career in forensics. |
| FORE50330 |
FORENSIC INVESTIGATIVE SKILLS |
5 |
30 |
Health, Education, Policing and Sciences |
In this module, students will develop forensic investigation skills through the examination of crime scenes, including dealing with the injured party, dynamic risk assessments, developing a forensic strategy, scene triage and crime scene management. You will learn specialist techniques required when processing scenes such as digital crime scene recording, alternative light sources, low light and tripod photography, and remote sensing of scenes. and the skills required when processing specialist scenes, such as those including firearms, explosives, external, public or underwater locations. Part of forensic investigation involves carrying out research informed best practice in crime scene investigations (including developments in sexual offence examinations, fibre evidence and evidence packaging) and crime scene reconstruction and identification of altered evidence and the verification of crime scene reports. You will learn techniques for location, enhancement and recovery of evidence such as fingermarks, biological evidence, textile damage and trace particulates, as well as the recovery of evidence from detained persons (searching and seizing property) and the recovery and presentation of evidence from digital sources such as CCTV and mobile devices.You will also learn about the legal requirements imposed and techniques utilised by the Police and other investigative bodies in relation to the interview of witnesses and victims of crime, including young and vulnerable persons. Role play exercises will be utilised to support the theoretical principles of interviewing victims and witnesses, together with the production of a police officer's statement of evidence addressing issues of arrest, searching property, exhibit recovery, interviewing the witnesses and victims. |
| FORE60351 |
FORENSIC MULTIMEDIA |
6 |
15 |
Health, Education, Policing and Sciences |
This module will develop your depth of understanding in a variety of techniques and concepts including many aspects of acquiring, processing, enhancement, manipulation and presentation of a wide variety of common digital evidence platforms; Imaging, Image processing, Video, Audio, Forensic graphics 2D and 3D.Introduction to national guidelines for dealing with forensic evidence including issues around authenticity and integrity.Topics taught will include an introduction and discussion around current, new and emerging technologies, multimedia and software that currently exist within the forensic industry for the purpose of investigative functions.Horizon scanning of the latest technological advancement in forensic technology and multimediaPractical elements will include using software for hands on experience of processing and preparation of digital evidence for investigation and presentation in courts. |
| FORE70349 |
FORENSIC MULTIMEDIA |
7 |
15 |
Health, Education, Policing and Sciences |
Content taught through mixture of Blackboard VLE activities, lectures and practical classes. This module will develop your depth of understanding in a variety of techniques and concepts including many aspects of acquiring, processing, enhancement, manipulation and presentation of a wide variety of common digital evidence platforms; Imaging, Image processing, Video, Audio, Forensic graphics 2D and 3D.Introduction to national guidelines for dealing with forensic evidence including issues around authenticity and integrity.Topics taught will include an introduction and discussion around current, new and emerging technologies, multimedia and software that currently exist within the forensic industry for the purpose of investigative functions.Horizon scanning of the latest technological advancement in forensic technology and multimediaPractical elements will include using software for hands on experience of processing and preparation of digital evidence for investigation and presentation in courts. VIDEO EVIDENCE, AUDIO EVIDENCE, FORENSIC GRAPHICS, PHOTOGRAPHIC AND CGi. |
| FORE70592 |
FORENSIC MULTIMEDIA |
7 |
20 |
Health, Education, Policing and Sciences |
Learn about the value and issues associated with virtual courts and EPE (Electronic Presentation of Evidence) CCTV sequencing, Ballistic evidence processing, Drone Imaging (including opportunity to fly) RTC analysis, Injury Mapping and Crime Scene Triage for processing of digital evidence and analysis |
| FORE60369 |
FORENSIC RESEARCH PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
You will devise, plan, execute and report on a substantial piece of independent research work in forensics. The topic will be selected from a list of research projects or you can design your own topic. It will normally include experimental work or fieldwork. The module will allow you to develop skills in defending your work through a viva-voce examination. You will need to select, deploy and adapt techniques, critically interpret and evaluate data, and present your findings both in writing and orally. As part of the viva voce examination you will be expected to give a concise verbal summary of your project, its findings and the significance of the research. |
| FORE40349 |
FORENSICS IN THE MEDIA |
4 |
20 |
Health, Education, Policing and Sciences |
This module aims to raise your awareness and understanding of the types of and nature of presentation of information about forensic science in the media. Media being defined as newspapers, television, radio, and the social media outputs such as Facebook and Twitter. You will consider the cultural aspects and social anthropological aspects as well as the drivers of what makes forensic science such a media fascination to the public. It will consider how different stakeholders present and use the information to different outcomes and how it can affect societal expectations of the Criminal Justice system. |
| NURS60461 |
FOUNDATION SKILLS FOR COGNITIVE BEHAVIOURAL THERAPY |
6 |
15 |
Health, Education, Policing and Sciences |
Understanding and responding to mental health needs is now recognised as crucial to health and well being. Mental health is an issue that affects us all and there is growing recognition that working with psychological and emotional issues extends well beyond specialist mental health services. This module offers you the opportunity to develop knowledge and skills in one of the most evidence based interventions for common mental health problems. Cognitive Behavioural Therapy (CBT) is a key intervention for a range of common mental health problems and is recommended in NICE guidelines for multiple mental health challenges, including depression (NICE 2009), generalized anxiety disorder (NICE 2017), post-traumatic stress disorder (NICE 2018) and depression in children and young people (NICE 2017). In addition CBT approaches can form part of resilience building and relapse prevention as well as informing approaches to change management. Your learning will be facilitated by experienced BABCP accredited practitioners and you will have the opportunity to apply your developing knowledge and skills in completing a personal project |
| SPOR40908 |
FOUNDATIONS IN SPORTS THERAPY |
4 |
15 |
Health, Education, Policing and Sciences |
This module aims to give you the skills and knowledge that underpins your future role as a sports therapist. It will give you an understanding of the roles and limitations of a sports therapist and your role as part of a multidisciplinary team. Basic presentation skills will be covered. Relationships with other agencies and healthcare professionals will be explored along with legal and ethical issues affecting the sports therapist. This will include a sound understanding of legal and ethical requirements, Health & Safety issues, risk assessment, accident reporting, and record keeping. SST standards of proficiency and standards of conduct, performance and ethics documents will be presented during the module. Standards of behaviour will be discussed. The role of the professional body (Society of Sports Therapists) will be examined along with current industry status developments and career progression opportunities in the UK and around the world. Roles of similar professions throughout the world (e.g. American athletic trainers) will be examined. This module includes a compulsory first aid component ensuring you are proficient in the management of emergency trauma / first aid situations within a sporting context. This will cover safe and effective handling of casualties in a field situation, emergency trauma management, ambulation techniques, and management of a sporting environment within the remit of a sports therapist including presentation skills. |
| PARA40038 |
FOUNDATIONS OF CLINICAL ASSESSMENT IN PARAMEDIC PRACTICE |
4 |
20 |
Health, Education, Policing and Sciences |
In this module you will start to explore human biology, anatomy, and physiology and how this relates to patient presentation. You will also look at the history taking models, developing questioning to support your care. Understanding the importance of these key elements provides you with a foundational understanding of patient assessment and treatment. |
| SPOR40920 |
FOUNDATIONS OF HUMAN PSYCHOLOGY IN SPORT AND EXERCISE |
4 |
30 |
Health, Education, Policing and Sciences |
This module will include:1. Selected theoretical approaches to understanding human behaviour within sport and exercise settings.2. Basic processes underlying learning and performance in sport using a human cognitive model.3. Selected psychological theories that have been applied to exercise adoption, participation and adherence. |
| SPOR40968 |
FOUNDATIONS OF HUMAN PSYCHOLOGY IN SPORT AND EXERCISE |
4 |
40 |
Health, Education, Policing and Sciences |
In this module, students consider issues pertinent to the foundation knowledge of sport and exercise psychology. In the first half of the module, students will study theoretical, approaches to understanding human behaviour within sport and exercise settings. Basic processes underlying learning and performance in sport using a human cognitive model will also be considered. In the second half of the module, students will study psychological theories that have been applied to exercise adoption, participation and adherence and consider which psychological models are most appropriate for varying populations and exercise settings. |
| SOWK40508 |
FOUNDATIONS OF LAW |
4 |
20 |
Health, Education, Policing and Sciences |
Legislation is the foundation for social work practice. It is critical that social workers understand the way in which the contemporary social, political and legal context underpins practice, and how these have evolved over time. The Foundations of Law module will provide you with an introduction to these central issues and to the key legislation governing social work practice in a range of contexts. |
| PARA40039 |
FOUNDATIONS OF PHARMACOLOGY AND ACUTE PARAMEDIC PRACTICE |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to the theory and skills of electronic cardiogram (ECG) interpretation, pain management and drug administration, in the pre-hospital setting. This in conjunction with Introduction to Foundations of Clinical Assessment in Paramedic Practice, will develop your knowledge, understanding and skills to assist Paramedics in practice placement assess, treat and manage a wide range of patients. |
| PARA40041 |
FOUNDATIONS OF PHARMACOLOGY AND ACUTE PARAMEDIC PRACTICE |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to the theory and skills of electronic cardiogram (ECG) interpretation, pain management and drug administration, in the pre-hospital setting. This in conjunction with Introduction to Human Biology and Clinical Skills 1, will develop your knowledge, understanding and skills to assist Paramedics in practice placement assess, treat and manage a wide range of patients. |
| PSYC40641 |
FOUNDATIONS OF PSYCHOLOGY |
4 |
30 |
Health, Education, Policing and Sciences |
This module will introduce you to the key areas within psychology; individual differences (personality and intelligence), social, developmental, cognitive and biological psychology. The basic principles, theories and concepts will be introduced to inform your understanding of the multiple perspectives that can be used to understand and evaluate real life situations. For example;How does learning and memory influence our everyday lives? What influences child development? Why do people behave differently in groups? What influences our attitudes?Why do people encounter prejudice? What is intelligence? |
| SPOR40978 |
FOUNDATIONS OF SPORTS COACHING |
4 |
20 |
Health, Education, Policing and Sciences |
The module aims to provide students with an introduction to independent coaching skills for those who wish to prepare themselves for further learning or training relating to coaching sport/physical education. It affords the opportunity for students to develop their knowledge and skills of coaching sport to individuals and groups, as well as plan and deliver the fundamental aspects of a coaching session, such as a warm-up and key features of games-based and skill-based coaching sessions. |
| FORE40350 |
FRAUD AND FORGERIES |
4 |
20 |
Health, Education, Policing and Sciences |
According to the National Economic Crimes Centre the estimated cost of fraud to the UK is 190 billion pounds annually. However, it is thought that less than 20 per cent of incidents of fraud are actually reported, so the true economic cost is unknown. The module aims to provide an insight into fraud and forgery providing an understanding of the principles of their detection and investigation. It is designed to offer understanding of deception within the United Kingdom and techniques used in the collection, preservation and analysis of evidence. Case examples will be used to show the application of the techniques to specific case studies. The students will have the opportunity to gain hands on experience of the scientific techniques used in detecting forgeries and counterfeits. |
| POLI50412 |
FULL OPERATIONAL COMPETENCE |
5 |
40 |
Health, Education, Policing and Sciences |
This module complements the work student officers will undertake to achieve Full Operational Competence (FOC). The module begins on day one of year two and must be concluded by week 52 of the same year. Many students will complete their FOC Portfolio well ahead of the 52-week completion date. This module utilises the learning that learners will have completed both in the classroom and in the workplace over a 12-month period. This module recognises the application of key competencies in the workplace that have been assessed by a qualified assessor and to the require standards expected of a competent police constable. The module will allow student officers to develop their operational skills, communication skills, team working abilities and demonstrate a knowledge of any underpinning guidance, legislation, research or academic theory and apply these in an operational setting. This is a pass or fail module and a prerequisite of progression into year 3 of the programme. |
| POLI50421 |
FULL OPERATIONAL COMPETENCE |
5 |
40 |
Health, Education, Policing and Sciences |
This module complements the work student officers will undertake to achieve Full Operational Competence (FOC). The module begins on day one of year two and must be concluded by week 52 of the same year. Many students will complete their FOC Portfolio well ahead of the 52-week completion date. This module utilises the learning that learners will have completed both in the classroom and in the workplace over a 12-month period. This module recognises the application of key competencies in the workplace that have been assessed by a qualified assessor and to the require standards expected of a competent police constable. The module will allow student officers to develop their operational skills, communication skills, team working abilities and demonstrate a knowledge of any underpinning guidance, legislation, research or academic theory and apply these in an operational setting. This is a pass or fail module and a prerequisite of progression into year 3 of the programme. |
| POLI60511 |
FULL OPERATIONAL COMPETENCE |
6 |
20 |
Health, Education, Policing and Sciences |
This module utilises the learning that learners will have completed both in the classroom and in the workplace over a 12-month period. This module recognises the application of key competencies in the workplace and are assessed by a qualified assessor and to the require standards expected of a competent police constable.¿The module will allow student officers to demonstrate their operational skills, communication skills, team working abilities and demonstrate a knowledge of any underpinning guidance, legislation, research or academic theory and their application in an operational setting. |
| POLI60548 |
FULL OPERATIONAL COMPETENCE |
6 |
20 |
Health, Education, Policing and Sciences |
This module utilises the learning that learners will have completed both in the classroom and in the workplace over a 12-month period. This module recognises the application of key competencies in the workplace and are assessed by a qualified assessor and to the require standards expected of a competent police constable.¿The module will allow student officers to demonstrate their operational skills, communication skills, team working abilities and demonstrate a knowledge of any underpinning guidance, legislation, research or academic theory and their application in an operational setting. |
| POLI60547 |
FULL OPERATIONAL COMPETENCE |
6 |
20 |
Health, Education, Policing and Sciences |
This module utilises the learning that learners will have completed both in the classroom and in the workplace over a 12-month period. This module recognises the application of key competencies in the workplace and are assessed by a qualified assessor and to the require standards expected of a competent police constable.¿The module will allow student officers to demonstrate their operational skills, communication skills, team working abilities and demonstrate a knowledge of any underpinning guidance, legislation, research or academic theory and their application in an operational setting. |
| ODPR40114 |
FUNDAMENTAL CLINICAL SKILLS |
4 |
20 |
Health, Education, Policing and Sciences |
This module will offer students the opportunity to practice and undertake a range of clinical skills vital for safe and effective patient care in clinical practice. This will be taught using a flipped classroom style where students use a range of technologies to inform their learning and then the opportunity to practice the skills safely within the facilities on campus. This will then link closely with student clinical practice placements, which is assessed through a separate module. Teaching and learning in this module will also link closely with the theory content for Introduction to Bioscience and Pharmacology and Clinical Practice, Simulation, and Wellbeing 1 where relevant skills will be grouped together to form part of simulated practice. |
| SPOR40959 |
FUNDAMENTAL INTRODUCTION TO EXERCISE PRESCRIPTION |
4 |
20 |
Health, Education, Policing and Sciences |
The module will provide you with essential knowledge and experience in the delivery of exercise prescription through the development of an instructional resource. Your resource will be in a multi-platform format with video, audio and written elements ensuring the viable use of the resource across diverse populations, e.g., special populations. You will develop an understanding of the principles of exercise prescription through a series of lectures and practical workshops and develop your knowledge, understanding and proficient delivery in exercise prescription for a range of performance setting. You will also be introduced to the principles of performance assessment in strength and conditioning settings for essential components of performance, e.g., speed, agility, strength, and power. The module will develop your knowledge and understanding of the muscular-skeletal, cardio-vascular and neuro-muscular systems in relation to the principles of training for performance. |
| SPOR40969 |
FUNDAMENTAL PRINCIPLES OF BIOMECHANICS AND EXERCISE PHYSIOLOGY FOR SPORTS PERFORMANCE AND MINIMISING INJURY RISK |
4 |
20 |
Health, Education, Policing and Sciences |
This module will provide you with an introduction to functional anatomy and the various systems of the body (such as the musculo-skeletal, nervous system, cardiovascular, respiratory, and metabolic) in the context of biomechanics and exercise physiology, which is the science of applying the principles of mechanics and physiology to a living body to detail how and why living bodies move and adapt to exercise in the way they do. You will be introduced to the fundamental concepts of human movement analysis through studying basic anatomical and movement descriptors. In biomechanics, you will be introduced to the measurement of human movement, whether aimed to enhance sports performance or minimise injury risk, via technologies and techniques for assessing sports-related kinematics (the description of motion) and kinetics (the cause of motion). In exercise physiology, you will learn and evaluate techniques for monitoring physiological performance and responses to exercise, such as methods of assessing aerobic and anaerobic capability (e.g., laboratory- and field-based assessment of VO2max, lactate response, maximal intensity exercise, and flexibility). Through laboratory examples, you will learn the practical and technical skills required in data collection and data analysis that will provide you with a basic understanding of research processes. |
| SPOR40972 |
FUNDAMENTAL PRINCIPLES OF HUMAN MOVEMENT FOR SPORTS PERFORMANCE AND MINIMISING INJURY RISK |
4 |
20 |
Health, Education, Policing and Sciences |
This module will provide you with an introduction to functional anatomy and the various systems of the body (such as the musculoskeletal and nervous systems) in the context of biomechanics, which is the science of applying the principles of mechanics to a living body to detail how and why living bodies move the way they do. You will be introduced to the fundamental concepts of human movement analysis through studying basic anatomical and movement descriptors. You will also be introduced to the measurement of human movement, whether aimed to enhance sports performance or minimise injury risk, via technologies and techniques for assessing sports-related kinematics (the description of motion) and kinetics (the cause of motion). Through laboratory exploration, you will gain practical and technical skills in data collection and data analysis that will provide you with a basic understanding of research processes. |
| ODPR40117 |
FUNDAMENTAL PROFESSIONAL CONTEXT |
4 |
20 |
Health, Education, Policing and Sciences |
This modules focus is to introduce you to the professional context of the Operating Department Practitioner including concepts of professionalism, legal and ethical factors, and communication. This module will also give you an introduction into essay writing and assist in developing your academic study skills and writing at degree level. |
| ODPR40116 |
FUNDAMENTALS OF BIOSCIENCE AND PHARMACOLOGY |
4 |
20 |
Health, Education, Policing and Sciences |
This module will refresh your existing knowledge of anatomy and physiology and will link with the skills content of practice modules. This will support the student to work through the theory that links with the relevant clinical skills, aiding the links between theory and practice and promoting 100% learning. This module also links with Clinical Practice, Simulation and Wellbeing 1 where relevant skills will be grouped together to form part of simulated practice |
| SPOR40974 |
FUNDAMENTALS OF EXERCISE PHYSIOLOGY |
4 |
20 |
Health, Education, Policing and Sciences |
To understand how to support an athlete or group of athletes as an exercise physiologist, you need to understand about how the various systems of the body, such as the cardiovascular, respiratory, neuromuscular, and metabolic systems, function and respond to a bout of exercise and a period of training. We can assess the athlete in the lab and in the field using things like V¿O2max tests, lactate performance tests, maximal intensity exercise tests, body composition analysis and flexibility measures. As part of this module, you will, therefore, also gain and develop your practical and technical skills in carrying out and evaluating such tests, as well as how to collect, analyse and interpret the data so that feedback can be given to the athlete/ athletes. |
| SPOR40958 |
FUNDAMENTALS OF EXERCISE PHYSIOLOGY |
4 |
20 |
Health, Education, Policing and Sciences |
To understand how to support an athlete or group of athletes as an exercise physiologist, you need to understand about how the various systems of the body, such as the cardiovascular, respiratory, neuromuscular, and metabolic systems, function and respond to a bout of exercise and a period of training. We can assess the athlete in the lab and in the field using things like V'O2max tests, lactate performance tests, maximal intensity exercise tests, body composition analysis and flexibility measures. As part of this module, you will, therefore, also gain and develop your practical and technical skills in carrying out and evaluating such tests, as well as how to collect, analyse and interpret the data so that feedback can be given to the athlete/ athletes. |
| SPOR40921 |
FUNDAMENTALS OF EXERCISE PHYSIOLOGY AND BIOMECHANICS |
4 |
30 |
Health, Education, Policing and Sciences |
The purpose of this module is to provide you with an introduction to human anatomy, exercise physiology, and biomechanics. Various systems of the body (such as the musculoskeletal, cardiovascular, respiratory, metabolic and nervous) will be explored in the context of biomechanics and/or exercise physiology. In biomechanics, you will be introduced to the fundamental concepts of human movement analysis through studying basic anatomical and mechanical principles, including an analysis of the musculo-skeletal system and movement patterns. Techniques for assessing sports-related kinematics and kinetics, will be developed, through the use of laboratory exploration. In exercise physiology, techniques for monitoring physiological performance and responses to exercise will be learnt and evaluated, such as methods of assessing aerobic and anaerobic capability (e.g., via laboratory- and field-based assessment of VO2max, lactate response, maximal intensity exercise, and flexibility). Practical and technical skills in data collection, and skills in data analysis will also be taught and developed. |
| SPOR40925 |
FUNDAMENTALS OF EXERCISE PHYSIOLOGY, BIOMECHANICS AND STRENGTH AND CONDITIONING |
4 |
30 |
Health, Education, Policing and Sciences |
The purpose of this module is to provide you with an introduction to human anatomy, exercise physiology, biomechanics and the principles of strength and conditioning. Various systems of the body (such as the musculoskeletal, cardiovascular, respiratory, metabolic and nervous) will be explored in the context of biomechanics and/or exercise physiology. In biomechanics, you will be introduced to the fundamental concepts of human movement analysis through studying basic anatomical and mechanical principles, including an analysis of the musculo-skeletal system and movement patterns. Techniques for assessing sports-related kinematics and kinetics, will be developed, through the use of laboratory exploration. In exercise physiology, techniques for monitoring physiological performance and responses to exercise will be learnt and evaluated, such as methods of assessing aerobic and anaerobic capability (e.g., via laboratory- and field-based assessment of VO2max, lactate response, maximal intensity exercise, and flexibility). In the strength and conditioning context, you will be introduced to specific laboratory and applied physical test protocols and exercise prescriptions for the development of athletic performance. Practical and technical skills in data collection, and skills in data analysis will also be taught and developed. |
| SPOR40926 |
FUNDAMENTALS OF EXERCISE PHYSIOLOGY,BIOMECHANICS AND STRENGTH AND CONDITIONING |
4 |
30 |
Health, Education, Policing and Sciences |
The purpose of this module is to provide you with an introduction to human anatomy, exercise physiology, biomechanics and the principles of strength and conditioning. Various systems of the body (such as the musculoskeletal, cardiovascular, respiratory, metabolic and nervous) will be explored in the context of biomechanics and/or exercise physiology. In biomechanics, you will be introduced to the fundamental concepts of human movement analysis through studying basic anatomical and mechanical principles, including an analysis of the musculo-skeletal system and movement patterns. Techniques for assessing sports-related kinematics and kinetics, will be developed, through the use of laboratory exploration. In exercise physiology, techniques for monitoring physiological performance and responses to exercise will be learnt and evaluated, such as methods of assessing aerobic and anaerobic capability (e.g., via laboratory- and field-based assessment of VO2max, lactate response, maximal intensity exercise, and flexibility). In the strength and conditioning context, you will be introduced to specific laboratory and applied physical test protocols and exercise prescriptions for the development of athletic performance. Practical and technical skills in data collection, and skills in data analysis will also be taught and developed. |
| SPOR40910 |
FUNDAMENTALS OF NUTRITION AND METABOLISM |
4 |
15 |
Health, Education, Policing and Sciences |
This module will provide a basic knowledge of the underlying concepts and principles associated with sport and exercise nutrition and metabolism. Including dietary recommendations, nutrient structures, sources and functions and effects of inadequate intake, digestion and absorption, energy metabolism, fluid balance and thermoregulation, acid base balance and energy balance. Body composition and dietary analysis techniques will be covered. |
| SPOR40954 |
FUNDAMENTALS OF NUTRITION AND METABOLISM |
4 |
20 |
Health, Education, Policing and Sciences |
This module will provide a basic knowledge of the underlying concepts and principles associated with sport and exercise nutrition and metabolism. Including dietary recommendations, nutrient structures, sources and functions and effects of inadequate intake, digestion and absorption, energy metabolism, fluid balance and thermoregulation, acid base balance and energy balance. Body composition and dietary analysis techniques will be covered. |
| ODPR40109 |
FUNDAMENTALS OF PERIOPERATIVE PRACTICE |
4 |
30 |
Health, Education, Policing and Sciences |
This is a module based primarily in clinical practice where theoretical concepts will be applied to patient care in the operating department. You will have the opportunity to develop and practice essential clinical skills in the skills laboratory, including aseptic technique, airway management, vital signs monitoring, Basic Life Support (BLS), and moving and handling. You will explore the role of human error and its role in patient outcomes. You will reflect on your persoanl and professional development throughout the module, and prepare a portfolio of evidence. This module is supported by clinical placements (organised by the University) where colleagues in clinical practice will participate in the development and assessment of clinical skills and applied knowledge. Due to the professional nature of the course, additional hours are allocated to this module to facilitate practice-based development. |
| ODPR40115 |
FUNDAMENTALS OF THE OPERATING DEPARTMENT PRACTITIONER |
4 |
20 |
Health, Education, Policing and Sciences |
Would you like the opportunity to hear directly from patients? Studying this module will provide you with the opportunity to attend a Service Users Conference, this conference will provide you with an introduction to the many types of patients you will care for as an Operating Department Practitioner and hear their experiences of healthcare. This module also includes an introduction to human impacts and user-friendly systems (human factors and ergonomics) within the theatre environment and the national policies that underpin practice specifically linked to theatre and recovery. |
| SPOR40984 |
FUNDAMENTALS OF THE PSYCHOLOGY IN SPORT AND EXERCISE |
4 |
20 |
Health, Education, Policing and Sciences |
In this module you will be introduced to a number of psychological concepts and theories that have applications in sports settings, selected theoretical approaches to understanding human behaviour within sport and exercise settings will be investigated further. You will examine basic processes underlying participation and performance in sport using a human cognitive model, and explore the application of psychology in elite and sub-elite environments. |
| SPOR40918 |
FUNDAMENTALS OF THE PSYCHOLOGY OF SPORT AND EXERCISE |
4 |
15 |
Health, Education, Policing and Sciences |
In this module you will be introduced to a number of psychological concepts that have applications in sports settings:1. Selected theoretical, approaches to understanding human behaviour within sport and exercise settings.2. Basic processes underlying learning and performance in sport using a human cognitive model.3. Selected psychological theories that have been applied to exercise adoption, participation and adherence. |
| SPOR40973 |
FUNDAMENTALS OF THE PSYCHOLOGY OF SPORT AND EXERCISE |
4 |
20 |
Health, Education, Policing and Sciences |
In this module students will be introduced to a number of psychological concepts that have applications in sports settings. Specifically, the selected theoretical approaches will be: 1. Approaches to understanding human behaviour within sport and exercise settings.2. Basic processes underlying learning and performance in sport using a human cognitive model.3. Psychological theories that have been applied to exercise adoption, participation and adherence. |
| SPOR40917 |
FUNDAMENTALS OF UK SPORT POLICY |
4 |
15 |
Health, Education, Policing and Sciences |
This module will introduce you to the study of UK sports policy and will include an overview of:- Macro- and meso- levels of policy analysis - the policy process, the use of power and how policy has been analysed.- The organisation and administration of sport - who is involved and what role they play.- Sport policy and party politics - government involvement and interventions in sport and physical activity.- Sport, physical activity and health policy - government policies / institution and relationships between departments.- Contemporary government policy: examples of current policies and programmes. |
| SPOR40917 |
FUNDAMENTALS OF UK SPORT POLICY |
4 |
15 |
Health, Education, Policing and Sciences |
This module will introduce you to the study of UK sports policy and will include an overview of:- Macro- and meso- levels of policy analysis - the policy process, the use of power and how policy has been analysed.- The organisation and administration of sport - who is involved and what role they play.- Sport policy and party politics - government involvement and interventions in sport and physical activity.- Sport, physical activity and health policy - government policies / institution and relationships between departments.- Contemporary government policy: examples of current policies and programmes. |
| PSYC70836 |
FURTHER INTEGRATIVE COUNSELLING DEVELOPMENT |
7 |
20 |
Health, Education, Policing and Sciences |
This module deepens your knowledge of counselling theories and research. Current information on integration accompanied by discussions and exploration in groupwork refines the rationale informing your unique integrative approach.You will have opportunity to reflect on your personal beliefs, identities, and cultural awareness to develop an approach that is coherent with you as a person.The emphasis is on personal learning within the group and the application of this learning in personal, group and societal settings. |
| PSYC60816 |
FURTHER INTEGRATIVE COUNSELLING DEVELOPMENT |
6 |
20 |
Health, Education, Policing and Sciences |
This module deepens your knowledge of counselling theories and research. Current information on integration accompanied by discussions and exploration in groupwork refines the rationale informing your unique integrative approach.You will have opportunity to reflect on your personal beliefs, identities, and cultural awareness to develop an approach that is coherent with you as a person.The emphasis is on personal learning within the group and the application of this learning in personal, group and societal settings. |
| PSYC50684 |
FURTHER RESEARCH METHODS IN PSYCHOLOGY |
5 |
15 |
Health, Education, Policing and Sciences |
The module will address the ethics, design, conduct, analysis, interpretation and reporting of empirical research in psychology.This will start by introducing designs which include one independent variable with at least three levels. The nature of the hypotheses which are associated with such a design will be explained. The method of conducting, interpreting and reporting the initial analysis will be explained. The types of follow-up analysis and how to analyse and report them will be covered. Designs including more than one independent variable will be explained, including how they extend the complexity of the research questions which can be dealt with. The initial analysis and necessary follow-up analysis will be covered along with the interpretation and reporting of such analysis |
| PSYC70820 |
FURTHER RESEARCH METHODS IN PSYCHOLOGY |
7 |
15 |
Health, Education, Policing and Sciences |
The module will address the ethics, design, conduct, analysis, interpretation and reporting of empirical research in psychology. This will start by introducing designs which include one independent variable with at least three levels. The nature of the hypotheses which are associated with such a design will be explained. The method of conducting, interpreting and reporting the initial analysis will be explained. The types of follow-up analysis and how to analyse and report them will be covered. Designs including more than one independent variable will be explained, including how they extend the complexity of the research questions which can be dealt with. The initial analysis and necessary follow-up analysis will be covered along with the interpretation and reporting of such analysis |
| PSYC50803 |
FURTHER RESEARCH METHODS IN PSYCHOLOGY |
5 |
15 |
Health, Education, Policing and Sciences |
The module will address the ethics, design, conduct, analysis, interpretation and reporting of empirical research in psychology.This will start by introducing designs which include one independent variable with at least three levels. The nature of the hypotheses which are associated with such a design will be explained. The method of conducting, interpreting and reporting the initial analysis will be explained. The types of follow-up analysis and how to analyse and report them will be covered. Designs including more than one independent variable will be explained, including how they extend the complexity of the research questions which can be dealt with. The initial analysis and necessary follow-up analysis will be covered along with the interpretation and reporting of such analysis. |
| PSYC70792 |
FURTHER RESEARCH METHODS IN PSYCHOLOGY |
7 |
15 |
Health, Education, Policing and Sciences |
The module will address the ethics, design, conduct, analysis, interpretation and reporting of empirical research in psychology.This will start by introducing designs which include one independent variable with at least three levels. The nature of the hypotheses which are associated with such a design will be explained. The method of conducting, interpreting and reporting the initial analysis will be explained. The types of follow-up analysis and how to analyse and report them will be covered. Designs including more than one independent variable will be explained, including how they extend the complexity of the research questions which can be dealt with. The initial analysis and necessary follow-up analysis will be covered along with the interpretation and reporting of such analysis |
| EDUC77001 |
FUTURE IMPROVEMENTS TO INCLUSIVE PRACTICE (D/L) |
7 |
40 |
Health, Education, Policing and Sciences |
'Future Improvements to Inclusive Practice' gives you the opportunity to engage in an in-depth investigation of a specific element of inclusion with your workplace that you consider is most in need of development. You will explore different theoretical approaches to investigation, enabling you to select the approach most appropriate to your report. You will also learn about different approaches to gaining data such as interviews and focus groups and will use this understanding to involve your colleagues in a constructive discussion about inclusion at your workplace.This will enable you to compile a formal report justifying proposed practice developments regarding a specific aspect of inclusive practice at your organisation, empowering you to make critically informed recommendations for improvement. Your findings will be presented to your peers.In terms of developing your inclusive practice, specific topics to be covered include -Inclusive curriculum design and evolutionWorking with parents, carers and guardiansEffective multi-agency working to promote inclusionGovernors, Management & External AccountabilityThe School in the Community |
| SPOR70766 |
GAIT ANALYSIS |
7 |
30 |
Health, Education, Policing and Sciences |
This module will focus on developing and extending the understanding of gait analysis equipment and its application in analysing normal and pathological human movement. The content of the module will allow you to familiarise yourself with complex gait 3D motion analysis as well as investigate the place and use simple video based 2D analysis. You will review gait and its key elements and how equipment can be used to analyse mechanics of locomotion. There will be a strong hands-on element to this module allowing you to capture data, process and analyse practical information taken from contact sessions. There will also be significant emphasis placed on understanding handling of data and interpretation of results obtain whilst analysing gait. |
| SPOR70952 |
GAIT ANALYSIS |
7 |
20 |
Health, Education, Policing and Sciences |
The content of the module will allow you to familiarise yourself with complex gait 3D motion analysis as well as investigate the place and use simple video based 2D analysis. This will also extend to pressure analysis, muscle function and clinical application of such systems. There will be a focus on hands on work with use of all systems included in the gait analysis lab. |
| SOCY70508 |
GENDER SEXUALITY AND SOCIETY |
7 |
30 |
Health, Education, Policing and Sciences |
Over the course of the module, students are introduced to key debates, issues and theorists in gender and sexuality studies. Students will be encouraged to identify the ways in which gender and sexuality are socially constructed; intimately tied to society, bound up in our relations with others and ultimately the socio-cultural historical context we live in. Students will have the opportunity to establish these connections by exploring popular culture (e.g specific novels and movies from various decades). Students will also be invited to explore how gender and sexuality identities/categories affect everyday lives. A range of topical issues are explored each week: including the origins of sexual categories, psychoanalytic explanations of formation of gender identities, and the divisive personal/political debates that were preoccupying second wave feminists in various decades. Some time on this module is also given to exploring the personal/political issues affecting the everyday lives of lesbians and gay men in the 1970s and 80s (e.g. HIV/AIDS, Section 28 and the emergence of families of choice) we engage with the debate about the extent to which society is still heteronormative. We also examine the various social factors that are informing contemporary masculine identities. Relatedly, we explore the normative status of the couple relationship plays in society and the implications for making other relationships deviant (e.g. polyamorous partnerships, singletons or LAT -living apart together relationships). Through the example of trans identities and partnerships students will critically engage with debates around the extent to which our genders are entirely socially constructed. At the close of the module students will explore how gender and sexuality are done in other cultures and countries. |
| ELAN37089 |
GENERAL ENGLISH AND COMMUNICATION SKILLS |
3 |
40 |
Health, Education, Policing and Sciences |
This module will focus on developing all four basic English language skills to IELTS 5: ListeningSpeakingReadingWriting This is an essential basis for further study at degree level and for working in international contexts for learners. This module will also focus on essential personal and communication skills which will help to communicate with different academic audiences and to develop formal and informal communication skills for future studies and career. |
| ACCT30006 |
GENERAL ENGLISH SKILLS |
3 |
20 |
Health, Education, Policing and Sciences |
This module will focus on developing the following basic English language skills to IELTS 6: reading, writing. This is an essential basis for further study at degree level and for working in international contexts for learners. This module will also focus on essential academic written skills which will help to communicate with different academic audiences and to develop formal and informal communication skills for future studies and career. |
| BIOL40681 |
GENETICS AND DIVERSITY |
4 |
20 |
Health, Education, Policing and Sciences |
Genetics, evolution and diversity lay the foundations of life science education and enable advanced study of the life sciences in the 21st century. Understanding the concepts, the evolutionary drivers of life on the planet, will ultimately enable us to apply this knowledge to life saving and game changing bioscience technologies that have the power to enhance, remediate, manipulate, control and create life. |
| BIOL60668 |
GENOMICS AND BIOINFORMATICS |
6 |
20 |
Health, Education, Policing and Sciences |
The module will cover the dynamic fields of genomics and bioinformatics and their application to the fields of medicine and biotechnology. Topics to be covered:-Eukaryotic and prokaryotic genome structures-Technologies to analyse genomes and other types of genomic data-Analysis of genome data, such as whole genome sequencing-Other types of big data: transcriptome, proteome, metabolome-Analysis of big data by bioinformatics |
| BIOL50736 |
GENOMICS, CLINICAL DATA AND BIOINFORMATICS |
5 |
20 |
Health, Education, Policing and Sciences |
Personalised or precision medicine aims to tailor medical decisions, practices or interventions to an individual, with the aim of improving health outcomes. As with all scientific endeavours these decisions need to be evidence-based. The data used must be of high quality but can come from a variety of sources. In this module we will consider what is meant by precision/personalised medicine and how this can be achieved using the different sources of patient data that we have, the potential future sources of data, alongside the data complexity, reliability and analysis. |
| HIPO60558 |
GLOBAL AND REGIONAL SECURITY |
6 |
20 |
Health, Education, Policing and Sciences |
On this module, you will examine a range of security issues organised by region and/or regional organisation, such as MENA (Middle East North Africa), Northern Eurasia (largely the post-Soviet space), South and East Asia, sub-Saharan Africa, NATO and the EU. You will begin with instruction on security theory, including both traditional and critical approaches, and then move on to an examination of the global security architecture, centred on the United Nations. You will also engage with some thematic content across the module, such as peacekeeping, multilateralism, and the impact of changing power relations on global and regional security. Following an up-to-date curriculum, you will evaluate the effectiveness of the existing security mechanisms at the global and regional levels, ensuring that you complete the module with a critical understanding of international security in the present day. |
| ENVI40001 |
GLOBAL CHALLENGES AND OPPORTUNITIES |
4 |
20 |
Health, Education, Policing and Sciences |
Many of the challenges facing humankind are complex: poverty, malnutrition, gender equality, decarbonisation, pollution. All require multi-discipline approaches. This module uses an exciting range of socio-economic and environmental topics such as plastic pollution, gender LBQT equality, industrialisation of farming, biodiversity loss, desertification to demonstrate how sustainable development can benefit both people and the planet. We use case studies (China, India) to explore how the UN Sustainable Development Goals can be enacted. You get to explore a challenge of particular interest to you and work with your peers to present your ideas and to reflect on progress. |
| BIOL40693 |
GLOBAL HEALTH |
4 |
20 |
Health, Education, Policing and Sciences |
In this module you will widen your scope to consider the impact of disease at a population and global level by examining public health and epidemiology, focussing both upon the analytical approaches that underpin effective public health activity, and the sociological and socioeconomic considerations that contribute to social determinants of health. |
| BIOL50721 |
GLOBAL ISSUES AND PROFESSIONAL DEVELOPMENT |
5 |
20 |
Health, Education, Policing and Sciences |
This module builds on, and develops, the themes and learning previously gained in your first year. As awareness and understanding of global issues in the biological sciences grow, you will be encouraged and supported in taking an active role in disseminating appropriate and accurate scientific material. Recognition of professional and personal development and identity as a biologist will remain a core theme and will, at this level, have a strong employability focus. This module is designed to help you acquire the skills and qualities that will enhance your prospects, horizons and personal success and continue to prepare you for the expectations of the world of work.You will attend the cross-level global issues lecture series, and will use the cross-level workshop sessions to help support and develop your ideas for disseminating accurate information to various audiences.You will be expected to maintain a professional development portfolio and further specific opportunities for professional development will be provided. This may include opportunities to make connections with numerous individuals and groups, both from within our own department, from other schools and departments, as well as with external collaborators. These connections will help to inspire and guide your professional and personal development. You will also be supported in finding a suitable work placement provider in order to complete the required hours of work placement. |
| EDUC60620 |
GLOBAL PERSPECTIVES ON CHILDHOOD |
6 |
30 |
Health, Education, Policing and Sciences |
This module aims to raise awareness of current international economic, political and social trends, and how they impact on children in the developing world. Students will be encouraged to critically evaluate international policy and frameworks in relation to global development goals and the possible impacts that these might have on children's lives. Students will be introduced to some key concepts from anthropology, cultural psychology and post-colonial theory which inform international perspectives on childhood and they will be encouraged to identify and challenge Western assumptions about childhood. The module will develop students ¿ understanding of broad political, economic, social and health issues in relation to childhoods worldwide. |
| EDUC60615 |
GLOBAL PERSPECTIVES ON CHILDHOOD |
6 |
30 |
Health, Education, Policing and Sciences |
This module aims to raise awareness of current international economic, political and social trends, and how they impact on children in the developing world. Students will be encouraged to critically evaluate international policy and frameworks in relation to global development goals and the possible impacts that these might have on childrens lives. Students will be introduced to some key concepts from anthropology, cultural psychology and post-colonial theory which inform international perspectives on childhood and they will be encouraged to identify and challenge Western assumptions about childhood. The module will develop students understanding of broad political, economic, social and health issues in relation to childhoods worldwide. |
| SOCY60509 |
GLOBAL SOCIOLOGY 2 |
6 |
15 |
Health, Education, Policing and Sciences |
What is the relationship between the global and the local? How do global trends travel into local contexts and shape debates, practices, and policies? These are some of the key questions at the heart of this module. Situated in a world of Brexit, the war on terror, the 1%, racism, gender violence, and increasingly punitive attitudes to crime the module offers an analysis of contemporary trends that are informed by, and inform, our politics. In doing so, the aim is to make sense of these changes in the context of a global world. |
| SPOR60919 |
GLOBAL SPORT IN DEVELOPMENT |
6 |
15 |
Health, Education, Policing and Sciences |
The module will critically examine sport as a tool for contributing to the achievement of international development objectives. Critical consideration will be given to the concept and function of global sport in development in selected countries. Sports in development projects and programmes will be studied in the context of academic research, enabling you to both examine the subject of global sport in development, as well as acquire some key vocational skills. Previous and current international projects will be reviewed, providing examples of the changing nature and impacts upon sports in development and the inter relationships of organisations concerned. Domestic and global government motives for involvement in sport in development will be considered and the aims and effectiveness of contemporary sports development schemes will also be evaluated in the context of organisational structures and policy. |
| SPOR60919 |
GLOBAL SPORT IN DEVELOPMENT |
6 |
15 |
Health, Education, Policing and Sciences |
The module will critically examine sport as a tool for contributing to the achievement of international development objectives. Critical consideration will be given to the concept and function of global sport in development in selected countries. Sports in development projects and programmes will be studied in the context of academic research, enabling you to both examine the subject of global sport in development, as well as acquire some key vocational skills. Previous and current international projects will be reviewed, providing examples of the changing nature and impacts upon sports in development and the inter relationships of organisations concerned. Domestic and global government motives for involvement in sport in development will be considered and the aims and effectiveness of contemporary sports development schemes will also be evaluated in the context of organisational structures and policy. |
| BIOL60683 |
GLOBAL WILDLIFE CONSERVATION |
6 |
20 |
Health, Education, Policing and Sciences |
The importance of global cooperation in conservation efforts is absolute. In this module the student will investigate and evaluate a large range of organisations and projects that are currently working on the conservation of endangered species worldwide. The student will critically examine the philosophical aspects of conservation as well as current scientific approaches in the field. The student will gain a full and comprehensive understanding of the complexities of conservation on an International level and be able to articulate and expand upon many of the more subtle and controversial methodologies and ethics to be found within the sector. |
| BIOL60694 |
GOOD SCIENTIFIC AND CLINICAL PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will expand and develop your understanding of professional autonomy, accountability and responsibility and your wider contribution to effective service provision and development, bringing with it the culmination of your work-based training and education as a soon-to-be biomedical scientist.The module will cover three distinct areas interwoven with the common themes of safe, ethical and autonomous practice developing the principles of Good Scientific Practice (HEE), Standards of Conduct, Performance and Ethics (HCPC) and Good Professional Practice in Biomedical Science (IBMS). |
| HIPO60540 |
GOVERNMENTS AND INTELLIGENCE AGENCIES |
6 |
20 |
Health, Education, Policing and Sciences |
The course highlights what is widely regarded as being a 'missing dimension' of history in the twentieth century, the role of intelligence agencies and particularly their impact upon the decisions of international actors. This module takes a comparative look at the role of secret intelligence in the twentieth century and its use by a variety of governments, particularly in peacetime. Beginning with the origins of British Intelligence in 1909, the course looks at aspects of intelligence, in counter subversion and counter insurgency, in the Cold War and in the 'War on Terror'. The module looks at the various forms that intelligence takes, and the various methods of its employment from IMINT and SIGINT to HUMINT and OSINT, from Intelligence and Counter Intelligence to Covert Actions of all kind. |
| SPOR70772 |
GROUP DYNAMICS AND LEADERSHIP IN SPORT AND EXERCISE |
7 |
15 |
Health, Education, Policing and Sciences |
The module covers the application of social psychological theory to sport and exercise settings, with a focus on audience effects, groups, and leadership, and on how these processes may impact on the performance of athletes, coaches, trainers and managers. Adopting a social psychology framework the module will examine contemporary approaches related to the impact of audiences, group dynamics and cohesion in the performance domain. The efficacy of group based interventions (e.g., Personal-Disclosure Mutual-Sharing) will be examined and appraisal of the social identity approach critically explored. The approach adopted here will to use a theory to evidence to application framework, and allow students to critically examine current evidence from their own perspective as a performer, coach, teacher, trainer or psychologist.In the second half of the module traditional and contemporary theoretical approaches to sport and exercise leadership will be critically examined. A particular focus here will be on recent innovative approaches to leadership (i.e., the social identity approach to leadership), where you will examine empirical evidence in this area, and, again have the opportunity to apply this approach into identified authentic settings. Finally, the development of leadership skills through theoretically-based interventions will be evaluated. |
| SPOR70939 |
GROUP DYNAMICS AND LEADERSHIP IN SPORT AND EXERCISE |
7 |
20 |
Health, Education, Policing and Sciences |
The module covers the application of social psychological theory to sport and exercise settings, with a focus on audience effects, group dynamics, and leadership, and on how these processes may impact on the performance of athletes, coaches, trainers and managers. There is a critical focus on the psychology of group dynamics (and associated interventions to optimise team functioning) as well as leadership (and associated interventions to optimise leadership skills), using a theory to evidence to application framework. |
| PSYC40644 |
GROWING AND CHANGING |
4 |
15 |
Health, Education, Policing and Sciences |
The module will introduce aspects of development over the life-span. You will explore key developmental stages for example infancy and adolescence and will consider some of the issues that arise from current psychological research in this field. Sessions will focus on cognitive and social development in childhood, adulthood and old age. You will be introduced to appropriate methodologies in developmental psychology. |
| PSYC40813 |
GROWING AND CHANGING |
4 |
20 |
Health, Education, Policing and Sciences |
The module will introduce you to aspects of development and change over the life-span. You will explore key developmental stages for example infancy and adolescence and will consider some of the issues that arise from current psychological research in this field. Teaching sessions will focus on cognitive and social development in childhood, adulthood and old age. You will be introduced to appropriate methodologies in psychology across the lifespan. |
| BIOL50727 |
HEALTH AND DISEASE (DEVELOPMENT AND DETECTION) |
5 |
40 |
Health, Education, Policing and Sciences |
You will investigate the processes that contribute to our overall health and wellbeing before considering how changes to, or dysfunction of, these processes can contribute to disease. Consideration will be given to the collection of diagnostic samples as well as the types of samples collected. This will include investigation of neoplastic disease (cellular pathology), pathogenic and non-pathogenic microorganisms (medical microbiology), haematological function and dysfunction (haematology), haemostasis in health and disease (coagulation), reproductive function and dysfunction (clinical embryology), immunological function and dysfunction (clinical immunology), biochemical and metabolic dysfunction (clinical biochemistry) as well as infectious disease and substance abuse. Consideration of the application of clinical genetics will be given across all fields and this will include aspects of medical ethics. You will consider the application of current techniques within each area, as well as technological advances that allow disease to be diagnosed, or predicted, in both times of apparent good health and disease. This will include consideration of cellular, biochemical, and molecular investigations. |
| PUBL40078 |
HEALTH INEQUALITIES AND SOCIAL DETERMINANTS OF HEALTH |
4 |
20 |
Health, Education, Policing and Sciences |
This module delves into the definitions and concepts of health inequalities and the key social determinants of health, such as education, income, occupation, and housing. You'll explore how these factors impact health outcomes and examine barriers to healthcare access for vulnerable groups. The module covers health disparities across different life stages, the influence of ethnicity and culture, and the impact of geographic location. Youll also study environmental determinants, public health policies, and evaluate interventions aimed at reducing health disparities. |
| PSYC60799 |
HEALTH PSYCHOLOGY |
6 |
20 |
Health, Education, Policing and Sciences |
This module will provide an overview of the core issues and debates within health psychology. Topics may change annually to reflect the debates at the forefront of the discipline, but illustrations of topics include models and theories of health behaviour, long-term conditions, communication issues in health-care settings, health promotion, and health inequalities. |
| PSYC70690 |
HEALTH PSYCHOLOGY CORE ISSUES |
7 |
30 |
Health, Education, Policing and Sciences |
This module has been designed to provide an introduction to the areas and concerns of health psychology and the theoretical constructs that guide its work. Content moves from a basic coverage of the relevant literature to an appreciation of the methodological and theoretical issues underpinning research in the health setting in order to advance your theoretical and practical knowledge of health psychology and to develop your critical and evaluative skills to apply to health related research. You will consider ethical dimensions of health research and gain insight into the professional practice of health psychology. Content will include: historical and current theories and approaches in health psychology; theoretical models of health-related behaviour change and cognitions including health enhancing and compromising behaviours, efficacy and control beliefs, attributions, health beliefs and attitudes, social and individuals representations of health and illness, and symptom and risk perception; an introduction to related disciplines such as medical sociology, health policy, and medicine and the implementation of policy, strategy and legislation in health contexts; the physiology of health and illness; stress and psychoneuroimmunology; issues across the lifespan including the impact of hospitalisation on adults and children; and issues relating to a range of client groups including cross-cultural perspectives and sex and gender differences. |
| PSYC80755 |
HEALTH PSYCHOLOGY INTERVENTIONS |
8 |
40 |
Health, Education, Policing and Sciences |
This module takes you through the process of developing, conducting and evaluating psychological interventions. Sessions will be interactive in nature and will incorporate reflective practice. Content will cover: Assessment and formulation, developing, maintaining and ending a therapeutic relationship, intervention techniques, communication skills, implementing, monitoring, evaluating and disseminating interventions. |
| PPDE30417 |
HEALTH, CHOICE AND THE LIFESPAN |
3 |
20 |
Health, Education, Policing and Sciences |
This module will look at definitions of health and wellbeing and individual aspects of human health and development and how these changes over the lifespan; what are Values and how they help us to understand human services; people in society, social roles and social influences; the social process of devaluation as a health determinant; choice as competency; healthy and unhealthy behaviour; the role of anti-discriminatory and anti- oppressive behaviours in society. Valuing diversity this module will be exploring individual differences, including gender, sexuality, culture, religion, disability and social class. |
| BIOL50738 |
HEALTH, DISEASE AND DETECTION 2 |
5 |
20 |
Health, Education, Policing and Sciences |
Throughout this module you will develop knowledge and understanding of how dysfunction of the core anatomical, physiological, cellular, and biochemical processes can contribute to the development of human disease. Using specific examples we will investigate the consequences of dysfunction with a specific focus on the inter-relationship between systems. In addition, we will also consider how extremes of age and lifestyle choices can influence disease susceptibility and progression. |
| BIOL50739 |
HEALTH, DISEASE AND DEVELOPMENT 3 |
5 |
20 |
Health, Education, Policing and Sciences |
Throughout this module you will develop knowledge and understanding of the types of samples collected for analysis in the investigation of human disease. You will consider the collection methods, the methods used in the analysis of these samples and the data that they can provide. There will be a clear focus on the interdisciplinary nature of diagnostic pathology, the interpretation of diagnostic tests and their limitations, and the role pathology services have in the diagnosis, monitoring and treatment of disease. |
| BIOL50741 |
HEALTH, DISEASE AND DIAGNOSIS 2 |
5 |
20 |
Health, Education, Policing and Sciences |
Throughout this module you will develop knowledge and understanding of how dysfunction of the core anatomical, physiological, cellular, and biochemical processes can contribute to the development of human disease. Using specific examples we will investigate the consequences of dysfunction with a specific focus on the inter-relationship between systems. In addition, we will also consider how extremes of age and lifestyle choices can influence disease susceptibility and progression. |
| BIOL50740 |
HEALTH, DISEASE AND DIAGNOSIS 3 |
5 |
20 |
Health, Education, Policing and Sciences |
Throughout this module you will develop knowledge and understanding of the types of samples collected for analysis in the investigation of human disease. You will consider the collection methods, the methods used in the analysis of these samples and the data that they can provide. There will be a clear focus on the interdisciplinary nature of diagnostic pathology, the interpretation of diagnostic tests and their limitations, and the role pathology services have in the diagnosis, monitoring and treatment of disease. |
| BIOL50737 |
HEALTH, DISEASE AND DIAGNOSTICS 1 |
5 |
20 |
Health, Education, Policing and Sciences |
Throughout this module you will develop your knowledge and understanding of the core anatomical, physiological, cellular and biochemical processes that contribute to human health and wellbeing. You will investigate the changes, adaptations and regulatory mechanisms that enable these systems to respond to normal changes throughout a healthy life and will focus on the inter-relationships between the individual systems and their interdependence on each other. |
| LAWS62052 |
HEALTHCARE LAW AND BIOETHICS |
6 |
20 |
Health, Education, Policing and Sciences |
If you are interested in the contemporary issues in modern healthcare which so often make headline news, and you would like to be able to develop an informed view, of both the relevant law and ethics, this module will help you to achieve that. From an employability perspective, this module will help students to develop analysis and critique skills as well as ethical understanding. The subject matter of the module is relevant for both prospective solicitors and barristers, as the syllabus covers clinical negligence and issues relevant to both the court of protection and family courts. ¿The module will also be enjoyed by students who are looking to go on to postgraduate¿Masters¿or PhD study.¿ Students on this module will also develop and apply transferrable skills such as research, applying the law, awareness of current affairs, sensitive and¿non -discriminatory¿awareness of issues relating to sex, gender, sexuality and race which in addition to the legal sector discussed above could lead to careers in health authorities or other similar public sector organisations. |
| ECST40087 |
HISTORY AND PHILOSOPHY OF EARLY CHILDHOOD STUDIES |
4 |
30 |
Health, Education, Policing and Sciences |
You will examine the theoretical underpinning of early childhood studies and will study some of the earliest pioneers in the field such as Rousseau, Pestalozzi, Froebel, MacMillan, Piaget etc. You will have the opportunity to discuss new and emerging theories and tensions between Government policy and practice. You will study the historical context and underlying philosophies of Government initiatives such as Every Child Matters (DfES, 2003) and the Early Years Foundation Stage Framework (DfES, 2013). You will examine differing views of the nature of childhood in a modern society and the influence of the home, community, legal and the political context in which the child lives and how childhood as an entity may be constructed by adults to fit the prevailing ideology of society, including economic, ideological, religious and social institutions and norms. |
| ODPR50116 |
HOLISTIC CARE ACROSS THE LIFESPAN |
5 |
20 |
Health, Education, Policing and Sciences |
This module will give you the opportunity to develop your knowledge regarding the Holistic approach to patient care by critically exploring the role of the Operating Department Practitioner when caring for a patient with additional needs and belief systems or lifestyle choices that may be different from our own. You will also explore the care of patients across the lifespan, considering changing care needs and peri-operative care adjustments. |
| MIDW40127 |
HOLISTIC HEALTH ACROSS THE REPRODUCTIVE LIFESPAN |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to the concept of holistic health and wellbeing across¿a womans¿reproductive lifespan, including the¿fetus¿and neonate¿in¿the¿context of contemporary midwifery care in the UK and is closely linked to the other Level 4 modules providing a foundation for midwifery practice.¿¿During the module you will explore¿the physiological processes¿in addition to environmental, socio-cultural,¿psycho-emotional and spiritual¿influences on health.¿This module¿introduces you to¿the role¿of the midwife in the assessment of¿maternal,¿fetal¿and neonatal health, identifying the factors influencing these.¿¿ As an autonomous practitioner the midwife works in collaboration with women and multidisciplinary colleagues in the assessment, planning, implementation and evaluation of care. The knowledge and insight you will gain during this module will provide you with a sound foundation for appreciation of the midwifes role in quality care provision.¿¿¿This¿module lays the foundation of your understanding of the professional midwife as a safe and effective¿practitioner¿with the ability to provide universal care to women and neonates. |
| ADVC40157 |
HOUSING RIGHTS |
4 |
15 |
Health, Education, Policing and Sciences |
This module aims to provide students with a basic knowledge and understanding of the underlying concepts and principles of housing rights. You will learn about the development of central and local government housing policy and consider current issues in housing reform. The legal right to accommodation will be explored, including homelessness and re-housing. Contemporary issues such as security of occupation, repossession and tenant's rights will also be analysed. |
| ADVC50166 |
HOUSING RIGHTS 2 |
5 |
15 |
Health, Education, Policing and Sciences |
This module aims to provide you with a higher level knowledge and understanding of housing law and policy and build upon the knowledge and skills gained at level 4. The differing types of tenancy and subsequent security of tenure will be explored in more detail, including the policy intent of the introduction of such tenancies and the impact on tenants. Common problems between landlord and tenant will also be analysed including issues relating to neighbour nuisance, harassment, legal requirements and procedures for seeking possession and illegal eviction. |
| EDUC43634 |
HOW PUPILS LEARN IN MATHEMATICS |
4 |
20 |
Health, Education, Policing and Sciences |
This module will allow apprentices to review the 5 big ideas of Teaching for Mastery (TfM), through key learning theories. They will be able to draw upon experience in their school practice to evaluate Teaching for Mastery (TfM) |
| PPDE70830 |
HUMAN FACTORS AND ERGONOMICS |
7 |
20 |
Health, Education, Policing and Sciences |
This module introduces the foundational principles of Human Factors/ Ergonomics (HF/E). It covers the history and scope of the science and how to take a systems approach to interactions between people and technology, environment, task, and other socio-technical system elements. It introduces core areas of HF/E practice and competence such as user-centred design, with the twin aims of optimising work system performance and human wellbeing. Students apply HF/E models and tools for systems understanding, and discuss these in relation to patient safety, service quality, and related outcomes for staff and organisations. |
| PPDE60720 |
HUMAN FACTORS AND SAFE PRACTICE IN HEALTH AND SOCIAL INTEGRATED CARE |
6 |
20 |
Health, Education, Policing and Sciences |
What does Human Factors really mean and why it is important for patient, service user and staff safety and wellbeing? Human Factors is concerned with the application of what we know about people (our abilities, characteristics and limitations) to the design and management of equipment we use, environments in which we function and the activities we have to perform. This module provides you with an introduction to Human Factors, the profession and the national and international response from the Health and Social Care sectors. We will also explore how Human Factors as a discipline can help address issues relating to equality, diversity and inclusion (EDI), such as situations that cause EDI issues and potential solutions on how to overcome these. |
| PPDE40635 |
HUMAN GROWTH AND DEVELOPMENT THROUGH BIO-PSYCHO-SOCIAL LENS |
4 |
20 |
Health, Education, Policing and Sciences |
This module is aimed to equip the learners with theoretical knowledge and understanding of human growth and development throughout the lifespan exploring a range of biological, psychological and social perspectives. Valuing diversity is at the core of the module exploring personal, cultural, religious and spiritual human development throughout the life stages. Disruption of normal development is explored through the service users perspective and narratives to enable insight and empathy. It is expected that students will develop their understanding of and commitment to diversity and anti-oppressive values relevant to caring and supporting people in health and social care. |
| LAWS61611 |
HUMAN RIGHTS |
6 |
15 |
Health, Education, Policing and Sciences |
Can you see yourself championing important freedoms and liberties in challenging and controversial circumstances? You will explore important human rights such as the right to life and the absolute prohibition on torture. You will examine the scope of the right to liberty and the right to a fair trial. You will debate the boundaries of two human rights that sometimes conflict with each other, freedom of expression and the right to respect for private and family life. You will apply principles of human rights law to practical scenarios in the areas of medical ethics, employment rights and state measures designed to combat terrorism. |
| LAWS62053 |
HUMAN RIGHTS |
6 |
20 |
Health, Education, Policing and Sciences |
Can you see yourself championing important freedoms and liberties in challenging and controversial circumstances? You will explore important human rights such as the right to life and the absolute prohibition on torture. You will examine the scope of the right to liberty and the right to a fair trial. You will debate the boundaries of two human rights that sometimes conflict with each other, freedom of expression and the right to respect for private and family life. You will apply principles of human rights law to practical scenarios in the areas of medical ethics, employment rights and state measures designed to combat terrorism. |
| LAWS63090 |
HUMAN RIGHTS |
6 |
20 |
Health, Education, Policing and Sciences |
Can you see yourself championing important freedoms and liberties in challenging and controversial circumstances? You will explore important human rights such as the right to life and the absolute prohibition on torture. You will examine the scope of the right to liberty and the right to a fair trial. You will debate the boundaries of two human rights that sometimes conflict with each other, freedom of expression and the right to respect for private and family life. You will apply principles of human rights law to practical scenarios in the areas of medical ethics, employment rights and state measures designed to combat terrorism. This module will be of interest to students who may wish to have a career in the Public Law arena working on matters such as judicial review cases. It is also valuable to those who may progress to employment in central, devolved or local government with a role in, for example, a government department. The same can be said in respect of positions in government agencies such as the Criminal Cases Review Commission or the Employment and Equality Commission. A Human Rights module is also a useful stepping stone towards a variety of careers with third sector organisations both national and international. |
| LAWS62067 |
HUMAN RIGHTS DL |
6 |
20 |
Health, Education, Policing and Sciences |
Can you see yourself championing important freedoms and liberties in challenging and controversial circumstances? You will explore important human rights such as the right to life and the absolute prohibition on torture. You will examine the scope of the right to liberty and the right to a fair trial. You will debate the boundaries of two human rights that sometimes conflict with each other, freedom of expression and the right to respect for private and family life. You will apply principles of human rights law to practical scenarios in the areas of medical ethics, employment rights and state measures designed to combat terrorism. |
| HIPO60547 |
HUMAN RIGHTS IN GLOBAL SECURITY |
6 |
20 |
Health, Education, Policing and Sciences |
This module will give you a thorough understanding of both the theoretical and practical issues and complexities which surround the issue of human rights in the context of global security. It will provide essential background information on the international human rights regime as well as facilitating an understanding of the complexity of the tensions which exist between the realization of human rights and the achievement of international security. This tension will be explored in relation to case studies which focus on both topics, such as torture, and on geographical regions such as Central Asia. It will examine the influence of human rights concerns in the security and foreign policies of states and will examine human rights in relation to both military intervention and war. |
| HIPO70456 |
HUMAN SECURITY |
7 |
30 |
Health, Education, Policing and Sciences |
This module explores the academic debates which surround the concept of human security, in particular, the question of its relationship to human rights, asking, how does human security advance the human rights agenda? The module then goes on to examine the impact of the concept in international practice. It examines the way the term has been adopted by key actors, such as the United Nations, European Union and African Union, as well as state actors, and considers the impact of its adoption on policy. It will examine the development of the Responsibility to Protect and the human security issues associated with post-conflict reconstruction. The module then moves on to cover key issues of human security such as health; food; water; environmental degradation; the trafficking in small arms. |
| HIPO70496 |
HUMAN SECURITY |
7 |
20 |
Health, Education, Policing and Sciences |
The inclusion of this module ensures that on MA International Security you will be examining security in a broad and inclusive way. Military violence or war is not the major threat to most people in the world. It might instead be lack of food, clean drinking water, or adequate health care; drugs; climate change and countless other insecurities. This wide focus ensures the degree is relevant not just to military security practitioners (or aspiring ones) but to those who work in non-governmental or inter-governmental organizations seeking to respond to the particular challenges faced in their societies. |
| PSYC30620 |
HUMANS - NATURE AND NURTURE |
3 |
40 |
Health, Education, Policing and Sciences |
On this module you will learn the basic concepts within developmental and biological psychology. You will study topics such as attachment, maternal deprivation, moral development, the structures of the brain and central nervous system, localisation of brain function and brain plasticity. To illustrate these concepts, you will be introduced to classic and contemporary research studies within developmental and biological psychology, alongside current issues and debates, including nature vs. nurture debate and reductionism and determinism. You will apply the knowledge you have learnt to applied issues such as autism in education, the impact of advertising on children and explanations for aggression. On this module you will continue to learn the basic concepts of non-experimental research methods, including observations, correlations and longitudinal research. In order to support your study skills within this module you will undertake sessions on accessing library databases and journal articles, and collaborative IT skills. |
| LAWS51949 |
IDENTIFYING SUICIDE AND/OR SELF-HARM PREVENTION |
5 |
20 |
Health, Education, Policing and Sciences |
This module is a core module on the Offender Management pathway and has been designed to provide you with useful knowledge of a very serious and prevalent phenomenon in the criminal justice sector. The module will prepare you for employment in the justice and community sector and many of the sessions are delivered by staff from HMPSS. You will have the opportunity to test your skills in role-play scenarios. You will learn about different approaches to suicide and self-harm assessment, utilising different models, tools and considering evidence-based practice. You will gain an insight into the differences and relationships between suicidality and self-harm and provide appropriate responses and look at assessment as a therapeutic intervention including Cognitive Behaviour Approaches to assessment, formulation and intervention. |
| COFA40004 |
IDENTITY |
4 |
20 |
Health, Education, Policing and Sciences |
On this module, you will be introduced to various perceptions of identity in the archaeological record and how these perceptions have repercussions in modern society. You will be introduced to the history and evolution of academic knowledge about human identity, both individual and communal. This course will cover both theoretical and practical aspects that will be taught through multiple case study examples. |
| ADVC50168 |
IMMIGRATION AND ASYLUM |
5 |
15 |
Health, Education, Policing and Sciences |
In this module you consider the history and background of UK immigration legislation and current government policy on immigration and asylum. You will learn about the complexities of the immigration system and rules, the asylum application procedure for adults and families and refugee status. |
| ADVC60177 |
IMMIGRATION AND ASYLUM |
6 |
15 |
Health, Education, Policing and Sciences |
In this module you consider the history and background of UK immigration legislation and current government policy on immigration and asylum. You will learn about the complexities of the immigration system and rules, the asylum application procedure for adults and families and refugee status. |
| NURS50729 |
IMPROVING CLIENT CARE |
5 |
15 |
Health, Education, Policing and Sciences |
There is an expectation that all those working within the contemporary healthcare arena are aiming to improve service delivery and the service user experience. Driving forward change to facilitate improvement can be underpinned with a range of knowledge and skills which will enhance the process and allow all healthcare workers, whatever their role, to develop their ideas and become effective in this environment.This module is core to the Foundation Degree Science in Integrated Care Practice and is delivered at level 5 during year 2 of the course. It will consider key issues such as change management, leadership and team working theories. It encourages you to consider project management, audit and sustaining change in a dynamic care environment. |
| EDUC50625 |
INCLUSION AND INCLUSIVE PRACTICE |
5 |
20 |
Health, Education, Policing and Sciences |
Your professional teacher identity has been developed over the past two years and this module enables you to reflect on some of the issues that professional teachers may encounter in order to improve your practice. You will learn what research and policy has to contribute to these issues and reflect on your own practice in light of these challenges. |
| EDUC53634 |
INCLUSION IN SECONDARY SCHOOLS |
5 |
40 |
Health, Education, Policing and Sciences |
Your professional teacher identity has been developed throughout level 4 and 5 and this module enables you to reflect on some of the issues that professional teachers may encounter in order to improve your practice. You will learn what research and policy has to contribute to these issues and reflect on your own practice in light of these challenges. Apprentices will spend 3 days in school developing their professional abilities and behaviours.¿ Each apprentice will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with them in planning, delivering and reviewing lessons. By the end of this module, apprentices should be teaching the class for at least 50% of the timetable.¿¿ |
| CYPF50003 |
INCLUSIVE PRACTICE WITH CHILDREN, YOUNG PEOPLE AND FAMILIES |
5 |
20 |
Health, Education, Policing and Sciences |
Learners will learn how inclusiveness and personal values are intrinsically linked. They will identify the premise upon which these are constructed and what influences these? In this module, you will consider inclusiveness, personal values and the barriers which prevent children and young people and families from engaging. You will also explore if policy, service, individual contributions or there the lack of are contributory factors. You will consider the underlying aims and principles of this sector, including concepts of equality of opportunity, anti-oppressive and anti-discriminatory practice, empowerment, confidentiality, and self-determination. These concepts underpin the value base of working in this sector and you will be challenged to consider your own personal values, how these are formed and the effect these may have on your approach. |
| PARA50686 |
INCLUSIVE PRE-HOSPITAL CARE |
5 |
20 |
Health, Education, Policing and Sciences |
Building on Introduction to Inclusive Pre-Hospital care, this module explores in more detail the duty of care and management strategies of Paramedics when dealing with patients who are medically, physically, socially or psychologically vulnerable. |
| PARA50694 |
INCLUSIVE PRE-HOSPITAL CARE |
5 |
20 |
Health, Education, Policing and Sciences |
Building on Introduction to Inclusive Pre-Hospital care, this module explores in more detail the duty of care and management strategies of Paramedics when dealing with patients who are medically, physically, socially or psychologically vulnerable. |
| NURS70495 |
INDEPENDENT SUPPLEMENTARY PRESCRIBING |
7 |
30 |
Health, Education, Policing and Sciences |
It has been suggested that nonmedical prescribing has been the most important development in nursing since it became a profession (Stuttle, 2016). The UKs nursing profession having one of the broadest scopes to prescribe in the world. It has enabled the development of new roles which benefit both service delivery and service users. As an independent prescriber, within your area of competence, this qualification will enable you to prescribe a wide range of medicines from the British National Formulary (BNF). As a dual qualification it will also allow you to work with appropriate prescribers in a supplementary prescribing arrangement. |
| NURS60501 |
INDEPENDENT AND SUPPLEMENTARY NURSE PRESCRIBING |
6 |
30 |
Health, Education, Policing and Sciences |
It has been suggested that nonmedical prescribing has been the most important development in nursing since it became a profession (Stuttle, 2016). The UKs nursing profession having one of the broadest scopes to prescribe in the world. It has enabled the development of new roles which benefit both service delivery and service users. As an independent prescriber, within your area of competence, this qualification will enable you to prescribe a wide range of medicines from the British National Formulary (BNF). As a dual qualification it will also allow you to work with appropriate prescribers in a supplementary prescribing arrangement. |
| SPOR60958 |
INDEPENDENT INVESTIGATIONAL PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
This module aims to develop students knowledge and understanding in the planning, conduct and reporting of scientific research. Students will conduct a research project where they identify a topic for research, design and conduct an appropriate study, analyse and interpret data they have collected and write and submit a report in line with the Sport and Exercise format for dissertations.Aligned with this dissertation/project students will also have to produce a project proposal (including ethical approval and risk assessment when appropriate), which will outline the main background, methods, and evaluation strategies.Finally, based upon their dissertation/project and final year study, students will undertake a viva in which they outline how the current module (and other modules and experiences in their final year) have supported their transferable skills and readiness for the world of work.This flexible module enables students to choose an award relevant topic and type of assignment which is best suited to their current areas of interest and career aspirations. |
| SPOR60969 |
INDEPENDENT INVESTIGATIONAL PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
This module aims to develop students knowledge and understanding in the planning, conduct and reporting of scientific research. Students will conduct a research project where they identify a topic for research, design and conduct an appropriate study, analyse and interpret data they have collected and write and submit a report in line with the Sport and Exercise format for dissertations.Aligned with this dissertation/project students will also have to produce a project proposal (including ethical approval and risk assessment when appropriate), which will outline the main background, methods, and evaluation strategies.Finally, based upon their dissertation/project and final year study, students will undertake a viva in which they outline how the current module (and other modules and experiences in their final year) have supported their transferable skills and readiness for the world of work.This flexible module enables students to choose an award relevant topic and type of assignment which is best suited to their current areas of interest and career aspirations. |
| POLI60505 |
INDEPENDENT PATROL STATUS |
6 |
0 |
Health, Education, Policing and Sciences |
This module complements the work student officers will undertake to achieve independent patrol status (IPS), the first step to meeting full operational competency. The module begins on day one of year one and must be concluded by week 52 of the same year. Many students will complete their IPS Portfolio well ahead of the 52-week completion date. This module utilises the learning that you will complete both in the classroom and in the workplace over a 12-month period. |
| POLI60535 |
INDEPENDENT PATROL STATUS |
6 |
0 |
Health, Education, Policing and Sciences |
This module complements the work student officers will undertake to achieve independent patrol status (IPS), the first step to meeting full operational competency. The module begins on day one of year one and must be concluded by week 52 of the same year. Many students will complete their IPS Portfolio well ahead of the 52-week completion date. This module utilises the learning that you will complete both in the classroom and in the workplace over a 12-month period. |
| POLI60536 |
INDEPENDENT PATROL STATUS |
6 |
0 |
Health, Education, Policing and Sciences |
This module complements the work student officers will undertake to achieve independent patrol status (IPS), the first step to meeting full operational competency. The module begins on day one of year one and must be concluded by week 52 of the same year. Many students will complete their IPS Portfolio well ahead of the 52-week completion date. This module utilises the learning that you will complete both in the classroom and in the workplace over a 12-month period. |
| POLI40408 |
INDEPENDENT PATROL STATUS (IPS) |
4 |
20 |
Health, Education, Policing and Sciences |
This module complements the work student officers will undertake to achieve independent patrol status (IPS), the first step to meeting full operational competency. The module begins on day one of year one and must be concluded by week 52 of the same year. Many students will complete their IPS Portfolio well ahead of the 52-week completion date. This module utilises the learning that you will complete both in the classroom and in the workplace over a 12-month period. This recognises integral and mandatory operational training and assessment that student offers must successfully complete to undertake patrol in a safe and lawful manner. The module will allow student officers to develop their operational skills, communication skills, team working abilities and demonstrate a knowledge of any underpinning guidance, legislation, research or academic theory and apply these in an operational setting. This is a pass or fail module and a prerequisite of progression into year 2 on the programme. |
| POLI40418 |
INDEPENDENT PATROL STATUS (IPS) |
4 |
20 |
Health, Education, Policing and Sciences |
This module complements the work student officers will undertake to achieve independent patrol status (IPS), the first step to meeting full operational competency. The module begins on day one of year one and must be concluded by week 52 of the same year. Many students will complete their IPS Portfolio well ahead of the 52-week completion date. This module utilises the learning that you will complete both in the classroom and in the workplace over a 12-month period. This recognises integral and mandatory operational training and assessment that student offers must successfully complete to undertake patrol in a safe and lawful manner. The module will allow student officers to develop their operational skills, communication skills, team working abilities and demonstrate a knowledge of any underpinning guidance, legislation, research or academic theory and apply these in an operational setting. This is a pass or fail module and a prerequisite of progression into year 2 on the programme. |
| POLI40417 |
INDEPENDENT PATROL STATUS (IPS) |
4 |
20 |
Health, Education, Policing and Sciences |
This module complements the work student officers will undertake to achieve independent patrol status (IPS), the first step to meeting full operational competency. The module begins on day one of year one and must be concluded by week 52 of the same year. Many students will complete their IPS Portfolio well ahead of the 52-week completion date. This module utilises the learning that you will complete both in the classroom and in the workplace over a 12-month period. This recognises integral and mandatory operational training and assessment that student offers must successfully complete to undertake patrol in a safe and lawful manner. The module will allow student officers to develop their operational skills, communication skills, team working abilities and demonstrate a knowledge of any underpinning guidance, legislation, research or academic theory and apply these in an operational setting. This is a pass or fail module and a prerequisite of progression into year 2 on the programme. |
| FORE60331 |
INDEPENDENT PROJECT |
6 |
30 |
Health, Education, Policing and Sciences |
Explore new areas of Forensic Science in your own research project. Develop new ideas in partnership with experts and present your results to the world. |
| FORE60363 |
INDEPENDENT PROJECT IN POLICING AND CRIMINAL INVESTIGATION |
6 |
45 |
Health, Education, Policing and Sciences |
You will devise, plan, execute and report on a substantial piece of independent work in criminal investigation or a related aspect. The topic should be something which is aligned with the course and of interest to the student, and will need to be agreed with an academic supervisor. The project will be in the nature of primary or secondary research and will entail you accessing or collecting information from disparate sources concerning your allocated case study. It will require you to source your literature from a variety of sources to inform your project, design a piece of research, collect primary or secondary data using systematic methods, and critically evaluate all the data which you have assembled; drawing appropriate conclusions and recommendations. In all cases, the project should reflect the investigative and forensic nature base of the Policing and Criminal Investigation award. The topic will not normally overlap significantly with other independent work at level 6. The module will allow you to develop skills in defending your work through a viva-voce examination. You will need to select, deploy and adapt techniques, critically interpret and evaluate data, and present your findings both in writing and orally. |
| EDUC60604 |
INDEPENDENT RESEARCH PROJECT |
6 |
45 |
Health, Education, Policing and Sciences |
This module will allow you to participate in a small scale independent research project. The content of the research will be determined by the selection of the topic to be studied and the framing of the hypothesis/research question. This module will allow you to build on and develop your research skills, to implement different research methodology and to undertake small scale research utilising appropriate academic conventions. |
| EDUC60632 |
INDEPENDENT RESEARCH PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
In this module you will be able to explore an education area of interest to conduct primary research. Your research focus will be agreed with the module tutor and a suitable research supervisor assigned to you. After University ethical approval is granted, you will carry out data collection and independently progress with your study under supervisor guidance. |
| FORE70323 |
INDEPENDENT RESEARCH PROJECT |
7 |
60 |
Health, Education, Policing and Sciences |
Following a critical appraisal of the current research in a specific area of forensic science, you will devise and carry out an appropriate experimental programme. You will interpret your results making use of initiative and originality of thinking and produce an extensive report, which effectively describes the research carried out and demonstrates a sound understanding of both the practical and theoretical aspects encountered. You are free to choose the subject matter of the project, subject to us being able to support it with academic supervision and equipment. |
| EDUC60647 |
INDEPENDENT RESEARCH PROJECT (DISSERTATION) |
6 |
40 |
Health, Education, Policing and Sciences |
High-quality and ethical research is the cornerstone of effective teaching and learning within the primary education context. This module provides the opportunity for you to undertake your own research based upon an element of your own practice which you have become particularly interested in during the first two years of your ITT. You will learn how to undertake original and ethical research which not only supports your work within the classroom but also informs your primary teaching colleagues. This module is the start of an exciting research journey which could potentially lead to further qualifications, for example a Masters! |
| EDUC60629 |
INDEPENDENT RESEARCH PROJECT (QTS) |
6 |
45 |
Health, Education, Policing and Sciences |
This module will allow you to participate in a small scale independent research project. The content of the research will be determined by the selection of the topic to be studied and the framing of the hypothesis/research question. This module will allow you to build on and develop your research skills, to implement different research methodology and to undertake small scale research utilising appropriate academic conventions. |
| NURS60549 |
INDEPENDENT/SUPPLEMENTARY PRESCRIBING FOR ALLIED HEALTH PROFESSIONALS |
6 |
30 |
Health, Education, Policing and Sciences |
Prescribing by non-medical practitioners has expanded and become embedded in health and care systems (HCPC, 2018). It has enabled the development of new roles which benefit both service delivery and service users. For practitioners, it offers the opportunity to develop genuine autonomy in a range of interesting and varied roles. As an independent prescriber, within your area of competence, this qualification will enable you to prescribe a wide range of medicines from the British National Formulary (BNF). As a dual qualification it will also allow you to work with appropriate independent prescribers in a supplementary prescribing arrangement. |
| HIPO60025 |
INDIA, PAKISTAN, AFGHANISTAN: HISTORY AND POLITICS |
6 |
15 |
Health, Education, Policing and Sciences |
This module looks at modern relationships in South Asia between India, Pakistan and Afghanistan.It explores the intertwined history of these countries, with a particular focus on Mughal and British periods, and then examines the Partition in 1947 and consequences of that epoch-marking event, including the issue of Kashmir. Post-independence developments in each country, explaining the divergent paths of India and Pakistan, the creation of Bangladesh and the consequences of the Soviet and American invasions of Afghanistan are also explored. Module Code: HIPO60025 |
| SPOR40922 |
INDIVIDUAL DIFFERENCES AND PSYCHOMETRICS IN SPORT AND EXERCISE |
4 |
30 |
Health, Education, Policing and Sciences |
The notion of individual difference between human beings is a cornerstone of classical and modern psychological theory and application. In sport and exercise, the understanding of how individual difference influence the wellbeing and performance of participants has been a thriving area of research. So too has the measurement of individual difference using psychometrics (e.g., self-report questionnaires). This module will develop your conceptual and historical appreciation of individual differences and psychometrics in the context of psychology, sport and exercise. You will learn about core themes in individual differences as applied to sport and exercise, such as the Big Five personality traits, the dark triad, motivation, core beliefs and schema, intelligence, and how these constructs link to cognitive, emotional, and behavioural outcomes in athletes.Students will gain an appreciation of the measurement of individual differences, and the processes by which psychometrics are developed and validity for use in research and applied sport and exercise settings. |
| SPOR40970 |
INDIVIDUAL DIFFERENCES AND PSYCHOMETRICS IN SPORT AND EXERCISE |
4 |
20 |
Health, Education, Policing and Sciences |
This module will develop students' conceptual and historical appreciation of individual differences and psychometrics in the context of psychology, sport and exercise. Students will learn about core themes in individual differences as applied to sport and exercise, such as the Big Five personality traits, the dark triad, motivation, core beliefs and schema, intelligence, and how these constructs link to cognitive, emotional, and behavioural outcomes in athletes.Students will gain an appreciation of the measurement of individual differences, and the processes by which psychometrics are developed and validity for use in research and applied sport and exercise settings. |
| EDUC60445 |
INDIVIDUAL RESEARCH PROJECT |
6 |
30 |
Health, Education, Policing and Sciences |
This module provides an opportunity for participants to engage in a small scale research project. The content of the project will be determined by the selection of the topic to be studied and the framing of the research questions. The choice of topic and research questions will be guided by the module tutor in response to the student's identification of issues relevant to their current practice and interests. |
| EDUC60611 |
INDIVIDUAL RESEARCH PROJECT |
6 |
30 |
Health, Education, Policing and Sciences |
The module provides an opportunity for participants to engage in a small scale research project. The content of the project will be determined by the selection of the topic to be studied and the framing of the research questions. The choice of topic and research questions will be guided by the module tutor in response to the student's identification of issues relevant to their current practice and interests. |
| EDUC60653 |
INDIVIDUAL RESEARCH PROJECT (DL) |
6 |
40 |
Health, Education, Policing and Sciences |
Individual Research ProjectThe module provides an opportunity for participants to engage in a small scale research project. The content of the project will be determined by the selection of the topic to be studied and the framing of the research questions. The choice of topic and research questions will be guided by the module tutor in response to the student's identification of issues relevant to their current practice and interests.This module will gain you 40 credits at level 6 towards the full BA Hons PCET degree240. |
| EDUC60659 |
INDIVIDUAL RESEARCH PROJECT (DL) |
6 |
40 |
Health, Education, Policing and Sciences |
Individual Research ProjectThe module provides an opportunity for participants to engage in a small scale research project. The content of the project will be determined by the selection of the topic to be studied and the framing of the research questions. The choice of topic and research questions will be guided by the module tutor in response to the student's identification of issues relevant to their current practice and interests.This module will gain you 40 credits at level 6 towards the full BA Hons PCET degree240. |
| EDUC60640 |
INDIVIDUAL STUDY PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
Individual Research ProjectThe module provides an opportunity for participants to engage in a small scale research project. The content of the project will be determined by the selection of the topic to be studied and the framing of the research questions. The choice of topic and research questions will be guided by the module tutor in response to the student's identification of issues relevant to their current practice and interests.This module will gain you 40 credits at level 6 towards the full 240 credits for the BA (Hons) Education and BA Education (Hons) ( Early Years) degree |
| EDUC60644 |
INDIVIDUAL STUDY PROJECT D/L |
6 |
40 |
Health, Education, Policing and Sciences |
The module provides an opportunity for participants to engage in a small scale research project. The content of the project will be determined by the selection of the topic to be studied and the framing of the research questions. The choice of topic and research questions will be guided by the module tutor in response to the student's identification of issues relevant to their current practice and interests. This module will gain you 40 credits at level 6 towards the full 240 credits for the BA (Hons) Education and BA (Hons) Education ( Early Years) degree |
| SPOR50925 |
INDUSTRY PROJECT |
5 |
40 |
Health, Education, Policing and Sciences |
Do you want to gain hands-on industry skills and experience and help solve problems or gaps in knowledge? The Industry Challenge project aims to provide an authentic experience of small-scale project and event management to address genuine problems faced by the sector. You will work alongside local industry partners to develop and deliver a project identified by them as a need within the community or organisation. |
| SPOR50936 |
INDUSTRY PROJECT |
5 |
40 |
Health, Education, Policing and Sciences |
Do you want to gain hands-on industry skills and experience and help solve problems or gaps in knowledge? The Industry Challenge project aims to provide an authentic experience of small-scale project and event management to address genuine problems faced by the sector. You will work alongside local industry partners to develop and deliver a project identified by them as a need within the community or organisation. |
| BIOL40697 |
INFECTION PREVENTION AND CONTROL |
4 |
40 |
Health, Education, Policing and Sciences |
Are you interested in how infectious diseases are spread and controlled? This course will introduce you to the science of infection and the application of methods to prevent and control infection in humans. Whether you work in care, retail, food, or hospital settings, or simply have an interest in learning more about infections, this course will take you on a journey, from a patient perspective, to increase your understanding of how we can prevent, control, and treat infections. You will experience behind the scenes journey of patient samples, as well as developing your skills in recognising best practice in simulated clinical settings. |
| NURS50644 |
INFECTION PREVENTION AND CONTROL |
5 |
15 |
Health, Education, Policing and Sciences |
Searching for academic literature to support your work |
| NURS60645 |
INFECTION PREVENTION AND CONTROL |
6 |
15 |
Health, Education, Policing and Sciences |
Academic writing approaches |
| NURS70779 |
INFECTION PREVENTION CONTROL IN CLINICAL PRACTICE |
7 |
20 |
Health, Education, Policing and Sciences |
Building on your existing knowledge you will recognise, interpret, apply and disseminate the principles of infection prevention and control, linking science and clinical practice together to understand the challenges around antimicrobial use and the behaviours in practice to empower you to improve patient/service user care within your workplace setting. |
| NURS60795 |
INFECTION PREVENTION CONTROL IN CLINICAL PRACTICE DL |
6 |
20 |
Health, Education, Policing and Sciences |
The Coronavirus pandemic has emphasised more than ever the importance of effective infection prevention and control. Therefore, it is imperative that we can provide you with the essential knowledge to inform and improve practices with your workplace setting.You will examine the evidence-based guidance that informs best practice. You will be equipped with the knowledge and skills to recognise, interpret, apply, and disseminate the principles of infection prevention and control, understand the challenges of use of antimicrobials, help improve patient/service user care and challenge practice in your workplace setting. This module is applicable for health and social care workers for who work in the NHS or the private sector. The module will be delivered by highly experienced and qualified practitioners who possess expertise in the field of infection prevention and control. |
| NURS70796 |
INFECTION PREVENTION CONTROL IN CLINICAL PRACTICE DL |
7 |
20 |
Health, Education, Policing and Sciences |
Building on your existing knowledge you will recognise, interpret, apply and disseminate the principles of infection prevention and control, linking science and clinical practice together to understand the challenges around antimicrobial use and the behaviours in practice to empower you to improve patient/service user care within your workplace setting. |
| BIOL70655 |
INFECTIOUS DISEASE |
7 |
15 |
Health, Education, Policing and Sciences |
The molecular mechanisms of disease caused by various pathogens including bacteria, viruses, fungi, non-conventional agents, protozoa and major parasitic worms will be investigated. |
| BIOL70639 |
INFECTIOUS DISEASE (DL) |
7 |
15 |
Health, Education, Policing and Sciences |
The molecular mechanisms of disease caused by various pathogens including bacteria, viruses, fungi, non-conventional agents, protozoa and major parasitic worms will be investigated. |
| LAWS79904 |
INFORMATION TECHNOLOGY LAW |
7 |
20 |
Health, Education, Policing and Sciences |
Information Technology is one of the most practical subjects. IT law is characterised by the ease and speed with which data can be processed and communicated. This subject has become one of the trending and updated subjects since it explores Cyber security, Cyber crimes as well as artificial intelligence. This module aims at providing students with an in-depth understanding of the main issues relating to Information Technology Law. Hence, the students will gain a critical understanding of the fundamental legal principles which apply to information technology in a business context at the completion of the course. This is revolving mainly around the issues and legal principles of IT and will assist the students in the furtherance of their knowledge and critical thinking abilities of the subject matter in a business context. |
| SPOR30758 |
INJURIES AND REHABILITATION |
3 |
20 |
Health, Education, Policing and Sciences |
Students will have the opportunity to use cutting edge technology to help and assist their development and knowledge of sports injury triage and rehabilitation. The opportunity to use simmersion technology will but students at the forefront of experience. The injuries and rehabilitation module will prepare the student for future employment opportunities within a range of sectors. |
| SPOR40956 |
INJURY REHABILITATION AND MANUAL THERAPIES |
4 |
20 |
Health, Education, Policing and Sciences |
This module aims to provide knowledge and understanding of pre-treatment client screening, which may include, postural assessment, anthropometric testing and subjective screening. Students will learn a range of sports massage techniques and how to apply these safely and effectively to different case scenarios throughout the module. On completion of this module students are eligible for external massage insurance for them to gain paid clinical work. |
| EDUC77088 |
INNOVATION AND CONTEMPORARY PRACTICE |
7 |
0 |
Health, Education, Policing and Sciences |
Innovation and Contemporary Practice supports your design and completion of a small-scale action research project. This project will be conducted and publicised in the Research Project module. Your intervention will be based around using an aspect of technology enhanced learning (TEL) which is innovative in terms of your professional practice. Different students will come to this module with differing levels of experience and expertise with regard to technology, so innovative practice relates to attempting to an aspect of TEL which is new to you. |
| SPOR60955 |
INSPIRING LEARNING AND PE PEDAGOGY |
6 |
20 |
Health, Education, Policing and Sciences |
This module seeks to develop students understanding of current pedagogical practice within physical education. The history and development of physical education is covered, and consideration is given to the direction of travel regards future physical education pedagogy and modes of education. |
| SPOR60533 |
INSPIRING LEARNING: PHYSICAL EDUCATION PEDAGOGY |
6 |
15 |
Health, Education, Policing and Sciences |
Lectures, seminars and practicals will explore strategies for inspiring learning in schools, physical education and youth sport. Positive behaviour management will be a key strand of work as will a focus on planning for outstanding lessons. There will be opportunities to compare how different countries deliver their education and PE structures. The module is aimed at developing reflective practice as a basis for a career in teaching or school related youth sport. |
| BIOL60669 |
INTEGRATED BIOLOGY OF DISEASE |
6 |
20 |
Health, Education, Policing and Sciences |
The module studies the interrelationships that are involved in the development of multifactorial human diseases and of their relationships with each other. Many of the major chronic multifactorial disorders that affect the Worlds population in the 21st Century are a result of genetic, environmental or even it could be argued behavioural factors. This module explores the impact of these factors on disease development and thus reviews the current understanding of their aetiology, pathogenesis, diagnosis and treatment. Examples of diseases are cardiovascular disease (such as atherosclerosis and high blood pressure), diabetes mellitus, obesity and amyloidosis. |
| BIOL70679 |
INTEGRATED LABORATORY MEDICINE |
7 |
30 |
Health, Education, Policing and Sciences |
This module challenges you to apply and critically evaluate biomedical science at an advanced level, developing the expertise needed to interpret complex clinical cases with confidence. Building on your undergraduate learning, you will integrate their knowledge of physiology, pathology, and laboratory medicine to assess real-world case studies, using evidence-based research to guide interpretation and decision-making. The module takes a multidisciplinary approach, requiring you to synthesise data from infection, cellular, blood, and genomic sciences. Through the critical evaluation of clinical, physiological, and laboratory parameters, you will gain the skills to communicate nuanced clinical information effectively across professional boundaries. A key focus will be the ability to navigate uncertainty in diagnostic pathways, demonstrating an understanding of scope of practice, professional accountability, and the complexities of clinical decision-making. By the end of this module, you will be equipped to engage in high-level discussions within cross-professional teams, applying their expertise to drive patient-centred, evidence-based outcomes in laboratory medici |
| FORE70571 |
INTEGRATED MASTERS PLACEMENT |
7 |
60 |
Health, Education, Policing and Sciences |
You will spend the second semester of your final year working on an internal or external placement. This will give you the opportunity to demonstrate that you can work effectively in a professional environment. You will learn new skills and conduct research appropriate to the placement requirements. |
| ELAN37092 |
INTEGRATED RESEARCH PROJECT |
3 |
40 |
Health, Education, Policing and Sciences |
This module aims to help you develop and practise a set of essential academic skills that will be employed when you progress on to the degree in your chosen subject area and progress into your chosen career. |
| LAWS79903 |
INTELLECTUAL PROPERTY LAW |
7 |
20 |
Health, Education, Policing and Sciences |
This module aims at providing students with an in-depth understanding of the main issues relating to Intellectual Property Law. Hence, the students will gain a critical understanding of the fundamental legal principles which apply to intellectual property in an international business context at the completion of the course. This is revolving mainly around the issues and legal principles of IP and will assist the students in the furtherance of their knowledge and critical thinking abilities of the subject matter in an international business context. |
| HIPO60553 |
INTELLIGENCE IN PEACE AND WAR (DL) |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will examine a range of topical global issues that represent contemporary challenges for both policymakers and other actors. Indicative issues addressed include nuclear proliferation, the environment, humanitarian intervention and the responsibility to protect, and other key areas of global concern in the security domain. We will also examine the issue of global economic and trade management, as well as country cases such as China, the situation in Ukraine from a politico-historical perspective, and the Israel/Palestine conflict. |
| FORE60251 |
INTELLIGENCE LED POLICING AND MAJOR CRIME INVESTIGATION |
6 |
30 |
Health, Education, Policing and Sciences |
Intelligence Led Policing and Major Crime Investigation are linked to the National Intelligence Model (NIM) which is the foundation upon which policing is based. Students will be provided with a full understanding of the NIM including the requirement of strategic Intelligence development linked to problem oriented policing and the use of Intelligence functions in Major Crime Investigations. The use of covert and overt techniques of investigation will be examined together with the links to partnership working. Scrutiny of major crime incidents including murder, manslaughter and terrorist incidents as well as the role of the Home Office Live Major Enquiry System (HOLMES) used to administer such incidents will play a significant part in the module. A thorough tour of the Murder Investigation Manual which forms national guidance for Major Crime Investigation will be conducted. The use of expert witnesses and specialist services together with the examination of policies and procedures together with the use of the media in Critical and major Incidents. |
| FORE60370 |
INTELLIGENCE LED POLICING AND MAJOR CRIME INVESTIGATION |
6 |
20 |
Health, Education, Policing and Sciences |
Intelligence Led Policing and Major Crime Investigation is an optional module which is taught in Semester 1. Students will examine the National Intelligence Model (NIM) which is the foundation upon which policing is based. Students will explore the NIM including the requirement of strategic Intelligence development linked to problem oriented policing and the use of Intelligence functions in Major Crime Investigations. The use of covert and overt techniques of investigation will be examined together with the links to partnership working. Scrutiny of major crime incidents including murder and manslaughter as well as the role of the Home Office Live Major Enquiry System (HOLMES) will be conducted. Students will consider aspects of the Murder Investigation Manual which forms national guidance for Major Crime Investigation. The use of expert witnesses and specialist services together with an examination of policies and procedures and the use of the media in Critical and Major Incidents will be undertaken. |
| ODPR50113 |
INTERMEDIATE PERIOPERATIVE CARE |
5 |
30 |
Health, Education, Policing and Sciences |
In this practice module, you will apply the fundamental skills and knowledge developed in year one to a range of complex situations in the operating department. This will include delivering perioperative care in a range of specialised areas, such as Ear, Nose and Throat (ENT) and Obstetrics, as well as introducing recovery care. You will explore equipment used in specialist areas of anaesthesia and surgery. You will examine policies and procedures for deteriorating patients, and safeguarding of children and vulnerable adults. You will develop your knowledge and skills in medicines management and drug administration, drug calculations, Basic Life Support (BLS) and Paediatric Life Support (PLS). You will reflect on your professional and personal development, and how self-awareness and personal values and beliefs impact on patient care. Due to the professional nature of this award, this module is supported by a range of clinical placements (arranged by the University). |
| LAWS79910 |
INTERNATIONAL CRIMINAL LAW |
7 |
20 |
Health, Education, Policing and Sciences |
Are you driven by a passion for justice and interested in how the global community prosecutes the worlds most serious crimes? The¿International Criminal Law¿module offers an in-depth exploration of how international law addresses genocide, war crimes, crimes against humanity, and other grave offenses. This module is ideal for students eager to understand the role of international courts, such as the International Criminal Court (ICC), and the legal frameworks designed to bring perpetrators of serious international crimes to justice. Throughout this module, you will engage with key international instruments like the Rome Statute and study landmark trials such as the Nuremberg Trials. You will explore how these legal precedents shape modern international criminal law and analyse the challenges involved in prosecuting crimes at both international and national levels. Real-world case studies, including those from the Rwanda and Yugoslavia tribunals, will provide you with practical insights into the functioning of international justice systems. By the end of this course, you will have developed the critical skills to assess the effectiveness of international criminal law in addressing contemporary global challenges and its intersection with human rights law. Whether you aspire to a career in international law, human rights advocacy, or global justice, this module will equip you with the knowledge and expertise to contribute meaningfully to the fight against impunity. |
| BIOL60670 |
INTERNATIONAL EXPERIENCE |
6 |
20 |
Health, Education, Policing and Sciences |
This module will enable you to engage with international students and staff in an interactive virtual and actual experience. Beginning with work to identify suitable international partners (which may include our existing partners or new contacts) you will initially arrange online scoping meetings. Then, working in a group, you will develop initial ideas for a group output, discussing and evaluating these ideas initially through online discussion. Developing your skills in effective communication, articulation of ideas and negotiation, you will agree by consensus, a project task to undertake. The module must include face-to-face workshops in an international setting, as well as mentored online collaboration. |
| COFA50002 |
INTERNATIONAL FIELD SCHOOL IN ARCHAEOLOGY |
5 |
20 |
Health, Education, Policing and Sciences |
Gain practical experience of real-world casework and research. This module will give you the opportunity to put into practice the skills you have learnt during your degree program. You will be invited to join active humanitarian archaeologists from the School to carry out fieldwork one of their important research projects. You will gain practical experience of the wide range of methodologies used to investigate different crime scenes. Taught by specialists in their field, you will use state of the art technologies. This module represents an important step in your development towards a career in forensics. |
| HIPO60552 |
INTERNATIONAL HISTORY SINCE 1900 (DL) |
6 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to some of the key events and processes in modern international history which have helped to produce the contemporary global order and international system. Following a simple chronological structure, the module builds a narrative of change and continuity from World War One, through various tumultuous and fascinating years of history including the Wall Street Crash, the Partition of India, the Cuban Missile Crisis, up to the Covid-19 pandemic. You will learn more about the origins of todays international relations with the aim of better understanding them, but perhaps more importantly you will learn how profoundly contingent the contemporary world is, how easily it could have been different, and how applying historical methodologies can teach us lessons with present-day implications. |
| LAWS62054 |
INTERNATIONAL HUMAN RIGHTS |
6 |
20 |
Health, Education, Policing and Sciences |
This module gives you the opportunity to explore the historical and theoretical background of international human rights, together with an examination of the contemporary and global challenges facing the world today. It will provide an insight into the UN human rights system and the application of this system to a variety of different scenarios. It will also provide you with an awareness and understanding of the intersectionality, complex and multi-layered nature of international human rights law. |
| LAWS63091 |
INTERNATIONAL HUMAN RIGHTS |
6 |
20 |
Health, Education, Policing and Sciences |
This module offers an opportunity to explore the historical and theoretical foundations of international human rights, alongside an examination of contemporary global challenges. You will gain insights into the UN human rights system and how this framework applies to various scenarios. Additionally, the module will enhance your awareness and understanding of the intersectionality and the complex, multi-layered nature of international human rights law. |
| LAWS79911 |
INTERNATIONAL HUMAN RIGHTS AND SOCIAL JUSTICE |
7 |
20 |
Health, Education, Policing and Sciences |
Are you passionate about defending human rights and tackling global inequalities? The¿International Human Rights and Social Justice¿module offers an in-depth exploration of the legal and social frameworks that shape the fight for equality, dignity, and justice worldwide. This module is perfect for students interested in understanding how international human rights law addresses pressing issues such as gender inequality, forced migration, racial discrimination, and economic injustice. Through critical analysis of key international treaties and institutions, as well as real-world case studies, you will examine the role of international bodies, NGOs, and civil society in advancing human rights and promoting social justice. You will explore the intersections of law and justice, reflecting on the effectiveness of current human rights mechanisms and proposing solutions to overcome the barriers to achieving global equity. Ideal for those seeking careers in international law, human rights advocacy, NGOs, or global policy-making, this module equips you with the knowledge and skills to engage with the most critical human rights challenges of our time. |
| HIPO70490 |
INTERNATIONAL ISSUES IN CRITICAL PERSPECTIVE |
7 |
20 |
Health, Education, Policing and Sciences |
In this module you will be introduced to a range of critical approaches to the study of international relations that are critical of mainstream international relations theories, as usually associated with realism and liberalism. You will use these approaches to examine key international security issues, such as the war on terror, the Coronavirus pandemic, and the Ukraine crisis. Upon completing the module you will be able to interrogate international security issues from more heterodox perspectives. |
| LAWS79902 |
INTERNATIONAL LABOUR LAW |
7 |
20 |
Health, Education, Policing and Sciences |
The International Labour Law module will provide the students with a practical knowledge, ability to critically analyse and evaluate the fundamental areas of Intenational labour law and policy relating to the employment relationship. The focus of the subject is people at work, their legal rights and responsibilities, and their relationships with others employer, co-workers and other stakeholders. This module provides students with an in-depth understanding of the relevant labour law conventions and international instruments. Students will gain a critical understanding of the fundamental legal principles which apply to employment matters in a business context upon completion of the course. The content focuses on the issues and legal principles related to employment in a wide context and will enhance students personal, professional knowledge and critical thinking abilities of the subject matter in a business context. |
| LAWS79909 |
INTERNATIONAL MIGRATION AND REFUGEE LAW |
7 |
20 |
Health, Education, Policing and Sciences |
Are you passionate about understanding global migration challenges and refugee protection? The¿International Migration and Refugee Law¿module offers a comprehensive and in-depth exploration of the legal frameworks that govern the movement of people across borders. This module is ideal for those interested in human rights, global governance, and the protection of vulnerable populations displaced by conflict, persecution, and environmental disasters. Throughout the module, you will critically engage with key international instruments, such as the 1951 Refugee Convention, the Global Compact on Refugees, and regional agreements, to understand the rights and obligations of migrants, refugees, and states. You will explore contemporary issues such as the securitisation of borders, climate change-induced displacement, and the complex relationship between state sovereignty and international human rights law. With case studies, real-world examples, and an examination of the role of international organisations like the UNHCR, this module equips you with the legal knowledge and practical skills to address todays most pressing migration and refugee issues. Whether youre aspiring to work in international organizations, NGOs, or policymaking, this module will provide you with the expertise to navigate the complex landscape of international migration law and contribute meaningfully to global solutions. |
| ECST50303 |
INTERNATIONAL PEDAGOGY AND PRACTICE |
5 |
40 |
Health, Education, Policing and Sciences |
In this module you will gain understanding of international pedagogy and practice. Through informed research you will consider the philosophical and historical backgrounds that influence modern curricula. Areas of study will include a critical overview of non-UK approaches to pedagogy; the influence of play; a right to education; a critique of UK curriculum in primary; non formal approaches to learning and historic pedagogies. |
| EDUC70514 |
INTERNATIONAL PERSPECTIVES IN EARLY YEARS |
7 |
30 |
Health, Education, Policing and Sciences |
The module will enhance your understanding of young children in contemporary society across the world. You will be encouraged to consider issues such as how children learn and are educated in the Western and the third world. You will examine how learning and pedagogy is organised across a range of cultures, indigenous communities and the majority poor countries.The focus of this module will be critical, analytical and international and non-ethnocentric. It aims to raise student awareness of current international trends, particularly economic and political and how this impacts upon young children and their families. Consideration will be given to the globalization of childhood and the influence this has on childrens rights in the wider world.The teaching will expand your understanding of themes and issues concerned with young children and families by relating them to circumstances worldwide, thereby challenging mainstream perspectives on childhood by analysing assumptions and bias. |
| HIPO60541 |
INTERNATIONAL RELATIONS PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
With a combined focus on a topic in International Relations (ie the Project) presented as a dissertation essay as well as an employment portfolio that asks the student to develop plans and resources for to assist them after the complete their course, this module incorporates appropriate stages of research, conceptualising the selected problem, identifying and locating appropriate sources, reading them with the technical competence, critical understanding and insight necessary to establish what can be learned from them, and presenting the results in a clear, coherent, cogent and attractive form. This module therefore not only has scholarly value in its own right, but also provides a comprehensive test and display of the skills, strengths and limitations of its author and provides them with a plan with regard to what they need to do to enter the world of work as a work-ready graduate. |
| LAWS79901 |
INTERNATIONAL TRADE LAW |
7 |
20 |
Health, Education, Policing and Sciences |
The aim of this module is to provide students with an understanding of the main issues relating to the running of a business that engages in international trade. Where appropriate the module will consider legal concepts both within the domestic and international sphere to enable an exploration of transnational commercial issues. The focus of the subject is International Commercial Contracts, Carriage of Goods, Methods of Financing and the World Trade Organization. This module also aims at providing students with an in-depth understanding of the relevant Trade law conventions and international instruments. Hence, the students will gain a critical understanding of the fundamental legal principles which apply to trade matters in a business context at the completion of the course. This is revolving mainly around the issues and legal principles related to international trade and will assist the students in the furtherance of their knowledge and critical thinking abilities of the subject matter in a business context. |
| BIOL50728 |
INTERVENTIONS AND DISEASE MANAGEMENT |
5 |
20 |
Health, Education, Policing and Sciences |
This module will help you consider the prophylactic and therapeutic interventions that are impacting upon human health and disease. You will explore molecular interventions, bioinformatics and data science that are informing the decisions made in a healthcare setting. Areas such as transfusion and transplantation, therapeutic drug monitoring, immunotherapy and vaccinations, pharmacogenetics, anti-microbial and anti-viral therapies (including drug resistance and infection control), and reproductive interventions will be considered. Aspects of regenerative medicine and ageing will also be covered. Consideration of these interventions will be taken at the level of public, or population, health and as well as an individualised, precision medicine approach. |
| LAWS70671 |
INTERVIEWING SKILLS |
7 |
1 |
Health, Education, Policing and Sciences |
Interviewing clients is an essential part of every day legal practice and students are assessed interviewing a client, including providing relevant information, active listening, establishing professional relationships and following professional Conduct and Regulation. |
| LAWS73010 |
INTERVIEWING SKILLS - BL |
7 |
1 |
Health, Education, Policing and Sciences |
Interviewing clients is an essential part of every day legal practice and students are assessed interviewing a client, including providing relevant information, active listening, establishing professional relationships and following professional Conduct and Regulation. |
| PARA40019 |
INTRODUCTION TO APPLIED CLINICAL PARAMEDIC PRACTICE |
4 |
30 |
Health, Education, Policing and Sciences |
Introduction to Applied Paramedic Practice Module incorporates the application of clinical and social skills essential for the student paramedic to undertake practical experiences, with many opportunities for them to practice skills appropriate to their academic level of study. Students complete placements allowing them to engage with practice educators or practice supervisors within an ambulance service setting and a number of diverse alternative practice environments such as, primary care settings, acute trusts, the education sector and custodial environments.During these practice learning experiences, students will be expected to demonstrate knowledge and understanding, communication, application of skills, and problem-solving abilities in the areas appropriate to their level of study interacting with a wide range of service-users. |
| PSYC70813 |
INTRODUCTION TO APPLIED THERAPEUTIC AND CLINICAL SKILLS |
7 |
15 |
Health, Education, Policing and Sciences |
This module will begin by covering the core skills that are common to all psychological therapies and consultation. This relates to the establishing of positive relationships and therapeutic alliances alongside working in teams with an understanding of the role of colleagues from different disciplines in health and social care settings. In particular, students will be introduced to:The role of the therapeutic allianceIssues relevant to the design and evaluation of interventions including knowledge of: process of formulation based on assessment which informs choice of intervention, psychological approaches to change.Appropriate use of communication and interviewing skills such as development of rapport and trust, questioning, reinforcement, reflection of content and feeling and non-verbal communication.Knowledge and skills relevant to working with other professionals/Role of collaborative working in interdisciplinary/multidisciplinary teamsIntroduction to basic approaches to intervention |
| PSYC70808 |
INTRODUCTION TO APPLIED THERAPEUTIC AND CLINICAL SKILLS |
7 |
15 |
Health, Education, Policing and Sciences |
This module will begin by covering the core skills that are common to all psychological therapies and consultation. This relates to the establishing of positive relationships and therapeutic alliances alongside working in teams with an understanding of the role of colleagues from different disciplines in health and social care settings. In particular, students will be introduced to:The role of the therapeutic allianceIssues relevant to the design and evaluation of interventions including knowledge of: process of formulation based on assessment which informs choice of intervention, psychological approaches to change.Appropriate use of communication and interviewing skills such as development of rapport and trust, questioning, reinforcement, reflection of content and feeling and non-verbal communication.Knowledge and skills relevant to working with other professionals/Role of collaborative working in interdisciplinary/multidisciplinary teamsIntroduction to basic approaches to intervention |
| PSYC70847 |
INTRODUCTION TO APPLIED THERAPEUTIC AND CLINICAL SKILLS |
7 |
20 |
Health, Education, Policing and Sciences |
This module will begin by covering the core skills that are common to all psychological intervention. This relates to the establishing of positive relationships and therapeutic alliances alongside working in teams. Assessment and formulation processes, introduction to several models of intervention, psychological approaches to change and personal and professional development form core elements of the module. |
| PARA40020 |
INTRODUCTION TO BIOLOGICAL SCIENCES AND PHARMACOLOGY FOR PARAMEDIC PRACTICE |
4 |
15 |
Health, Education, Policing and Sciences |
This module will introduce you to the main concepts of anatomy and physiology, which underpin prehospital emergency care. You will study key body systems, incorporating anatomical structure (i.e. where things are) and physiological processes (i.e. how it works in the context of normal bodily function). This will form a foundation of knowledge on which we can build clinical knowledge and subjects such as mechanism of disease and pharmacology, which will be studied in future modules. |
| PPDE40234 |
INTRODUCTION TO BIOLOGICAL SCIENCES AND PHARMACOLOGY FOR PARAMEDIC PRACTICE |
4 |
30 |
Health, Education, Policing and Sciences |
This module is no longer needed as it has run its last intake. |
| PSYC70858 |
INTRODUCTION TO BUSINESS PSYCHOLOGY |
7 |
20 |
Health, Education, Policing and Sciences |
This module introduces the foundational concepts of business psychology, focusing on how organisations can unlock the potential of their human capital. Students will analyse strategies for maximising employee attributes and human capital, understanding and evaluating effective human resource management techniques essential for employee engagement and development. The module also emphasises the critical application of key theories that underpin effective human behaviour in the workplace, aiming to achieve and sustain organisational competitive advantage. Additionally, students will identify and assess their own attributes, skills, and personality traits through the lens of business psychology. By combining theoretical knowledge with practical applications, this module prepares students to leverage psychological principles to enhance both individual and organisational performance. |
| PARA40021 |
INTRODUCTION TO CLINICAL SKILLS FOR PARAMEDIC PRACTICE |
4 |
30 |
Health, Education, Policing and Sciences |
In this module you will gain an insight into the theory of basic assessment skills and treatment options that a paramedic may use. You will consolidate this knowledge with practical clinical skill sessions. |
| SPOR40953 |
INTRODUCTION TO COACHING |
4 |
20 |
Health, Education, Policing and Sciences |
The module aims to provide students with an introduction to independent coaching skills for those who wish to prepare themselves for further learning or training relating to coaching sport/physical education. It affords the opportunity for students to develop their knowledge and skills of coaching sport to individuals and groups, as well as plan and deliver the fundamental aspects of a coaching session, such as a warm-up and key features of games-based and skill-based coaching sessions. |
| SPOR40966 |
INTRODUCTION TO COACHING |
4 |
20 |
Health, Education, Policing and Sciences |
The module aims to provide students with an introduction to independent coaching skills for those who wish to prepare themselves for further learning or training relating to coaching sport/physical education. It affords the opportunity for students to develop their knowledge and skills of coaching sport to individuals and groups, as well as plan and deliver the fundamental aspects of a coaching session, such as a warm-up and key features of games-based and skill-based coaching sessions. |
| PARA40022 |
INTRODUCTION TO COMMUNICATION AND PROFESSIONALISM FOR PARAMEDIC PRACTICE |
4 |
30 |
Health, Education, Policing and Sciences |
In this module, we will examine theories and processes of communication, self-awareness and discuss law and ethics as required for you to start your journey to become a Paramedic and introduce you to the realm of being a registered practitioner and understanding the requirements of the regulating body, the professional body and society. |
| POLI40405 |
INTRODUCTION TO CONDUCTING INVESTIGATIONS |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces students to the underpinning principles of police investigations and the role of intelligence in enhancing decision-making, approaching crime prevention, and public safety. The module covers a breadth of practical knowledge including the challenges, and the legal, ethical, and operational considerations when investigating crime. Students will be introduced to the concept of interviewing and explore its practical application, as well as supporting theories such as psychological and physiological factors that may influence memory recall. |
| POLI40411 |
INTRODUCTION TO CONDUCTING INVESTIGATIONS |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces students to the underpinning principles of police investigations and the role of intelligence in enhancing decision-making, approaching crime prevention, and public safety. The module covers a breadth of practical knowledge including the challenges, and the legal, ethical, and operational considerations when investigating crime. Students will be introduced to the concept of interviewing and explore its practical application, as well as supporting theories such as psychological and physiological factors that may influence memory recall. |
| POLI40412 |
INTRODUCTION TO CONDUCTING INVESTIGATIONS |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces students to the underpinning principles of police investigations and the role of intelligence in enhancing decision-making, approaching crime prevention, and public safety. The module covers a breadth of practical knowledge including the challenges, and the legal, ethical, and operational considerations when investigating crime. Students will be introduced to the concept of interviewing and explore its practical application, as well as supporting theories such as psychological and physiological factors that may influence memory recall. |
| FORE40344 |
INTRODUCTION TO CRIME AND CRIME PREVENTION |
4 |
15 |
Health, Education, Policing and Sciences |
The module will explore the interdisciplinary nature of criminology and introduce key concepts and theories for crime and crime prevention. Students will also be introduced to the use of problem solving within a policing context. The module will challenge students to consider potential motivations for crime, and they will evaluate explanations of offending behaviour from a psychological and sociological perspective, through application to real world case studies. The nexus between offenders and victims will be explored, encouraging students to consider the complexities of crime and the associated difficulties of the police response. This module will cover:Concepts related to criminology Understanding concepts, theories and relationship surrounding victims and offendersMotivations for offendingImpact of crime of individualsImpact of diversity on the Criminal Justice SystemCrime prevention theories and strategiesProblem solving techniques and their effectiveness Reviewing specific initiatives of crime prevention |
| SOCY40515 |
INTRODUCTION TO CRIMINOLOGY |
4 |
15 |
Health, Education, Policing and Sciences |
Introduction to Criminology: This module introduces you to the key issues and debates in criminology that you will encounter throughout the rest of your degree. On the module, you consider how crime is constructed, perceived and responded to within society, and explore the inter-relationships between crime, social problems and their context. The module is designed to provide you with a basic understanding of criminology and to develop a range of key skills, including research, scholarship and academic practices, thus enabling you to identify, summarise and comment upon a variety of subject matters in a criminological manner, and to organise and articulate ideas and arguments. |
| LAWS31328 |
INTRODUCTION TO CRITICAL THINKING AND ARGUMENT |
3 |
20 |
Health, Education, Policing and Sciences |
Designed to equip you with critical thinking and argument skills, this module allows for the development of these skills through the use of debates and group sessions, where a wide range of contemporary and thought-provoking issues are discussed. This will encourage you to appreciate and consider the importance of different viewpoints, together with the complexities and intersectionality of a range of issues, beliefs and values, and be able to develop, express and defend arguments in a well-reasoned, evidential based manner. |
| FORE43372 |
INTRODUCTION TO DIGITAL FORENSICS |
4 |
20 |
Health, Education, Policing and Sciences |
This first module is your stepping stone into the thrilling world of digital forensics, equipping you with the foundational knowledge and skills to unravel the mysteries hidden within the bytes. Discover the essential role of a Digital Forensic Technician (DFT) and how it integrates seamlessly with the broader realm of forensics, crime scene investigations, and the criminal justice system. Navigate the intricacies of the legal landscape, understanding the crucial role of the Forensic Regulator and grasp the significance of quality standards like SOPs, ISO, and UKAS, mastering the meticulous protocols that ensure every digital investigation is flawless and admissible in court.¿ |
| POLI70014 |
INTRODUCTION TO DISASTER MANAGEMENT |
7 |
20 |
Health, Education, Policing and Sciences |
Our Introduction to Disaster Management module equips you with a comprehensive understanding of disaster management principles, preparing you to handle complex disaster scenarios with confidence and expertise. In this module, you'll delve into key disaster management concepts, historical perspectives, and essential terminology to give you an overview of the subject. You'll learn to critically evaluate leadership roles and crisis communication strategies and apply ethical and regulatory standards in real-world settings. By the end of this module, you will have developed a detailed understanding of disaster management and how strategies and procedures have been affected by real-life scenarios. |
| POLI70020 |
INTRODUCTION TO DISASTER MANAGEMENT - MOD |
7 |
20 |
Health, Education, Policing and Sciences |
Our Introduction to Disaster Management module equips you with a comprehensive understanding of disaster management principles, preparing you to handle complex disaster scenarios with confidence and expertise. In this module, you'll delve into key disaster management concepts, historical perspectives, and essential terminology to give you an overview of the subject. You'll learn to critically evaluate leadership roles and crisis communication strategies and apply ethical and regulatory standards in real-world settings. By the end of this module, you will have developed a detailed understanding of disaster management and how strategies and procedures have been affected by real-life scenarios. |
| PPDE70279 |
INTRODUCTION TO EDUCATIONAL THEORY |
7 |
15 |
Health, Education, Policing and Sciences |
Independent directed learning will be presented on the theoretical perspectives of teaching and learning. |
| FORE40351 |
INTRODUCTION TO FORENSIC BIOLOGY |
4 |
20 |
Health, Education, Policing and Sciences |
This module incorporates the fundamental aspects of biology to support the biological aspects contained in later levels of your degree. The basics of the diversity of life will be covered, including DNA as the central dogma of molecular biology and the unifying mechanism in all life. Students will learn the fundamentals of inheritance starting with the structure, replication and organisation of DNA within the genome. How information flow is regulated and translated into a form useable by a cell will be addressed and the module will culminate with consideration of the vertical transmission of genetic material (reference to Mendelian principles) and introduction to population genetics. |
| FORE40352 |
INTRODUCTION TO FORENSIC CHEMISTRY |
4 |
20 |
Health, Education, Policing and Sciences |
An introduction to forensic science will provide the students with a core understanding of the role of a forensic scientist in both criminal and civil cases. The module will review real cases to highlight forensic techniques, the development of the rules governing expert witnesses, a general understanding of the legal system and the reasons for the procedures to be followed in scene / evidence management. The use of real cases will allow the students to appreciate and understand why the various procedures are required and need to be followed, by both showing failures in cases as well as successes.Completion of the module will provide the student with a solid basis to proceed into more detailed forensic science or scene management roles. |
| FORE40355 |
INTRODUCTION TO FORENSIC SCIENTIFIC TECHNIQUES |
4 |
20 |
Health, Education, Policing and Sciences |
Have you ever questioned how certain types of evidence are analysed to support criminal proceedings?This module will introduce you to scientific analytical techniques used within Forensic Investigation. You will learn the theory on a variety of forensic analytical techniques, which you will then put into practice within a laboratory setting. The module will give you basic knowledge and skills in techniques and principles that can be built on in your subsequent years of study and, applied to future careers within a forensic investigation capacity. |
| COFA70001 |
INTRODUCTION TO GENOCIDE AND MASS VIOLENCE (DL) |
7 |
20 |
Health, Education, Policing and Sciences |
Knowledge brings awareness, understanding and tolerance. On this module, you will be introduced to the history and evolution of genocide, its definition, and the legal aspects of mass violence and atrocity. You will study acts of genocide from across the globe to develop an understanding of the events and the legacies that such acts left behind. Taught by active forensic archaeologists and genocide investigators, this module represents an important step in your development towards a career in conflict and forensic investigation. |
| PPDE30419 |
INTRODUCTION TO HEALTH AND SOCIAL SCIENCE |
3 |
40 |
Health, Education, Policing and Sciences |
This module aims to develop your understanding of the individual across the lifespan from a biological, psychological and sociological perspective. This will include the anatomy and physiology of the bodily systems, an introduction to psychological theories and social perspectives including values and social norms, diversity and inclusion exploring culture and society, families, race, religion and ethnicity, disability, social class, stratification and inequality, poverty, welfare and social exclusion. Employer networking events and careers fairs will offer opportunities to speak directly with future employers and previous graduates will share their learning journeys, offering different perspectives and views. |
| PARA40034 |
INTRODUCTION TO HUMAN BIOLOGY AND CLINICAL SKILLS 1 |
4 |
20 |
Health, Education, Policing and Sciences |
In this module you will start to explore human biology, anatomy, and physiology and how this relates to patient presentation. You will also look at the history taking models, developing questioning to support your care. Understanding the importance of these key elements provides you with a foundational understanding of patient assessment and treatment. |
| PARA40028 |
INTRODUCTION TO HUMAN BIOLOGY AND CLINICAL SKILLS 1 |
4 |
20 |
Health, Education, Policing and Sciences |
In this module you will start to explore human biology, anatomy, and physiology and how this relates to patient presentation. You will also look at the history taking models, developing questioning to support your care. Understanding the importance of these key elements provides you with a foundational understanding of patient assessment and treatment. |
| PARA40035 |
INTRODUCTION TO HUMAN BIOLOGY AND CLINICAL SKILLS 2 |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to the theory and skills of electronic cardiogram (ECG) interpretation, pain management and drug administration, in the pre-hospital setting. This in conjunction with Introduction to Human Biology and Clinical Skills 1, will develop your knowledge, understanding and skills to assist Paramedics in practice placement assess, treat and manage a wide range of patients. |
| PARA40029 |
INTRODUCTION TO HUMAN BIOLOGY AND CLINICAL SKILLS 2 |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to the theory and skills of electronic cardiogram (ECG) interpretation, pain management and drug administration, in the pre-hospital setting. This in conjunction with Introduction to Human Biology and Clinical Skills 1, will develop your knowledge, understanding and skills to assist Paramedics in practice placement assess, treat and manage a wide range of patients. |
| COFA40005 |
INTRODUCTION TO HUMANITARIAN ARCHAEOLOGY |
4 |
20 |
Health, Education, Policing and Sciences |
How can understanding the past and the present help us shape our future? In this module, you will be introduced to humanitarian archaeology and explore how conflict, genocide, human evolution, identity, and climate change have shaped the world in which we live and how society has responded to these challenges throughout human history. |
| PARA40031 |
INTRODUCTION TO INCLUSIVE PRE-HOSPITAL CARE |
4 |
20 |
Health, Education, Policing and Sciences |
How does who we are and what we do have an impact on our own and others health? In this module we look at how society effects health from birth to death and how the changing face of paramedic practice can reach out to support the most vulnerable in society. |
| PARA40037 |
INTRODUCTION TO INCLUSIVE PRE-HOSPITAL CARE |
4 |
20 |
Health, Education, Policing and Sciences |
How does who we are and what we do have an impact on our own and others health? In this module we look at how society effects health from birth to death and how the changing face of paramedic practice can reach out to support the most vulnerable in society. |
| FORE40341 |
INTRODUCTION TO INFORMATION AND INTELLIGENCE |
4 |
15 |
Health, Education, Policing and Sciences |
This module will explain and explore the key concepts of information and intelligence, with a significant focus on the National Intelligence Model and National Briefing Model. Data protection regulations will be explained as will the impact on society, individuals and the police service when data is mishandled by police.Local intelligence value, sources of information, partnership working and information sharing, public impact perceptions and reasons for police operations and styles will also be explained and discussed.This module will cover:The importance of information and intelligence in PolicingKey legislation and guidance relating to information and intelligencePractical issues relating to the collection, retention and sharing of information and intelligence |
| HIPO60550 |
INTRODUCTION TO INTERNATIONAL RELATIONS |
6 |
20 |
Health, Education, Policing and Sciences |
The module provides you with the foundational material required for your course. It introduces you to the international system and its key actors and processes; to central concepts and theories in the discipline of International Relations; and to key issues of global governance. |
| FORE40345 |
INTRODUCTION TO INVESTIGATION |
4 |
15 |
Health, Education, Policing and Sciences |
This is a core module which is taught in Semester 2. Students are introduced to a wide range of legislation, powers, principles, terms and definitions associated with the criminal investigation of suspects. The module covers regularly encountered offences together with the specific areas of ublic protection, counter terrorism, criminal justice and digital policing. The module will enable students to analyse volume and priority offences as well as exploring a range of evidence gathering techniques from complainants and witnesses within the regulatory framework of the Police and Criminal Evidence Act 1984. |
| NURS50740 |
INTRODUCTION TO LONG TERM CONDITIONS |
5 |
15 |
Health, Education, Policing and Sciences |
Long term conditions are a increasing global national nd local health care problem. This module developed through th working in Partnership programme , made up of lectuers , guest speakers ,small group work, workshops, discussion grous and service users expereience . The module will provide you with an overview of the pathopyhsiology and exam the impact of the most common long term conditions identified through relevant evidence and government initiatives. It should enable you as a trainee assistant practitioner to demonstrate underpinning knowledge and skills to support patients and registered professional staff in your working environment. This module will enhance your clinical skills in monitoring long term conditions with an emphasis being on disease prevention and the promotion of independence and self care within the patient group. Successful completion of the module will give you 15 credits at level 5. These credits can contribute to the achievement of Foundation Degree in Integrated Care. Some of the conditions currently considered on the module are cardiac disease including hypertension, AF, TIA, CVA, MI , Respiratory disease process including asthma, COPD, Rheumatoid disease , Multi sclerosis, diabetes , , obesity, mental health conditions. |
| NURS40058 |
INTRODUCTION TO LONG TERM CONDITIONS FOR ASSISTANT PRACTITIONERS |
4 |
15 |
Health, Education, Policing and Sciences |
Academic: Professional development and awareness through 4 taught days within the university to support the student's placement experience. There is an assessed presentation at the end of the placement based on a Critical Incident and a written submission to support the presentation. |
| MIDW50063 |
INTRODUCTION TO MEDICINE AND SURGERY |
5 |
30 |
Health, Education, Policing and Sciences |
With changes to the demographics of childbearing women in the UK and advanced medical technologies, an understanding of the effect of chronic conditions on pregnancy and pregnancy on the condition is essential to the midwife. This module focuses on common medical and surgical conditions experienced by women of childbearing age and is complemented by clinical experience in medical and surgical wards and in general theatres. |
| ADVC40195 |
INTRODUCTION TO MONEY ADVICE PRACTICE |
4 |
20 |
Health, Education, Policing and Sciences |
This module is designed for anyone wanting to work in the field of money and debt advice, or more generally in advice work. As such, the module has been designed to cover all National Occupation Standards for Advice Work, including initial contact, support work and advice work. It will introduce learners to the information and skills required to undertake work in this field, including: Types of Debt Debt Solutions Creating Budgets Client Interviewing Providing Advice Collaborative Working Social Policy and Social Justice. This module is accredited by the Institute of Money Advisors and the Money and Pensions Service. |
| PPDE70273 |
INTRODUCTION TO NEGOTIATED LEARNING AT POST GRADUATE LEVEL (NEGOTIATING YOUR LEARNING CONTRACT) |
7 |
15 |
Health, Education, Policing and Sciences |
This module will empower you to plan and develop a bespoke negotaited learning (Health and Social Care) award pathway which aims to meet both your professional and personal potential career aspirations. The blended module adopts a reflexive and innovative approach to learning and teaching in order to enhance the development of a bespoke postgraduate pathway utilising core, option and bespoke negotiated learning.Exploring learning styles, curriculum design and educational theory, the four face to face study days enable opportunity for peer collaboration, discussion and tutor interaction which is enriched by the diversity of student backgrounds enrolled on the Masters pathways. |
| PARA40027 |
INTRODUCTION TO NON-TECHNICAL SKILLS AND SIMULATION |
4 |
20 |
Health, Education, Policing and Sciences |
This module will start to introduce you to the non-technical skills of Paramedic practice. Intrinsic and extrinsic factors influence individual capability and effectiveness in practice and we explore an introduction to these theories and how awareness of these supports patient safety. |
| PARA40033 |
INTRODUCTION TO NON-TECHNICAL SKILLS AND SIMULATION |
4 |
20 |
Health, Education, Policing and Sciences |
This module will start to introduce you to the non-technical skills of Paramedic practice. Intrinsic and extrinsic factors influence individual capability and effectiveness in practice and we explore an introduction to these theories and how awareness of these supports patient safety. |
| ODPR40110 |
INTRODUCTION TO OPERATING DEPARTMENT PRACTICE |
4 |
30 |
Health, Education, Policing and Sciences |
This module introduces you to working in the operating department by providing detail of the principles underpinning operating department practice, placing patient safety at the core of professional practice. You will start to develop your academic writing, including finding and using evidence, referencing, and assignment skills. You will explore the structure of the NHS, health and safety at work, and risk assessment. You will be introduced to law and ethics, consent and confidentiality, professionalism and professional standards, and information governance. You will develop your knowledge and understanding of biological sciences and biochemistry, including principles of homeostasis, control of the human body, and microbiology. You will reflect on the role of human factors in the delivery of safe and effective patient care, including communication and barriers to efective communication, teamwork, and the theatre environment. Although this module does not have a practice-based element of assessment, you will spend time in clinical placement areas (organised by the University) to experience how the concepts covered in this module relate directly to your professional practice. |
| POLI60499 |
INTRODUCTION TO OPERATIONAL POLICING PRACTICE |
6 |
40 |
Health, Education, Policing and Sciences |
This is a broad ranging introductory module which will provide an overview of Policing in England and Wales; decision making; police powers; dealing with vulnerability; response, community, and digital policing; and investigative practice. You will also be introduced to the First Responder Principles and various pieces of legislation including key acts of Parliament such as Police and Criminal Evidence Act 1984 (PACE), Human Rights Act 1998, and Regulation of Investigatory Powers Act 2000. You will explore case studies regarding public protection, road traffic, criminal offences, missing persons, and other key areas of policing, together with the investigation of such cases. The module will allow you to develop your communication skills, team working abilities and introduce you to a range of technology to support your learning. The taught element of this module will take six weeks and will be delivered at distance by both University and Police staff. |
| POLI60531 |
INTRODUCTION TO OPERATIONAL POLICING PRACTICE |
6 |
40 |
Health, Education, Policing and Sciences |
This is a broad ranging introductory module which will provide an overview of Policing in England and Wales; decision making; police powers; dealing with vulnerability; response, community, and digital policing; and investigative practice. You will also be introduced to the First Responder Principles and various pieces of legislation including key acts of Parliament such as Police and Criminal Evidence Act 1984 (PACE), Human Rights Act 1998, and Regulation of Investigatory Powers Act 2000. You will explore case studies regarding public protection, road traffic, criminal offences, missing persons, and other key areas of policing, together with the investigation of such cases. The module will allow you to develop your communication skills, team working abilities and introduce you to a range of technology to support your learning. The taught element of this module will take six weeks and will be delivered at distance by both University and Police staff. |
| FORE40256 |
INTRODUCTION TO POLICING |
4 |
30 |
Health, Education, Policing and Sciences |
This is a core module that provides a broad but integrated introduction to policing. The module will be taken in semester one and semester two. It includes weekly lectures and tutorials throughout the two semesters. It will provide you with an overview of the history, structures and objectives of the police in England and Wales and how the delivery of policing services is developing in the 21st century. It will analyse human rights, equality legislation and ethics and consider how these relate to investigatory powers such as arrest and stop and search. There will be an introduction to criminal law and the criminal justice system including input on the influence of the Police and Criminal Evidence Act (1984) on police activities and procedures. The concept and application of evidence-based policing will also be discussed. |
| FORE40342 |
INTRODUCTION TO POLICING |
4 |
30 |
Health, Education, Policing and Sciences |
This broad ranging introductory module will provide an overview of the history, structure, governance, values and ethics of the police service in England and Wales. It will consider key pieces of legislation with emphasis on human rights, equality, diversity, inclusion and the maintenance of professional standards. Criminal law and the justice system including the Police and Criminal Evidence Act 1984 (PACE) will also be explored.Vulnerability, how it is defined and how people can become vulnerable is an intrinsic element of this module and will be considered throughout.Police reform impacting on structure, governance, accountability and leadership will also be considered at an introductory level. This module will cover:The roles, responsibilities and structures of the UK Police ServiceThe roles and responsibilities of those charged with ensuring the police deliver a professional servicePolicing by consentPolice powers; their use and application The National Decision Model and the role of discretion Vulnerability and risk in the context of operational policingConcepts of terrorism, counter-terrorism and supporting organisational structures Key aspects of the Criminal Justice SystemScope of the response policing roleLegislation relevant to Public Order policing |
| LAWS31329 |
INTRODUCTION TO PRINCIPLES OF LAW |
3 |
20 |
Health, Education, Policing and Sciences |
What is the difference between a judge and a magistrate? What is a common law system and what makes English law different from legal systems in other European countries? This module introduces you to the core ideas, institutions and people who work within the justice system of England and Wales and encourages you to ask questions about its functioning in contemporary society. It will provide you with firm foundations for an understanding of the principles which underlie law in England and Wales, which are essential for the rest of your studies on your degree. This module will be of interest to students who wish to have a role working in the legal sector, business, education, third sector bodies or policing. The insights that it provides are very valuable foundational learning for those who aspire to a career with a company. It sets the scene in relation to key concepts of the utmost importance for work as a litigator in either the civil or criminal justice system. |
| POLI40404 |
INTRODUCTION TO PROFESSIONAL POLICING AND COMMUNITY PARTNERSHIPS |
4 |
40 |
Health, Education, Policing and Sciences |
This introductory module provides an overview of the history, structure, governance, values and ethics of the police service in England and Wales. It focuses upon key legislation, with emphasis on human rights, equality, diversity, inclusion and the maintenance of professional standards. Criminal law and the Justice System, including the Police and Criminal Evidence Act 1984 (PACE) are taught, together with aspects relating to the topics of terrorism and vulnerability. Wellbeing, resilience, teamwork and communication skills are also delivered. The module is designed to equip learners with the necessary skills required to successfully complete programme. It provides students with the ability to resource and synthesise appropriate material; reference accurately and to think, read and write in a critical manner. It is designed to enhance problem solving skills and develop understanding of evidence-based practice in a policing context. Indicative content reflects the College of Policing National Policing Curriculum stipulated for delivery at level 4 of the Police Constable Degree Apprenticeship |
| POLI40410 |
INTRODUCTION TO PROFESSIONAL POLICING AND COMMUNITY PARTNERSHIPS |
4 |
40 |
Health, Education, Policing and Sciences |
This introductory module provides an overview of the history, structure, governance, values and ethics of the police service in England and Wales. It focuses upon key legislation, with emphasis on human rights, equality, diversity, inclusion and the maintenance of professional standards. Criminal law and the Justice System, including the Police and Criminal Evidence Act 1984 (PACE) are taught, together with aspects relating to the topics of terrorism and vulnerability. Wellbeing, resilience, teamwork and communication skills are also delivered. The module is designed to equip learners with the necessary skills required to successfully complete programme. It provides students with the ability to resource and synthesise appropriate material; reference accurately and to think, read and write in a critical manner. It is designed to enhance problem solving skills and develop understanding of evidence-based practice in a policing context. Indicative content reflects the College of Policing National Policing Curriculum stipulated for delivery at level 4 of the Police Constable Degree Apprenticeship |
| POLI40409 |
INTRODUCTION TO PROFESSIONAL POLICING AND COMMUNITY PARTNERSHIPS |
4 |
40 |
Health, Education, Policing and Sciences |
This introductory module provides an overview of the history, structure, governance, values and ethics of the police service in England and Wales. It focuses upon key legislation, with emphasis on human rights, equality, diversity, inclusion and the maintenance of professional standards. Criminal law and the Justice System, including the Police and Criminal Evidence Act 1984 (PACE) are taught, together with aspects relating to the topics of terrorism and vulnerability. Wellbeing, resilience, teamwork and communication skills are also delivered. The module is designed to equip learners with the necessary skills required to successfully complete programme. It provides students with the ability to resource and synthesise appropriate material; reference accurately and to think, read and write in a critical manner. It is designed to enhance problem solving skills and develop understanding of evidence-based practice in a policing context. Indicative content reflects the College of Policing National Policing Curriculum stipulated for delivery at level 4 of the Police Constable Degree Apprenticeship |
| LAWS31330 |
INTRODUCTION TO PROFESSIONAL PRACTICE |
3 |
20 |
Health, Education, Policing and Sciences |
During this module you will be introduced to legal professional practice in the form of a client interview. You will learn that effective client communication is a central part of building a successful legal practice, learning how to structure and conduct a client interview within a legal setting. This module offers students who aspire to a career within the legal profession an introduction into the crucial first client interview. The focus on active listening and communication skills is beneficial to all graduate employment. |
| SOCY40513 |
INTRODUCTION TO PROJECT DESIGN AND RESEARCH PRACTICE |
4 |
15 |
Health, Education, Policing and Sciences |
Students will be introduced to the key schools of social theorising in order to understand how society coheres, what makes society more than a random number of individuals thinking how society forms individuals rather than vice-versa. |
| PUBL50104 |
INTRODUCTION TO PUBLIC HEALTH |
5 |
30 |
Health, Education, Policing and Sciences |
The module meets the care certificate standards: 4. Equality and diversity; 9. Awareness of mental health, dementia and learning disabilityThis module aims to provide students with an understanding of the principles of public health from the political drivers through to action to improve the health of the public. Topics covered will include:The role of Public Health organisations and how their activities have changed with changing mortality causes, changing technologies and changing social values; health as a contested concept; individual differences affecting health status; determinants of health and well-being; health and mental health policy (including dementia and learning disability) and its relationship to public health; equality and diversity; impact of service users, carers and media on public health issues. |
| PPDE50697 |
INTRODUCTION TO PUBLIC HEALTH AND HEALTH PROMOTION |
5 |
20 |
Health, Education, Policing and Sciences |
Upon completion of this module students will have an understanding of the principles of public health from the political drivers through to action to improve the health of the public. As part of our commitment to building equality and inclusion into our course design this module will consider the evolving role of Public Health organisations, the importance of data analytics and digital technologies within public health and changing social values. Key Public Health campaigns such as anti-smoking and obesity will be critically discussed, offering real life case studies from which to learn. The module will offer an up to the minute class debate on the latest public health challenges, equipping the student with public health planning and evaluation skills with which to enter the workforce of tomorrow. |
| PUBL40079 |
INTRODUCTION TO PUBLIC HEALTH, EPIDEMIOLOGY AND BIOSTATISTICS |
4 |
20 |
Health, Education, Policing and Sciences |
In this foundational module, you will embark on a journey through the historical milestones and achievements of public health. You will explore the core principles guiding public health practices and delve into the structure and functions of public health systems. You will learn about health policy, legislation, and the essentials of health promotion and disease prevention, including safeguarding and PREVENT duties. You will also gain a solid grounding in epidemiology with an introduction to biostatistics and the vital role of health surveillance in disease control and prevention. This comprehensive introduction sets the stage for a deeper understanding of public health's impact on communities. |
| ODPR50118 |
INTRODUCTION TO RESEARCH METHODS |
5 |
20 |
Health, Education, Policing and Sciences |
This module will develop your awareness of the importance of research in Allied Health. The module will give you the opportunity to explore the features that make up a research paper and the ethical considerations in relation to professional standards. You will hear from staff, trust partners and students on their own personal research projects, past and present and have opportunities to ask questions. |
| PSYC40643 |
INTRODUCTION TO RESEARCH METHODS IN PSYCHOLOGY |
4 |
30 |
Health, Education, Policing and Sciences |
This module aims to provide you with an introduction to, and development of, a variety of research methods commonly used in the investigation of psychological phenomena. The qualitative focus will introduce methods such as interviewing, designing interview studies, coding of interview data, and thematic analyses, including content and discourse analysis and their appropriate use. Quantitative approaches will focus on the nature of descriptive statistics and significance testing which will be developed through looking at both differential and correlational designs and analysis through appropriate inferential statistical methods, based on parametric and non-parametric data. The importance of effect size and power will also be emphasised. There will be discussions surrounding the associated ethical considerations of each approach. Throughout, you will focus on the application of appropriate methods (qualitative, quantitative or both) in order to address specific research questions. You will also develop their practical skills in the collection and reporting of psychological data as part of a group, and gain familiarity with statistical software. During the semester, in further applied practical sessions, you will be instructed in the use of Psychology-based resources, such as blood pressure monitors, voting/decision making software, and the Observation lab. |
| POLI40407 |
INTRODUCTION TO RESEARCH SKILLS AND POLICING THEORY |
4 |
20 |
Health, Education, Policing and Sciences |
In this introductory module, you will begin to develop the essential academic skills and theoretical foundations necessary for success as an independent learner in the field of policing. First and foremost, the module will equip you with the tools to cultivate effective study habits, critical thinking abilities, and proficient research and writing techniques. These transferable skills will empower you to navigate the academic landscape with confidence, enabling you to excel in your studies and future professional practice. Alongside these fundamental academic competencies, we will explore policing theory. You will explore concepts, models, and frameworks that have shaped our understanding of policing practices and the criminal justice system. By examining these theoretical perspectives, you will gain insights into the complexities of policing, the challenges faced by policing, and the underlying principles that inform decision-making processes. By the end of this module, you will have a solid foundation to support you in progressing to your next year of your study with knowledge that will equip you to tackle complex challenges in the ever-evolving landscape of policing. |
| POLI40415 |
INTRODUCTION TO RESEARCH SKILLS AND POLICING THEORY |
4 |
20 |
Health, Education, Policing and Sciences |
In this introductory module, you will begin to develop the essential academic skills and theoretical foundations necessary for success as an independent learner in the field of policing. First and foremost, the module will equip you with the tools to cultivate effective study habits, critical thinking abilities, and proficient research and writing techniques. These transferable skills will empower you to navigate the academic landscape with confidence, enabling you to excel in your studies and future professional practice. Alongside these fundamental academic competencies, we will explore policing theory. You will explore concepts, models, and frameworks that have shaped our understanding of policing practices and the criminal justice system. By examining these theoretical perspectives, you will gain insights into the complexities of policing, the challenges faced by policing, and the underlying principles that inform decision-making processes. By the end of this module, you will have a solid foundation to support you in progressing to your next year of your study with knowledge that will equip you to tackle complex challenges in the ever-evolving landscape of policing. |
| POLI40416 |
INTRODUCTION TO RESEARCH SKILLS AND POLICING THEORY |
4 |
20 |
Health, Education, Policing and Sciences |
In this introductory module, you will begin to develop the essential academic skills and theoretical foundations necessary for success as an independent learner in the field of policing. First and foremost, the module will equip you with the tools to cultivate effective study habits, critical thinking abilities, and proficient research and writing techniques. These transferable skills will empower you to navigate the academic landscape with confidence, enabling you to excel in your studies and future professional practice. Alongside these fundamental academic competencies, we will explore policing theory. You will explore concepts, models, and frameworks that have shaped our understanding of policing practices and the criminal justice system. By examining these theoretical perspectives, you will gain insights into the complexities of policing, the challenges faced by policing, and the underlying principles that inform decision-making processes. By the end of this module, you will have a solid foundation to support you in progressing to your next year of your study with knowledge that will equip you to tackle complex challenges in the ever-evolving landscape of policing. |
| FORE40343 |
INTRODUCTION TO RESPONSE |
4 |
15 |
Health, Education, Policing and Sciences |
The module will give students an overview of the role of response policing. It will include the role of the first officer attending crimes and incidents and discuss decision making (National Decision Model), risk assessments and fundamental police powers such as stop and search. The role of police at major incidents and how they work with other emergency services will be explored. Human rights, equality, diversity, inclusion and how these appertain to people when they are a victim, witness or offender will be a thread throughout the module. |
| POLI40406 |
INTRODUCTION TO RESPONSE POLICING AND POLICING THE ROADS |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces the learner to the role that response policing plays in the delivery of a uniformed, visible police service within communities. It also examines the roles and responsibilities associated with policing the roads, exploring in depth legislation and policing powers, road safety and denying criminals the use of the road network. The importance of collaborative working at major scenes through joint operability procedures with other emergency services will also be explored. In addition, delivery of the following topics is included: Understanding how to deal with issues of vulnerability when attending an incident as a first responder Safe and lawful searches of person, vehicle and premises, including detention and transportation Understanding and applying legislation relevant to public order policing The importance of recording decisions and assessing risk. |
| POLI40414 |
INTRODUCTION TO RESPONSE POLICING AND POLICING THE ROADS |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces the learner to the role that response policing plays in the delivery of a uniformed, visible police service within communities. It also examines the roles and responsibilities associated with policing the roads, exploring in depth legislation and policing powers, road safety and denying criminals the use of the road network. The importance of collaborative working at major scenes through joint operability procedures with other emergency services will also be explored. In addition, delivery of the following topics is included: Understanding how to deal with issues of vulnerability when attending an incident as a first responder Safe and lawful searches of person, vehicle and premises, including detention and transportation Understanding and applying legislation relevant to public order policing The importance of recording decisions and assessing risk. |
| POLI40413 |
INTRODUCTION TO RESPONSE POLICING AND POLICING THE ROADS |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces the learner to the role that response policing plays in the delivery of a uniformed, visible police service within communities. It also examines the roles and responsibilities associated with policing the roads, exploring in depth legislation and policing powers, road safety and denying criminals the use of the road network. The importance of collaborative working at major scenes through joint operability procedures with other emergency services will also be explored. In addition, delivery of the following topics is included: Understanding how to deal with issues of vulnerability when attending an incident as a first responder Safe and lawful searches of person, vehicle and premises, including detention and transportation Understanding and applying legislation relevant to public order policing The importance of recording decisions and assessing risk. |
| PPDE40636 |
INTRODUCTION TO SAFEGUARDING CHILDREN AND ADULTS |
4 |
20 |
Health, Education, Policing and Sciences |
This module offers you an opportunity to learn about and build your Adult and Child Safeguarding knowledge ready to begin your career in Health and Social Care. This module will challenge you to synthesise your understanding of theories of good safeguarding, integrated care and ethical practice. The module will build on the knowledge you will have gained from other modules on the degree to develop a strong foundation in safeguarding best practice. The module is grounded in theory and has a strong practical focus, offering opportunities within the module to examine high profile safeguarding case studies, meet safeguarding professionals working in the field and engage in simulated learning workshops centred around safeguarding case studies. |
| EDUC50621 |
INTRODUCTION TO SPECIAL EDUCATIONAL NEEDS AND DISABILITY |
5 |
40 |
Health, Education, Policing and Sciences |
The module will explore different areas of need in relation to¿the current research and legal context surrounding Special Educational Needs and Disability.¿ This¿module will examine how these¿areas of¿need can be identified and assessed and what expectations there are of educational establishments and external agencies. |
| LAWS51933 |
INTRODUCTION TO THE LAW OF EVIDENCE |
5 |
15 |
Health, Education, Policing and Sciences |
You will explore the laws which govern the admissibility of evidence in Criminal and Civil cases. The focus is on key aspects of evidence in criminal cases, including confessions, adverse inferences from silence, the defendants previous convictions, hearsay, and the evidential consequences of breaches of the Police and Criminal Evidence Act 1984. Learning activities and the final assessment concentrate on problem solving, by applying laws of evidence to scenarios that may arise in legal practice. |
| LAWS51951 |
INTRODUCTION TO THE LAW OF EVIDENCE |
5 |
20 |
Health, Education, Policing and Sciences |
You will explore the laws which govern the admissibility of evidence in trials. The main focus is on key aspects of evidence in criminal cases, including confessions, adverse inferences from silence, the defendants previous convictions, hearsay, and the evidential consequences of breaches of the Police and Criminal Evidence Act 1984. Learning activities and the final assessment concentrate on problem solving, by applying laws of evidence to scenarios that may arise in legal practice. This module will be of interest to students who have either criminal law or general litigation career ambitions. The emphasis on analysis and problem-solving will also support transferable skills for other graduate careers. |
| MIDW40130 |
INTRODUCTION TO THE SAFE AND EFFECTIVE MIDWIFE 1 |
4 |
20 |
Health, Education, Policing and Sciences |
This module will combine your theoretical and practical skills. It will introduce you to the clinical environment where you will be able to apply evidence-based knowledge to caring for women, neonates and their families, focusing on promoting safe and effective care. You will be placed in a variety of midwifery health care settings where you will be involved in continuity of care models and work in partnership with the wider multi-disciplinary team. This module will allow you to familiarise yourself with the fundamentals of midwifery care leading to achievement of your clinical proficiencies. |
| MIDW40131 |
INTRODUCTION TO THE SAFE AND EFFECTIVE MIDWIFE 2 |
4 |
20 |
Health, Education, Policing and Sciences |
This module will combine your theoretical and practical skills. It will introduce you to the clinical environment where you will be able to apply evidence-based knowledge to caring for women, neonates and their families; focusing on promoting safe and effective care. You will be placed in a variety of midwifery health care settings where you will be involved in continuity of care models and work in partnership with the wider multi-disciplinary team. This module will allow you to familiarise yourself with the fundamentals of low-risk midwifery care leading to achievement of your clinical proficiencies. |
| MIDW40132 |
INTRODUCTION TO THE SAFE AND EFFECTIVE MIDWIFE 3 |
4 |
20 |
Health, Education, Policing and Sciences |
This module will combine your theoretical and practical skills. It will introduce you to the clinical environment where you will be able to apply evidence-based knowledge to caring for women, neonates and their families, focusing on promoting safe and effective care. You will be placed in a variety of midwifery health care settings where you will be involved in continuity of care models and work in partnership with the wider multi-disciplinary team. This module will allow you to develop fundamental knowledge, understanding and skills relating midwifery care leading to achievement of your clinical proficiencies. |
| FORE60332 |
INVESTIGATING AND REPORTING OF CRIME SCENES |
6 |
30 |
Health, Education, Policing and Sciences |
In this module you will work in small groups to investigate three selected simulations of crime scenes. The selected scenes may differ from year to year and will cover situations such as domestic disputes, breaking and entering, violent struggles, drugs raids, murder etc. Each group will liaise with the module tutor to approve the plan for practical analysis of the evidence collected at the scenes. The groups will be assigned a time per crime scene and will be observed during the investigation of the scenes and collection of evidence by a module tutor. There will also be dedicated laboratory time to undertake analysis of the evidence. This analysis may involve aspects such as: dusting, lifting, developing and analysing fingerprints, analysis of hairs, fibres, glass fragments etc., analysis of any suspect powders, particularly but not exclusively drugs, obtaining casts and electrostatic lifts of footwear, obtaining casts of tool marks, documenting (photographing, sketching etc.) of the crime scenes, DNA profiling of blood, semen, saliva etc.Based on the results of the analysis, the group will produce a report, which will include an individual critical assessment of how their group performed and may improve for subsequent scenes. Reports 1 and 2 will be formatively assessed and feedback given before undertaking the third scene. Each of the students will undertake a presentation of their analysis of the evidence from the third of the crime scenes in a courtroom situation, acting as an expert witness. |
| SPOR30759 |
INVESTIGATING PHYSICAL ACTIVITY AND SPORTS PARTICIPATION |
3 |
40 |
Health, Education, Policing and Sciences |
Undertake the opportunity to investigate your sporting interests! Conduct a small scale research project in order to contribute to the body of literature, make pedagogical suggestions, and to confirm/bust current theories and myths. An exciting module where you really could have a direct input on industry. |
| POLI70008 |
INVESTIGATIONS INVOLVING VULNERABILITY AND EXPLOITATION |
7 |
20 |
Health, Education, Policing and Sciences |
In this module you will build on your previous academic and / or operational experience of investigations involving vulnerability and exploitation and take the opportunity to research and critically evaluate the concepts, frameworks and interventions that apply to vulnerability and exploitation. You will address the subject of intersectionality in vulnerability and exploitation with a focus in the investigative process. Your skills in critical engagement with these broad themes will be expanded and along with your own research built into the assessment for the module. |
| FORE50339 |
INVESTIGATIVE SKILLS |
5 |
30 |
Health, Education, Policing and Sciences |
This is a core module which is taught during semesters 1 and 2. In semester 1 the module provides a detailed and comprehensive understanding of the legal framework of investigation via the Police and Criminal, Evidence Act 1984. In semester 2 students apply their knowledge through a series of practical exercises regarding interviewing the complainant, witness and suspect about a variety of criminal offences before producing a portfolio of evidence. The module concludes with the student giving evidence on their portfolio before a Moot Court. |
| FORE50366 |
INVESTIGATIVE SKILLS |
5 |
20 |
Health, Education, Policing and Sciences |
Crime scene processing
there is more to it than bagging evidence. This module will introduce you to forensic strategies and investigative skills that are applied to process crime scenes. You will learn the concept of forensic strategies, crime scene processing, imaging and management and, how to process evidence from complex scenarios. You will then put this theory into practice in a laboratory environment and at the Crime Scene House. The module will build on knowledge obtained from previous years of study, as well as providing you with techniques and skills that can be developed in your subsequent years of study. The skills and knowledge gained in this module can also be applied to future careers within a forensic investigation capacity. |
| HIPO50516 |
IRELAND UNDER THE ACT OF UNION - 1800-1921 |
5 |
15 |
Health, Education, Policing and Sciences |
The Act of Union between Britain and Ireland (1800) was enacted in large part as a reaction to the failed United Irish Rebellion of 1798. Traditionally marking 1800 as a beginning, historians of nineteenth century Ireland have likened its history most closely with the fates of its nationalist movements and theirprogress toward independence from this point. For PS OHegarty in the 1950s, Irish History was thestory of a people coming out of captivity. Though this module covers Irish history, it does so in the contexts of British and international history, challenging the narratives of the older accepted Irish national story by critically examining the sides and corners of this traditional narrative. In particular, what is highlighted are those movements that run contrary, or in opposition to what has been seen to become the Irish national story including unionism but also socialism, feminism, capitalism and Catholicism. The module covers many aspects of Irish political history between 1800 and Irish independence in 1921, includingthe impact of the Great Famine, the histories of nationalism and unionism in Ireland and the emergence ofa partitioned Ireland as an imperfect constitutional solution during the Irish War of Independence (Anglo-Irish War).The module looks at important political and social questions regarding governance, law, citizenship, equality, identity and violence. Overall, this module contends that the irish story is infinitely more complex than PS OHegarty ever conceived and, as a history of (inter)national relations between peoples and governments with distinct and separate national identities it asks students to reflect on current trends in British constitutional politics and to consider the application of devolution on the remaining constitution of the United Kingdom today. |
| HIPO60542 |
ISSUES IN EUROPEAN DEFENCE AND SECURITY |
6 |
20 |
Health, Education, Policing and Sciences |
This module will identify and analyse the central theoretical and thematic trends in European defence and security. It focuses on the history and trajectory of defence and security issues in the context of Europe (understood geographically, politically and institutionally) from the end of the Second World War right up to and including contemporary challenges. |
| HIPO60551 |
ISSUES IN GLOBAL POLITICS (DL) |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will examine a range of topical global issues that represent contemporary challenges for both policymakers and other actors. Indicative issues addressed include nuclear proliferation, the environment, humanitarian intervention and the responsibility to protect, and other key areas of global concern in the security domain. We will also examine the issue of global economic and trade management, as well as country cases such as China, the situation in Ukraine from a politico-historical perspective, and the Israel/Palestine conflict. |
| LAWS62055 |
JURISPRUDENCE |
6 |
20 |
Health, Education, Policing and Sciences |
The module introduces student to a range of jurisprudential theories. Students will examine the major theories relating to the nature of law including questions relating to the purpose of law, theories of adjudication and the relationship between law and morality. Students will also examine theories of justice and rights. Finally, the module will introduce students to some of the critical alternatives to mainstream theories. Students will analyse the relationships between these various theories and any criticisms that could be made of them. |
| EDUC40620 |
KEEPING CHILDREN AND YOUNG PEOPLE SAFE IN EDUCATION |
4 |
20 |
Health, Education, Policing and Sciences |
In this module you will examine the current legislative and policy frameworks relating to child protection including contemporary and historical legislation and practice. You will explore how notions of risk and child protection have changed over time and how this informed professional practice. There will be opportunities for practical application so that you can develop your understanding of the boundaries and limitations of professional roles and responsibilities, when to make referral to protective and specialist services and how to contribute to the overall process. |
| ODPR40100 |
LAW & ETHICS FOR SURGICAL SUPPORT PRACTITIONERS |
4 |
15 |
Health, Education, Policing and Sciences |
This module provides an overview of the legal and ethical frameworks which underpin your role as an Assistant Practitioner working in the operating theatre undertaking the surgical scrub role. You will explore health and safety in the operating department, including risk assessment, incident reporting, and information governance. You will examine the Assistant Practitioner role including your professionalism and accountability, confidentiality and consent, and documentation and record keeping. You will explore the principles of evidence-based practice, Equality Diversity and Inclusion (EDI), and Multidisciplinary Team (MDT) working in relation to the safe and effective care of patients in the operating theatre. |
| LAWS41503 |
LAW AND SOCIETY |
4 |
15 |
Health, Education, Policing and Sciences |
This module will introduce you to ways of thinking about law in relation to society. This means discussing the various approaches to thinking about society; social theory and sociology, and thinking about law in a socio-legal, sociological and critical way. The theme throughout will be does law shape society or society shape law.Once introduced to this way of thinking, you will consider the key social identities, such as class, gender, race, sexual orientation, thinking about how these identities produce communities and differences which society then must negotiate. You will debate the role of law in these processes. |
| LAWS51950 |
LAW FOR JUSTICE |
5 |
20 |
Health, Education, Policing and Sciences |
Criminal law is an exciting subject, which you will find enjoyable and engaging. You will explore the law relating to some of the most serious and/or common criminal offences, including homicide, non-fatal offences against the person and fraud. Learners will explore a range of defences, such as, self-defence, diminished responsibility and insanity. You will learn about several key contemporary concepts of criminal liability such as fitness to plead and accessorial liability. You will consider some basic rules of evidence and aspects of sentencing to provide you will an effective and practical overview. |
| LAWS43723 |
LAW IN PRACTICE |
4 |
20 |
Health, Education, Policing and Sciences |
What happens in a court or tribunal? Who is involved in the hearings? What rules govern the professional behaviours of lawyers? These are the questions that you will be exploring in this module. You will be introduced to the functions of different types of hearings in courts and tribunals, and the people who take part in those hearings. You will also gain an insight into the professional working practices legal professionals in both Sri Lanka and England and Wales, and the types of ethical issues they face. You will then put this knowledge into practice, by carrying out a visit to a court or tribunal and preparing a report on what you observed. |
| LAWS43734 |
LAW IN PRACTICE |
4 |
20 |
Health, Education, Policing and Sciences |
Most of the common knowledge surrounding the legal profession stems from TV dramas and films. This module seeks to delve deeper into law in practice. It explores professional ethics, and the people and institutions involved on the ground which facilitate the administration of justice and fairness in our legal system. This module will help you to better understand what it means to embark on a career in law and it will help you to develop a more settled intention as to your next steps, allowing you to focus on your path into the legal profession or elsewhere. |
| LAWS41719 |
LAW IN PRACTICE (DL) |
4 |
20 |
Health, Education, Policing and Sciences |
What happens in a court or tribunal? Who is involved in the hearings? What rules govern the professional behaviours of lawyers? These are the questions that you will be exploring in this module. You will be introduced to the functions of different types of hearings in courts and tribunals, and the people who take part in those hearings. You will also gain an insight into the professional working practices of Barristers, Solicitors and CILEX Lawyers and the types of ethical issues they face. You will then put this knowledge into practice, by reporting on a court or tribunal hearing. |
| LAWS43724 |
LAW IN PRACTICE (SRI LANKA) |
4 |
20 |
Health, Education, Policing and Sciences |
What happens in a court or tribunal? Who is involved in the hearings? What rules govern the professional behaviours of lawyers? These are the questions that you will be exploring in this module. You will be introduced to the functions of different types of hearings in courts and tribunals, and the people who take part in those hearings. You will also gain an insight into the professional working practices legal professionals in both Sri Lanka and England and Wales, and the types of ethical issues they face. You will then put this knowledge into practice, by carrying out a visit to a court or tribunal and preparing a report on what you observed. |
| LAWS63092 |
LAW OF EVIDENCE |
6 |
20 |
Health, Education, Policing and Sciences |
You will explore the laws which govern the admissibility of evidence in trials. The main focus is on key aspects of evidence in criminal cases, including confessions, adverse inferences from silence, the defendants previous convictions, hearsay, and the evidential consequences of breaches of the Police and Criminal Evidence Act 1984. Learning activities and the summative assessments concentrate on problem solving, by applying laws of evidence to scenarios that may arise in legal practice. This module will be of interest to students who have either criminal law or general litigation career ambitions. The emphasis on analysis and problem-solving will also support transferable skills for other graduate careers. |
| LAWS31302 |
LAW OF OBLIGATIONS |
3 |
30 |
Health, Education, Policing and Sciences |
You will study two elements of civil law: Tort and Contract. In Tort you will consider torts such as negligence which imposes an obligation on us to take care not to injure or cause losses to other people and what the consequences are if we breach that obligation. In Contract you explore the obligations which arise when legally binding agreements are made between two or more parties. You will reflect on important terms in the contracts we make when we buy and sell goods. |
| LAWS61618 |
LAW OF TRUSTS AND EQUITABLE REMEDIES |
6 |
30 |
Health, Education, Policing and Sciences |
Commerce and charities, taxation and family finance, wills and wealth management, the law of trusts and equitable remedies is a module that spans lots of different areas of law and human experience. In this module, you will learn about how equity developed to add fairness and flexibility to the common law and will discover the trust and how it can be used to own property. The module will include practical work on drafting and discussion of the duties and powers of the trustee. |
| LAWS62057 |
LAW OF TRUSTS AND EQUITABLE REMEDIES |
6 |
20 |
Health, Education, Policing and Sciences |
Commerce and charities, taxation and family finance, wills and wealth management: The Law of Trusts and Equitable Remedies is a module that spans lots of different areas of law and human experience. In this module, you will learn about how equity adds fairness and flexibility to the common law and how trust can be used to solve legal problems. |
| LAWS51971 |
LAW OF TRUSTS AND EQUITABLE REMEDIES |
5 |
20 |
Health, Education, Policing and Sciences |
Commerce and charities, taxation and family finance, wills and wealth management: The Law of Trusts and Equitable Remedies is a module that spans lots of different areas of law and human experience. In this module, you will learn about how equity adds fairness and flexibility to the common law and how trust can be used to solve legal problems. Any student who plans to be a barrister, solicitor or legal executive will need to know law of trusts and equitable remedies as part of their professional qualifications. Beyond that, the wide scope of equity means it is useful to students who plan to work in business, finance or in the third sector. |
| LAWS62070 |
LAW OF TRUSTS AND EQUITABLE REMEDIES DL |
6 |
20 |
Health, Education, Policing and Sciences |
Commerce and charities, taxation and family finance, wills and wealth management: the Law of Trusts and Equitable Remedies is a module that spans lots of different areas of law and human experience. In this module, you will learn about how equity adds fairness and flexibility to the common law and will discover the trust and how it can be used to solve legal problems. |
| FORE43369 |
LAW, POLICY & PRACTICE |
4 |
20 |
Health, Education, Policing and Sciences |
This module equips you with the legal knowledge and skills to navigate the criminal justice system and ensure your expertise impacts every case. Delve into relevant legislation governing digital evidence acquisition, disclosure, and quality standards.¿ Learn the intricacies of presenting digital evidence as an expert witness, crafting clear and compelling testimonies that stand up to scrutiny. Understand protocols for handling and disclosing digital evidence to ensure its integrity and admissibility in court.¿ |
| FORE70573 |
LAW, POLICY AND PRACTICE FOR DIGITAL EVIDENCE |
7 |
15 |
Health, Education, Policing and Sciences |
You will learn about the legalities of digital evidence in the criminal justice system (virtual courts) and the role of forensic expert witnesses in the criminal justice system. The principles of human rights and digital evidential disclosure will underpin the taught material on this module. |
| FORE70585 |
LAW, POLICY AND PRACTICE FOR DIGITAL EVIDENCE |
7 |
20 |
Health, Education, Policing and Sciences |
Our team will guide you through a combination of engaging Blackboard VLE activities, informative lectures, and hands-on practical classes to help you develop a deep understanding of key legislation related to acquisition, seizure, processing, and presentation of digital evidence.With a focus on upholding human rights and ensuring proper digital evidential disclosure, our module covers a wide range of important topics. You'll explore virtual courts and EPE, internet and net neutrality, legal approaches to regulating the information age, principles of criminal litigation and disclosure of evidence (digital), contempt of court in a digital era, the legal issues of online state surveillance, choice of law in electronic contracts, legal issues in social networking/defamation online, rights for disclosure of digital evidence, and contemporary issues in relation to digital evidence.This is an excellent opportunity to expand your knowledge and enhance your career prospects in the rapidly growing field of digital forensic investigation. |
| FORE50381 |
LAW, PRACTICE AND PROCEDURE |
5 |
20 |
Health, Education, Policing and Sciences |
This is a core module which is taught during semester 1. During semester 1 the module provides a detailed and comprehensive understanding of the legal framework of the Police and Criminal Evidence Act 1984 as well as providing an understanding and description of various criminal offences, including those covered by the Theft Act 1968, Offences Against the Person (OAP) Act 1861 as well as the investigation of sexual offences, arson and criminal damage. Case studies will be used to illustrate problems and difficulties relating to the investigative requirements |
| NURS60554 |
LEADERSHIP |
6 |
15 |
Health, Education, Policing and Sciences |
This leadership module aims to provide you with the knowledge, understanding and skills required to be an effective leader and implementer of change in clinical practice, regardless of your role or level within the clinical environment. Within the module you will be encouraged to take an active role during in-depth discussion and critical evaluation of issues underpinning current leadership practice. The module reflects the three themes highlighted in the current National Leadership Framework; Contemporary leadership theories, leadership qualities, self-awareness and visionary leadership, ensuring you have the most up to date information to impart in practice. You will also consider service delivery for example clinical governance, team building, responsibility and accountability, partnership working and empowerment as well as setting direction, including political awareness, leading and managing change, decision making and horizon scanning, organisational culture and concepts of power. Importantly equipping you, as a health professional, with the skills to lead effectively and implement change to improve care and service provision. |
| NURS60792 |
LEADERSHIP |
6 |
20 |
Health, Education, Policing and Sciences |
This leadership module aims to provide you with the knowledge, understanding and skills required to be an effective leader and implementer of change in clinical practice, regardless of your role or level within the clinical environment. Within the module you will be encouraged to take an active role during in-depth discussion and critical evaluation of issues underpinning current leadership practice. The module reflects the three themes highlighted in the current National Leadership Framework; Contemporary leadership theories, leadership qualities, self-awareness and visionary leadership, ensuring you have the most up to date information to impart in practice. You will also consider service delivery for example clinical governance, team building, responsibility and accountability, partnership working and empowerment as well as setting direction, including political awareness, leading and managing change, decision making and horizon scanning, organisational culture and concepts of power. Importantly equipping you, as a health professional, with the skills to lead effectively and implement change to improve care and service provision. |
| PPDE60721 |
LEADERSHIP AND MANAGEMENT IN HEALTH AND SOCIAL CARE |
6 |
20 |
Health, Education, Policing and Sciences |
This module provides you with the opportunity to apply the understanding of health and social care topics you have developed over the course to matters of leadership and management. It will cover key theories of leadership and management, including management and change and conflict, innovation, decision making, teamwork and project management. Over the course of the module, you will explore how these theories can be applied to practical issues within health and social care environments. Through a combination of lectures and group tasks you will be able to consider your own style of leadership and how this might be applied in your future working roles. Simulated activities and invited guest lectures on key leadership and management topics will enhance this module. |
| CYPF60001 |
LEADERSHIP AND MANAGEMENT WITH CHILDREN, YOUNG PEOPLE AND FAMILIES |
6 |
20 |
Health, Education, Policing and Sciences |
In this module learners will develop a critical understanding of management and leadership theory in relation to the children, young people and familys sector. Learners will also learn about managing projects in the sector and conducting community audits and needs assessments in relation to local services and develop funding bids to set up new projects. |
| LAOP70006 |
LEADERSHIP AND PARTNERSHIP IN ANTI-POVERTY WORK DL |
7 |
20 |
Health, Education, Policing and Sciences |
An exciting opportunity to learn about and build your governance, leadership, and management skills ready to begin your career in anti-poverty. This module will challenge you to synthesise your understanding of theories of good governance, leadership, and management and reflect upon the development of acquisition of your personal management skills. The module will build on the knowledge you will have gained from other modules on the Masters degree to develop a strong foundation in good governance, leadership and management. The module is grounded in theory and has a strong practical focus, offering opportunities within the module for practical application of good governance, leadership, and management as well as building connections with local voluntary and community sector bastions of good practice. The innovative module delivery together with the assessment will equip you with the strategic agility and competencies to support your career advancement and help you develop the skills and confidence to take an active managerial role in poverty eradication and work successfully with other stakeholders in the social welfare field. |
| POLI60507 |
LEADERSHIP AND PROFESSIONAL DEVELOPMENT |
6 |
40 |
Health, Education, Policing and Sciences |
This advanced module is designed to equip learners with a comprehensive understanding of essential concepts that will prepare them for their future careers in policing. The course examines the importance of continuous professional development, emphasising the need for lifelong learning and skill enhancement within the policing context. Learners will critically examine theories of coaching and mentoring, exploring their practical applications in the workplace. They will gain insights into effective strategies for fostering growth, knowledge transfer, and the development of self and others within policing. Additionally, the module focuses on further analysing and developing leadership styles in policing. Learners will explore various leadership theories and models, enabling them to identify and cultivate leadership qualities that are vital for effective decision-making, team management, and ethical conduct in policing. Through a combination of theoretical knowledge and practical applications, this course aims to empower learners with the critical thinking skills necessary to navigate the complexities of policing, fostering a culture of continuous improvement, and contributing to police effectiveness. |
| POLI60513 |
LEADERSHIP AND PROFESSIONAL DEVELOPMENT |
6 |
40 |
Health, Education, Policing and Sciences |
This advanced module is designed to equip learners with a comprehensive understanding of essential concepts that will prepare them for their future careers in policing. The course examines the importance of continuous professional development, emphasising the need for lifelong learning and skill enhancement within the policing context. Learners will critically examine theories of coaching and mentoring, exploring their practical applications in the workplace. They will gain insights into effective strategies for fostering growth, knowledge transfer, and the development of self and others within policing. Additionally, the module focuses on further analysing and developing leadership styles in policing. Learners will explore various leadership theories and models, enabling them to identify and cultivate leadership qualities that are vital for effective decision-making, team management, and ethical conduct in policing. Through a combination of theoretical knowledge and practical applications, this course aims to empower learners with the critical thinking skills necessary to navigate the complexities of policing, fostering a culture of continuous improvement, and contributing to police effectiveness. |
| POLI60514 |
LEADERSHIP AND PROFESSIONAL DEVELOPMENT |
6 |
40 |
Health, Education, Policing and Sciences |
This advanced module is designed to equip learners with a comprehensive understanding of essential concepts that will prepare them for their future careers in policing. The course examines the importance of continuous professional development, emphasising the need for lifelong learning and skill enhancement within the policing context. Learners will critically examine theories of coaching and mentoring, exploring their practical applications in the workplace. They will gain insights into effective strategies for fostering growth, knowledge transfer, and the development of self and others within policing. Additionally, the module focuses on further analysing and developing leadership styles in policing. Learners will explore various leadership theories and models, enabling them to identify and cultivate leadership qualities that are vital for effective decision-making, team management, and ethical conduct in policing. Through a combination of theoretical knowledge and practical applications, this course aims to empower learners with the critical thinking skills necessary to navigate the complexities of policing, fostering a culture of continuous improvement, and contributing to police effectiveness. |
| ODPR60026 |
LEADERSHIP AND SERVICE DEVELOPMENT |
6 |
20 |
Health, Education, Policing and Sciences |
This module will provide you with knowledge and skills which will support you to lead improvements in the quality of patient care and the development of Operating Department Practice and to look at service delivery within increasingly varied care systems |
| NURS70782 |
LEADERSHIP IN NURSING |
7 |
20 |
Health, Education, Policing and Sciences |
In this module, students will study leadership in nursing and how this impacts upon patient care. Leadership in nursing is required at all levels and from the outset of your course, you will be developing knowledge and skills to develop your own leadership skills. You will learn how to take a leading role in the delivery of patient care as well as how to delegate and lead others. During this module, we will also focus on self-development and resilience as a future nurse and how nurses can influence health care policies and procedures. |
| SOCY70540 |
LEADERSHIP IN SOCIAL AND CRIMINAL JUSTICE DL |
7 |
20 |
Health, Education, Policing and Sciences |
Leadership requires collaborative partnership working in order to lead and implement change in the social or criminal justice context.¿ ¿This module investigates key themes and skills necessary for leading on complex issues faced in the social or criminal justice context. The module adopts an immersive, approach to learning in order to facilitate senior social or criminal justice practitioners working in or aspiring to work in a leadership role. As such the module requires intentional and proactive engagement from learners.¿ |
| PPDE70827 |
LEADERSHIP ROLE IN QUALITY, INNOVATION AND CHANGE |
7 |
20 |
Health, Education, Policing and Sciences |
This module will focus on direction-setting and visionary thinking by encouraging you to develop a context-sensitive approach to leadership, including understanding of local and national directives that impact upon quality issues and support of patients or service users. Theories relating to change management, conflict, teamwork, motivation, power, human factors and risk management will be critically analysed in relation to how collaborative working can be facilitated by leaders. Students will also explore and evaluate audit outcomes, standards, benchmarks and resource management. Analysis and evaluation of patient/client feedback will be used to identify and propose change and the resolution of practice issues. This understanding will have particular applicability to the Project Based Change module but will also be transferable to a breadth of educational and employment settings. |
| PSYC80765 |
LEADERSHIP, ORGANISATION AND SYSTEMIC INFLUENCE (LOSI) |
8 |
20 |
Health, Education, Policing and Sciences |
In this module you will undertake a piece of real world evaluation within the service with which you have an employment (or honorary employment) contract. You will learn about leadership within the profession of clinical psychology, different leadership styles and models, consider the application of leadership in practice and reflect on ethical, systemic and organisational issues relevant to being a leader. |
| PSYC80736 |
LEADERSHIP: ORGANISATIONAL AND SYSTEMIC INFLUENCE |
8 |
30 |
Health, Education, Policing and Sciences |
In this module you will undertake a piece of real world audit and evaluation within the service with which you have an employment (or honorary employment) contract. You will work collaboratively with your training colleagues and service heads to produce a comprehensive and meaningful service audit and or evaluation. You will learn about a range of leadership styles and be able to apply them to your own practice. You will be required to take on a leadership role in relation to at least one clear element of a service evaluation. To help you to identify areas of good practice you will participate in a series of workshops where clinical psychologists will share areas of good (and challenging) practice within the region. |
| PPDE60231 |
LEADING INNOVATION AND CHANGE |
6 |
30 |
Health, Education, Policing and Sciences |
The aim of this thought provoking and stimulating module is to ensure you have the knowledge and understanding to develop a proposal for change focusing on your workplace. Within health and social care organizational change is a constant phenomenon therefore all those working within these organizations need to have the ability to develop a proposal for change, before instigating the change process in order to facilitate sucess. This module has its focus on work based learning which is supported by the appropriate theoretical perspectives. You will develop theoretical knowledge about change and change management which you will then develop into a proposal to apply in practice if you choose to do so, however the enactment of the project is not a requirement for the module. Some theoretical knowledge will be provided on Blackboard as well as on the face to face contact time however other knowledge will be gained via independent study and your tutorials with your supervisor. |
| EDUC70508 |
LEARNING AND ASSESSMENT |
7 |
30 |
Health, Education, Policing and Sciences |
This module presents the concept of learning, the developing theories of learning and explores ways in which learning can be measured and assessed. In discussing the relationship between learning and a range of theoretical positions, the module will highlight implications of these theories for supporting learning in practice. It will also consider aspects of recent neuroscience in relation to cognitive development. It will also present different approaches to the assessment of learning (including formative and summative assessment) and discuss effective learner feedback strategies. |
| EDUC77099 |
LEARNING AND ASSESSMENT |
7 |
40 |
Health, Education, Policing and Sciences |
This module presents the concept of learning, the developing theories of learning and explores ways in which learning can be measured and assessed. In discussing the relationship between learning and a range of theoretical positions, the module will highlight implications of these theories for supporting learning in practice. It will also present different approaches to the assessment of learning (including formative and summative assessment) and discuss effective learner feedback strategies |
| EDUC77805 |
LEARNING AND ASSESSMENT (DL) |
7 |
40 |
Health, Education, Policing and Sciences |
This module presents the concept of learning, the developing theories of learning and explores ways in which learning can be measured and assessed. In discussing the relationship between learning and a range of theoretical positions, the module will highlight implications of these theories for supporting learning in practice. It will also present different approaches to the assessment of learning (including formative and summative assessment) and discuss effective learner feedback strategies. |
| EDUC70271 |
LEARNING AND TEACHING IN SUBJECT (REFLECTION) |
7 |
30 |
Health, Education, Policing and Sciences |
Subject Education in the School Curriculum:Aims and objectives of subject education; subject curriculum history and current curriculum debate; the nature of subject learning. The variety of contexts: A2 and AS level, GCSE and KS3; vocational dimensions. Links with other subject areas - cross curricular issues. Recent curriculum developments and potential future directions.Preparing for Learning and TeachingObjectives and lesson planning; designing classroom tasks using a variety of resources; preparing schemes of work and issues in progression; assessment and record keeping; using simulations and practical activities; the role of ICT in subject learning; using visual stimulus; creativity and innovation in subject learning. Other issues in teaching and learning - diversity, personalisation, literacy and numeracy |
| EDUC70271 |
LEARNING AND TEACHING IN SUBJECT (REFLECTION) |
7 |
30 |
Health, Education, Policing and Sciences |
Subject Education in the School Curriculum:Aims and objectives of subject education; subject curriculum history and current curriculum debate; the nature of subject learning. The variety of contexts: A2 and AS level, GCSE and KS3; vocational dimensions. Links with other subject areas - cross curricular issues. Recent curriculum developments and potential future directions.Preparing for Learning and TeachingObjectives and lesson planning; designing classroom tasks using a variety of resources; preparing schemes of work and issues in progression; assessment and record keeping; using simulations and practical activities; the role of ICT in subject learning; using visual stimulus; creativity and innovation in subject learning. Other issues in teaching and learning - diversity, personalisation, literacy and numeracy |
| LAWS62022 |
LEGAL ADVICE CLINIC |
6 |
30 |
Health, Education, Policing and Sciences |
The Staffordshire University Legal Advice Clinic (SULAC) is a module in which you will be trained to put the law into practice. You will be providing free legal advice to members of the public and certain sectors of the local community, supervised by a qualified solicitor. SULAC is designed to give you a real-life experience from which you can compare, contrast and critically examine the role of law, lawyers and the legal process, as well as the wider context of human dynamics in practice and legal ethics. SULAC operates in various locations including the court, various hospitals, a local prison as well as at various community hubs across Staffordshire |
| LAWS62056 |
LEGAL ADVICE CLINIC |
6 |
40 |
Health, Education, Policing and Sciences |
The Legal Advice Clinic is a module in which you will be trained to put the law into practice. You will be providing free legal advice to members of the public and certain sectors of the local community, supervised by a qualified solicitor. The Legal Advice Clinic is designed to give you a real-life experience from which you can compare, contrast and critically examine the role of law, lawyers and the legal process, as well as the wider context of human dynamics in practice and legal ethics. The Legal Advice Clinic operates in various locations including a local prison and the Court as well as offering an online service via Microsoft Teams. |
| LAWS63093 |
LEGAL ADVICE CLINIC |
6 |
40 |
Health, Education, Policing and Sciences |
The Legal Advice Clinic is a module in which you will be placed as a Student Legal Advisor within the Legal Advice Service and trained to put the law into practice. You will be providing free legal advice to members of the public and certain sectors of the local community, supervised by a qualified solicitor. The Legal Advice Clinic module is designed to give you a real-life experience from which you can compare, contrast and critically examine the role of law, lawyers and the legal process, as well as the wider context of human dynamics in practice and legal ethics. The Legal Advice Clinic may operate in various locations including during in person clinics and online via Microsoft Teams. This module is an excellent form of work experience to boost your CV and employment prospects and is beneficial to students aspiring to work in legal practice. |
| LAWS79906 |
LEGAL RESEARCH METHODS (INTERNATIONAL AVIATION LAW AND REGULATION) |
7 |
20 |
Health, Education, Policing and Sciences |
You will gain the skills you need to carry out research on your LLM International Aviation Law and will be supported in preparing a proposal for your own research on the Dissertation module. This is a programme that is unique to members of the Royal Air Force. Students will be able to apply to this programme after completing the relevant RAF training on International Aviation Law and Regulation which is awarded Advanced Standing in this course. To successfully obtain an LLM in International Aviation Law and Regulation, students will need to complete two academic core modules . These two modules are a 20 credit Research Methods module which is designed to enable students develop effective research skills and knowledge of various research methods in Law, and a 40 credits Dissertation module which is contextualised to a relevant area of International Aviation Law and Regulation. Thus, the programme is a close partnership between the University and the RAF where both entities work closely to deliver the best possible outcome for the student. |
| LAWS43735 |
LEGAL SKILLS |
4 |
20 |
Health, Education, Policing and Sciences |
The Legal Skills modules is designed to equip students with the core skills necessary to be a successful law student and legal professional. Students will learn how to find, interpret and use the law such as statute and case law as well as other relevant material such as journal articles. |
| LAWS41720 |
LEGAL SKILLS (DL) |
4 |
20 |
Health, Education, Policing and Sciences |
The Legal Skills modules is designed to equip students with the core skills necessary to be a successful law student and legal professional. Students will learn how to find, interpret and use the law such as statute and case law as well as other relevant material such as journal articles. |
| ADVC40159 |
LEGAL THEORY AND PRACTICE |
4 |
30 |
Health, Education, Policing and Sciences |
What is the purpose of law? Who makes laws? How? Just some of the questions you will learn the answers to in this module. The content is designed to provide you with an understanding of the basic framework of English Law, how law is made and developed, and how it is then applied today. You will then go on to apply this knowledge in the specific field of employment law. You will learn about the differing Statutory and Contractual Employment Rights a person may have and you will have several opportunities to learn, and develop, key skills in case analysis, case preparation and advocacy before going on to apply these to a case scenario in an assessed, simulated legal setting. |
| PPDE70814 |
LET'S TALK RISK - WHAT IS RISK AND SAFETY AND WHY IS THIS IMPORTANT |
7 |
20 |
Health, Education, Policing and Sciences |
We need to recognise that it is possible to learn Proactively from success and by identifying the potential for things to go wrong in the future, as well as Reactively from the past experiences of patients/service users and safety incidents.From a Proactive Perspective: This module will explore the concepts of hazards and risk, including the link to errors and violations, and how you can assess risk in order to prioritise improvements. You will also be introduced to the theories of learning from success and practical techniques for identifying the reasons for success so that this knowledge can be applied elsewhere.From a Reactive Perspective: You will develop the knowledge and skills to respond to an incident as it unfolds and those needed to appropriately investigate and record a safety incident, communicate the learning opportunities, whilst supporting all those involved or affected. |
| BIOL60671 |
LIFE SCIENCE RESEARCH PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
The project is designed to allow you to demonstrate your development as a scientific practitioner in the pathway of your choice and is viewed as a culmination of your discipline expertise and professionalism. This substantial project provides the opportunity for you to draw together all the practical experience, knowledge and critical understanding your pathway has provided. You are required to study a topic relevant to your Course and pathway from an idea generated by yourself in discussion with an academic adviser. |
| SOWK50322 |
LIFESPAN, HUMAN GROWTH AND DEVELOPMENT |
5 |
30 |
Health, Education, Policing and Sciences |
This module considers development throughout life, starting with pre-birth and child development going through to considering adulthood and old age. You will make links between what happens in someone's childhood and how this might influence who they are as an adult.¿ You will also look at theories in depth to consider how development is interpreted, and use this knowledge to plan interventions for case studies within the module, as well as for social work as a profession. |
| SOWK50323 |
LIFESPAN, HUMAN GROWTH AND DEVELOPMENT |
5 |
30 |
Health, Education, Policing and Sciences |
This module considers development throughout life, starting with pre-birth and child development going through to consdiering adulthood and old age. You will make links between what happens in someone's childhood and how this might influence who they are as an adult. You will also look at theories in depth to consider how development is interpreted, and use this knowledge to plan interventions for case studies within the module, as well as for social work as a profession. |
| PUBL50107 |
LIFESTYLE, FITNESS & NUTRITION IN PUBLIC HEALTH |
5 |
20 |
Health, Education, Policing and Sciences |
This module explores the role of diet, physical activity, and sleep in promoting health. Study behavioral determinants, prevalence of lifestyle-related diseases like obesity and diabetes, and their impact on chronic disease risk. There will be a particular focus on the impact of these issues on childhood and the implications for long-term health. The module will also cover health promotion strategies, including education, community-centred approaches, and policy implications in fostering lifestyle changes for long-term health. |
| SPOR80001 |
LITERATURE REVIEW AND RESEARCH PROPOSAL |
8 |
60 |
Health, Education, Policing and Sciences |
This module has been designed to enable you to undertake in-depth critical appraisal of published research evidence. In order to critically appraise and to assess its suitability for application in practice, you will need to develop an understanding of methods commonly used in health care research. To this end, research methods such as interviews, focus groups, Randomised Control Trials (RCTs) and other epidemiological methods will be presented and the pros and cons explored. You will then be taken through the process of critically appraising these qualitative and quantitative research methods using appropriate published checklists. Through critiquing the research of others, you will demonstrate the formation of your own research skills. This module will also address: literature searching in order to identify appropriate literature; ethical principles surrounding research; methods of analysing and interpreting data; and will explore evidence-based practice issues surrounding the application of research into practice. The module is designed to guide you through the process of carrying out a systematic review in any health related field, with a view to advancing existing models, theories, instruments, methods, and practice. Course content will include defining topic and search parameters, conducting a search using appropriate databases and sources, and summarising findings from the review. The completed review should be of publishable quality. |
| SPOR80008 |
LITERATURE REVIEW AND RESEARCH PROPOSAL |
8 |
40 |
Health, Education, Policing and Sciences |
This module has been designed to enable the students to undertake in-depth critical appraisal of published research evidence. In order to critically appraise and to assess its suitability for application in practice, the student will need to develop an understanding of methods commonly used in health care research. To this end, research methods such as interviews, focus groups, Randomised Control Trials (RCTs) and other epidemiological methods will be presented and the pros and cons explored. The student will then be taken through the process of critically appraising these qualitative and quantitative research methods using appropriate published checklists. Through critiquing the research of others, the student will demonstrate the formation of his/her own research skills. This module will also address: literature searching in order to identify appropriate literature; ethical principles surrounding research; methods of analysing and interpreting data; and will explore evidence-based practice issues surrounding the application of research into practice. The module is designed to guide you through the process of carrying out a systematic review in any health related field, with a view to advancing existing models, theories, instruments, methods, and practice. Course content will include defining topic and search parameters, conducting a search using appropriate databases and sources, and summarising findings from the review. The completed review should be of publishable quality. |
| LAWS70673 |
LITIGATION |
7 |
1 |
Health, Education, Policing and Sciences |
All aspects of Criminal and Civil Litigation are taught and assessed as a core subject, including learning the critical steps in process of litigation and strategies in preparation and conduct of litigation. |
| LAWS73003 |
LITIGATION - BL |
7 |
1 |
Health, Education, Policing and Sciences |
All aspects of Criminal and Civil Litigation are taught and assessed as a core subject, including learning the critical steps in process of litigation and strategies in preparation and conduct of litigation. |
| AOPH50002 |
LIVED EXPERIENCE OF POVERTY: THEORIES OF EPISTEMIC INJUSTICE (40 CREDITS) |
5 |
40 |
Health, Education, Policing and Sciences |
In this module you will hear from experts who have experienced poverty and/or other forms of hardship. You will build on your learning from other modules to begin to understand the importance of hearing and raising the voices of those impacted by a wide range of social policies and learn how you can assist those with lived experience to raise their concerns and address their priorities. You will investigate and analyse the key sources and drivers of those experiences, consider the differing approaches and solutions to identified drivers and propose action to address these. You will revisit some key principles from your prior study to consider the narrative surrounding poverty, the power of language and the importance of reframing the narrative to bring about positive change. You will complete this module by preparing communications for social media on a chosen campaign, which directly links to your assessed campaign on the Community Organising & Activism module. |
| SPOR40960 |
LOWER EXTREMITY ANATOMY |
4 |
20 |
Health, Education, Policing and Sciences |
Anatomy is an integral part of knowledge for a Sports RehabilitatorTherapist as it is the foundations of any assessment or treatment you will give to a client. This module allows you to understand musculoskeletal anatomy in both a theoretical way and practically. You will have the skills to identify bones and bony landmarks, specific muscle origins and insertions and how they work functionally in the body, on a diagram, skeletal structure and on a human model. |
| SPOR40975 |
LOWER EXTREMITY ANATOMY |
4 |
20 |
Health, Education, Policing and Sciences |
Anatomy is an integral part of knowledge for a Sports RehabilitatorTherapist as it is the foundations of any assessment or treatment you will give to a client. This module allows you to understand musculoskeletal anatomy in both a theoretical way and practically. You will have the skills to identify bones and bony landmarks, specific muscle origins and insertions and how they work functionally in the body, on a diagram, skeletal structure and on a human model. |
| SPOR70915 |
LOWER LIMB PAEDIATRIC PATHOLOGIES AND THERAPIES |
7 |
15 |
Health, Education, Policing and Sciences |
Study of this module will focus on the following subject areas:Disease and pathology associated with gross changes in gait with particular focus on Neurology, Orthopaedics and Rheumatology.Current therapeutic intervention and assessment for pathologies associated with the paediatric lower limbExternal influences on development and changes in therapies in the growing child.Multidisciplinary intervention of lower limb pathologies in children |
| SPOR70959 |
LOWER LIMB PAEDIATRIC PATHOLOGIES AND THERAPIES |
7 |
20 |
Health, Education, Policing and Sciences |
This module focuses on the biomechanical based disorders which are commonly influenced by various environment and activity related factors. After studying this module, you will be expected to identify and appropriately adjust for those factors so as to minimise their adverse impact on treatment outcomes. There will be particular focus on the origins of dysfunction with reflection on development, genetics and evolution. |
| EDUC70513 |
MA EDUCATION DISSERTATION |
7 |
60 |
Health, Education, Policing and Sciences |
This module presents approaches to research design in a professional education context. The following topics and issues will be explored: Research principles and paradigms; strategies for data collection. Data management, analysis, interpretation and presentation. Research Management: planning and organising a research project; identifying researchable issues; critically engaging with academic literature; time and task management; organising fieldwork. Ethical issues in education research, consent and confidentiality issues. |
| ADVI60027 |
MANAGEMENT OF ADVICE SERVICES |
6 |
15 |
Health, Education, Policing and Sciences |
This module will provide students with an introduction to management within the advice sector. The module will explore management styles and the management culture within the social welfare law sector. |
| POLI70007 |
MANAGEMENT OF SERIOUS AND COMPLEX INVESTIGATION |
7 |
20 |
Health, Education, Policing and Sciences |
In this module you will build on your previous academic and / or operational experience of serious and complex investigations and take the opportunity to research and critically evaluate the management of serious and complex investigations. You will address the role of supervision and management in investigations along with in depth evaluation of strategies to deal with the management of victims and witnesses, public protection investigation, working with the criminal justice system and specialists, and digital media issues. Your skills in critical engagement with these broad themes will be expanded and along with your own research built into the assessment for the module. |
| POLI70010 |
MANAGEMENT OF THE INVESTIGATION OF HOMICIDE AND MAJOR CRIME |
7 |
20 |
Health, Education, Policing and Sciences |
In this module you will build on your previous academic and / or operational experience of the management of homicide and major crime investigations and take the opportunity to research and critically evaluate the subjects. You will address the roles within major investigation, the instigation and initial response to a homicide, the strategic use of specialists and advisors to major crime investigators, and the management of witnesses around issues such as anonymity, SOCPA legislation and the protected persons service. Your skills in critical engagement with these broad themes will be expanded and along with your own research built into the assessment for the module. |
| CYPF60002 |
MANAGING ACTIVITIES WITH CHILDREN, YOUNG PEOPLE AND FAMILIES (COLLABORATIVE PROJECT) |
6 |
40 |
Health, Education, Policing and Sciences |
Learners will produce a portfolio which will aid their development in both their professional and personal practice using reflection and evaluation. This will coincide with learners actively participating in a range of practical/simulated activities which will help the learners to comprehend the importance of what the future employers is seeking. This module will also provide learners with the opportunity to create and design a project (interactive learning activity) which they could use with a family or individual to help them promote their own personal learning. All project activities will be peered reviewed and trialled with university service users to share learning and good practice. |
| BIOL60672 |
MANAGING THE NATURAL WORLD |
6 |
20 |
Health, Education, Policing and Sciences |
As environmental management has moved into the 21st century the traditional idea that managing the natural world is about returning damaged ecological systems to their prior state has become more controversial.This module will build upon this changing emphasis and will consider more flexible adaptive approaches to managing ecosystems. These will be built upon the firm underpinning that humans and their activity are also part of the natural world. Some material with focus upon preventing further damage but the emphasis will be a sustainable incorporation of society and ecosystem.The key thread will be the incorporation of conservation based ideas into sustainable and equitable frameworks. Not only in the proximate urban setting but at the planetary level. Well planned and integrated ¿greenspace¿ have the potential for providing areas of high biodiversity they may also deliver highly useful environmental goods and services, including coping with a diverse range of problems ranging from drainage and pollution, coping with food and water security, all the way to improvements in both physical and mental health.The module aims to provide you with an insight into the variety of ways the landscape may be managed and utilised when trying to provide a more collective stewardship of our environment. As such it will cover a wide range of traditionally disparate disciplines ranging from the biological and biophysical components through to the human factors, both positive and negative, that contribute to this area of study.Integral collaborative work alongside professionals will strengthen your knowledge and employability of real world 21st century conservation projects. Whilst working on these projects you will develop a deep understanding and you will be asked to share your knowledge through the delivery of a short session as the expert on your project to provide a case study for other members of the group.Overall the module will explore the idea that protection of the environment and the economy are not mutually exclusive and give you some of the knowledge and approaches that the environmental professional is increasingly confronted by, competing or even conflicting environmental objectives, further complicated by the multifunctional character of the ultimate goal, planetary sustainability. |
| FORE50367 |
MARKS AND TRACES |
5 |
20 |
Health, Education, Policing and Sciences |
Marks and traces are a key forms of evidence seen in criminal investigations. This very practical based module will provide you with the knowledge and skills to analyse a variety of evidence types using a range of techniques. This module will cover marks and traces such as fingerprints, footwear impressions, toolmarks, fibres and glass. You will explore their use in casework, understand the methods used to analyse samples and learn to interpret this evidence for the courts. You will learn to apply your skills to mock cases, in which you analyse samples and report results. The practicals and assessments are based on real-world workplace activities and provide you with the skills needed to be a forensic scientist/investigator. |
| FORE60365 |
MASS DEATH SCENARIOS |
6 |
15 |
Health, Education, Policing and Sciences |
How do forensic archaeologists and anthropologists respond when a mass death incident occurs? On this module you will learn about the variety of search and recovery methods used in the during and after cases of genocide, mass violence, conflict, natural disasters, terrorist incidents, migration and the Covid-19 pandemic. Through a range of case studies from incidents that have occurred in the 20th and 21st century, you will be introduced to the specific challenges posed by these events at a range of crime scenes. You will be taught by forensic practitioners who will share first-hand experiences of working in mass death environments. |
| FORE60371 |
MASS DEATH SCENARIOS |
6 |
20 |
Health, Education, Policing and Sciences |
How do forensic archaeologists and anthropologists respond when a mass death incident occurs? On this module you will learn about the variety of search and recovery methods used in the during and after cases of genocide, mass violence, conflict, natural disasters, terrorist incidents, migration and the Covid-19 pandemic. Through a range of case studies from incidents that have occurred in the 20th and 21st century, you will be introduced to the specific challenges posed by these events at a range of crime scenes. You will be taught by forensic practitioners who will share first-hand experiences of working in mass death environments. |
| PPDE70824 |
MASTER'S DISSERTATION |
7 |
40 |
Health, Education, Policing and Sciences |
The dissertation module provides an exciting opportunity to apply your skills and understanding to the development of a substantial and distinctive piece of written work. The emphasis is on student-led learning, but you will also be offered excellent support from an experienced supervisor. The dissertation enables you to apply the breadth of research skills necessary for the delivery of a successful project. This includes framing the research problem, building your design, and carrying out the study itself. The dissertation is a hugely rewarding creative process and we look forward to supporting you on your research journey! |
| SOCY70509 |
MASTERING PROJECT DESIGN AND RESEARCH PRACTICE |
7 |
30 |
Health, Education, Policing and Sciences |
On this module, students have the opportunity to carry out a small-scale pilot project that they can evaluate in order to progress with a more robust research project for their final dissertation project. The module is designed to allow students to put into practice the knowledge, training and skills they learned in Researching Crime and Society which allows them to experience and master all aspects of the research process. Students will be given step-by-step guidance and support, so they come to understand the key processes involved in the research process. This module facilitates learners to design, carry out, write up a report on a small-scale pilot research project and evaluate their research practice. |
| PPDE70165 |
MASTERS DISSERTATION |
7 |
60 |
Health, Education, Policing and Sciences |
The dissertation module provides an exciting opportunity to apply your skills and understanding to the development of a substantial and distinctive piece of written work. The emphasis is on student-led learning, but you will also be offered excellent support from an experienced supervisor. The dissertation enables you to apply the breadth of research skills necessary for the delivery of a successful project. This includes framing the research problem, building your design, and carrying out the study itself. The dissertation is a hugely rewarding creative process and we look forward to supporting you on your research journey! |
| PPDE70820 |
MASTERS DISSERTATION (60 CREDITS) |
7 |
60 |
Health, Education, Policing and Sciences |
The dissertation module provides an exciting opportunity to apply your skills and understanding to the development of a substantial and distinctive piece of written work. The emphasis is on student-led learning, but you will also be offered excellent support from an experienced supervisor. The dissertation enables you to apply the breadth of research skills necessary for the delivery of a successful project. This includes framing the research problem, building your design, and carrying out the study itself. The dissertation is a hugely rewarding creative process and we look forward to supporting you on your research journey! |
| PPDE70821 |
MASTERS DISSERTATION DL |
7 |
60 |
Health, Education, Policing and Sciences |
The dissertation module provides an exciting opportunity to apply your skills and understanding to the development of a substantial and distinctive piece of written work. The emphasis is on student-led learning, but you will also be offered excellent support from an experienced supervisor. The dissertation enables you to apply the breadth of research skills necessary for the delivery of a successful project. This includes framing the research problem, building your design, and carrying out the study itself. The dissertation is a hugely rewarding creative process and we look forward to supporting you on your research journey! |
| PUBL70080 |
MASTERS RESEARCH PROJECT (PUBLIC HEALTH) |
7 |
60 |
Health, Education, Policing and Sciences |
This module will support students in identifying a suitable area of research and in conducting a Masters level research dissertation. |
| SPOR70753 |
MASTERS RESEARCH PROJECT (SPORT) |
7 |
60 |
Health, Education, Policing and Sciences |
This module will support you to identify a suitable area of research and in conducting a Masters level research project/dissertation. This module content will broadly include:1. Project management skills2. Searching the literature3. Ethical issues in research and the importance of pilot work (including risk assessment)4. Advanced issues in qualitative and quantitative research (e.g. single-case research methods)5. Writing a research proposal (including ethical approval application)6. Presentation skills7. Referencing8. Data analysis support Skype sessions |
| SPOR70928 |
MASTERS RESEARCH PROJECT (SPORT) |
7 |
60 |
Health, Education, Policing and Sciences |
This module will support you to identify a suitable area of research and in conducting a Masters level research project/dissertation. This module content will broadly include: 1. Project management skills 2. Searching the literature 3. Ethical issues in research and the importance of pilot work (including risk assessment) 4. Advanced issues in qualitative and quantitative research (e.g. single-case research methods) 5. Writing a research proposal (including ethical approval application) 6. Presentation skills 7. Referencing 8. Data analysis support Skype sessions |
| SPOR70963 |
MASTERS RESEARCH PROJECT: JOURNAL ARTICLE (PART 2) |
7 |
40 |
Health, Education, Policing and Sciences |
This module supports students in conducting a rigorous and ethically-sound MSc-level research project in the students topic area of choice within their course remit. Students will independently manage and execute their research project, under the supervision of an allocated member of staff. These activities will lead to the production of a written journal article (as chosen by the student), followed by a 30-minute viva voce. |
| SPOR70962 |
MASTERS RESEARCH PROJECT: PROPOSAL AND ETHICS (PART 1) |
7 |
20 |
Health, Education, Policing and Sciences |
This module supports students in identifying a suitable area of research and gaining ethical approval for a MSc research project. More specifically, students will conduct a critical literature review in a topic area aligned with their course, develop a suitable research question(s), and methodology. Finally, students will develop skills on how to write a suitable research proposal (including ethical approval application). |
| SPOR70945 |
MASTERS RESEARCH PROJECT: SCIENCE/COACHING JOURNAL ARTICLE PART 2 |
7 |
40 |
Health, Education, Policing and Sciences |
This module supports students in conducting a rigorous and ethically-sound MSc-level research project in the students topic area of choice within their course remit. Students will independently manage and execute their research project, under the supervision of an allocated member of staff. These activities will lead to the production of a written journal article (as chosen by the student), followed by a 30-minute viva voce. |
| SPOR70942 |
MASTERS RESEARCH PROJECT: SPORT AND EXERCISE PSYCHOLOGY JOURNAL ARTICLE (PART 2) |
7 |
40 |
Health, Education, Policing and Sciences |
This module supports students in conducting a rigourous and ethically-sound MSc-level research project in the students topic area of choice within their course remit. Students will independently manage and execute their research project, under the supervision of an allocated member of staff. These activities will lead to the production of a written journal article (as chosen by the student), followed by a 30-minute viva voce. |
| SPOR70941 |
MASTERS RESEARCH PROJECT: SPORT AND EXERCISE PSYCHOLOGY PROPOSAL AND ETHICS (PART 1) |
7 |
20 |
Health, Education, Policing and Sciences |
This module supports students in identifying a suitable area of research and gaining ethical approval for a MSc research project. More specifically, students will conduct a critical literature review in a topic area aligned with their course, develop a suitable research question(s), and methodology. Finally, students will develop skills on how to write a suitable research proposal (including ethical approval application). |
| EDUC53636 |
MATHEMATICAL SPECIALIST CONTENT KNOWLEDGE PART 2 |
5 |
20 |
Health, Education, Policing and Sciences |
This module builds on the level 4 module by deepening your understanding of the mathematical reasoning underlying the mathematics contained in secondary maths curriculum. Apprentices will build knowledge and understanding of the Key Stage 5 curriculum, using the Key Stage 4 knowledge and understanding as building blocks. They will focus on multiple methods for solving individual problems and understanding why these various approaches are effective at both KS4 and KS5. |
| ELAN37090 |
MATHS AND I.T. |
3 |
20 |
Health, Education, Policing and Sciences |
The maths component of the module covers simplification and expansion of algebraic expressions, including expanding brackets and factorisation; linear and quadratic functions; indices and logarithms; and basic statistical measures such as mean and standard deviation.The IT skills part of the module deals with basic keyboard skills, introduces you to operating systems, general office software packages, the Internet, and how to use all of these safely and effectively as learners but also in a workplace setting. |
| NURS30514 |
MEASURING HEALTH AND WELLNESS |
3 |
15 |
Health, Education, Policing and Sciences |
This module aims to develop your understanding of how health and wellness may be measured and how this information gives insight into an individual's health status. You will explore health assessment strategies and tools. You will demonstrate the use of functional numeracy skills, including 2 and 3 dimensional images/objects, common measurements and data handling You will participate in health measurement related to cardiovascular, respiratory and body mass index. Measures of health related Physical Activity both subjective and objective.Benefits of physical activity on health including holistic benefits physical/social/mentalWriting reports / structureReflection |
| SPOR70767 |
MECHANICS OF THE DIABETIC FOOT |
7 |
30 |
Health, Education, Policing and Sciences |
This module will focus on how diabetes affects biomechanics of the lower limb specifically the foot and will specifically look at the following areas - Short review of physiology and pathology in diabetes - Complications associated with the disease process impact on musculoskeletal problems and dysfunction as well as tissue viability. - Define the causes and management of diabetic ulcerations with a strong emphasis on the biomechanical framework underpinning the prevention and treatment of diabetic foot disease. - Impact surgical intervention has on gait - Investigate the modalities of footwear, orthoses and padding in the management of the diabetic foot. - Diabetic complications on locomotion will be investigated and concepts tested within the Biomechanics and Gait Analysis Laboratory. |
| SPOR70954 |
MECHANICS OF THE DIABETIC FOOT |
7 |
20 |
Health, Education, Policing and Sciences |
The formation of foot ulcers have been linked to the mechanical failure of the soft tissues of the foot. This module bridges the clinical gap between traditional practices in tissue viability to highlight the growing understanding of the complex mechanics involved in diabetic foot care. By advancing your knowledge around pressure measurement, balance, offloading and casting as well as building on theoretical concepts around diabetic foot pathologies you will be equipped to provide preventative care to patients. Providing a different perspective to management of the diabetic foot utilising mechanical principles will merge clinical practices around diabetic foot complications. |
| SOCY50590 |
MEDIA AND CRIME |
5 |
20 |
Health, Education, Policing and Sciences |
Media and Crime is an exciting module in which you will examine the complex interrelationships between the media and representations of criminal activity, including crimes of the powerful vs crimes of the powerless. The module offers case studies of representations of crime generated across a range of media sites including television, film, literature, advertising, newspapers, magazines, music videos and websites. You will also can analyse visual representations of crime from historical and contemporary media sources. |
| CRIM53001 |
MEDIA AND CRIME |
5 |
20 |
Health, Education, Policing and Sciences |
Media and Crime is an exciting module in which you will examine the complex interrelationships between the media and representations of criminal activity, including crimes of the powerful vs crimes of the powerless. The module offers case studies of representations of crime generated across a range of media sites including television, film, literature, advertising, newspapers, magazines, music videos and websites. You will also can analyse visual representations of crime from historical and contemporary media sources. |
| BIOL70642 |
MEDICAL GENETICS AND GENOMICS (DL) |
7 |
15 |
Health, Education, Policing and Sciences |
The module covers the contribution of human molecular genetics to modern medicine. Starting with a recap of some of the more simple single-gene disorders you will quickly move on to look at the impact of newer sequencing technologies. Your study will lead on to discussion of the power of molecular genetics and its future potential. The field, genomics, is revolutionary and is having far- reaching consequences in biology and health related areas. This module intends to cover this fast moving, important field of molecular biology with regard to human disease. |
| BIOL70658 |
MEDICAL GENETICS AND GEONOMICS |
7 |
15 |
Health, Education, Policing and Sciences |
The module covers the contribution of human molecular genetics to modern medicine. Starting with a recap of some of the more simple single-gene disorders you will quickly move on to look at the impact of newer sequencing technologies. Your study will lead on to discussion of the power of molecular genetics and its future potential. The field, genomics, is revolutionary and is having far- reaching consequences in biology and health related areas. This module intends to cover this fast moving, important field of molecular biology with regard to human disease.¿ |
| BIOL60673 |
MEDICAL IMMUNOLOGY AND IMMUNOTHERAPY |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will study how the immune response develops and resolves, focussing on the activation and functional diversity of T and B cell responses including T helper cell differentiation and regulatory T cell function. The cellular requirements, molecules and associated signalling pathways, required for each of these processes will be covered. Following on from this we will discuss how these processes can be modulated to aid in the control of disease.You will go on to understand the role of clinical immunology departments in the diagnosis and management of conditions affecting the immune system. The importance of basic and translational research, and how these fit into the remit of HCS, will be examined.The history, development and current diversity of immunotherapy treatments will be discussed. Their impact on patient outcomes, both actual and potential, will be considered. Biologics such as monoclonal antibody therapies, antibody-drug conjugates, CAR T cell therapy, vaccines, and cytokine therapy are examples of the immunotherapies that could be covered. Elements of design and development, clinical trials, funding and the relationship to personalised medicine will be covered. The influence of genomics on the development and impact of cancer immunotherapies will be considered.A patient first approach will be taken throughout the module considering the importance of being able to convey complex mechanisms, processes and therapies to a lay audience. |
| BIOL50722 |
MEDICAL SCIENCES |
5 |
20 |
Health, Education, Policing and Sciences |
You will principally study the fundamental areas of chemistry and physics that are appropriate for the support of the medically orientated biological sciences.Physics will include the underpinning forces, both static and dynamic, fluids and their motion, light and optics, electricity and thermodynamics will be explored as aspects of basic physiology, links to dysfunctions and the application of techniques used in medicine.The chemistry will be similarly linked to understanding physiological dysfunction and the overarching theme will be linking the appropriate chemistry to the biological outcomes.The clinically applied aspects of the course will include applications of nuclear medicine and imaging with ionising Radiation including Gamma cameras and PET detectors, Planar imaging and CT - Application - Nuclear medicine - Planar imaging, SPECT and PET. Applications and imaging with non-ionising Radiation, including ultrasound, lasers and Magnetic Resonance Imaging. Biological effects of, and applications of Ionising Radiation including the generation of radiation, interactions with material including depth of interaction, range, dose, radiation safety, shielding will all be covered. |
| PPDE50698 |
MENTAL HEALTH AND WELLBEING PERSPECTIVES |
5 |
20 |
Health, Education, Policing and Sciences |
You will learn a range of mental health issues and how these might affect people across the lifespan including children and young people, adults of working age and older adults and to recognise the impact of gender, ethnicity, culture, social class, religion and sexuality have on mental health; You will gain an understanding of different mental health models and theories and the support available from a range of professionals and services (integrated working) including the experiences of service users. |
| NURS60718 |
MENTAL HEALTH ASSESSMENT FOR NON-MENTAL HEALTH PROFESSIONALS |
6 |
15 |
Health, Education, Policing and Sciences |
There is growing recognition that mental health is a crucial factor that influences an individuals overall health and well being. The need to view mental health as a priority with a status equal to that afforded physical health is increasingly reflected in health policy. Furthermore, there is growing acceptance that mental health issues are not only the remit of specialist services but rather demand attention from all services, individuals and professionals who work with the public.This module is designed to facilitate the development of your knowledge and skills in mental health assessment and relevant referral pathways appropriate to your role and scope of practice. Your learning will be facilitated by specialist practitioners via a flexible approach that utilises both face to face contact and distance learning. The module assessment will provide you with the opportunity to apply your enhanced understanding as part of a case study focusing on mental health assessment. |
| NURS60769 |
MENTAL HEALTH ASSESSMENT FOR NON-MENTAL HEALTH PROFESSIONALS |
6 |
20 |
Health, Education, Policing and Sciences |
There is growing recognition that mental health is a crucial factor that influences an individuals overall health and wellbeing. The need to view mental health as a priority with a status equal to that afforded physical health is increasingly reflected in health policy. Furthermore, there is growing acceptance that mental health issues are not only the remit of specialist services but rather demand attention from all services, individuals and professionals who work with the public.This module is designed to facilitate the development of your knowledge and skills in mental health assessment and relevant referral pathways appropriate to your role and scope of practice. Your learning will be facilitated by specialist practitioners via a flexible approach that utilises both face to face contact and distance learning. The module assessment will provide you with the opportunity to apply your enhanced understanding as part of a case study focusing on mental health assessment. |
| CRIM60003 |
MENTAL HEALTH ASSESSMENT FOR NON-MENTAL HEALTH PROFESSIONALS |
6 |
20 |
Health, Education, Policing and Sciences |
There is growing recognition that mental health is a crucial factor that influences an individuals overall health and wellbeing. The need to view mental health as a priority with a status equal to that afforded physical health is increasingly reflected in health policy. Furthermore, there is growing acceptance that mental health issues are not only the remit of specialist services but rather demand attention from all services, individuals and professionals who work with people in prison, people on probation, and victims of crime. This module is designed to facilitate the development of your knowledge and skills in mental health assessment and relevant referral pathways appropriate to your role and scope of practice. Your learning will be facilitated by specialist practitioners via a flexible approach that utilises both face to face contact and blended learning. The module assessment will provide you with the opportunity to apply your enhanced understanding as part of a case study focusing on mental health assessment. |
| EDUC50622 |
MENTAL HEALTH IN CONTEXT |
5 |
40 |
Health, Education, Policing and Sciences |
In this module you will explore the concepts of mental health and well-being across 0-3/3-7/5-11 and 11+ education phases. You will examine the mental health and wellbeing aspects of the chosen age group in the context of a home and school setting and how these influence the development of mental wealth in children and young people. You will reflect on mental wellness and how to build resilience and develop strategies to promote a positive wellbeing for yourself and others. |
| NURS50404 |
MENTAL HEALTH INTERVENTIONS |
5 |
15 |
Health, Education, Policing and Sciences |
This is a core module and part of Year 2 Trainee Assistant Practitioner - Mental Health (Apprenticeship) pathway. This module assists students in developing their understanding of mental health interventions that are commonly used in mental health services, for example brief solution focused therapy, cognitive behavioural therapy, medication management etc. |
| NURS40775 |
MENTAL HEALTH NURSING IN PRACTICE 1 |
4 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around Mental Health nursing care with a specific focus upon practical skills and reflective practice. The module links practice learning period 1. You will undertake study related to the underpinning theory around common practical skills related to Mental Health nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will begin to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the Mental Health nurse. |
| NURS40776 |
MENTAL HEALTH NURSING IN PRACTICE 2 |
4 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around Mental Health nursing care with a specific focus upon practical skills and reflective practice. The module links to your second practice learning period. You will undertake study related to the underpinning theory around common practical skills related to Mental Health nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will begin to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the Mental Health nurse. |
| NURS40777 |
MENTAL HEALTH NURSING IN PRACTICE 3 |
4 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around Mental Health nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 3. You will undertake study related to the underpinning theory around common practical skills related to Mental Health nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will begin to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the Mental Health nurse. |
| NURS50781 |
MENTAL HEALTH NURSING IN PRACTICE 5 |
5 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around Mental Health nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 5. You will undertake study related to the underpinning theory around common practical skills related to Mental Health nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the Mental Health nurse. |
| NURS50782 |
MENTAL HEALTH NURSING IN PRACTICE 6 |
5 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around Mental Health nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 6 and the progression into the final year of the course. You will undertake study related to the underpinning theory around common practical skills related to Mental Health nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the Mental Health nurse. |
| NURS60770 |
MENTAL HEALTH NURSING IN PRACTICE 7 |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around Mental Health nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 7. You will undertake study related to the underpinning theory around common practical skills related to Mental Health nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the Mental Health nurse. |
| NURS60771 |
MENTAL HEALTH NURSING IN PRACTICE 8 |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around Mental Health nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 8. You will undertake study related to the underpinning theory around common practical skills related to Mental Health nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the Mental Health nurse. |
| NURS60772 |
MENTAL HEALTH NURSING IN PRACTICE 9 |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to build your knowledge, experience and skills around Mental Health nursing care with a specific focus upon practical skills and reflective practice. The module links to practice learning period 9 and becoming eligible to join the professional register. You will undertake study related to the underpinning theory around common practical skills related to Mental Health nursing care alongside having the opportunity to develop those practical skills by undertaking simulated practice within the University Skills and Simulation Labs. You will continue to develop an understanding of evidence-based practice and practical skills that are required to fulfil the role of the Mental Health nurse. |
| NURS40388 |
MENTAL HEALTH NURSING PRACTICE |
4 |
30 |
Health, Education, Policing and Sciences |
This module is your first introduction to mental health nursing practice. It is designed to help you begin to understand the complexity of the professional, legal and ethical aspects of mental health specific care, and enable you to provide nursing care and support for people with mental health problems. In order to achieve this, the module is focused on three themes: professional, legal and ethical values of the mental health nurse, communication and interpersonal skills, and organisation, care delivery and decision making within mental health nursing practice. |
| EDUC60636 |
MENTAL HEALTH PRACTICE PROVISION |
6 |
20 |
Health, Education, Policing and Sciences |
You will examine mental health and wellbeing elements associated with the home and formal learning environment. There will be opportunities for you to explore the range of interventions and strategies that are available for supporting mental health and wellbeing within a range of different contexts. |
| NURS60509 |
MENTORSHIP IN HEALTH CARE SETTINGS |
6 |
15 |
Health, Education, Policing and Sciences |
This module will equip you with all the skills and knowledge you need to perform in your role as a mentor in the healthcare setting. We will cover a range of aspects of mentoring from responsibilities and accountability of the practitioner, through to techniques for facilitating learning, providing constructive feedback and the planning and delivery of learning experiences. Boost your confidence and become a fantastic mentor with this module. |
| COFA70004 |
METHODOLOGICAL APPROACHES TO GENOCIDE INVESTIGATION (DL) |
7 |
40 |
Health, Education, Policing and Sciences |
Develop your competency through methodogical practice. This module provides understanding and practical experience of the wide range of desk-based methodologies used to investigate sites of genocide and mass violence. It also introduces a range of state-of-the-art technologies and field techniques used by forensic archaeologists and explores how they are applied within a range of scenarios and settings |
| FORE50313 |
METHODS OF CHEMICAL ANALYSIS |
5 |
30 |
Health, Education, Policing and Sciences |
Chemical analysis is a critical skill - this module will introduce you to the state-of-the-art in analytical techniques and develop skills in analysing a range of forensically useful evidence. |
| FORE70279 |
METHODS OF CHEMICAL ANALYSIS |
7 |
15 |
Health, Education, Policing and Sciences |
Learn about a range of chemical analytical techniques, their scientific basis and be able to evaluate and compare the appropriateness of each method for the analysis of forensic-related evidence. |
| FORE50314 |
METHODS OF CRIME DETECTION |
5 |
30 |
Health, Education, Policing and Sciences |
This module builds on the level-one Introduction to Forensic Science module. It reinforces some of the fundamental principles, whilst introducing you to a number of key areas of forensic science which are not covered elsewhere in the course. The characterisation of hairs and other fibres as items of trace evidence will be explored as will the evidential value of objects made of textile fabric. An introduction to the interpretation of blood spatter patterns is given. The analysis and comparison of glass and paint by microscopic and other means will be discussed.The comparison of tool marks (including those made by firearms on cartridge cases and projectiles) and their evidential value will be introduced. The individuality of fingerprints will be discussed, along with methods of fingerprint classification. The basic principles of visualisation and enhancement of latent fingerprints, and fingerprint analysis and identification will be outlined. The impressions made by footwear, bare feet will be described and their usefulness discussed. An overview will be given of the analysis of questioned documents, including examination of paper, writing implements and inks, banknotes, credit cards, cheques and wills, typewritten, printed and photocopied documents, handwriting and indented writing, fingerprint and DNA traces. The handling of questioned documents and the techniques for destructive and non-destructive testing will be discussed. This module also examines the increasingly important role of forensic science in the investigation of footwear analysis. This will include current protocols in footwear impression analysis including the search, retrieval and examination of footwear impressions found at crime scenes. The interpretation of footwear marks will be introduced including the use of databases for comparison purposes. The students will also be introduced to the Bayesian approach to the evaluation of evidence. This will require students to understand how to interconvert between probability and odds, and how to construct meaningful likelihood ratios and use these to convert prior odds into posterior odds. Time will also be spent on the common errors of thinking known as the prosecutor's fallacy and the defence attorney's fallacy. |
| FORE70288 |
METHODS OF CRIME DETECTION |
7 |
30 |
Health, Education, Policing and Sciences |
Understand the scientific principles and theoretical aspects of evidence collection, preservation and, in the case of specific types of contact evidence, analysis, evaluation and interpretation. |
| FORE70590 |
METHODS OF CRIME DETECTION |
7 |
20 |
Health, Education, Policing and Sciences |
This module will introduce students to the nature and scope of Forensic Science, including providing an overview of the role of forensic science in the investigation of crime, the fundamental principles of the scientific evaluation of evidence and how the provision of forensic services are organised and accredited in the UK. Students will be familiarised with the criminal justice system of England and Wales and the role of the expert witness in this system. This module will provide an introduction to the Bayesian statistical approach to the interpretation of evidence and will require students to understand how to interconvert between probability and odds, and how to construct meaningful likelihood ratios and use these to convert prior odds into posterior odds. Time will also be spent on the common errors of thinking known as the prosecutor's fallacy and the defence attorney's fallacy. Students will be expected and helped to develop the skills required by the expert witness, by gaining experience in writing expert reports and presenting evidence orally in the courtroom environment - including answering questions whilst under cross-examination. This module will address the fundamentals of crime scene processing including providing an overview of how crime scenes are managed with focus on the roles played by scientific support personnel at the crime scene and the recovery, packaging and storage of physical evidence. This module will provide students with knowledge of a variety of evidence types and investigation processes, including but not limited to fibre characterisation, the analysis and comparison of glass and paint, the comparison of tool marks, the analysis of shooting incidents, the basic principles of visualisation and enhancement of latent fingerprints, fingerprint analysis and identification, the examination and interpretation of footwear impressions, the analysis of questioned documents as well as processes involved in vehicle collision investigation, shooting scene reconstruction and the analysis of digital evidence. |
| BIOL60674 |
MICROBIAL GENOMES AND PATHOGENESIS |
6 |
20 |
Health, Education, Policing and Sciences |
Microbiology has been revolutionised by the ease of whole genome sequencing, enabling us to better appreciate the diversity of life on earth and the interactions of microorganisms and the environment. This module will explore the methods used to analyse microbial genomes and the genes they encode. You will be introduced to state-of-the-art bioinformatics tools and their applications: you will gain hands on experience of applying these tools to analyse sequence data to understand the biology of the microorganisms. The pathogenesis of a range of bacteria, viruses and parasites will be investigated in the context of their genome and the virulence genes they encode. The importance of genome rearrangements, resulting in antigen variation, and differential gene expression in pathogenesis will be discussed. We shall study the application of whole genome typing to understand the epidemiology of pathogens, such as during infectious disease outbreaks, including the real-time sharing of whole genome sequence data for surveillance. We will critically evaluate the use of whole genome sequencing to inform antimicrobial chemotherapy, including the challenge posed by data analysis for routine application. You will learn about the application of SSU rRNA screening and metagenomics in microbiome research, biotechnology and drug discovery. |
| FORE40329 |
MISSING PERSONS INVESTIGATION |
4 |
15 |
Health, Education, Policing and Sciences |
"This is an optional module that provides a broad but integrated introduction to investigative methods used in the investigation of missing persons. It will enable students to have an understanding of the structure and techniques used during the course of such investigations. The module will be taken in teaching block one of the second semester. It includes a series of weekly lectures and case studies and will provides an overview of the various strategies Police and other agencies use when planning and conducting enquiries to trace missing persons. In addition to the above students are expected to add to the work undertaken in class by independent, directed study. They will also work in small groups, researching and in week 6 present the issues surrounding a study of a well known Missing persons case. The lectures are starting points providing sound foundations for the module. In addition, students are expected to develop their knowledge and skills through independent study. They will be directed to appropriate independent directed study, via textbooks, web pages and handouts given out during the lectures or distributed via electronic media. Students are expected to prepare for the forthcoming lecture by pre reading material" |
| FORE40356 |
MISSING PERSONS INVESTIGATION |
4 |
20 |
Health, Education, Policing and Sciences |
This is an optional module that provides a broad but integrated introduction to investigative methods used in the investigation of missing persons. It will enable students to have an understanding of the structure and techniques used during the course of such investigations. It includes a series of weekly lectures and case studies and will provides an overview of the various strategies Police and other agencies use when planning and conducting enquiries to trace missing persons.In addition to the above students are expected to add to the work undertaken in class by independent, directed study. They will also work in small groups, researching and then presenting the issues surrounding a study of a well-known missing persons case.The lectures are starting points providing sound foundations for the module. In addition, students are expected to develop their knowledge and skills through independent study. They will be directed to appropriate independent directed study, via textbooks, web pages and handouts given out during the lectures or distributed via electronic media. Students are expected to prepare for the forthcoming lecture by pre reading material |
| FORE43371 |
MOBILE DEVICES |
4 |
20 |
Health, Education, Policing and Sciences |
Dive into the world of mobile forensics to equip yourself with the skills and knowledge to navigate the unique challenges and opportunities of these devices. Discover the vast array of evidence you can extract from mobile devices, from text messages and call logs to social media data and location history. Understand how mobile forensics differs from traditional computer investigations, exploring both the enhanced evidentiary potential and the unique challenges posed by these compact devices. Finally, explore the art of forensic device triage, determining the most critical devices to investigate and prioritising your efforts for maximum efficiency. |
| FORE60372 |
MODERN FORENSICS |
6 |
20 |
Health, Education, Policing and Sciences |
In this module you will discuss new and emerging technologies and concepts in forensic science and forensic investigation. All sessions will be interactive, with the opportunity to discuss your ideas with academic staff and experts from the field during an expert panel discussion.You will attend and participate in a modern forensics conference at the university, where you will present your knowledge of a new and emerging technology or concept in forensics and to present your ideas for the future of the discipline, which will be assessed in an evidence based summary. You will also be assessed on your conference presentation and your abstract and biography, which will form part of the conference proceedings. |
| SOWK60296 |
MODERN SOCIAL POLICY |
6 |
30 |
Health, Education, Policing and Sciences |
This module will cover a range of contemporary social policy issues relating to Social Welfare Law. The module will explore the political and academic discourse of social policy and utilise social media for the most up-to-date developments. The module content is dynamic and will include key topical issues in the social welfare sector at the time of delivery. |
| BIOL40682 |
MOLECULAR AND CELLULAR BIOLOGY |
4 |
20 |
Health, Education, Policing and Sciences |
The nature of cells will be investigated at four levels, each broader than the previous one 1. The study of biologically important molecules including the properties of nucleic acids, proteins, carbohydrates and lipids. Within this component will be consideration of the relationship between chemical composition, physical properties and biological function. For nucleic acids this will extend to base pairing, semi-conservative replication, Mendelian inheritance, transcription, secondary processing of mRNA and translation. For proteins this will extend from amino acid composition including post-translational modification to amino acid chain folding, tertiary and quaternary protein structure, enzyme activity and the nature of metabolic pathways. 2. The study and comparison of the structures and growth of different types of viruses. This section will include laboratory cultivation and the difficulties of viral classification. 3. The study and comparison of the structures and growth of prokaryotic and eukaryotic cells. Within this section will be consideration of the benefits of the localisation of particular cellular functions and the specific roles of the various cellular components of both types of cells together with their relationships such as how they contribute to energy transduction or hormone secretion. The eukaryotic cell cycle and the processes of mitosis and meiosis will also be a component of this section. 4. The concept of cellular differentiation and how it has contributed in the evolution of multi-cellular organisms. Within this component will be considered the structure and role of cellular junctions, extracellular matrix and the concept and mechanisms of gene expression in the control of cellular function. |
| BIOL70663 |
MOLECULAR BIOLOGY OF DISEASE (BL) |
7 |
20 |
Health, Education, Policing and Sciences |
Throughout this module you will consider the molecular basis of both non-infectious and infectious disease in humans. You will investigate chronic multifactorial diseases as well as infectious diseases caused by pathogens such as bacteria, viruses, fungi and non-conventional agents such as protozoa and parasitic worms. In the context of both infectious and non-infectious disease you will consider the current and future roles and importance of molecular genetics and genomics in the clinical diagnosis and treatment of disease. |
| BIOL70664 |
MOLECULAR BIOLOGY OF DISEASE (ON CAMPUS) |
7 |
20 |
Health, Education, Policing and Sciences |
Throughout this module you will consider the molecular basis of both non-infectious and infectious disease in humans. You will investigate chronic multifactorial diseases as well as infectious diseases caused by pathogens such as bacteria, viruses, fungi and non-conventional agents such as protozoa and parasitic worms. In the context of both infectious and non-infectious disease you will consider the current and future roles and importance of molecular genetics and genomics in the clinical diagnosis and treatment of disease. |
| BIOL70659 |
MOLECULAR DIAGNOSTICS |
7 |
15 |
Health, Education, Policing and Sciences |
This module provides you with instruction, skills development and hands-on experience of molecular techniques currently used in clinical diagnostics. |
| BIOL70543 |
MOLECULAR DIAGNOSTICS (DL) |
7 |
15 |
Health, Education, Policing and Sciences |
This residential module provides you with instruction, skills development and hands-on experience of molecular techniques currently used in clinical diagnostics. |
| BIOL50709 |
MOLECULAR GENETICS |
5 |
15 |
Health, Education, Policing and Sciences |
This module is designed to integrate theory and practice. you will have the opportunity to develop your critical thinking andexperimental design skills both of which will contribute to your employability.You will study the applications of molecular genetics to modern cell biology with particular emphasis towards human genetics and health, though the general application will also be considered at all points.The content will include the architecture of the genome, karyotyping, recombination, linkage and mapping.Discussion of the mosaic structure of eukaryotic genes, leads to RNA splicing and the control of geneexpression (regulatory elements, promoters, terminators), imprinting and epigenetics. The tools for genetic engineering and analysis, restriction enzymes, DNA ligase, vectors and gene libraries,their construction; genomic and cDNA libraries will be covered followed by the various methods of selectingindividual genes from libraries. Nucleic acid hybridisation (northern and Southern blotting), DNA sequencingand the polymerase chain reaction will be covered in workshops prior to the practical classes as major techniques in DNA technology. The practical component will include some basic techniques of molecular biology related to DNA analysis and genotyping, including purification and gel electrophoresis of nucleic acids, hybridisation technology, polymerase chain reaction and DNA sequencingConsideration will be given to that information can be gleaned from genetic data.Overall the practical component consists of the fundamental techniques of molecular genetics. |
| BIOL70667 |
MOLECULAR GENETICS (BL) |
7 |
20 |
Health, Education, Policing and Sciences |
This module will focus on genetics in organisms used in molecular biology research that benefit understanding of biology for biotechnology or biomedical purposes. Genomic organisation, gene inheritance and gene expression in viruses, prokaryotes, plants, unicellular eukaryotes and animals will be covered using examples of current applications. The manipulation of the genomes of these organisms will also be covered to explore how genetically modified organisms can be generated and used and their application to improving human health, the environment and society. |
| BIOL70668 |
MOLECULAR GENETICS (ON CAMPUS) |
7 |
20 |
Health, Education, Policing and Sciences |
This module will focus on genetics in organisms used in molecular biology research that benefit understanding of biology for biotechnology or biomedical purposes. Genomic organisation, gene inheritance and gene expression in viruses, prokaryotes, plants, unicellular eukaryotes and animals will be covered using examples of current applications. The manipulation of the genomes of these organisms will also be covered to explore how genetically modified organisms can be generated and used and their application to improving human health, the environment and society. |
| BIOL50723 |
MOLECULAR GENETICS AND GENETIC ENGINEERING |
5 |
20 |
Health, Education, Policing and Sciences |
This module is designed to focus on the theory that underpins practice in Molecular genetics and genetic engineering. It will develop your critical thinking and experimental design skills both of which will contribute to your employability. Broadly, the module aims to develop the introductory genetics from your first year beyond the fundamentals, through your second and final years. The applications of molecular genetics to modern cell biology and including the basic tenets of genetic engineering, with particular emphasis towards human genetics and health as a major theme, but there are opportunities for consideration of how these methodologies apply to the study of animals including wildlife and plants. Application will be considered at all points. The content will include the architecture of the genome, karyotyping, recombination, linkage and mapping. Discussion of the mosaic structure of eukaryotic genes, leads to RNA splicing and the control of gene expression (regulatory elements, promoters, terminators), imprinting and epigenetics. The tools for genetic engineering and analysis, restriction enzymes, DNA ligase, vectors and gene libraries, their construction; genomic and cDNA libraries will be covered followed by the various methods of selecting individual genes from libraries. Nucleic acid hybridisation (northern and Southern blotting), DNA sequencing and the polymerase chain reaction will be covered in workshops as major techniques in DNA technology. Please note that all practical skills related to Molecular genetics and genetic engineering are part of the Applied Science module. |
| BIOL60675 |
MOLECULAR PHARMACOLOGY |
6 |
20 |
Health, Education, Policing and Sciences |
The aim of this module is to develop knowledge of the targets for pharmacological intervention in disease with an emphasis on neuropharmacological agents. You will be asked to explore the key concepts of molecular pharmacology: Molecular Signalling and Mechanisms of Drug ActionChemical Biology and Drug DiscoveryDrug-Receptor Complex effectsHuman Body Systems Analysis of Drug ActionDrug Transport and Metabolism |
| LAWS61613 |
MOOTING |
6 |
30 |
Health, Education, Policing and Sciences |
Mooting is an opportunity to use and develop all the knowledge and skills already gained through your study of law in a real courtroom setting. This is your chance to test your ability to stand up in a higher court and put your legal arguments to a bench of judges and pit your wits against an opposing counsel. Mooting helps you to develop valuable skills, such as teamwork, research, organisation, the development of arguments and the articulation of those arguments. You will argue a point of law which was significant in the decision made at first instance in order to persuade the higher court to overturn that decision. |
| LAWS62058 |
MOOTING |
6 |
20 |
Health, Education, Policing and Sciences |
Mooting is an opportunity to use and develop all the knowledge and skills already gained through your study of law in a real courtroom setting. This is your chance to test your ability to stand up in a higher court, put your legal arguments to a bench of judges and pit your wits against an opposing counsel. Mooting helps you to develop valuable skills, such as teamwork, research, organisation, the development of arguments and the articulation of those arguments. You will argue a point of law which was significant in the decision made at first instance in order to persuade the higher court to overturn that decision. |
| LAWS63094 |
MOOTING |
6 |
20 |
Health, Education, Policing and Sciences |
Mooting is an opportunity to use and develop all the knowledge and skills already gained through your study of law in a real courtroom setting. This is your chance to test your ability to stand up in a higher court, put your legal arguments to a bench of judges and pit your wits against an opposing counsel. Mooting helps you to develop valuable skills, such as teamwork, research, organisation, the development of arguments and the articulation of those arguments. You will argue a point of law which was significant in the decision made at first instance in order to persuade the higher court to overturn that decision. This module will be of interest to students who wish to become advocates working in the tribunals and courts of England and Wales. The transferable skills that it develops, such as the ability to think on ones feet, are also very valuable for other careers such as management roles, education and politics. The student teamwork dimension of the module is appealing to those whose career goals prioritise jobs in which working closely with colleagues on varied projects is a constant feature. |
| SPOR50950 |
MOVEMENT SCREENING AND PERIODISATION FOR PERFORMANCE DEVELOPMENT AND INJURY REDUCTION |
5 |
20 |
Health, Education, Policing and Sciences |
This module provides learning opportunities that will enable you to critically understand and apply movement screening and optimal periodised strategies for organising Strength and Conditioning programmes. You will explore the research literature to critically demonstrate knowledge of applied screening and training protocols relating to the manipulation of timings, sequences, intensity and duration of exercise activities based on the physical / physiological level of the athlete and constraints of the competitive season and / or technical / tactical programme. You will develop a critical awareness of total athlete management strategies designed to promote optimal adaptations to a training stimulus and will develop knowledge and understanding of the factors that will create an environment specifically designed to promote sporting success. |
| BIOL70660 |
MSC MOLECULAR BIOLOGY PROJECT |
7 |
60 |
Health, Education, Policing and Sciences |
A research project reflecting your area of interest wherever possible. Projects will be designed in consultation with a university-based supervisor and can be conducted either at your place of work or here at Staffordshire University. |
| BIOL70421 |
MSC MOLECULAR BIOLOGY PROJECT (BL) |
7 |
60 |
Health, Education, Policing and Sciences |
A research project reflecting your area of interest wherever possible. Projects will be designed in consultation with a university-based supervisor and can be conducted either at your place of work or here at Staffordshire University. |
| PSYC70795 |
MSC PSYCHOLOGY DISSERTATION |
7 |
60 |
Health, Education, Policing and Sciences |
In this module you will be introduced to the theory and strategies relevant to producing a piece of empirical research in psychology. Teaching sessions will include: strategies for choosing an appropriate research area; processes for the identification of appropriate literature; development of research questions; designing research; planning and timetabling research projects; pilot work; and ethical issues in psychology research. By the end of the module you will have developed the appropriate skills and capabilities to collect and analyse data relevant to psychology and will have designed and completed an empirical, data driven study. |
| BIOL70647 |
MSCI LIFE SCIENCES PLACEMENT |
7 |
60 |
Health, Education, Policing and Sciences |
You will undertake an industrial placement related to your area of interest another opportunity to personalise your Award. As part of the placement you will complete a structured piece of project work, relevant to the company in which you are placed. The content will be highly dependent on the nature of the work undertaken during the placement. The work can be varied but will be tailored to meet your learning and experiential needs whilst satisfying the company business and related requirements. |
| PUBL60664 |
MY JOURNEY IN PUBLIC HEALTH |
6 |
10 |
Health, Education, Policing and Sciences |
This reflective module introduces you to reflective practice in public health. You'll explore your own personal experiences with public health interventions, applying core principles and behavioural change theories. Youll engage in critical reflection, connecting your own journey in public health with your current and future professional development. |
| POLI60543 |
NATIONAL INVESTIGATORS EXAMINATION |
6 |
0 |
Health, Education, Policing and Sciences |
The NIE is phase 2 of the Professionalising Investigations Programme (PIP). The purpose of the NIE is to identify candidates who have sufficient levels of knowledge, understanding and application of relevant law and procedure to perform effectively in the PIP2 and as a trainee investigator. |
| PPDE60223 |
NEGOTIATED LEARNING 1 |
6 |
15 |
Health, Education, Policing and Sciences |
As taken from the student's own negotiated and approved module proposal form. Students will be negotiating their own forms of assessment for approval by the Negotiated Learning Committee. |
| BIOL70572 |
NEGOTIATED LEARNING MODULE |
7 |
15 |
Health, Education, Policing and Sciences |
You will develop your own learning programme from the module in consultation with the module tutor and a specialist lecturer, leading to the development of a 'Negotiated Module Proposal form' |
| SPOR70927 |
NEGOTIATED MODULE |
7 |
60 |
Health, Education, Policing and Sciences |
In this module you will develop your own learning programme in consultation with the module lead. The learning outcome in this module will be specific to you and catered around your specific content. |
| SPOR70930 |
NEGOTIATED MODULE |
7 |
20 |
Health, Education, Policing and Sciences |
In this module you will develop your own learning programme in consultation with the module lead. The learning outcome in this module will be specific to you and catered around your specific content. |
| SPOR70935 |
NEGOTIATED MODULE MICRO L7 I |
7 |
5 |
Health, Education, Policing and Sciences |
In this module you will develop your own learning programme in consultation with the module lead. The learning outcome in this module will be specific to you and catered around your specific content. |
| SPOR70936 |
NEGOTIATED MODULE MICRO L7 II |
7 |
5 |
Health, Education, Policing and Sciences |
In this module you will develop your own learning programme in consultation with the module lead. The learning outcome in this module will be specific to you and catered around your specific content. |
| SPOR80014 |
NEGOTIATED MODULE MICRO L8 I |
8 |
5 |
Health, Education, Policing and Sciences |
In this module you will develop your own learning programme in consultation with the module lead. The learning outcome in this module will be specific to you and catered around your specific content. |
| SPOR80015 |
NEGOTIATED MODULE MICRO L8 II |
8 |
5 |
Health, Education, Policing and Sciences |
In this module you will develop your own learning programme in consultation with the module lead. The learning outcome in this module will be specific to you and catered around your specific content. |
| HIPO60557 |
NEGOTIATED STUDY |
6 |
5 |
Health, Education, Policing and Sciences |
You will be required to take this module if you are short of 5 or 10 credits at the end of your study. This might happen if you have taken a mix of 15 and 20 credit modules. You will choose your own topic for research within the parameters of the BA Intelligence and International Relations degree and will be required to produce an annotated bibliography. You will have supervisory support from the module tutor. |
| PSYC60801 |
NEUROPSYCHOLOGICAL DISORDERS |
6 |
20 |
Health, Education, Policing and Sciences |
This module explores a range of disorders of the brain, integrating many disciplines such as cognitive neuropsychology, atypical development, neurology and cognitive neuroscience. Through investigating and evaluating research, students consider disorders such as autism, OCD, delusions, hallucinations, dementia. The purpose of this module is to understand how the structure/function of the brain relates to specific psychological processes and the subsequent symptoms and experience. |
| SOCY50579 |
NEW DIRECTIONS IN CRIMINOLOGY: THEORY AND CONCEPTS |
5 |
15 |
Health, Education, Policing and Sciences |
New Directions in Criminology: Theory and Concepts: In this exciting core second year module we build on your learning of the traditional theories of crime and justice to look at some of the dynamic new directions criminological research and theory is going. We examine new concepts such as sports criminology, green criminology, and Southern criminology amongst a host of other emergent subjects, taking each in turn but also considering each in light of the others. |
| HIPO60544 |
NOMADS TRIBAL GROUPS AND THE STATE |
6 |
20 |
Health, Education, Policing and Sciences |
Imagining nations and building states are two processes which have defined the modern age. While they are never straightforward endeavours, they precipitate a particular set of complexities and conflicts in areas dominated by mobile (nomadic; transhumant) and tribal populations. How does one secure the boundaries of a state in a region where families will not sit still? How does one enforce a new rule of law over segmented communities with their own customary systems of justice? This module poses these questions through theoretical study and the investigation of key case studies. |
| PARA50685 |
NON-TECHNICAL SKILLS AND SIMULATION |
5 |
20 |
Health, Education, Policing and Sciences |
Building from the knowledge and skills gained in Introduction to Non-Technical Skills and Simulation 1 you with explore the principles and management of Pre-Hospital Traumatic Injury and Major Incident, supported by the essential non-technical skills required for safe and effective care. |
| PPDE70828 |
OBSERVATION AND REFLECTION ON HEALTHCARE TEACHING |
7 |
20 |
Health, Education, Policing and Sciences |
This module provides you with an opportunity for critically reflection upon and evaluation of your educational activities within the workplace. This will enable assessment of the quality of your teaching through peer evaluation and personal reflection, which will be linked to educational theory and concepts. The module is practically orientated and will draw upon your insights from a number of teaching interactions. This will enable detailed consideration of the teaching styles, personal and professional preferences/qualities that shape the delivery of learning. This will include consideration of the diversity of learner characteristics and matters of equality and inclusion. This will provide a platform for your personal reflections upon how your practice can be developed in the future to enhance the learning experience of your students. |
| PPDE70284 |
OBSERVATION AND REFLECTION ON HEALTHCARE TEACHING |
7 |
15 |
Health, Education, Policing and Sciences |
Learning activities will include a variety of teaching methods including experiential, case study, and small group work. Peer led discussions will be encouraged in order to share experience, knowledge and understanding of teaching within the workplace whilst also assisting in the application of theory to the students' own teaching practice. A pIndependent directed learning will be presented on the theoretical perspectives of teaching practice |
| POLI60501 |
OCCUPATIONAL COMPETENCE PORTFOLIO REVIEW (INCLUDING EPA) |
6 |
20 |
Health, Education, Policing and Sciences |
This is a core module that allows students to demonstrate their professional competency to an Independent End Point Assessor. This element, alongside the two Evidence Based Project assessments in the associated EPA module, must be passed to complete and achieve the integrated degree apprenticeship. |
| POLI60524 |
OCCUPATIONAL COMPETENCE PORTFOLIO REVIEW (INCLUDING EPA) |
6 |
20 |
Health, Education, Policing and Sciences |
This is a core module that allows students to demonstrate their professional competency to an Independent End Point Assessor. This element, alongside the two Evidence Based Project assessments in the associated EPA module, must be passed to complete and achieve the integrated degree apprenticeship. |
| POLI60523 |
OCCUPATIONAL COMPETENCE PORTFOLIO REVIEW (INCLUDING EPA) |
6 |
20 |
Health, Education, Policing and Sciences |
This is a core module that allows students to demonstrate their professional competency to an Independent End Point Assessor. This element, alongside the two Evidence Based Project assessments in the associated EPA module, must be passed to complete and achieve the integrated degree apprenticeship. |
| LAWS41709 |
OFFENDER MANAGEMENT |
4 |
15 |
Health, Education, Policing and Sciences |
The module allows students to research the functions of the Ministry of Justice, and Her Majestys Prison & Probation Service (HMPPS), prisoner escort contracts, Community Rehabilitation Companies (CRCs) and their subcontractors, Contracted Prisons and Young Offenders Institutions (YOIs), Secure Training Centres, Secure Children Homes and Youth Offending Teams. The module follows the progression on an offender through the offender management system. Issues covered include: 1. Delivering the sentences and orders of the court 2. Establishing positive, safe, secure and decent environments for managing offenders and delivering offender services reducing reoffending and protecting the public. 3. Radicalisation 4. Theories around Control and restraint 5. Deaths and the Prisons and Probation Ombudsman6. Drug abuse 7. Mental Health 8. Prison reform 9. Governance 10. Escort Services |
| LAWS51952 |
OFFENDER MANAGEMENT |
5 |
20 |
Health, Education, Policing and Sciences |
This module is a core module on the Offender Management pathways and has been designed to provide you with a detailed knowledge of contemporary offender management policies and procedures. The module will prepare you for employment in the custodial sector and many of the sessions are delivered by staff from HMPSS. You will have the opportunity to test your skills in role-play scenarios. |
| SPOR60979 |
OPERATIONS MANAGEMENT IN PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
The Operations Management in Practice module offers you an opportunity to scrutinise a business plan and critically review its effectiveness, making suggestions on how operations can be improved. By combining theoretical concepts with practical applications, this module equips you with the necessary skills to excel in an operations-based environment within a leisure facility. |
| MIDW50086 |
OPTIMISING NEONATAL HEALTH |
5 |
20 |
Health, Education, Policing and Sciences |
This is an academic module at level 5 that has a focus on Neonatal Health. This module will provide the opportunity to explore and understand the holistic health and wellbeing of the Neonate and those with complex needs. It will also explore the role of the midwife as a promoter of holistic care, and it will link in with the midwife role as a public health advisor to women and their families in order to promote save and evidence based- care. Moreover, it will provide you with the theoretical knowledge underpinning competence in New-born Infant Physical Examination (NIPE) and the role of the midwife in counselling women, families and care givers in regards to understanding the four elements of the NIPE as a screening tool. |
| MIDW50092 |
OPTIMISING NEONATAL HEALTH |
5 |
20 |
Health, Education, Policing and Sciences |
This is an academic module at level 5 that has a focus on Neonatal Health.¿¿This module will provide the opportunity to explore and understand the holistic health and¿wellbeing¿of the¿Neonate¿and¿those with¿complex needs. It will also explore the role of the midwife as a promoter of holistic¿care and it will link in with the midwife role as a¿public¿health advisor to women and their families in order to promote¿save and evidence based-¿care.¿ Moreover, it will provide you with the theoretical¿knowledge underpinning competence in¿Newborn¿Infant¿¿Physical¿Examination (NIPE)¿and the role of the role of the midwife in counselling¿women, families¿and care¿givers¿in¿regards¿to¿understanding the¿four¿elements of the NIPE as a screening tool.¿¿ |
| PPDE70834 |
ORGANISATIONAL ERGONOMICS |
7 |
20 |
Health, Education, Policing and Sciences |
Organizational or macro-ergonomics is concerned with the design of organizational structures, policies, and processes. Topics include theories of management, leadership and teamwork and discussion and assessment of safety culture. The design of workflow, staffing, information systems and care coordination are also covered in this module, as are political, regulatory and technological contexts and developments which may influence health system performance and human wellbeing. |
| POLI70006 |
ORGANISATIONAL INCLUSIVITY |
7 |
20 |
Health, Education, Policing and Sciences |
This module engages participants in a critical understanding of a phenomenon broadly understood as organisational diversity and inclusion. It challenges participants to critically engage with the historical realities of (in)equality in British society and how these realities have fashioned perceptions of (in)justice in both work and public places. The module compels participants to understand some of the more emotive debates regarding Race, Faith, Gender and related protected characteristics, focusing on how some organisations have engaged with diverse communities to form a distinct organisational identity.The module further compels participants to critically reflect on their own professional practice to better understand how they can develop, support and enhance inclusive workspaces at all levels within an organisation. |
| SOCY50588 |
ORGANISED CRIME |
5 |
20 |
Health, Education, Policing and Sciences |
The purpose of this module is to examine different forms of organised crime in historical and contemporary settings. Particular attention will be given to the complex nature of organised crime, mafias, drugs, people and arms trades, as well as the role of states and corporations in relation to organised criminal activity. There will be a range of case studies, theoretical concepts, and other critical issues for students to work through in order to demonstrate their understanding of core content. |
| NURS60758 |
ORTHOPAEDIC AND SPINAL INJURIES PRACTICE |
6 |
30 |
Health, Education, Policing and Sciences |
Teaching on the module is organised to help you work towards meeting the intended learning outcomes. Successful completion of this module is an essential element of the BSc (Hons) Nursing programme for all adult, child health and mental health fields. |
| EDUC77873 |
OUTDOOR LEARNING DL |
7 |
20 |
Health, Education, Policing and Sciences |
This module provides an opportunity to develop a deep understanding of the pedagogies and theories of outdoor learning and how it can enhance educational practice. It will foster stronger connections to learning outdoors and exploring how it can develop learner resilience and understanding. There will be the opportunity to critically evaluate existing approaches to learning outdoors to facilitate, for example; potential curriculum development, community involvement, national and global initiatives. A fundamental theme of this module is to incorporate principles of environmental awareness, whether addressing climate change as part of outdoor learning, exploring sustainability in learning practices or connecting and sensitising learners to their outdoor environments. |
| SPOR70916 |
PAEDIATRIC LOWER LIMB DEVELOPMENT |
7 |
15 |
Health, Education, Policing and Sciences |
On this module you will focus on the following subject areas:Development of the paediatric musculoskeletal system.Alteration in the mechanisms adopted for normal walking, Adaptation of gait to enable movement. Normal development and how this can generate a cause for complaintPaediatric assessment of the lower limb Clinical reasoning Safeguarding and consent |
| SPOR60750 |
PAEDIATRIC STRENGTH AND CONDITIONING |
6 |
15 |
Health, Education, Policing and Sciences |
This module provides learning opportunities that will enable you to be critically aware of key issues relating to the effect of growth and maturation on physical performance during childhood and adolescence. You will critically examine the research literature to gain knowledge and understanding of the evidence based approach required to prescribe exercise to children and adolescents in a safe and effective manner. This acquired knowledge, along with taught practical guidelines, will allow you to critically formulate and prescribe training aimed to develop specific physical and physiological attributes (motor skill, strength, speed, plyometrics, agility, metabolic and mobility development) that will support the implementation of talent identification and long-term athletic development strategies. You will be required to develop a critical awareness of contemporary issues in youth strength and conditioning (periodisation, nutritional and injury prevention strategies and the myths of resistance training for children and adolescents). |
| SPOR60922 |
PAEDIATRIC STRENGTH AND CONDITIONING - FOOTBALL |
6 |
15 |
Health, Education, Policing and Sciences |
This module provides learning opportunities that will enable you to be critically aware of key issues relating to the effect of growth and maturation on physical performance during childhood and adolescence. You will critically examine the research literature to gain knowledge and understanding of the evidence based approach required to prescribe exercise to children and adolescents in a safe and effective manner. This acquired knowledge, along with taught practical guidelines, will allow you to critically formulate and prescribe training aimed to develop specific physical and physiological attributes (motor skills, strength, speed, plyometrics, agility, metabolic and mobility development) that will support the implementation of talent identification and long-term athletic development strategies. You will be required to develop a critical awareness of contemporary issues in youth strength and conditioning (periodisation, nutritional and injury prevention strategies and the myths of resistance training for children and adolescents). |
| PSYC60803 |
PARAPSYCHOLOGY AND ANOMALOUS EXPERIENCES |
6 |
20 |
Health, Education, Policing and Sciences |
The truth is out there? This course will evaluate the psychological theories and explanations for paranormal and anomalistic experiences including but not limited to ghosts, possessions, out of body experiences, and psychic/telekinetic abilities. We will explore how Psychologists have conducted research into the phenomena covered and consider the real-world impact of this research. The purpose of the module is not to change your mind or make you believe a certain thing (or not) but to explore how we might interpret paranormal and anomalistic phenomena and experiences. |
| MIDW50064 |
PARTNERSHIPS IN PRACTICE |
5 |
30 |
Health, Education, Policing and Sciences |
Welcome to the module "Partnerships in Practice". This level 5 module aims to equip second year students with practical skills that will enhance their placement knowledge and experience. This module combines theory and practice to ensure students are confident and competent in the clinical area; allowing them to achieve their clinical practice outcomes. |
| PARA50016 |
PATHOPHYSIOLOGY & PHARMACOLOGY FOR PARAMEDIC PRACTICE |
5 |
30 |
Health, Education, Policing and Sciences |
You will be exploring the pathophysiology specifically associated with the body systems, including the respiratory, cardiovascular, gastrointestinal, neurological, renal and endocrine systems. Throughout this, you will be exploring some of the changes across the age-range and during pregnancy which may affect normal physiological. Not only will you look at the pathophysiological conditions, but also the clinical features commonly encountered with those conditions and the impact they may have on the patient. As part of this module you will be increasing your knowledge of drug legislation including medicines management and legal frameworks. You will be exploring the concepts of pharmacodynamics and pharmacokinetics and how they apply to drugs administered and encountered by paramedics across a range of patients. In addition, you will be exploring the effects of some of these drugs and how they may be affected by pathophysiological conditions spanning the age range as well as learning about how to recognise and manage adverse drug reactions. As well as this, you will be critically analysing polypharmacy, evaluating how drugs can interact and the impact upon the patient. |
| PARA50687 |
PATHOPHYSIOLOGY, PHARMACOLOGY AND CLINICAL SKILLS 1 |
5 |
20 |
Health, Education, Policing and Sciences |
Paramedics are generalist practitioners who respond to a broad range of patients in diverse and changing environments. This module is intended to cover the essential pathophysiology and pharmacology of common emergency presentations, whilst developing the fundamental skills associated with safe and effective care. |
| PARA50692 |
PATHOPHYSIOLOGY, PHARMACOLOGY AND CLINICAL SKILLS 1 |
5 |
20 |
Health, Education, Policing and Sciences |
Paramedics are generalist practitioners who respond to a broad range of patients in diverse and changing environments. This module is intended to cover the essential pathophysiology and pharmacology of common emergency presentations, whilst developing the fundamental skills associated with safe and effective care. |
| PARA50688 |
PATHOPHYSIOLOGY, PHARMACOLOGY AND CLINICAL SKILLS 2 |
5 |
20 |
Health, Education, Policing and Sciences |
Paramedics are generalist practitioners who respond to a broad range of patients in diverse and changing environments. This module is intended to cover the essential pathophysiology and pharmacology of common emergency presentations, whilst developing the fundamental skills associated with safe and effective care. |
| PARA50693 |
PATHOPHYSIOLOGY, PHARMACOLOGY AND CLINICAL SKILLS 2 |
5 |
20 |
Health, Education, Policing and Sciences |
Paramedics are generalist practitioners who respond to a broad range of patients in diverse and changing environments. This module is intended to cover the essential pathophysiology and pharmacology of common emergency presentations, whilst developing the fundamental skills associated with safe and effective care. |
| PSYC40814 |
PATHWAYS IN FORENSIC AND CRIMINOLOGICAL PSYCHOLOGY |
4 |
20 |
Health, Education, Policing and Sciences |
This module will consider how psychology is used in practice and how psychology can be applied to the Criminal Justice System. Key major theoretical approaches within forensic and criminological psychology will be identified, and their role in a variety of applied settings will be discussed. The module also aims to describe some main processes involved in using psychological interventions in a variety of settings and consider related methodological and ethical issues. You will be required to investigate the major areas of applied psychology, for example* clinical, forensic, criminological, educational, counselling, occupational, health psychology and sport and exercise psychology, as well as teaching, research and other postgraduate work within psychology (*topics may change annually to reflect the debates at the forefront of the discipline). |
| PSYC40818 |
PATHWAYS IN PSYCHOLOGY |
4 |
20 |
Health, Education, Policing and Sciences |
This module will consider how psychology is used in practice and how psychology can help people. Key major theoretical approaches within psychology will be identified, and their role in a variety of applied settings will be discussed. The module also aims to describe some main processes involved in using psychological interventions in a variety of settings and consider related methodological and ethical issues. You will be required to investigate the major areas of applied psychology, for example* clinical, forensic, criminological, educational, counselling, occupational, health psychology and sport and exercise psychology, as well as teaching, research and other postgraduate work within psychology (*topics may change annually to reflect the debates at the forefront of the discipline). |
| PSYC40815 |
PATHWAYS IN PSYCHOLOGY AND CHILD DEVELOPMENT |
4 |
20 |
Health, Education, Policing and Sciences |
This module will consider how psychology is used in practice and how psychology can help children. Key major theoretical approaches within psychology and child development will be identified, and their role in a variety of applied settings will be discussed. The module also aims to describe some of the main processes involved in using psychological interventions in a variety of settings and consider related methodological and ethical issues. You will be required to investigate the major areas of applied psychology, for example* clinical, forensic, criminological, educational, counselling, occupational, health psychology and sport and exercise psychology, as well as teaching, research and other postgraduate work within psychology (*topics may change annually to reflect the debates at the forefront of the discipline). |
| PSYC40816 |
PATHWAYS IN PSYCHOLOGY AND COUNSELLING |
4 |
20 |
Health, Education, Policing and Sciences |
This module will consider how psychology is used in practice and how psychology and counselling can help people. Key major theoretical approaches within psychology and counselling will be identified, and their role in a variety of applied settings will be discussed. The module also aims to describe some of the main processes involved in using psychological interventions in a variety of settings and consider related methodological and ethical issues. You will be required to investigate the major areas of applied psychology, for example* clinical, forensic, criminological, educational, counselling, occupational, health psychology and sport and exercise psychology, as well as teaching, research and other postgraduate work within psychology (*topics may change annually to reflect the debates at the forefront of the discipline). |
| ECST63005 |
PEDAGOGICAL LEADERSHIP |
6 |
20 |
Health, Education, Policing and Sciences |
What is effective pedagogical leadership? A key element of the module is to enable you to link research in pedagogy with practice; the role of the reflective practitioner to support effective pedagogical leadership. This module helps you to evaluate the role of a pedagogical leader and examine how this can be developed further or improved through professional reflection and dialogue. |
| PSYC50816 |
PEOPLE BEHAVING BADLY: THE PSYCHOLOGY OF SOCIAL ISSUES |
5 |
20 |
Health, Education, Policing and Sciences |
What does it mean to 'behave badly'? What circumstances might drive this to happen? Are there recommendations that might be made to minimise or eliminate this 'bad behaviour'? The role and evaluation of psychology and its application to a range of contemporary social issues (for example, the impact of media violence) will be covered, and suggested solutions will be examined. |
| PSYC40646 |
PEOPLE BEHAVING BADLY? - THE PSYCHOLOGY OF SOCIAL ISSUES |
4 |
15 |
Health, Education, Policing and Sciences |
The role of psychology and its application to a number of social issues will be considered, and the relevance and usefulness of key psychological knowledge and research within these applications will be examined. This will be done using a series of contemporary real world issues (for example, the impact of media violence) that will be addressed in each lecture. |
| SPOR50960 |
PERFORMANCE TESTING |
5 |
20 |
Health, Education, Policing and Sciences |
The module will provide you with an in-depth understanding of the principles of Strength and Conditioning and develop your ability to perform essential practical elements of Strength and Conditioning coaching. These include the coaching of Olympic Weightlifting core lifts and derivatives of them for sports performance. You will also be introduced to the principles of conditioning and the relationship to components of performance e.g. speed, agility, repeated sprint ability, reactive strength, endurance and skill acquisition. This module provides learning opportunities that will enable you to critically understand optimal training protocols for developing physical performance. You will explore the research literature to critically demonstrate knowledge of applied protocols relating to the principles of training. |
| SPOR40909 |
PERFORMANCE TESTING AND MONITORING IN FOOTBALL |
4 |
30 |
Health, Education, Policing and Sciences |
This module aims to develop your understanding of the principles of performance testing and monitoring in football through a series of lectures and practical workshops. You will be required to perform essential practical tests to accurately measure performance attributes such as repeated sprint ability, acceleration, power, strength and speed and agility. You will be required to produce an individual needs analysis report based on performance testing along with proposed intervention strategies. You will be required to develop a good working knowledge of performance monitoring and diagnosis and produce a final case study report of an individual player. |
| FORE40273 |
PERIODICITY |
4 |
15 |
Health, Education, Policing and Sciences |
The underlying principles of the chemistry of the s, p and d block elements will be outlined. This will consist of aspects of the fundamental properties of electrons and their significance to chemical properties of the elements. The concept of quantum numbers as related to occupancy of electronic orbitals and how their interaction leads to the formation of chemical bonds. The relationship between physical properties such as ionisation energy and electron affinity and the chemical properties of the s and p-block elements with an emphasis on the unusual effects observed in rows 4 and 6 of the p-block. Chemistry of transition metals, electronic structures and trends in their reactivity. Aspects of complex formation such as chelate effect, and kinetically inert complexes, and their significance in forensic analysis. Some aspects will be illustrated by laboratory demonstration lectures |
| FORE50246 |
PERIODICITY |
5 |
15 |
Health, Education, Policing and Sciences |
Chemistry forms a vital component of Forensic Science. This module will extend your knowledge of fundamental and applied aspects of chemistry which will further aid your understanding of key concepts in forensic chemistry. You will study the following areas. The underlying principles of the chemistry of the s, p and d block elements. This will consist of aspects of the fundamental properties of electrons and their significance to chemical properties of the elements. The concept of quantum numbers as related to occupancy of electronic orbitals and how this explains the structure of the Periodic Table. How electronic interactions lead to the formation of chemical bonds. The relationship between physical properties such as ionisation energy and electron affinity and the chemical properties of the s and p-block elements with an emphasis on the unusual effects observed in rows 4 and 6 of the p-block. Chemistry of transition metals, electronic structures and trends in their reactivity. Aspects of complex formation such as chelate effect, and kinetically inert complexes, and their significance in forensic analysis. Some aspects will be illustrated by laboratory demonstration lectures. |
| ODPR40111 |
PERIOPERATIVE CARE PATHWAYS |
4 |
30 |
Health, Education, Policing and Sciences |
This module draws on the concepts covered in the Introduction to Operating Department Practice and Preparation of the Patient for Anaesthesia and Surgery modules, and applies these to the development of holistic care pathways for patients under your care. You will examine the fundamentals of perioperative care (pre-assessment, peri- and post-operative), and how this relates to the patient journey and experience. You will develop your knowledge and understanding of anaesthesia and associated pharmacology, the principles of surgical practice, and discharge pathways. You will examine patient safety in the operating department, including adult safeguarding, Prevent, incident reporting and raising concerns. You will be involved in a Service-user conference, where you will explore the lived experiences of service-users and carers who have accessed surgical pathways, gaining an invaluable patient perspective. Although this module does not have a practice-based assessment, you will spend time in clinical placement areas (organised by the University) to experience how the concepts covered in this module relate directly to your professional practice. |
| SPOR60959 |
PERIPHERAL AND VERTEBRAL MOBILISATION |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to develop an advanced level of theoretical knowledge and application of peripheral and vertebral mobilisation techniques.Students will review current literature published on mobilisation techniques (including Maitland and Mulligan) which can be used to treat a range of peripheral and vertebral pathologies. Students will then be required to transfer the theory into practice by applying the range of mobilisations to peripheral and vertebral case scenarios. |
| SPOR50931 |
PERIPHERAL CLINICAL ASSESSMENT |
5 |
20 |
Health, Education, Policing and Sciences |
This module will enable you to utilise a strong underpinning knowledge of anatomy, pathology, epidemiology and aetiology to assess peripheral joints with a view to assessing sports injuries in an athlete. Active and passive range of movement assessment, muscle testing and special / ligament tests will be learned and practiced throughout the semester as part of a non-prescriptive clinical approach to injury assessment. You will develop clinical reasoning, clinical skills and differential diagnosis skills in order to make informed decisions in your injury assessment practice. |
| CYPF40003 |
PERSONAL AND PROFESSIONAL DEVELOPMENT |
4 |
20 |
Health, Education, Policing and Sciences |
Learners will be given the opportunity to develop as reflective practitioners being exposed to a range of simulated environments across residential and community settings and applying a range of reflective models.Learners will reflect on the influence of personal values on professional practice and will undertake an audit of their own skills in relation to working with children, young people and families. |
| EDUC40614 |
PERSONAL AND PROFESSIONAL DEVELOPMENT |
4 |
20 |
Health, Education, Policing and Sciences |
Looking to develop your academic, personal and professional development? This module offers an opportunity to build upon your existing knowledge, skills and understanding and will encourage you to adopt a positive approach to your new course. It is a shared module for both pathways, with topics including principles and approaches to reflection, roles & responsibilities and developing academic skills; as well as providing opportunities to consider personal career aspirations. This module will gain you 20 credits at level 4 towards the full 240 credits for your Foundation Degree. |
| SPOR60975 |
PERSONAL AND PROFESSIONAL DEVELOPMENT |
6 |
40 |
Health, Education, Policing and Sciences |
This flexible module enables you to choose an award relevant topic and type of assignment which is best suited to your current areas of interest and career aspirations. You may choose to conduct a research project where you identify a topic for research, design and conduct an appropriate study, analyse and interpret data you have collected, and write and submit a report in line with the Sport and Exercise format for dissertations. Alternatively, you may conduct a piece of work based on an identified need in Sport and Exercise. This need may emerge as a consequence of voluntary work experience or links with local employers within the field of study related to the award being undertaken. Examples of work in this area might include the production of web resources, guidelines for best practice, evaluation of local government sport policy, audit of coaching practice in a local sports club etc. etc. Aligned with this dissertation/project you will also have to produce a project proposal (including ethical approval and risk assessment when appropriate), which will outline the main background, methods, and evaluation strategies. Finally, based upon your dissertation/project and final year study, work or volunteering experiences, you will undertake a viva to outline how the current module (and other modules and experiences in your final year) has supported your transferable skills and readiness for the world of work. |
| SPOR60520 |
PERSONAL AND PROFESSIONAL DEVELOPMENT IN SPORT AND EXERCISE |
6 |
30 |
Health, Education, Policing and Sciences |
This flexible module enables you to choose an award relevant topic and type of assignment which is best suited to your current areas of interest and career aspirations. You may choose to conduct a research project where you identify a topic for research, design and conduct an appropriate study, analyse and interpret data you have collected, and write and submit a report in line with the Sport and Exercise format for dissertations. Alternatively, you may conduct a piece of work based on an identified need in Sport and Exercise. This need may emerge as a consequence of voluntary work experience or links with local employers within the field of study related to the award being undertaken. Examples of work in this area might include the production of web resources, guidelines for best practice, evaluation of local government sport policy, audit of coaching practice in a local sports club etc. etc.Aligned with this dissertation/project you will also have to produce a project proposal (including ethical approval and risk assessment when appropriate), which will outline the main background, methods, and evaluation strategies.Finally, based upon your dissertation/project and final year study, work or volunteering experiences, you will undertake a viva to outline how the current module (and other modules and experiences in your final year) has supported your transferable skills and readiness for the world of work in the context of the core elements of the `Staffordshire Graduate'. |
| SPOR60520 |
PERSONAL AND PROFESSIONAL DEVELOPMENT IN SPORT AND EXERCISE |
6 |
30 |
Health, Education, Policing and Sciences |
This flexible module enables you to choose an award relevant topic and type of assignment which is best suited to your current areas of interest and career aspirations. You may choose to conduct a research project where you identify a topic for research, design and conduct an appropriate study, analyse and interpret data you have collected, and write and submit a report in line with the Sport and Exercise format for dissertations. Alternatively, you may conduct a piece of work based on an identified need in Sport and Exercise. This need may emerge as a consequence of voluntary work experience or links with local employers within the field of study related to the award being undertaken. Examples of work in this area might include the production of web resources, guidelines for best practice, evaluation of local government sport policy, audit of coaching practice in a local sports club etc. etc.Aligned with this dissertation/project you will also have to produce a project proposal (including ethical approval and risk assessment when appropriate), which will outline the main background, methods, and evaluation strategies.Finally, based upon your dissertation/project and final year study, work or volunteering experiences, you will undertake a viva to outline how the current module (and other modules and experiences in your final year) has supported your transferable skills and readiness for the world of work in the context of the core elements of the `Staffordshire Graduate'. |
| SPOR60541 |
PERSONAL AND PROFESSIONAL DEVELOPMENT IN SPORT AND EXERCISE |
6 |
30 |
Health, Education, Policing and Sciences |
This flexible module enables you to choose an award relevant topic and type of assignment which is best suited to your current areas of interest and career aspirations. You may choose to conduct a research project where you identify a topic for research, design and conduct an appropriate study, analyse and interpret data you have collected, and write and submit a report in line with the Sport and Exercise format for dissertations. Alternatively, you may conduct a piece of work based on an identified need in Sport and Exercise. This need may emerge as a consequence of voluntary work experience or links with local employers within the field of study related to the award being undertaken. Examples of work in this area might include the production of web resources, guidelines for best practice, evaluation of local government sport policy, audit of coaching practice in a local sports club etc. etc.Aligned with this dissertation/project you will also have to produce a project proposal (including ethical approval and risk assessment when appropriate), which will outline the main background, methods, and evaluation strategies.Finally, based upon your dissertation/project and final year study, work or volunteering experiences, you will undertake a viva to outline how the current module (and other modules and experiences in your final year) has supported your transferable skills and readiness for the world of work in the context of the core elements of the `Staffordshire Graduate'. |
| PSYC60804 |
PERSONAL AND PROFESSIONAL PERSPECTIVES IN COUNSELLING |
6 |
20 |
Health, Education, Policing and Sciences |
This module will build on students knowledge of reflective models to help them engage in critical reflexivity as they analyse their own counselling skills and personal development to becoming a reflective practitioner. Reflexivity is a key feature of the module and students are encouraged to reflect on personal and professional development through group participation, large and small group experiential exercises, triads and individual reflection. Students will develop an ability to analyse skills used in counselling practice and make valuable links between the use of theory and core skills to facilitate the therapeutic process. |
| PSYC80738 |
PERSONAL AND PROFESSIONAL VALUES AND SKILLS |
8 |
30 |
Health, Education, Policing and Sciences |
In this module you will learn about the regulatory frameworks and professional guidance that informs the work of clinical psychologists. You will identify how such guidance is applied in clinical settings and take a critical approach to understanding such frameworks. You will consider issues that impact upon your professional development and learn how to integrate safe and ethical principles of working into your practice. You will be required to reflect on your practice. You will also learn about group processes and team working and consider ways to communicate within teams. To help support your reflection and application of these things you will be required to engage in group working and problem based learning tasks. |
| PSYC80772 |
PERSONAL AND PROFESSIONAL VALUES AND SKILLS 1 (PPVS1) |
8 |
20 |
Health, Education, Policing and Sciences |
In this module you will learn about the regulatory frameworks and professional guidance that informs the work of clinical psychologists. You will identify how such guidance is applied in clinical settings and take a critical approach to understanding such frameworks. You will consider issues that impact upon your personal and professional development and learn how to integrate safe and ethical principles of working into your practice. |
| PSYC80773 |
PERSONAL AND PROFESSIONAL VALUES AND SKILLS 2 (PPVS2) |
8 |
20 |
Health, Education, Policing and Sciences |
In this module you will learn about the regulatory frameworks and professional guidance that informs the work of clinical psychologists. You will identify how such guidance is applied in clinical settings and take a critical approach to understanding such frameworks. You will consider issues that impact upon your personal and professional development and learn how to integrate safe and ethical principles of working into your practice. |
| PSYC70510 |
PERSONAL DEVELOPMENT AND COUNSELLING SKILLS 1 |
7 |
30 |
Health, Education, Policing and Sciences |
This module provides you with opportunities to practice counselling skills, developing them to the level required for safe, ethical and effective professional counselling practice. The module focuses on the consolidation of core skills and the ability to set appropriate contracts with clients. It is grounded in developing an awareness of self and others, drawing upon the origins, theoretical underpinnings and limitations of counselling theories to facilitate this. The emphasis within this module is on personal learning both within the group and through their reflexive capacity focusing on increasing the your ability to process and enhance development of self awareness and self acceptance. |
| PSYC70659 |
PERSONAL DEVELOPMENT AND COUNSELLING SKILLS 2 |
7 |
30 |
Health, Education, Policing and Sciences |
The emphasis is on personal learning within the group and the application of this learning in personal, group and societal settings. The module does not involve taught material. A personal development group will be facilitated by a staff member. You will be working towards taking full responsibility for your personal and professional development needs.The module will focus on the further development of core skills to professional counsellor level, the ability to set appropriate contracts with clients and work therapeutically with clients on placements. It also includes critical reflection on the use of supervision as consultative support for professional counsellors. The module links closely with the other year 2 modules in that skills development is set in the context of professional/ethical legal frameworks, and requires personal and professional development. |
| PSYC40823 |
PERSONAL DEVELOPMENT FOR COUNSELLERS 1 - UNDERSTANDING OF SELF |
4 |
40 |
Health, Education, Policing and Sciences |
Personal development is a fundamental component of counsellor training which is facilitated through activities and group work and is a central component within the course. The personal development group creates a safe space to enable you to enhance self-awareness with particular attention to self in relation to others. The core conditions are a central element within personal development to create a growth promoting environment. |
| PSYC50830 |
PERSONAL DEVELOPMENT FOR COUNSELLORS 2 - THE GROUP PROCESS |
5 |
20 |
Health, Education, Policing and Sciences |
Personal development is a fundamental component of counsellor training which is facilitated through activities and group work. This module focusses on the group process, where you will have the opportunity to further increase your self-awareness and understanding of self. Within the module you will explore, constructs, group process, congruence, integrating personal development with theory and practice and understanding self in relation to self-development. |
| PSYC40806 |
PERSONAL DEVELOPMENT IN COUNSELLING 1 |
4 |
20 |
Health, Education, Policing and Sciences |
Personal development is a fundamental component of Counsellor training facilitated through exercises/activities and group process and forms a central ethos throughout the whole programme. Group process (PD groups) create a safe, experiential space with the aim of enhancing your self-awareness with particular attention to self in relation to others, whilst embodying the core conditions of Empathy, Unconditional Positive Regard and Congruence in order to create a climate for growth. |
| PSYC50808 |
PERSONAL DEVELOPMENT IN COUNSELLING 2 |
5 |
20 |
Health, Education, Policing and Sciences |
Personal Development in Counselling 2: As with the previous module, personal development continues to be a key component of your journey.¿¿ Experiential group process is the medium through which you will have the opportunity to increase your self-awareness and become more conscious of the underlying processes that are present between you and group members.¿ It is expected that you will allow the emergence of more sensitive material that will facilitate a deeper acceptance of difference and diversity and an ability to be more congruent and immediate in your relationships. Your learning journal will aid the process of reflection and analysis. |
| ACCT30007 |
PERSONAL STUDY PROJECT |
3 |
20 |
Health, Education, Policing and Sciences |
This module aims to help you develop and practise a set of essential academic skills that will be employed when you progress on to the degree in your chosen subject area and onto your chosen career. |
| EDUC40448 |
PERSONAL, PROFESSIONAL AND ACADEMIC DEVELOPMENT |
4 |
30 |
Health, Education, Policing and Sciences |
This module will require you to undertake a work placement in the Early Years/Education sector. This will provide you with an opportunity to demonstrate evidence of theory in practice, and both personal and professional work-based skill sets. You will explore their role within this work setting, whilst reflecting upon your ability to immerse into the team in order to stimulate, engage and maintain learning. Furthermore you will consider wider issues relating to your role, including but not limited to; ethics, professional identity, their own strengths and targets. You will be encouraged to keep a blog or journal of your experience. |
| EDUC40605 |
PERSONAL, PROFESSIONAL AND ACADEMIC DEVELOPMENT |
4 |
30 |
Health, Education, Policing and Sciences |
This module will require you to undertake a work placement in the Early Years/Education sector. This will provide you with an opportunity to demonstrate evidence of theory in practice, and both personal and professional work-based skill sets. You will explore their role within this work setting, whilst reflecting upon your ability to immerse into the team in order to stimulate, engage and maintain learning. Furthermore you will consider wider issues relating to your role, including but not limited to; ethics, professional identity, their own strengths and targets. You will be encouraged to keep a blog or journal of your experience. |
| EDUC40606 |
PERSONAL, PROFESSIONAL AND ACADEMIC DEVELOPMENT |
4 |
30 |
Health, Education, Policing and Sciences |
This module will require you to undertake a work placement in the Early Years/Education sector. This will provide you with an opportunity to demonstrate evidence of theory in practice, and both personal and professional work-based skill sets. You will explore their role within this work setting, whilst reflecting upon your ability to immerse into the team in order to stimulate, engage and maintain learning. Furthermore you will consider wider issues relating to your role, including but not limited to; ethics, professional identity, their own strengths and targets. You will be encouraged to keep a blog or journal of your experience. |
| PSYC60805 |
PERSONALISED PSYCHOLOGY PORTFOLIO |
6 |
20 |
Health, Education, Policing and Sciences |
This module gives students the choice to tailor their own learning by selecting multiple topics from a series of bitesize subjects (e.g., introduction to cognitive behavioural therapy, technical equipment, forensic and criminological psychology, child psychology, health psychology, clinical psychology, counselling or positive psychology) and gaining knowledge and skills in a variety of psychological topics. It allows students to get a brief flavour in areas that they would not have otherwise covered during the course of their degree and develop their time management and self-directed study skills. |
| PSYC40642 |
PERSPECTIVES IN PSYCHOLOGY |
4 |
30 |
Health, Education, Policing and Sciences |
A range of different psychological approaches (for instance, social, biological, evolutionary, developmental, cognitive) will be explored, in order to promote debate about how psychological topics are researched and understood. In this way the module will develop your ability to compare and contrast models of human behaviour which may complement or conflict with one another.A series of `real world' issues (eg. alcoholism) will be addressed in lecture and seminar sessions. Research will be presented and discussed which uses different psychological approaches to explore these issues. You will further explore the application of various psychological approaches to contemporary real world issues in a series of group enquiry based learning tasks and mini-presentations which will contribute to one of the assessments. Personal tutorial sessions are integrated into the workshops, and will develop skills based learning in areas such as group working, critical thinking, presentation skills, information search skills etc. |
| EDUC50619 |
PERSPECTIVES OF LEARNING AND DEVELOPMENT |
5 |
40 |
Health, Education, Policing and Sciences |
An important role as an educational professional is about working with children, young people and adults as they become learners and encouraging them to continue to be motivated to learn. This module is all about the idea of what learning is and how and why we can learn some things easily, but other things are much harder. There are many theories about how we learn and whether learning is about knowledge or whether it is about being able to do things or a mixture. What do these theories tell us? Are they helpful for educational professionals? How might we make sense of them in the many learning spaces that educational professionals might use, and the different groups we encounter? This module will include thinking about our own learning experiences, exploring some theories and then creating some different ways of learning in practical and sharing ways. |
| LAWS79886 |
PG DISSERTATION LAW (45 CREDITS - 3 CAT LPC version) |
7 |
3 |
Health, Education, Policing and Sciences |
This module provides an opportunity to undertake research under the supervision of an experienced member of the team. Students will work independently and investigate a relevant research topic, which they can opt to align to their work within a legal field or choose from a prescribed list of academic research topics. |
| LAWS71006 |
PG DISSERTATION LAW (45 CREDITS) |
7 |
45 |
Health, Education, Policing and Sciences |
This module provides an opportunity to undertake research under the supervision of an experienced member of the team. Students will work independently and investigate a relevant research topic, which they can opt to align to their work within a legal field or choose from a prescribed list of academic research topics. |
| BIOL50724 |
PHARMACOLOGY AND MEDICINAL PLANTS |
5 |
20 |
Health, Education, Policing and Sciences |
The aim of this module is to develop knowledge of pharmacology and medicinal plants as it applies to the internal environment of the human body. You will evaluate the key concepts of Pharmacology: Pharmacokinetics, Pharmacodynamics and adverse drug reactions within the generic components. The module will also investigate medicinal plants from a scientific, cultural and medical perspective and thus provide an insight into the traditional discipline of pharmacognosy. You will then be able to choose a single Specialist Theme that reflects the exogenous substance profile closest to your area of interest. The following routes have been identified but are not an exclusive list: Pharmacognosy; Psychopharmacology; Cardiovascular drugs; Drugs in diabetes; Drugs in Gastric Disorders; Drugs and the Geriatric population; Drugs and hepatic disorders; NSAIDs; Drugs and reproductive disorders; Drugs and respiratory disorders; Drugs of abuse and toxins. At the end of the module you will be able to understand and critically evaluate key pharmacological concepts and relate these concepts through the use of relevant researched examples. You will also gain an appreciation of the historical context of medicinal plants, ethnobotanical perspectives of the area and current ethnopharmacy and drug discovery research. |
| SPOR70754 |
PHYSICAL ACTIVITY & MENTAL HEALTH |
7 |
15 |
Health, Education, Policing and Sciences |
This module provides you with a review of the current state of our understanding of the psychology of Physical Activity behaviour. You will be introduced to and critically evaluate physical activity theories and models and evaluate a range of different sources of evidence linking physical activity to selected aspects of mental health and illness. Core topics covered in the module include:1.Physical Activity: terminology, measurement and policy. 2.An examination of differing sources of evidence with regard to the physical activity- mental health relationship including primary research, traditional review, systematic review, meta analysis and epidemiological research.3.Theories of behaviour change and the adoption and maintenance of physical activity. 4.The mental health benefits of physical activity - myths and empirical reality. 5.The role of physical activity in the prevention and treatment of (a) anxiety and (b) depression and schizophrenia.6.Physical Activity, Self Esteem and Affect |
| SPOR70946 |
PHYSICAL ACTIVITY AND MENTAL HEALTH |
7 |
20 |
Health, Education, Policing and Sciences |
This module provides you with a review of the current state of our understanding of the psychology of Physical Activity behaviour. You will be introduced to and critically evaluate physical activity theories and models related to behaviour change and evaluate a range of different sources of evidence (primary, traditional and systematic review, meta-analysis and population-based studies) linking physical activity to selected aspects of mental health and illness. |
| SPOR50799 |
PHYSICAL EDUCATION AND YOUTH SPORT THEORY, PRACTICE AND PLACEMENT |
5 |
30 |
Health, Education, Policing and Sciences |
Module content will explore aspects of the National Curriculum for England, the professional standards for teachers and key aspects of teacher training, required experience and qualifications.The placement element of the module aims to provide experience of a learning environment and will allow you to apply prior knowledge to a school or youth sport related working environment. You will be given the opportunity to undertake a specific and relevant work based project that is agreed by the supervising tutor, the host organisation. The module provides you with the opportunity to increase your knowledge of school or youth sport environment life and practices, whilst developing key personal and transferable skills by applying your knowledge & skills to a school environment. Child protection issues will be covered. |
| SPOR50956 |
PHYSICAL EDUCATION, THEORY, PRACTICE AND PLACEMENT |
5 |
20 |
Health, Education, Policing and Sciences |
The opportunity to work and gain valuable experience within industry is a key fundamental of this module. Reflecting upon your individual skill set will enable you to tailor your placement experience to your own development. This is an excellent opportunity to build knowledge, network, develop contacts and above all else gain experience in-line with your own career aspirations! |
| PPDE70833 |
PHYSICAL ERGONOMICS |
7 |
20 |
Health, Education, Policing and Sciences |
Physical Ergonomics is concerned with human capabilities and limitations (anthropometric, physiological and biomechanical) as they relate to work activity. This module covers the ways in which people interact with the requirements of tasks (e.g. repetitive movements, posture, load handling) and the built environment (e.g. physical layouts, heat, noise). The focus is on the important relationship between work and health, including understanding and preventing stress and fatigue-related problems. Students apply HF/E design principles to facilitate optimal performance and wellbeing for staff and service users: fitting the task to the human. |
| NURS50405 |
PHYSICAL HEALTH IN MENTAL HEALTH CARE |
5 |
15 |
Health, Education, Policing and Sciences |
Welcome to the module Physical Health in Mental health Care, which can be either used as a core or option module in your degree pathway or taken as a standalone module. This module is worth 15 credits at level 4, 5 or 6. The module is designed to develop pre-existing knowledge and skills related to the recognition and assessment of peoples physical health needs, within a variety of settings and within differing mental health conditions. The intention of the module is to focus on moving this knowledge and these skills to the point where you will be able to consider and incorporate physical health as part of your everyday role. To achieve this, the sessions are focused on identifying characteristics of risk, we look at communication strategies and how these can help you engage with physical health in your own work setting. We revisit fundamental skills, including baseline observations and using the SBARD communication structure, to identify and communicate our findings. We look at health promotion approaches and align these to different physical health concerns. |
| NURS60435 |
PHYSICAL HEALTH IN MENTAL HEALTH CARE |
6 |
15 |
Health, Education, Policing and Sciences |
Welcome to the module Physical Health in Mental health Care, which can be either used as a core or option module in your degree pathway or taken as a standalone module. This module is worth 15 credits at level 4, 5 or 6. The module is designed to develop pre-existing knowledge and skills related to the recognition and assessment of peoples physical health needs, within a variety of settings and within differing mental health conditions. The intention of the module is to focus on moving this knowledge and these skills to the point where you will be able to consider and incorporate physical health as part of your everyday role. To Achieve this, the sessions are focused on identifying characteristics of risk, we look at communication strategies and how these can help you engage with physical health in your own work setting. We revist fundamental skills, including baseline observations and use SBARD communication structure to identify and communicate our findings. We look at health promotion approaches and align these to different physical health concerns. |
| SPOR50915 |
PHYSIOLOGICAL AND NUTRITIONAL PROCESSES AND MECHANISMS |
5 |
30 |
Health, Education, Policing and Sciences |
The focus of this module is on training and nutrition. You will gain an in-depth understanding of dietary guidelines relevant to health, sport and fitness. You will learn how to critically interpret an athletes/individuals dietary results. Skills in data collection and analysis, and report writing will be taught and developed, in order to assist with the requirements of the assessments.You will be provided with an in-depth knowledge and critical understanding of the methods and principles of training programme design, relevant for a particular sports performer/team. Content will include, for instance, the concepts of periodised and polarised training, altitude training, and training and adaption in extreme environments. You will be taught how to measure, describe and analyse the chronic adaptations to training as well as the markers associated with overtraining. How to offset overtraining and implement recovery techniques in the design of a training programme will also be analysed. The role of genetics in determining the effects of athletic training on phenotypic expression will be explained, as well as issues such as genetic ergogenics, which will be embedded in the teaching content, where relevant. |
| SPOR70777 |
PHYSIOLOGICAL SUPPORT OF ATHLETES |
7 |
30 |
Health, Education, Policing and Sciences |
You will be taught about a range of physiological monitoring procedures, which may be used to support athletes in a laboratory and field setting, such as tests to measure VO2 max, lactate threshold, maximal intensity exercise, flexibility, muscular strength and power, and body composition. More specifically, you will be directed to sources such as e-books, online journals, audio lectures, lecturer-derived podcasts, and video clips of standard physiological monitoring tests to gain an understanding of the reasons and limitations for physiological monitoring and the validity, reliability, specificity, and advantages/limitations of the physiological monitoring tests. You will be given the opportunity to engage in group and individual discussion issues, reflection questions, and formative assessment, in order to enhance your understanding of key concepts and to develop a critical awareness of theoretical constraints that underlie practical application. You will also be given the opportunity to communicate asynchronously and synchronously with an athlete or group of athletes, in order to obtain information from them that can be used to inform the development of a test battery. |
| SPOR70948 |
PHYSIOLOGICAL SUPPORT OF ATHLETES |
7 |
20 |
Health, Education, Policing and Sciences |
The overall aim of the module is to investigate a range of physiological monitoring procedures, which may be used to support athletes in laboratory and field settings. Specifically, techniques for monitoring physiological performance will be evaluated, such as methods of assessing aerobic and anaerobic capability (e.g., via V¿O2max, lactate response, maximal intensity exercise), muscular strength and power, and body composition. You will be required to recognise the underlying scientific rationale for employing physiological tests through, for instance, applying knowledge about energy requirements and physiological determinants of a particular sport. You will also be required to develop a critical and analytical appreciation of the practicality, specificity, reliability, validity, and the advantages and limitations of specific physiological monitoring tests. This module will be as applied and as practical as possible, despite it being online. For instance, not only will you gather knowledge about an athlete (or group of athletes) via researching scientific material, but you will also gather information via video and online communication with the athlete. The test battery with the athlete will be conducted live, which you will be able to watch in real time. There will also be edited video clips available for subsequent viewing. Finally, you will analyse and evaluate the results obtained from the physiological monitoring tests, critiquing the relevancy of the data, their limitations, usefulness, meaningfulness for the athlete and coach, their application and their validity. You will need to be able to disseminate your findings to both a scientific audience and to the athlete. |
| SPOR50961 |
PHYSIOLOGICAL TESTING AND MONITORING |
5 |
20 |
Health, Education, Policing and Sciences |
This module consolidates learning of basic physiological principles from level 4. It introduces you to more advanced physiological testing and monitoring procedures for assessing human performance so it can be applied to competitive sport or exercise for health and fitness. You will be provided with an in-depth knowledge and critical understanding of the methods and principles of training programme design. Content will include, for instance, the concepts of periodised and polarised training, altitude training, and training and adaption in extreme environments. You will be taught how to measure, describe and analyse the chronic adaptations to training as well as the markers associated with overtraining. How to offset overtraining and implement recovery techniques in the design of a training programme will also be analysed. |
| POLI60509 |
PIP 2 OPERATIONAL COMPETENCE |
6 |
0 |
Health, Education, Policing and Sciences |
This is a Pass/Fail assessment is undertaken by police force of the Student Officers performance in the workplace in relation to the learners competence to conduct serious and complex crime investigations. |
| POLI60546 |
PIP 2 OPERATIONAL COMPETENCE |
6 |
0 |
Health, Education, Policing and Sciences |
This is a Pass/Fail assessment is undertaken by police force of the Student Officers performance in the workplace in relation to the learners competence to conduct serious and complex crime investigations. |
| POLI60545 |
PIP 2 OPERATIONAL COMPETENCE |
6 |
0 |
Health, Education, Policing and Sciences |
This is a Pass/Fail assessment is undertaken by police force of the Student Officers performance in the workplace in relation to the learners competence to conduct serious and complex crime investigations. |
| SOCY60580 |
PLACEMENT |
6 |
20 |
Health, Education, Policing and Sciences |
Students who have experience in a relevant workplace to their chosen career path gain paid work in the field more swiftly. This module has been developed to support you in becoming more employable in the future. The content and assessment relate to the University Employability Framework and this module requires you to engage in the module, with PDP sessions and the Career Coaching service at Staffordshire University in order to prepare and undertake a 40 hour work placement (paid or unpaid) in a related field to Criminology and Social Justice. The module leader and wider team from the Careers Service and PDP tutors provide you with support and knowledge to apply for placements and undertake your placement to maximise your employability potential. The module is delivered through a blended approach of online podcasts, face-to-face meetings and coaching sessions. By the end of the module you would have completed a skills audit and have written a professional CV as well as reflecting on the transferable skills you have gained from undertaking a work placement in relation to your future career ambitions. You will be expected to present on your learning from your work experience to others as part of your assessment, provide evidence of your placement and write a reflective portfolio for this module. You will reflect upon the importance of anti-discriminatory and anti-oppressive practice. |
| CRIM60004 |
PLACEMENT |
6 |
20 |
Health, Education, Policing and Sciences |
This module offers the opportunity to experience the professional world of work in a public, voluntary or community organisation or a registered charity. Particular attention is paid to an appreciation of the ethical, practical, technical and financial (resource) issues involved in working with and for these sectors in the audit-driven culture of the twenty-first century. The module aligns to the University Employability Framework, although there are a few aspects of the framework that will be picked up in your PDP sessions, as opposed to in the module itself.Students will typically be working with professional staff in the support of customers who experience some form of social disadvantage and require support. Alternatively, students might be required to contribute towards, or fully conduct a small-scale research/evaluation project for the organisation. The work to be undertaken in a placement is agreed at the beginning of the placement between both the student and placement provider.Students will learn how to understand their unique starting point by conducting a skills analysis and they will learn how to express themselves by completing a professional targeted CV. They will research different placement opportunities and apply to undertake a work placement. They will undertake a 40-hour work placement and reflect upon the experience. Students will communicate their reflections of their placement experience in a presentation and in portfolio writing. Students will acquire knowledge on anti-discriminatory and anti-oppressive practice in the workplace in order to analyse their placement practice.Students will:Understand their unique starting point by completing a skills audit.Write a professional, targeted CV reviewed by the University Career Coaches.Taken part in video interview practice, using Shortlist.me.Attend related PDP sessions and support sessions with a Career Coach.Apply for and undertake a 40-hour placement.Develop an action plan learning contract with their placement provider.Review placement with placement provider and reflect upon feedback and your updated skills audit.Provide evidence of their completed placement hours.Identify how this placement experience supports future career aspirations.Communication your placement experience with others via presentation and in writing. |
| PSYC80766 |
PLACEMENT 1 |
8 |
40 |
Health, Education, Policing and Sciences |
Trainees will complete placement experiences within the Staffordshire and Shropshire region. Placement preparation teaching will take place in the induction block prior to attending the first placement. Teaching sessions will use a range of methods, including lecture, group work and discussion, role play and guided reading to facilitate understanding of supervision, placement requirements and skills development. Placements will provide a range of learning opportunities designed to develop and demonstrate the BPS 9 core competencies. Formal supervision will be provided by a main named supervisor, though there may be opportunity for other supervisors and clinicians to input to the placement experiences. |
| PSYC80739 |
PLACEMENT 1 |
8 |
90 |
Health, Education, Policing and Sciences |
This module will require you to gain an introductory and basic level understanding of the nine overarching competencies, as specified by the Committee for Training in Clinical Psychology, through engagement in clinical practice placements across the year. The nine competencies are:-Generalisable meta-competencies-Psychological Assessment-Psychological Formulation-Psychological Intervention-Evaluation-Research-Personal and Professional Skills and Values-Communication and Teaching-Organisational and Systemic Influence and Leadership |
| PSYC80767 |
PLACEMENT 2 |
8 |
40 |
Health, Education, Policing and Sciences |
Trainees will complete placement experiences within the Staffordshire and Shropshire region. Placements will provide a range of learning opportunities designed to develop and demonstrate the BPS 9 core competencies. Formal supervision will be provided by a main named supervisor, though there may be opportunity for other supervisors and clinicians to input to the placement experiences. |
| PSYC80740 |
PLACEMENT 2 |
8 |
90 |
Health, Education, Policing and Sciences |
This module will require you to gain an intermediate-level acquisition of the nine overarching competencies, as specified by the Committee for Training in Clinical Psychology, through engagement in clinical practice placements across the year. The nine competencies are:-Generalisable meta-competencies-Psychological Assessment-Psychological Formulation-Psychological Intervention-Evaluation-Research-Personal and Professional Skills and Values-Communication and Teaching-Organisational and Systemic Influence and Leadership |
| PSYC80768 |
PLACEMENT 3 |
8 |
40 |
Health, Education, Policing and Sciences |
Trainees will complete placement experiences within the Staffordshire and Shropshire region. Placement preparation teaching will take place in the induction block prior to attending the first placement. Teaching sessions will use a range of methods, including lecture, group work and discussion, role play and guided reading to facilitate understanding of supervision, placement requirements and skills development. Placements will provide a range of learning opportunities designed to develop and demonstrate the BPS 9 core competencies. Formal supervision will be provided by a main named supervisor, though there may be opportunity for other supervisors and clinicians to input to the placement experiences. |
| PSYC80741 |
PLACEMENT 3 |
8 |
90 |
Health, Education, Policing and Sciences |
This module will require you to gain an enhanced-level acquisition of the nine overarching competencies, as specified by the Committee for Training in Clinical Psychology, through engagement in clinical practice placements across the year. The nine competencies are:-Generalisable meta-competencies-Psychological Assessment-Psychological Formulation-Psychological Intervention-Evaluation-Research-Personal and Professional Skills and Values-Communication and Teaching-Organisational and Systemic Influence and Leadership |
| PSYC80769 |
PLACEMENT 4 |
8 |
40 |
Health, Education, Policing and Sciences |
Trainees will complete placement experiences within the Staffordshire and Shropshire region. Placements will provide a range of learning opportunities designed to develop and demonstrate the BPS 9 core competencies. Formal supervision will be provided by a main named supervisor, though there may be opportunity for other supervisors and clinicians to input to the placement experiences. |
| PSYC80770 |
PLACEMENT 5 |
8 |
40 |
Health, Education, Policing and Sciences |
Trainees will complete placement experiences within the Staffordshire and Shropshire region. Placement preparation teaching will take place in the induction block prior to attending the first placement. Teaching sessions will use a range of methods, including lecture, group work and discussion, role play and guided reading to facilitate understanding of supervision, placement requirements and skills development. Placements will provide a range of learning opportunities designed to develop and demonstrate the BPS 9 core competencies. Formal supervision will be provided by a main named supervisor, though there may be opportunity for other supervisors and clinicians to input to the placement experiences. |
| PSYC80771 |
PLACEMENT 6 |
8 |
40 |
Health, Education, Policing and Sciences |
Trainees will complete placement experiences within the Staffordshire and Shropshire region. Placement preparation teaching will take place in the induction block prior to attending the first placement. Teaching sessions will use a range of methods, including lecture, group work and discussion, role play and guided reading to facilitate understanding of supervision, placement requirements and skills development. Placements will provide a range of learning opportunities designed to develop and demonstrate the BPS 9 core competencies. Formal supervision will be provided by a main named supervisor, though there may be opportunity for other supervisors and clinicians to input to the placement experiences. |
| BIOL60678 |
PLACEMENT EXPERIENCE |
6 |
0 |
Health, Education, Policing and Sciences |
Graduate employability is a key focus for us. We will ensure that all of our students graduate having achieved a minimum of 105 hours work placement in a graduate level position. |
| PSYC80743 |
PLACEMENT LEARNING |
8 |
0 |
Health, Education, Policing and Sciences |
Placement learning is a central component of your training to become a professional health psychologist. You will usually work within the same setting for the duration of your time on the Professional Doctorate in Health Psychology programme, although some trainees experience a range of different placements (some voluntary) through the programme, and some may even be working in two different placements concurrently. Broadly, any setting where health psychology is practised would be appropriate (e.g. hospitals, primary health care, health promotion, local authorities and academic settings), and must be approved before you commence placement learning. |
| SPOR50912 |
PLACEMENT: FOOTBALL COACHING AND PERFORMANCE |
5 |
30 |
Health, Education, Policing and Sciences |
The placement module for the Football Coaching and Performance course aims to provide experiential learning from conducting a work placement in the sector, and applying knowledge and skills developed throughout the degree. The module provides you with the opportunity to develop key personal and transferable skills by applying your knowledge and skills to a specific context relevant to your course or areas of interest. Whilst the placement module has generic aims and learning outcomes the detail of each placement will be determined by the module leader, and other supervisory lecturing staff. |
| SPOR50949 |
PLACEMENT: SPORT AND EXERCISE SCIENCE |
5 |
20 |
Health, Education, Policing and Sciences |
The Placement: Sport and Exercise Science module develops from an evidenced-based approach towards employability by ensuring you recognise the skills the experience provides and are able to articulate these in comprehensive format. The module also provides experiential content that will encourage you to understand your unique starting point (and potential challenges), develop a career plan, gain experience and be prepared to express your knowledges, skills and experiences in written application and interview settings. The placement module provides you with experience of learning from and applying knowledge to a Sport and Exercise Science or Strength and Conditioning relevant working environment. The placement also provides you with the opportunity to develop key personal and transferable skills by applying your knowledge and skills to a specific context relevant to your areas of interest. The placement module allows you to meet the university employability framework through the development of the following competencies: managing/embracing change; life wide learning skills; digital fluency and adaptability; problem solving and managed self development and skiled collaborator. Whilst the placement module has generic aims and learning outcomes the detail of each placement will be determined through negotiation by you, the module leader and other supervisory academic staff. |
| SPOR60947 |
PLACEMENT: SPORT AND EXERCISE SCIENCE |
6 |
30 |
Health, Education, Policing and Sciences |
The module aims to provide experience of learning from and applying knowledge to a relevant working environment. The module provides you with the opportunity to develop key personal and transferable skills by applying your knowledge and skills to a specific context relevant to your course or areas of interest. Whilst the placement module has generic aims and learning outcomes the detail of each placement will be determined by the module leader and other supervisory lecturing staff. |
| SPOR50911 |
PLACEMENT: SPORTS COACHING |
5 |
30 |
Health, Education, Policing and Sciences |
The placement module aims to provide experience of learning from and applying knowledge to a relevant working environment. The module provides you with the opportunity to develop key personal and transferable skills by applying your knowledge and skills to a specific context relevant to your course or areas of interest. Whilst the placement module has generic aims and learning outcomes the detail of each placement will be determined by the module leader and other supervisory lecturing staff. |
| SPOR50911 |
PLACEMENT: SPORTS COACHING |
5 |
30 |
Health, Education, Policing and Sciences |
The placement module aims to provide experience of learning from and applying knowledge to a relevant working environment. The module provides you with the opportunity to develop key personal and transferable skills by applying your knowledge and skills to a specific context relevant to your course or areas of interest. Whilst the placement module has generic aims and learning outcomes the detail of each placement will be determined by the module leader and other supervisory lecturing staff. |
| ECST40105 |
PLAY AND PEDAGOGY WITH BABIES AND YOUNG CHILDREN |
4 |
40 |
Health, Education, Policing and Sciences |
This module¿offers¿an opportunity to understand and develop pedagogical approaches to working with babies and young children aged 0 - 8 years and to further understand how child development theory informs policy and practice related to play. |
| ECST40106 |
PLAY AND PEDAGOGY WITH BABIES AND YOUNG CHILDREN (I) |
4 |
20 |
Health, Education, Policing and Sciences |
This module offers an opportunity to further understand how child development theory informs policy and practice related to play. |
| ECST40107 |
PLAY AND PEDAGOGY WITH BABIES AND YOUNG CHILDREN (II) |
4 |
20 |
Health, Education, Policing and Sciences |
This module offers an opportunity to understand and develop pedagogical approaches to working with babies and young children aged 0 - 8 years and to further understand how child development theory informs policy and practice related to play. |
| EDUC50516 |
PLAY THERAPY |
5 |
30 |
Health, Education, Policing and Sciences |
This module aims to develop your knowledge and understanding around the reasons why some children may benefit from play therapy and how this will help them to cope and proceed through everyday life. Topics explored in this module will include:historical and theoretical perspectives around play therapy; professional skills and qualities required to become a play therapist;the rationale for play therapy; age and stage appropriate play therapy strategies; working with and supporting families through difficult periods andreasons why children might require play therapy and lastly, how observation informs the play practitioner. |
| FORE60359 |
POLICING AND SOCIETY |
6 |
15 |
Health, Education, Policing and Sciences |
This module focuses on individual and organisational aspects which may influence policing; investigation of crime, dealing with offenders; supporting victims and empowering communities. Students will learn about influences of bias; the effects of personal experience; the importance of procedural justice; as well as how politics, accountability and governance impact on the policing landscape. This module will provide students with a knowledge and understanding about the role of risk in policing; about developing innovative ways to problem solve; and the needs and support police can provide to vulnerable people. This module will cover:The relationship between community engagement and crimeThe constitutional role of the police in society and the criminal justice systemThe benefits of sociology and criminology on operational decision makingThe influences of risk factors on vulnerability The impact of Early Intervention on offendingComplexity and challenges of operational policingThe effect of bias on decision makingRisk aversion and risk avoidance |
| FORE60379 |
POLICING AND SOCIETY |
6 |
20 |
Health, Education, Policing and Sciences |
This module focuses on individual and organisational aspects which may influence policing both internally and externally to the organisation, including misconduct and culture. Students will learn about bias and discrimination and how to effectively challenge these to improve policing. Students will study theories of justice such as procedural justice and organisational justice, as well as how community differences, values and norms, alongside politics, accountability and governance impact on the policing landscape. The module reviews how local and high-profile cases can affect the polices ability to foster and maintain community cohesion. This module will provide students with a knowledge and understanding about the value of community policing in community engagement |
| FORE60378 |
POLICING COMPLEXITY |
6 |
20 |
Health, Education, Policing and Sciences |
This module focuses on five areas of policing which demonstrate the complexity of the policing landscape; public protection, response policing, police investigation, vulnerability and risk, and counter terrorism. |
| FORE50375 |
POLICING IN A DIGITAL AGE |
5 |
20 |
Health, Education, Policing and Sciences |
This module focuses on the digital element of policing and investigation. The module will include introductions to the key terminology used and basic concepts about the use of technology both in committing offences and tackling criminality. The module will include both theory, including case studies to contextualise information as well as some practical elements to provide applicable skills to students. |
| POLI70004 |
POLICING IN PARTNERSHIP |
7 |
20 |
Health, Education, Policing and Sciences |
This postgraduate module provides students with a comprehensive and systematic critique of both the potential opportunities, benefits, limitations and constraints offered to policing by working in partnership with a variety of different and sometimes competing stakeholders. Current policy within the UK encourages partnerships and collaboration between statutory organisations (including the police) and professionals; public and private sectors; with voluntary organisations and local communities. Candidates will develop critical insights into the knowledge of how to engage in lawful, effective and professional partnership practice. The module will examine the pluralisation of services and theories of convergence, linked to crime and community safety being a shared responsibility. The module will also explore the relevance of partnerships to policing strategies including community policing and problem-oriented policing. The module will also explore political and academic discourse regarding the current police services structure and fitness for purpose and support personal and professional application. |
| FORE60383 |
POLICING IN PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
Giving you the opportunity to apply what you have learnt over the course of the degree through practical application, this module will enhance you understanding of both legislation, powers and practice commonly experienced in policing and provide you with the opportunity to embed the theory with practical based application. Role plays and scenarios will be utilised to test your knowledge and skills throughout the module, leaving you feeling more confident on your entry into employment. The module will focus on key powers and procedures such as Stop and Search, Arrest and Detention, and Entering and Searching premises as well as enhance your confidence in using the First Responder protocol as well as focusing on aspects of investigation such as intelligence collection, evidence gathering, interviewing and giving evidence in court. The module seeks to test and stretch your decision making and communication skills. |
| FORE40331 |
POLICING SCIENCE |
4 |
15 |
Health, Education, Policing and Sciences |
In this module, students will study many of the scientific analytical techniques used in Policing and Criminal investigation. Topics covered will include What is Evidence based Policing, the `What Works` agenda, the use of quantitative and qualitative research methods, problem-based learning activity, ethics and the use of analytical and presentation tools such as SPSS and Excel. Previous policing research explored within sessions provides students with an understanding of the research field and inspiration for conducting their own mini-research project. The module equips students with the skills to think and write in a critical manner and conduct reflective practice within their research. Practical sessions provide the students with "hands on" experience, to support the theoretical principles of the techniques. The production of individual written analytical reports allows the students, the opportunity to interpret and process data derived from using contemporary and relevant analytical techniques. |
| FORE40364 |
POLICING THEORY |
4 |
20 |
Health, Education, Policing and Sciences |
The Policing Theory module introduces and enables a critical evaluation of the principles on which the police service of England and Wales operates. This includes gaining knowledge and understanding of the history, structure, values, ethics and objectives of the police force in England and Wales, in comparison with the structure of other police forces. This module also introduces policing science, in particular debates on evidenced-based policing. Further, the module uses contemporary case studies in crime, conflict and deviance to enable evaluation of the main theoretical concepts; providing a foundation for critical analysis. Students will examine the link between theory and practice in evidence-based policing in relation to crime. They will be encouraged to develop their critical thinking skills and look beyond the obvious and using their professional curiosity. Furthermore, students will be able to critically evaluate police powers, including investigation, arrest, stop and search, and emergency powers.Students will consider theories in relation to policing practice, policing strategies and crime prevention initiative, with the view of critically evaluating their success with regards to crime, victimisation and public support. Further, students will review and analyse police reforms impacting on structure, governance, accountability and leadership, with the recognition of an holistic approach to policing in terms of working with other agencies, and introducing students to the importance of the Police and Criminal Evidence Act (1984). |
| FORE40357 |
POLICING THEORY |
4 |
20 |
Health, Education, Policing and Sciences |
The Policing Theory module introduces and enables a critical evaluation of the key sociological, biological and psychological theories in relation to crime, and their relevance to policing, along with the national crime preventative strategies and tools. This also includes an overview of the history, structure, values, ethics and objectives of the police force in England and Wales, in comparison with the structure of other police forces. This module also introduces policing science, in particular debates on evidenced-based policing and data collection methods. Further, the module uses contemporary case studies in crime, conflict and deviance to enable evaluation of the main theoretical concepts, providing a foundation for critical analysis. Students will examine the link between theory and practice in evidence-based policing in relation to crime, victimisation, harm and the relationship between offenders and victims. You will be encouraged to develop your critical thinking skills, look beyond the obvious and use your professional curiosity. Furthermore, you will be able to critically evaluate police powers, including investigation, arrest, stop and search, and emergency powers.Students will consider theories in relation to policing practice, policing strategies and crime prevention initiative, with the view of critically evaluating their success with regards to crime, victimisation and public support. Furthermore, you will review and analyse police reforms impacting on structure, governance, accountability and leadership, with the recognition of a holistic approach to policing in terms of working with other agencies and introducing students to the importance of the Police and Criminal Evidence Act (1984). |
| FORE50377 |
POLICING VULNERABILITY |
5 |
20 |
Health, Education, Policing and Sciences |
The content of this module evaluates the complexities involved in policing vulnerable people in society. Students will understand vulnerability and the theories and concepts around how a person can become a victim. Students will explore contemporary vulnerability issues such as adults at risk, domestic abuse, families with complex needs, missing persons, prostitution, coercive control, and sexual offences. The module evaluates evidence-based models of policing to protect vulnerable people, with specific reference to domestic abuse, exploitation and mental ill health. Reference will be made to how vulnerable people are supported by the police and other agencies and how risk is managed. |
| FORE60384 |
POLICING WORK EXPERIENCE |
6 |
20 |
Health, Education, Policing and Sciences |
This module provides you with the opportunity to gain practical and real life experience in a policing, investigation or associated criminal justice or law enforcement setting. The experience can be gained in a range of private, public and third sector organisations and may be paid or voluntary work. You may wish to utilise existing part time or voluntary roles, as a basis for your work experience placement. The module emphasises the importance of reflective practice, allowing you to critically evaluate your experiences, identify areas for personal and professional growth, and enhance your readiness for a career in policing. |
| EDUC40505 |
POLICY AND PRACTICE: PAST AND PRESENT |
4 |
30 |
Health, Education, Policing and Sciences |
The module takes an issues-based approach and explores how various ideas, individuals and events along with significant political, social and economic factors have influenced, and continue to shape educational policy and practice in Britain. Significant contemporary issues in the provision and organisation of education are examined in relation to their historical developments. As such, you will examine developments in British education from 1870 to the present day. You will explore a variety of topics during this module which will include:Different forms of school provision (by type e.g. church/faith, maintained, independent, public, academies, free schools, special schools), The educational experiences of different kinds of pupils/students in different educational settings in the system (i.e. from nursery/pre-school to university),The impact of education polices on education practitioners practice and responsibilities,Different approaches to education, such as traditional and progressive,The influence of political and educational ideologies,The relationship between education and the economy,The curriculum and assessment/testing,The education marketplace and competition,The role of the media in reporting education-related news,Education and training from 14+,Widening participation in HE,The shape of education in the future.A range of historical sources (major enquiries, reviews, reports, events, policies, initiatives, legislation) and relevant research in education are drawn upon. You will be able to develop a chronological and conceptual understanding of developments in education policy and practice as well as exploring the historical roots of some contemporary issues. |
| EDUC40611 |
POLICY AND PRACTICE: PAST AND PRESENT (QTS) |
4 |
30 |
Health, Education, Policing and Sciences |
The module takes an issues-based approach and explores how various ideas, individuals and events along with significant political, social and economic factors have influenced, and continue to shape educational policy and practice in Britain. Significant contemporary issues in the provision and organisation of education are examined in relation to their historical developments. As such, you will examine developments in British education from 1870 to the present day. You will explore a variety of topics during this module which will include:Different forms of school provision (by type e.g. church/faith, maintained, independent, public, academies, free schools, special schools), The educational experiences of different kinds of pupils/students in different educational settings in the system (i.e. from nursery/pre-school to university),The impact of education polices on education practitioners practice and responsibilities,Different approaches to education, such as traditional and progressive,The influence of political and educational ideologies,The relationship between education and the economy,The curriculum and assessment/testing,The education marketplace and competition,The role of the media in reporting education-related news,Education and training from 14+,Widening participation in HE,The shape of education in the future.A range of historical sources (major enquiries, reviews, reports, events, policies, initiatives, legislation) and relevant research in education are drawn upon. You will be able to develop a chronological and conceptual understanding of developments in education policy and practice as well as exploring the historical roots of some contemporary issues. |
| EDUC70470 |
POLICY AND PROFESSIONAL PRACTICE |
7 |
30 |
Health, Education, Policing and Sciences |
This module will enable you to develop and demonstrate in-depth knowledge and understanding of aspects of educational policy making and policy enactment that shape and influence the parameters of professional activity within your particular sector of education provision. It will allow you to develop knowledge of relevant literature in your chosen area of study and an extended understanding of appropriate policy related concepts and issues in the field of Education. It will also support you to develop the ability to effectively deploy theoretical concepts in pursuit of new perspectives on education policy and approaches to professional practice. |
| EDUC77834 |
POLICY AND PROFESSIONAL PRACTICE |
7 |
20 |
Health, Education, Policing and Sciences |
This module will enable you to develop and demonstrate in-depth knowledge and understanding of aspects of educational policy making and policy enactment that shape and influence the parameters of professional activity within your particular sector of education provision. It will allow you to develop knowledge of relevant literature in your chosen area of study and an extended understanding of appropriate policy related concepts and issues in the field of Education. It will also support you to develop the ability to effectively deploy theoretical concepts in pursuit of new perspectives on education policy and approaches to professional practice. |
| ENVI70008 |
POLICY INTO PRACTICE - TRANSFORMATIONAL CHANGE IN THE SUSTAINABLE CITY |
7 |
20 |
Health, Education, Policing and Sciences |
Have you ever wondered how you bring about change? Policy into Practice gives you the opportunity to experience first-hand the challenges of doing so. You undertake a consultancy-based project commissioned by an external organisation, working together with staff and your fellow students to coproduce a series of policy proposals for a client-organisation. Equipped with the tools of research design and policy development, you leave the classroom behind and learn by doing policy as you contribute directly to the transformation of our urban environments. ¿ |
| AOPH50003 |
POLITICAL NARRATIVES OF HARDSHIP |
5 |
20 |
Health, Education, Policing and Sciences |
This module will introduce students to the political narratives of Hardship. Students will debate, discuss and evaluate how political ideologies affect the language and media representation of hardship. Topics such as stereotypes, poverty myths and media mis-representations of hardship will be discussed and debated. Upon completion of the module students will have an understanding of different political regimes and ideologies, and be confident in applying this knowledge to a discussion of media representation and public stereotyping of hardship. |
| LAOP70004 |
POLITICAL NARRATIVES, POLICIES AND CONTEMPORARY CAUSES OF POVERTY DL |
7 |
20 |
Health, Education, Policing and Sciences |
In this module you will learn about different theories and philosophies of welfare and consider human wellbeing and social welfare in relation to the UK context. You will consider political and social narratives surrounding poverty and how these may inform social policy development to address the causes and drivers of poverty and analyse whether these narratives help or hinder policy development more broadly. As we live in a globalised world, you will also examine globalisation, economic and demographic change may also affect social policy making before considering how these changes might be considered both a cause and cure for poverty. |
| LAWS62025 |
PORTFOLIO AND CASE STUDY |
6 |
0 |
Health, Education, Policing and Sciences |
Admission as a Chartered Legal Executive is regulated by CILEx Regulation, which has a set out the minimum requirements for entry to the profession. These requirements comprise of completion of Level 3 Diploma in Law and Practice and completion of Level 6 Professional Higher Diploma in Law and Practice. In addition, an end point assessment of the applicant against 8 competencies to demonstrate they have met the minimum admission requirements as set out in the link above WBLH appendix 1. These regulatory requirements have been incorporated into the apprenticeship leading to qualification as a Charted Legal Executive (CLE)Successful completion of the apprenticeship leading to qualification as a CLE will require the apprentice to have developed sufficient knowledge, skills and competencies to be able to successfully complete the end point assessment and satisfy the requirements of the independent regulator |
| ODPR50117 |
POST ANAESTHETIC CARE AND ADVANCED PHARMACOLOGY |
5 |
20 |
Health, Education, Policing and Sciences |
Please see marketings quick guide for assistanceThis module will explore the role of the operating department practitioner within post-anaesthetic care exploring enhanced recovery skills and associated pharmacology building on the knowledge previously gained at level 4. The safe management and storage of drugs, legal issues of drugs and drug errors including examples from practice and exploration of case studies will be covered whilst also exploring the concept of human factors and ergonomics and the impact this has on patient safety within the post anaesthetic care unit. |
| SOCY70510 |
POSTGRADUATE DISSERTATION |
7 |
60 |
Health, Education, Policing and Sciences |
This module provides an opportunity to undertake an original piece of research under the supervision of an experienced member of the sociology/criminology team. Independently, students will investigate a contemporary research problem which relates to a key issue or problem encountered on their specific MA course which could be related to their profession or their particular organisation, or an organisation they would like to work within when they finish their studies. Students will receive guidance to support their search for and develop a coherent review of the relevant research literature that supports the justification of researching a specific area of enquiry and formulate a research question.With their chosen supervisor, students will write a research proposal that captures the key take home messages from their review of the literature that justifies their investigation. It will also include a justification for the choice of methods employed to carry out the investigation and how this technique will generate data that answers the project research question. Alongside this research proposal, students will submit an ethics form to the ethics committee.Students will meet their supervisor regularly (face to face or virtually) to discuss the progress of their dissertation. The supervisor will provide feedback on key pieces of draft dissertation chapters at set stages in the process. Students will produce a logical discussion that features clear themes/patterns in the data and clearly communicated set of conclusions in the form of a 15,000 word dissertation. |
| LAOP70005 |
POVERTY REDUCTION: TOWARDS ERADICATION DL |
7 |
20 |
Health, Education, Policing and Sciences |
Now you know more about the causes and drivers of poverty, youre all fired up and ready take some action, right? Well, theres a bit more to it than full steam ahead! In this module you learn through case studies of interventions and actions others have already taken to address poverty and you will analyse and evaluate the impact these interventions had. Did they work? How do we know? What, if anything, could have been done differently? The module will also offer insights into globalisation and the UN Sustainability Goals to assess what impact, positive or negative, these may be having on attempts to mitigate and ultimately eradicate poverty. |
| BIOL70657 |
PRACTICAL DNA ANALYSIS |
7 |
15 |
Health, Education, Policing and Sciences |
This practical course will cover the key techniques in DNA analysis. The module focuses on gene cloning from bacteria. The application of these to wider aspects of biology and health will be stressed. |
| BIOL70638 |
PRACTICAL DNA ANALYSIS (BL) |
7 |
15 |
Health, Education, Policing and Sciences |
This practical course will cover the key techniques in DNA analysis. The module focuses on gene cloning from bacteria. The application of these to wider aspects of biology and health will be stressed. |
| FORE40353 |
PRACTICAL FORENSIC SCIENTIFIC TECHNIQUES |
4 |
20 |
Health, Education, Policing and Sciences |
Utilise forensics in practical scenarios; understand how the laboratory translates into the real-world. Build scientific models of data and apply them to what you see experimentally. This module will introduce you to the biological, chemical, mathematical and computational tools you need to succeed as a forensic scientist. |
| LAWS70786 |
PRACTICAL LEGAL RESEARCH SKILLS |
7 |
1 |
Health, Education, Policing and Sciences |
Students will learn to research practical issues commonly found in legal practice, by carrying out independent research. For example, students will use primary and secondary sources, cases and statutes and paper and electronic tools to identify legal issues and present a course of action. |
| LAWS73009 |
PRACTICAL LEGAL RESEARCH SKILLS - BL |
7 |
1 |
Health, Education, Policing and Sciences |
Students will learn to research practical issues commonly found in legal practice, by carrying out independent research. For example, students will use primary and secondary sources, cases and statutes and paper and electronic tools to identify legal issues and present a course of action. |
| FORE60333 |
PRACTICAL METHODS OF CRIME DETECTION |
6 |
15 |
Health, Education, Policing and Sciences |
This module will allow you to use equipment designed for the analysis of forensic evidence through a series of practical exercises as specified below.Fingerprints; dusting, enhancing and identification using AFIS.Footwear marks: Analysis of casts and inked footwear marks to establish order.Document Analysis: Use of ESDA to reveal indented writing to order pages in a report.Use of Gas Chromatography in Analysis of Drugs. Analysis of blood spatter and DNA profiling.Crime scene investigation and processing of a mock crime scene. |
| FORE50372 |
PRACTICAL METHODS OF CRIMINAL INVESTIGATION |
5 |
20 |
Health, Education, Policing and Sciences |
This is a core module which provides a detailed and comprehensive understanding of the legal framework of investigation relative to arrest, search, detention, identification and interviewing of suspects in accordance with the Police and Criminal, Evidence Act 1984. Students will also apply their knowledge through a series of practical exercises regarding interviewing the complainant, witness and suspect about a variety of criminal offences before producing a portfolio of evidence. The module concludes with the student giving evidence on their portfolio before a Moot Court. |
| BIOL40683 |
PRACTICAL SKILLS FOR LIFE SCIENTISTS |
4 |
40 |
Health, Education, Policing and Sciences |
This module provides learning opportunities that enable you to acquire the skills and qualities that will enhance your prospects, horizons and personal success, thus preparing the you for the expectations of the world of work. The foundations of being able to ability to carry out inquiry based learning and critical analysis will be developed. Your work ready and employability skill set will be enhanced helping give you the technological, digital and information literate underpinning expected of graduates today. Within the scientific framework we will help you begin to understand the importance of being enterprising and entrepreneurial and strengthen your ability to apply graduate attributes to a range of life experiences to facilitate life-long learning. Workshops will introduce and develop the core skills associated with HE study with an emphasis on developing you as a `Bioscientist' in the broadest sense. Core practical laboratory and analysis skills will be introduced in a rolling plan allowing you to develop competencies as you progress. These sessions will encompass fundamental hands-on skills including microscopy, handling micro-organisms, working safely, accurately and precisely and will also include the fundamentals of statistics as applied within the Biosciences. The hands-on practical skills will allow you to develop and and encompass the nature of the scientific method, types of data, descriptive statistics and the fundamentals of inferential statistics. Basic practical and numerical based competencies will be assessed during the learning sessions. |
| BIOL70670 |
PRACTICAL SKILLS IN MOLECULAR BIOLOGY (BL) |
7 |
20 |
Health, Education, Policing and Sciences |
This residential practical course will cover the key techniques in molecular biology. The module will provide you with instruction, skills development and hands-on experience of molecular techniques currently used in molecular research and clinical diagnostics. You will spend one week on-campus undertaking the practical work in our state-of-the art facilities. |
| BIOL70671 |
PRACTICAL SKILLS IN MOLECULAR BIOLOGY (ON CAMPUS) |
7 |
20 |
Health, Education, Policing and Sciences |
This practical course will cover the key techniques in molecular biology. The module will provide you with instruction, skills development and hands-on experience of molecular techniques currently used in molecular research and clinical diagnostics. |
| FORE70591 |
PRACTICAL SUPPORT |
7 |
20 |
Health, Education, Policing and Sciences |
You will develop practical skills in the analysis and interpretation of a wide range of forensic evidence, such as glass, paint, fingermarks, fibres, document, firearms, mobile phone data and vehicle collision data. In practical sessions, you will use real-life forensic instrumentation to analyse mock forensic evidence and study as part of a team in a mock crime scene practical. At the scene, you will work together to photograph and sketch the scene before locating and recovering forensic evidence consistent with the operational work of a forensic investigator. |
| FORE70264 |
PRACTICAL SUPPORT 1 |
7 |
15 |
Health, Education, Policing and Sciences |
Collect evidence correctly from simulated crime scenes, paying due consideration to avoidance of contamination and accurate packaging. Become familiar with a wide range of specialised equipment, interpret data and relate crime to potential suspect for a range of evidence. |
| FORE70291 |
PRACTICAL SUPPORT 2 |
7 |
15 |
Health, Education, Policing and Sciences |
Develop skills in the use and operation of a wide range of analytical techniques, both biological and chemical, to obtain reliable and accurate results and to evaluate influence of changes in operating parameters. |
| SOWK50326 |
PRACTICE BASED LEARNING 1 |
5 |
40 |
Health, Education, Policing and Sciences |
This module provides a unique opportunity to link theory with practice in an adults or childrens social work setting through practice-based learning. |
| SOWK60408 |
PRACTICE BASED LEARNING 2 |
6 |
40 |
Health, Education, Policing and Sciences |
This module provides a unique opportunity to link theory with practice in an adults or childrens social work setting through practice-based learning. |
| PSYC80758 |
PRACTICE LEARNING |
8 |
20 |
Health, Education, Policing and Sciences |
Practice learning is a central component of our Professional Doctorate in Health Psychology training programme. Well organised practice learning will enable you to gain professional skills and experience in the five core competences required for the Professional Doctorate. For this module you will provide an electronic repository of evidence, demonstrating your progress and reflective practice across the course of the programme. |
| SPOR70778 |
PRACTICE OF SPORT AND EXERCISE PSYCHOLOGY |
7 |
30 |
Health, Education, Policing and Sciences |
In this module you will consider issues pertinent to the practice of sport and exercise psychology. In the first part of the module a range of psychological techniques available to practitioners are outlined (e.g., self-talk, imagery). Theoretical and empirical evidence for the effectiveness of these techniques will be considered. You will be required to consider what psychological techniques are most appropriate and how they should best be applied to a range of scenarios (e.g., enhancing confidence in a novice exerciser, helping an elite athlete cope with a career ending injury). In the second part of the module the skills required to practice effectively (e.g., counselling skills, communication skills and reflective practice) are considered along with issues surrounding the delivery of psychological interventions to different groups (e.g., disabled athletes) are considered. Ethical issues that may arise during the consultancy process in sport and exercise settings are considered and discussed throughout the module. |
| SPOR70918 |
PRACTICE OF SPORT AND EXERCISE PSYCHOLOGY |
7 |
30 |
Health, Education, Policing and Sciences |
In this module you will consider issues pertinent to the practice of sport and exercise psychology. In the first part of the module a range of psychological techniques available to practitioners are outlined (e.g., self-talk, imagery). Theoretical and empirical evidence for the effectiveness of these techniques will be considered. You will be required to consider what psychological techniques are most appropriate and how they should best be applied to a range of scenarios (e.g., enhancing confidence in a novice exerciser, helping an elite athlete cope with a career ending injury). In the second part of the module the skills required to practice effectively (e.g., counselling skills, communication skills and reflective practice) are considered along with issues surrounding the delivery of psychological interventions to different groups (e.g., disabled athletes) are considered. Ethical issues that may arise during the consultancy process in sport and exercise settings are considered and discussed throughout the module. |
| SPOR70949 |
PRACTICE OF SPORT AND EXERCISE PSYCHOLOGY |
7 |
20 |
Health, Education, Policing and Sciences |
What does it take to become a Sport and/or Exercise Psychologist? In this module you will consider issues pertinent to the professional practice of sport and exercise psychology. You will learn about a range of psychological techniques available to practitioners, including self-talk and imagery, whilst understanding the theoretical underpinnings and scientific research regarding the effectiveness of these techniques. You will be required to put yourself in the shoes of a psychologist and consider which psychological techniques are most appropriate and how they should best be implemented to a range of scenarios (e.g., enhancing confidence in a novice exerciser, helping an elite athlete cope with a career ending injury). This module will also give you the opportunity to develop and practice the skills required to work effectively as a psychologist in the real-world (e.g., counselling skills, communication skills and reflective practice). |
| PARA60639 |
PRE-HOSPITAL PRACTICE EDUCATION |
6 |
20 |
Health, Education, Policing and Sciences |
What makes a good Practice Educator in the pre-hospital environment? In this module you will learn the skills and knowledge required to support pre-registration paramedic students during their practice placements. The module will equip you in such areas as creating a positive learning environment, supporting students in their transfer of theory into practice, facilitating learning and undertaking assessment and feedback in the prehospital emergency context. |
| PARA50701 |
PRE-HOSPITAL TRAUMA AND INCIDENT MANAGEMENT |
5 |
20 |
Health, Education, Policing and Sciences |
Building from the knowledge and skills gained in Introduction to Non-Technical Skills and Simulation 1 or your level 4 AAP trauma and basic non-technical skills taught sessions, you with explore the principles and management of Pre-Hospital Traumatic Injury and Major Incident, supported by the essential non-technical skills required for safe and effective care. |
| PARA50700 |
PRE-HOSPITAL TRAUMA AND INCIDENT MANAGEMENT |
5 |
20 |
Health, Education, Policing and Sciences |
Building from the knowledge and skills gained in Introduction to Non-Technical Skills and Simulation 1 you with explore the principles and management of Pre-Hospital Traumatic Injury and Major Incident, supported by the essential non-technical skills required for safe and effective care. |
| MIDW40059 |
PRENATAL CARE AND THE MIDWIFE |
4 |
30 |
Health, Education, Policing and Sciences |
This module introduces the role of the midwife during the prenatal period. The opportunities afforded in clinical placement are closely linked to the theory contained in this module. The aim of this module is to enable students to develop knowledge and understanding around; assessing the women's needs, care and management during pregnancy; consideration of the psychological, social, cultural and spiritual issues associated with pregnancy; as well as developing an understanding of the anatomy and physiology of body organs/systems and the changes related to pregnancy.Topics will include- an introduction to public health, professional, legal and ethical practice and frameworks in relation to preconception and pregnancy, practice in accordance with the Nursing and Midwifery Council standards, knowledge of wider health care team and other agencies, interpersonal and communication skills, enhancing emotional intelligence, preparation for parenting, the Baby Friendly Initiative, and the anatomy and physiology of the human body, with a particular emphasis on the effects of pregnancy and the action a midwife should take in relation to these. |
| PSYC40807 |
PREPARATION FOR COUNSELLING IN PLACEMENT |
4 |
20 |
Health, Education, Policing and Sciences |
Preparation for Counselling Placement: In this module you will be introduced to the professional, legal and ethical frameworks that will support your counselling practice.¿ You will develop a comprehensive understanding of the BACPs Ethical Framework for Good Practice in Counselling and Psychotherapy and relevant legal requirements in order to practice competently. |
| SOWK40507 |
PREPARATION FOR PRACTICE |
4 |
40 |
Health, Education, Policing and Sciences |
The Preparation for Practice module is specifically designed to equip you with the foundations for professional knowledge and skills necessary to the develop, progress and succeed in both the practice and academic elements of the course. Core topics will include, the role and function of the regulatory body and Professional Capabilities Framework (PCF), Academic writing, referencing and reflective skills and, Relationship- Based Practice. |
| SOWK40503 |
PREPARATION FOR SOCIAL WORK PRACTICE |
4 |
40 |
Health, Education, Policing and Sciences |
The Preparation for Practice module is specifically designed to equip you with the foundations for professional knowledge and skills necessary to the develop, progress and succeed in both the practice and academic elements of the course. Core topics will include, the role and function of the regulatory body and Professional Capabilities Framework (PCF), Academic writing, referencing and reflective skills, Relationship Based Practice. |
| ODPR40112 |
PREPARATION OF THE PATIENT FOR ANAESTHESIA AND SURGERY |
4 |
30 |
Health, Education, Policing and Sciences |
This module develops your learning from the Introduction to Operating Department Practice module, focusing on the patient within the clinical environment. You will focus on the preparation of the operating department and the patient for their procedure, developing and delivering individualised patient care. You will examine legal and ethical issues, including accountability, duty of care, consent, and negligence. You will explore how Equality, Diversity and Inclusion (EDI); race, culture and ethnicity; and health and social inequalities impact on patient care. You will develop your knowledge and understanding of biological sciences, including anatomy and physiology. You will reflect on the role of human factors in the reception and identification of patients, and the use of the WHO Surgical Safety Checklist; and how ergonomics in the operating department affect moving and handling of patients and equipment. Although this module does not have a practice-based element of assessment, you will spend time in clinical placement areas (organised by the University) to experience how the concepts covered in this module relate directly to your professional practice. |
| CYPF50004 |
PREPARING FOR RESEARCH WITH CHILDREN, YOUNG PEOPLE AND FAMILIES |
5 |
20 |
Health, Education, Policing and Sciences |
The module will equip learners with a range of qualitative and quantitative research methodologies and skills. The module is designed to build confidence in using research methodologies, writing research proposals and completing ethics applications. These skills will support the learner's ability to conduct research in the sector with children, young people and families. |
| EDUC50623 |
PRIMARY CORE CURRICULUM - CRITICAL UNDERSTANDING AND APPLICATION |
5 |
40 |
Health, Education, Policing and Sciences |
This module will build on your previous years studies as you deepen your knowledge and understanding of the core curriculum subjects (English, Mathematics and Science) in the context of learning and teaching in the primary school. This module provides a strong philosophical underpinning to the importance of student teachers subject knowledge in the primary school. By studying this module, you will continue to shape your own rationale for your approach to the teaching of the core subjects and to meet the needs of all learners. The module will provide you with a good understanding of approaches the core curriculum in schools and provides substantial support for your professional teaching practice. |
| EDUC60618 |
PRIMARY EDUCATIONAL PRACTICE |
6 |
30 |
Health, Education, Policing and Sciences |
This module enables detailed and systematic examination of personal and professional development. This includes the final preparations of meeting the Teacher Standards and will be evidenced by the production of a detailed and well-structured portfolio, based on the experienced gained primarily within the final two years of the course. |
| LAWS31300 |
PRINCIPLES OF ENGLISH LAW |
3 |
30 |
Health, Education, Policing and Sciences |
Designed to give you an introduction to the function of the law, the legal principles that underpin the development of the law and the legal system as we see it today. You explore the court hierarchy, role of the judiciary and jury, and the history of common law. In semester two the module examines the legal profession and routes into the profession. Each week a different area of Law is studied to provide an insight into various areas including: Family, Social Welfare, Medical, Employment and Human Rights. |
| LAWS63095 |
PRINCIPLES OF INTERNATIONAL LAW |
6 |
20 |
Health, Education, Policing and Sciences |
This module will provide students with an opportunity to study the legal rules and theories in International law. It will enable them to engage with academic literature and assess the relevance of the principles of international law in various contextual settings. Students will be able to identify sources of international law. They will consider state personality, in comparison with international bodies such as the UN and analyse the process of recognition and its operation in politics. International crimes and justice will enable students to identify a range of transgressions, gain insight into the history of the development of the crimes and understand how the International Court of Justice and International Criminal Court operates in response to crimes and issues surrounding human rights. As such, students will expand their knowledge of human rights by learning about statehood, the right to self-determination, nationality and the protection of groups such as unrecognised peoples and stateless nations. You will be able to assess operation of international law principles in context of societal changes. Amongst others, you will be able to understand laws regulating immigration, nationality, and jurisdiction for international crimes and cases. You will be able to assess the incorporation of treaties and the effectiveness of these treaties in domestic legislation. You will also understand the process of law making and the decision making in international organisations, such as the United Nations. |
| BIOL70649 |
PRINCIPLES OF MOLECULAR BIOLOGY |
7 |
15 |
Health, Education, Policing and Sciences |
On this module you will study the fundamental principles of molecular biology. This includes: the structure and function of DNA, RNA, genes and genomes: replication, processing and modifications that occur: and the mechanisms of regulation and control. |
| BIOL70661 |
PRINCIPLES OF MOLECULAR BIOLOGY (BL) |
7 |
20 |
Health, Education, Policing and Sciences |
During this module you will study the fundamental principles and techniques of molecular biology. This includes: the structure and function of DNA, RNA, genes, genomes and proteins: DNA replication, transcription, translation and the mechanisms of regulation and control. You will also get hands-on experience in our state of the art facilities during a week-long residential where you will undertake practical methods used to extract manipulate and analyse nucleic acids and proteins. |
| BIOL70577 |
PRINCIPLES OF MOLECULAR BIOLOGY (DL) |
7 |
15 |
Health, Education, Policing and Sciences |
On this module you will study the fundamental principles of molecular biology. This includes: the structure and function of DNA, RNA, genes and genomes: replication, processing and modifications that occur: and the mechanisms of regulation and control. |
| BIOL70662 |
PRINCIPLES OF MOLECULAR BIOLOGY (ON CAMPUS) |
7 |
20 |
Health, Education, Policing and Sciences |
During this module you will study the fundamental principles and techniques of molecular biology. This includes: the structure and function of DNA, RNA, genes, genomes and proteins: DNA replication, transcription, translation and the mechanisms of regulation and control. You will also get hands-on experience in our state of the art facilities where you will undertake practical methods used to extract, manipulate and analyse nucleic acids and proteins. |
| EDUC50620 |
PRINCIPLES OF OUTDOOR PEDAGOGY |
5 |
40 |
Health, Education, Policing and Sciences |
This is an exciting opportunity to experience outdoor learning and understand the theory behind the growing trend of forest schools in UK. Linking theory to practice you will experience outdoor education discovering its origins and application in educational contexts today. |
| PARA60635 |
PRINCIPLES OF PATIENT SAFETY AND PARAMEDIC PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
The Paramedic practice environment is evolving into more diverse and specialist areas. Within this module, students will build upon the knowledge gained in all previous modules to consider professional development, leadership, and an overall appreciation of the complexity of systems design and patient safety. This module will support students as they transition from university to autonomous practice. |
| PARA60641 |
PRINCIPLES OF PATIENT SAFETY AND PARAMEDIC PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
The Paramedic practice environment is evolving into more diverse and specialist areas. Within this module, students will build upon the knowledge gained in all previous modules to consider professional development, leadership, and an overall appreciation of the complexity of systems design and patient safety. This module will support students as they transition from university to autonomous practice. |
| NURS60574 |
PRINCIPLES OF PHYSICAL ASSESSMENT |
6 |
15 |
Health, Education, Policing and Sciences |
This course is designed for registered nurses and other health professionals in clinical practice who wish to acquire physical examination skills to enhance patient care and optimise service provision. Increasingly nurses and other health care professionals are required to perform patient assessments and make autonomous decisions regarding potential treatment and/or referral. This clinically focused module will form the foundation for your on-going learning in clinical assessment. It is a principles module and as such it will give you basic assessment capabilities. It has been designed to introduce you to the fundamental skills and knowledge required to take a comprehensive history and physical examination of the adult patient. |
| NURS60793 |
PRINCIPLES OF PHYSICAL ASSESSMENT |
6 |
20 |
Health, Education, Policing and Sciences |
This course is designed for registered nurses and other health professionals in clinical practice who wish to acquire physical examination skills to enhance patient care and optimise service provision. Increasingly nurses and other health care professionals are required to perform patient assessments and make autonomous decisions regarding potential treatment and/or referral. This clinically focused module will form the foundation for your on-going learning in clinical assessment. It is a principles module and as such it will give you basic assessment capabilities. It has been designed to introduce you to the fundamental skills and knowledge required to take a comprehensive history and physical examination of the adult patient. |
| LAWS51953 |
PRISON AND PROBATION LAW AND REGULATIONS |
5 |
20 |
Health, Education, Policing and Sciences |
You will study the law relating to prisoners as adults or young offenders and how this extends to their release into the community. You will gain a basic knowledge of the Prison Act 1952, the current Prison Rules and how regulations are made and developed. You will consider the implications of Prison Service Orders (PSOs) and Prison Service Instructions (PSIs) Probation Instructions and the Ministry of Justice Policy frameworks. This module is designed to provide you with an invaluable knowledge about the important rules that regulate the lives of offenders and service users. Tutors will facilitate learning about key area of the law and regulations that govern the offenders progression with the criminal justice system specifically post sentence, the custodial setting, parole and release into the community. |
| LAWS70652 |
PRIVATE CLIENT PRACTICE |
7 |
1 |
Health, Education, Policing and Sciences |
Inheritance tax, grants of probate and all associated matters are key to most trainees or lawyers and this module gives a good in depth knowledge of this area. |
| LAWS73016 |
PRIVATE CLIENT PRACTICE - BL |
7 |
1 |
Health, Education, Policing and Sciences |
Inheritance tax, grants of probate and all associated matters are key to most trainees or lawyers and this module gives a good in depth knowledge of this area. |
| LAWS62059 |
PRIVATE INTERNATIONAL LAW |
6 |
20 |
Health, Education, Policing and Sciences |
This module will provide students with an opportunity to study the legal rules applicable to when English courts will accept jurisdiction to resolve cross-border disputes (question of jurisdiction). It will also deal with the question of laws that courts apply, in determining a dispute that involves a foreign element (question of the applicable law). It will also examine the recognition and enforcement of foreign judgment in England, as well as the recognition and enforcement of English court judgment overseas (question of recognition and of enforcement). |
| PSYC70841 |
PROFESSIONAL AND CLINICAL COMPETENCE IN CBT |
7 |
40 |
Health, Education, Policing and Sciences |
In this module you will learn the professional, clinical and therapeutic competences required as a CBT Practitioner in line with BABCP minimum training standards (MTS) and the BABCP Standards of Conduct, Performance and Ethics. You will develop knowledge and understanding of professional standards, processes and frameworks used by CBT Practitioners in assessment of competence and professional development. You will develop skills in using competency measures and reflective practice. You will engage in weekly group clinical supervision in this module to effectively work with clients in clinical practice.You will learn the CBT scientist-practitioner approach through enquiry and analysis of using empirically grounded interventions in your clinical practice. The module provides experiential learning in self-practice/self-reflection through the application of CBT in our own lives and consideration of values, culture and working with difference as a CBT Practitioner. |
| BIOL40694 |
PROFESSIONAL AND PRACTICAL SKILLS FOR BIOMEDICAL SCIENTISTS 1 |
4 |
20 |
Health, Education, Policing and Sciences |
Within the module you will begin to acquire the knowledge, skills and behaviours that will enhance your prospects, horizons and personal success, thus preparing you for the expectations of a registered professional. The foundations of being able to carry out reflective, inquiry-based learning and critical analysis will be developed. Your work-ready and employability skill set will be enhanced helping give you the technological, digital and information literate underpinning expected of graduates today. Within the scientific framework we will help you begin to understand the importance of being enterprising and entrepreneurial and strengthen your ability to apply graduate attributes to a range of life experiences to facilitate life-long learning. |
| BIOL40695 |
PROFESSIONAL AND PRACTICAL SKILLS FOR BIOMEDICAL SCIENTISTS 2 |
4 |
20 |
Health, Education, Policing and Sciences |
This module continues your journey to becoming a reflective and autonomous healthcare professional. Within the module you will continue to acquire the knowledge, skills and behaviours that will enhance your prospects, horizons and personal success, thus preparing you for the expectations of a registered professional. Building from Professional and Practical Skills for Biomedical Scientists 1, this module will further develop your abilities to generate and analyse biologically derived data sets and use these to inform your practice. You will then apply these skills through discussion of quality control and assurance metrics within your laboratory. |
| BIOL40696 |
PROFESSIONAL AND PRACTICAL SKILLS FOR BIOMEDICAL SCIENTISTS 3 |
4 |
20 |
Health, Education, Policing and Sciences |
In this module you will further develop your understanding of professional practice in the context of a practicing biomedical scientist within a healthcare environment.The module will begin by contextualising biomedical scientist practice by providing an overview of health and social care systems and the integrated role of healthcare science professions in the diagnosis and monitoring of disease. The role and organisation of pathology disciplines and workforce will then be explored alongside the contributions of the wider healthcare science professions. |
| SPOR60960 |
PROFESSIONAL CLINIC |
6 |
40 |
Health, Education, Policing and Sciences |
This module will equip you to seek and attend a variety of different work placements allowing you to gain as much industry experience as possible. You will have the opportunity to work with our existing work placement partners but also our SUST Clinic which is located at the University. An exciting and rewadingrewarding module that will lead you into the world of work. |
| PSYC80747 |
PROFESSIONAL COMPETENCE IN HEALTH PSYCHOLOGY |
8 |
45 |
Health, Education, Policing and Sciences |
Sessions will be interactive in nature, and will incorporate reflexive practice within the sessions. Content will cover: development and maintenance of systems for legal, ethical and professional standards in health psychology (including in health psychology research); the use of reflection in professional practice; giving health psychology advice and guidance to others (including assessment of needs, and evaluation of advice given); and team-working skills (including issues around development and maintenance of appropriate boundaries, team roles, confidentiality issues and team leadership). You will also be taught about different organisational contexts relevant to practice, and about the importance of continuing professional development. |
| LAWS70675 |
PROFESSIONAL CONDUCT AND REGULATION |
7 |
1 |
Health, Education, Policing and Sciences |
The Solicitors Regulation Autority code of conduct is taught throughout the course in all of the modules to ensure students thoroughly understand the standards expected of legal professionals and how they apply to commonly encountered situations. Students are equipped to recognise and act appropriately when faced with ethical and professional conduct dilemmas and issues. |
| LAWS73001 |
PROFESSIONAL CONDUCT AND REGULATION - BL |
7 |
1 |
Health, Education, Policing and Sciences |
The Solicitors Regulation Autority code of conduct is taught throughout the course in all of the modules to ensure students thoroughly understand the standards expected of legal professionals and how they apply to commonly encountered situations. Students are equipped to recognise and act appropriately when faced with ethical and professional conduct dilemmas and issues. |
| PSYC70845 |
PROFESSIONAL DEVELOPMENT IN CLINICAL PSYCHOLOGY |
7 |
0 |
Health, Education, Policing and Sciences |
This module will focus on helping you develop not only your professional skills and identity but also help you with vital employability skills. You will engage with student-led journal clubs and guest speakers via the departmental research seminars as well as a series of workshops that are designed to help you recognise, audit and apply transferable and employability skills. You will document your progress in a portfolio that will include the production of an up-to-date cv and a covering letter for a potential job or further study opportunity. |
| PSYC70853 |
PROFESSIONAL DEVELOPMENT IN HEALTH PSYCHOLOGY |
7 |
0 |
Health, Education, Policing and Sciences |
Students will be required to engage in a professional development programme consisting of interactive workshops, student-led journal clubs, departmental research seminars and asynchronous activities. Content of will cover: professional issues such as codes of conduct, legal and statutory obligations and restrictions on health psychology practice in the UK context; European and international perspectives on health psychology; the future of health psychology in the UK; and how health psychology relates to other disciplines. In addition, students will be supported to engage in reflective practice relating to the knowledge and skills gained to enable them to progress to working within a range of settings and contexts relevant to health psychology. To support this, course alumni will be invited as guest speakers to share information about their own career pathways. |
| EDUC50235 |
PROFESSIONAL DEVELOPMENT: REFLECTING ON PRACTICE |
5 |
30 |
Health, Education, Policing and Sciences |
This module involves placement in two early years settings. You will work with two different age groups within the early years spectrum to extend their skills in linking theory to practice. You will build upon your experiences from the Personal, Professional and Academic Development module in your first year. It will enable practitioners to establish evidence of practical skills and learning from work based activities. You will explore your role within the two early years settings, and reflect upon your differences and similarities and relate these to the role of a professional and the implications for the children. With tutor guidance you will arrange a placement with children in to different age groups. You will engage in reflective analysis to enhance their own performance within Early Years settings. |
| LAWS51973 |
PROFESSIONAL EXPERIENCE |
5 |
20 |
Health, Education, Policing and Sciences |
This module provides you with an opportunity to enhance and improve your employability skills through undertaking a work experience placement. You will be asked to reflect upon your work experience placement which will help you to identify and explore your transferrable skills. This process will enable you to enhance your CV and improve your job interview techniques and performance. There will be a focus on how to market yourself via platforms such as LinkedIn, which can create networking and employment opportunities. |
| PSYC40824 |
PROFESSIONAL ISSUES FOR COUNSELLORS 1 - PREPARING FOR WORK IN PLACEMENT |
4 |
20 |
Health, Education, Policing and Sciences |
This module focuses on professional issues that underpin good counselling practice. You will explore topics such as equal opportunities, codes of practice, contracts, boundaries, client referral, insurance cover, and confidentiality. Students will also look at data protection, complaints procedures, ethical dilemmas and supervision, including how to prepare their client work for supervision. Additionally, student will examine on-line counselling and explore potential issues. |
| PSYC50827 |
PROFESSIONAL ISSUES FOR COUNSELLORS 2 - CASE FORMULATION AND MENTAL HEALTH |
5 |
20 |
Health, Education, Policing and Sciences |
In this module you will have the opportunity to explore a mental disorder in depth. The biological, psychological and social models of understanding mental health will be explored and you will gain knowledge and skills that will enable you to support individuals with emotional or mental disorders. The module will also support you in developing skills in professional case formulation and provides an overview of roles of helping professionals such as psychiatric nurses and psychiatrists. |
| PSYC50826 |
PROFESSIONAL ISSUES FOR COUNSELLORS 3 - SETTING UP IN PROFESSIONAL PRACTICE |
5 |
20 |
Health, Education, Policing and Sciences |
This module considers the issues involved in setting up a private professional practice. Aspects such as finding a venue, health and safety issues, insurance cover, record keeping, legal issues, fees and appropriate marketing strategies etc. will be addressed. Students will also discuss the benefits and deficits of working from home. You will develop a greater understanding of ethical issues and dilemmas. |
| PPDE40637 |
PROFESSIONAL ISSUES IN HEALTH AND SOCIAL CARE (WITH WORK EXPERIENCE) |
4 |
20 |
Health, Education, Policing and Sciences |
Within this module you will explore several theoretical and practical issues around professional practice; you will learn the core values and behaviours expected when working in any health care or social care environment, using the 6Cs (compassion, care, competence, communication, courage, commitment) to underpin professional actions. The topics you will study include: Basic Life Support, infection prevention, manual handling, the professional client relationship as an ethical problem; client centred practice; involving service users and carers in care planning; whistle-blowing; end of life decisions; consent, confidentiality, record keeping. You will complete 70 hours of Work experience in an area of Health and Social Care to support the production of a Practice Learning Plan assessing professional practice. |
| PARA50017 |
PROFESSIONAL PARAMEDIC PRACTICE |
5 |
30 |
Health, Education, Policing and Sciences |
A module to support paramedic decision making in a changing, complex health economy. The module is designed to support clinical skills and provides the students with knowledge and a critical awareness of relevant HCPC guidance, law, mental health, multi-disciplinary team working, human factors and psychosocial factors of health. |
| SPOR50935 |
PROFESSIONAL PLACEMENT |
5 |
20 |
Health, Education, Policing and Sciences |
Are you interested in gaining valuable work placement experience? This module will equip you to seek and attend a variety of different work placements allowing you to gain as much industry experience as possible. You will have the opportunity to work with our existing work placement partners but also our SUST Clinic which is located at the University. An exciting module that will lead you into the world of work. |
| SPOR60528 |
PROFESSIONAL PLACEMENT IN SPORTS THERAPY |
6 |
30 |
Health, Education, Policing and Sciences |
This module will enable you to gain experience working within a sports therapy related environment and to make an effective contribution to the operation of the host organisation.You may choose to attend a placement from a selection of University approved partners (subject to availability) or may negotiate a placement independently of your choice, subject to certain qualifying criteria. Examples of work placement host organisations may include sports therapy / injury clinics, sports teams, health clubs, or related organisations such as physiotherapy / osteopathy clinics etc... You should undertake placements at 2 different organisations. Ideally these will be from different areas of sports therapy (e.g. a sports injury clinic and a sports team, or a physiotherapy practice and a health club) so as to gain as much global experience of the industry as possible. It is expected that these placements will change approximately mid way through the module (Christmas time) and should be of roughly equal length.The module will also cover aspects of continued personal development, career options and development of a sports therapy business.During this module you will complete:A portfolio A written assignment - business / marketing planA short presentation of a business / marketing planA reflective commentary based upon their learning and performance on placementA portfolio of Society of Sports Therapy competencies A record of achieved learning outcomes linked to an activity logbook whilst on active placement |
| SPOR60950 |
PROFESSIONAL PLACEMENT IN SPORTS THERAPY |
6 |
30 |
Health, Education, Policing and Sciences |
You will gain practical experience working within a sports therapy related environment both within our internal student led SUST clinic and with an external placement host. You may choose to attend a placement from a selection of University approved partners (subject to availability) or may negotiate a placement independently. Examples of work placement host organisations may include sports therapy / injury clinics, sports teams, health clubs, or related organisations such as physiotherapy / osteopathy clinics. |
| POLI50408 |
PROFESSIONAL POLICING PRACTICE AND POLICE CULTURE |
5 |
20 |
Health, Education, Policing and Sciences |
This module will provide students with a comprehensive understanding of professional policing practice and police culture, with a particular emphasis on professional responsibility, standards, organisational culture, and procedural justice. The learning will be structured around a number of main themes: professional standards and behaviour, organisational justice and culture, exploring team-working and leadership. Firstly, students will critically examine the concepts of professional standards and professional behaviour in the context of operational policing. They will explore the processes for dealing with external complaints and expressions of dissatisfaction against members of the police service, including the role of the Independent Office for Police Conduct. Additionally, they will analyse the challenges and complexities of operational policing, such as police occupational culture, integrity, corruption, diversity, cross-cultural differences, and public perceptions. Secondly, the module will delve into the principles of procedural organisational justice and organisational culture. Students will assess the potential impact of these concepts on police officers and the overall functioning of the police service. They will investigate strategies for using procedural justice to promoting positive organisational practices. Thirdly, the module will focus on team-working and leadership in policing. Students will review key leadership principles and models, and evaluate their impact on self, others, and team dynamics. They will examine the importance of self-evaluation, self-improvement, and reflective practice in professional policing. Additionally, students will explore strategies for effective team-working, creating a healthy team environment, and addressing interpersonal conflicts within teams. Throughout the module, students will develop a critical understanding of the interplay between professional behaviour, organisational culture, procedural justice, and team dynamics. They will analyse the role of leadership in upholding professional standards, promoting an inclusive organisational culture, and fostering procedural justice within police teams. Furthermore, the module will emphasise the significance of these factors in shaping public perceptions and maintaining police legitimacy. By the end of the module, students will have acquired the knowledge and skills necessary to evaluate and address the challenges associated with professional responsibility, organisational culture, and team-working in policing, while considering their impact on overall police legitimacy. |
| POLI50414 |
PROFESSIONAL POLICING PRACTICE AND POLICE CULTURE |
5 |
20 |
Health, Education, Policing and Sciences |
This module will provide students with a comprehensive understanding of professional policing practice and police culture, with a particular emphasis on professional responsibility, standards, organisational culture, and procedural justice. The learning will be structured around a number of main themes: professional standards and behaviour, organisational justice and culture, exploring team-working and leadership. Firstly, students will critically examine the concepts of professional standards and professional behaviour in the context of operational policing. They will explore the processes for dealing with external complaints and expressions of dissatisfaction against members of the police service, including the role of the Independent Office for Police Conduct. Additionally, they will analyse the challenges and complexities of operational policing, such as police occupational culture, integrity, corruption, diversity, cross-cultural differences, and public perceptions. Secondly, the module will delve into the principles of procedural organisational justice and organisational culture. Students will assess the potential impact of these concepts on police officers and the overall functioning of the police service. They will investigate strategies for using procedural justice to promoting positive organisational practices. Thirdly, the module will focus on team-working and leadership in policing. Students will review key leadership principles and models, and evaluate their impact on self, others, and team dynamics. They will examine the importance of self-evaluation, self-improvement, and reflective practice in professional policing. Additionally, students will explore strategies for effective team-working, creating a healthy team environment, and addressing interpersonal conflicts within teams. Throughout the module, students will develop a critical understanding of the interplay between professional behaviour, organisational culture, procedural justice, and team dynamics. They will analyse the role of leadership in upholding professional standards, promoting an inclusive organisational culture, and fostering procedural justice within police teams. Furthermore, the module will emphasise the significance of these factors in shaping public perceptions and maintaining police legitimacy. By the end of the module, students will have acquired the knowledge and skills necessary to evaluate and address the challenges associated with professional responsibility, organisational culture, and team-working in policing, while considering their impact on overall police legitimacy. |
| POLI50413 |
PROFESSIONAL POLICING PRACTICE AND POLICE CULTURE |
5 |
20 |
Health, Education, Policing and Sciences |
This module will provide students with a comprehensive understanding of professional policing practice and police culture, with a particular emphasis on professional responsibility, standards, organisational culture, and procedural justice. The learning will be structured around a number of main themes: professional standards and behaviour, organisational justice and culture, exploring team-working and leadership. Firstly, students will critically examine the concepts of professional standards and professional behaviour in the context of operational policing. They will explore the processes for dealing with external complaints and expressions of dissatisfaction against members of the police service, including the role of the Independent Office for Police Conduct. Additionally, they will analyse the challenges and complexities of operational policing, such as police occupational culture, integrity, corruption, diversity, cross-cultural differences, and public perceptions. Secondly, the module will delve into the principles of procedural organisational justice and organisational culture. Students will assess the potential impact of these concepts on police officers and the overall functioning of the police service. They will investigate strategies for using procedural justice to promoting positive organisational practices. Thirdly, the module will focus on team-working and leadership in policing. Students will review key leadership principles and models, and evaluate their impact on self, others, and team dynamics. They will examine the importance of self-evaluation, self-improvement, and reflective practice in professional policing. Additionally, students will explore strategies for effective team-working, creating a healthy team environment, and addressing interpersonal conflicts within teams. Throughout the module, students will develop a critical understanding of the interplay between professional behaviour, organisational culture, procedural justice, and team dynamics. They will analyse the role of leadership in upholding professional standards, promoting an inclusive organisational culture, and fostering procedural justice within police teams. Furthermore, the module will emphasise the significance of these factors in shaping public perceptions and maintaining police legitimacy. By the end of the module, students will have acquired the knowledge and skills necessary to evaluate and address the challenges associated with professional responsibility, organisational culture, and team-working in policing, while considering their impact on overall police legitimacy. |
| SPOR60945 |
PROFESSIONAL PRACTICE AND CPD IN SPORT |
6 |
30 |
Health, Education, Policing and Sciences |
The module aims to consolidate and systematically review coach education, applying knowledge and understanding from personal experiences of coach education to the development of professional practice and meeting professional standards. The module provides you with the opportunity to experience an aspect of coach education, which serves to develop personal and professional practice. The reflection and analysis will focus upon development of specific skills, qualities and characteristics relevant to your future employment ambitions in sport and physical education. The specific personal and professional development topics within the module will change based upon current professional practice, research and standards. |
| SPOR60945 |
PROFESSIONAL PRACTICE AND CPD IN SPORT |
6 |
30 |
Health, Education, Policing and Sciences |
The module aims to consolidate and systematically review coach education, applying knowledge and understanding from personal experiences of coach education to the development of professional practice and meeting professional standards. The module provides you with the opportunity to experience an aspect of coach education, which serves to develop personal and professional practice. The reflection and analysis will focus upon development of specific skills, qualities and characteristics relevant to your future employment ambitions in sport and physical education. The specific personal and professional development topics within the module will change based upon current professional practice, research and standards. |
| BIOL40684 |
PROFESSIONAL PRACTICE FOR LIFE SCIENTISTS |
4 |
15 |
Health, Education, Policing and Sciences |
This module will introduce and develop your understanding of professional practice in the context of a practicing life scientists within many current environments and including healthcare. The module will begin by contextualising scientific practice by providing an overview of careers and professions , how they are structured, an examination of the skill sets and qualifications require, journeys toward these professions and exploration of the changing nature of scientific practice.The module will continue by discussing the healthcare professionals and including patient expectations, grounding this with the professional development and statutory regulation of biomedical scientists specifically and the monitoring and regulation of clinical pathology services (UKAS, MHRA etc). This is used as an example to illustrate and discuss the full meaning of professional practice. Other examples may be used to illustrate. Appropriate legal aspects will be covered, both in relation to autonomous professional practice (for example capacity and consent, equality and confidentiality) and also to employers and institutions (for example the Human Tissue Act and Authority). |
| SPOR60923 |
PROFESSIONAL PRACTICE IN FOOTBALL |
6 |
30 |
Health, Education, Policing and Sciences |
This module will enable you to critically evaluate emerging practice, take responsibility for your own professional development and build upon existing knowledge skills and competencies to become confident, effective and enthusiastic education professionals.The content will include the topics outlined below, however, content may vary according to current issues in the area that are apparent at the time of delivery.Amongst others, here are a series of suggested teaching topics: The Coach as a Learner; What Do Coaches Learn and Can New Knowledge Be Applied?; Professionalism in Coaching; Coach Education: The F.A. Coach Education/Professional Development Pathways; The FAs Coach Education and Development Programme: Research Informing Practice; Examining the Impact of The F.A. Youth Coach Education Programme; International Models of Coach Development and Practice; CPD Provision for the Football Coaching Workforce: What can be learnt from other professions?; A Life and Career in Football Coaching; The Application of Reflective Practice: Reflective Learning in the Practices of FA Football Coaches; Working with Adults in a Professional Environment; Working with Children in a Professional Environment; Safeguarding: Sports Coaches and their Responsibilities; Future Directions in Coaching Research; The Future of Sports Coaching. |
| SOCY50581 |
PROFESSIONAL PRACTICE PLACEMENT |
5 |
30 |
Health, Education, Policing and Sciences |
This module offers the opportunity to experience the professional world of work in a public, voluntary or community organisation or a registered charity. Particular attention is paid to an appreciation of the ethical, practical, technical and financial (resource) issues involved in working with and for these sectors in the audit-driven culture of the twenty-first century. Students will typically be working with professional staff in the support of customers who experience some form of social disadvantage and require support and/or may be working in a profession related to their prospective career for example, students may wish to seek a placement with the probation service or a charity supporting people who have been released from prison or a local service supporting people with drug or alcohol mis-use problems. Alternatively, students might be required to contribute towards or conduct a small-scale research/evaluation project for the organisation or profession. Students are supported in choosing their placement, supported to secure that placement and then supported throughout that placement. |
| PSYC80733 |
PROFESSIONAL RESEARCH 1 |
8 |
30 |
Health, Education, Policing and Sciences |
This module will examine the philosophical underpinnings of research approaches and the challenges of conducting ethically sound and practically relevant research by psychologists within clinical contexts under experimental and non-experimental conditions. The module will introduce the critical appraisal of evidence, with reference to standardised appraisal tools such as CASP and PRISM. A range of research designs and methods will be introduced, including qualitative and quantitative designs, participatory approaches such as action research, and wider designs such as Q methodology and repertory grid technique. The use of 'industry standard' statistical software such as SPSS will be introduced. Differentiated teaching in statistical analysis is arranged to encompass the diverse entry/knowledge levels of trainees.Consideration will also be given to research management skills and conducting ethical research within the health and social care context, including the independent peer review process, gaining access to research sites/participants, the process of gaining ethical and NHS approval to carry out research, and preparing effective research proposals. Teaching also includes one-to-one discussions around research thesis topics and methods. |
| PSYC80759 |
PROFESSIONAL RESEARCH 1 |
8 |
40 |
Health, Education, Policing and Sciences |
This module will extend (from Undergraduate) your knowledge of a range of research methods and analytic tools, as well as offering an opportunity to re-visit more basic methods as a refresher. Relevance of research to clinical psychology is woven through all the teaching and learning on this module. You will be introduced to the critical appraisal of evidence, guided by standardised appraisal tools. A range of research designs and methods will be covered, including qualitative and quantitative designs and research governance. Consideration will also be given to research management skills and conducting ethical research within the health and social care context, including gaining access to research sites/participants, the process of gaining ethical and NHS approval to carry out research, and preparing effective research proposals. Teaching also includes one-to-one discussions around research thesis topics and methods.¿¿¿¿ |
| PSYC80734 |
PROFESSIONAL RESEARCH 2 |
8 |
30 |
Health, Education, Policing and Sciences |
Teaching includes a mix of lectures, workshops and computer laboratory sessions. Research topics, process, governance, ethics, and advanced statistical and qualitative methods and techniques will be explained, discussed and explored/practised. Research approaches included will be questionnaire design and analysis, multiple regression, analysis of variance, single n designs, narrative or discourse analysis, IPA and grounded theory. Advanced research governance will be covered by means of mandatory Good Clinical Practice training (certificated).There will be focused teaching around conducting a systematic literature search and conducting/ writing a literature review. |
| PSYC80760 |
PROFESSIONAL RESEARCH 2 |
8 |
60 |
Health, Education, Policing and Sciences |
This module continues to explore the range of research methods, analytic tools and processes appropriate to research in clinical psychology, as introduced to you in the Professional Research 1 Module.¿ Teaching includes a mix of lectures, workshops and computer laboratory sessions. Research topics, process, governance, ethics, and advanced statistical and qualitative methods and techniques will be explained, discussed and explored/practised.¿ Research approaches included will be questionnaire design and analysis, multiple regression, analysis of variance, single n designs, meta-analysis, narrative analysis, IPA and grounded theory. Advanced research governance will be covered by means of mandatory Good Clinical Practice training (certificated) and further teaching on ethics. There will be focused teaching around conducting a systematic literature search and conducting/ writing a literature review.¿¿ |
| PSYC80735 |
PROFESSIONAL RESEARCH 3 |
8 |
60 |
Health, Education, Policing and Sciences |
This module focuses on the practical process of conducting research within the NHS, social care and related clinical settings, with a particular focus on relevance and application to clinical psychology. Dedicated workshops are held on writing the research report to the standard required for submission to a peer reviewed journal; writing an executive summary/practice report, presenting material orally, and on preparing material for publication. Attention will also be given to the use of research supervision and to the oral defence of the thesis. |
| PSYC80761 |
PROFESSIONAL RESEARCH 3 |
8 |
60 |
Health, Education, Policing and Sciences |
This module focuses on the practical process of conducting research within the NHS, social care and related clinical settings, with a particular focus on relevance and application to clinical psychology. Dedicated workshops are held on writing the research report to the standard required for submission to a peer reviewed journal; writing an executive summary/practice report, presenting material orally, and on preparing material for publication. Attention will also be given to the use of research supervision and to the oral defence of the thesis.¿¿ |
| PSYC80752 |
PROFESSIONAL SKILLS IN HEALTH PSYCHOLOGY |
8 |
40 |
Health, Education, Policing and Sciences |
In this module you will reflect on your development as a health psychologist. Sessions will be interactive in¿nature, and¿you will get the opportunity to share reflective practice within the sessions as well as guided reflection on real life situations. Content includes: development and maintenance of systems for legal, ethical and professional standards in health psychology; working effectively in teams; communication skills in different contexts; reflections on your development as a health psychologist and career development. There will also be sessions run by registered health psychologists working in different settings. |
| SOWK60411 |
PROFESSIONAL SOCIAL WORK PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to prepare you to be a professionally qualified social worker. The themes of the module reflect the real-world challenges of working in organisations that provide social work services, with a focus onthe global, political and organisational that impact on social work, and the knowledge, skills and values that professional social workers can use to overcome ethical dilemmas or challenges that present in practice. |
| EDUC50626 |
PROFESSIONAL STUDIES - CRITICAL ANALYSIS AND PROFESSIONAL COMPETENCIES |
5 |
20 |
Health, Education, Policing and Sciences |
Building on the Professional Studies module from Level 4, this module will deepen your understanding of issues in education and your development as a professional. You will learn more about how schools monitor the safety and wellbeing of their children and will also investigate the wide range of assessment activities that take place and how the information from these is used. You will continue to reflect on your continuing professional development and continue to develop your professional persona and practice. |
| EDUC40621 |
PROFESSIONAL STUDIES - REFLECTION AND PROFESSIONAL PROBLEM SOLVING |
4 |
40 |
Health, Education, Policing and Sciences |
Through taught university sessions, this module helps you to learn what it means to be an education professional and how to develop your professional skills and attributes. You will engage in reflection about your own values and how these impact on your practice in school and will also reflect throughout the year on your work in your placement, identifying what you are doing well and what your next steps are in your journey to becoming an excellent qualified teacher. |
| EDUC60651 |
PROFESSIONAL STUDIES - TEACHER IDENTITY AND RESEARCH INFORMED PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
This module builds on the previous Professional Studies modules in Levels 4 & 5. In your final year, you will develop an understanding of different structures in the education system and the implications for staff and children. The module will also focus on preparing you for your first job interview, guiding you through the whole application process using a supportive but challenging approach. |
| NURS40110 |
PROFESSIONAL VALUES, ATTITUDES AND BEHAVIOUR |
4 |
30 |
Health, Education, Policing and Sciences |
The aim of this module is to introduce students to some key concepts for nursing - namely professional values, attitudes and behaviour; moral legal and ethical issues; the nature of what it is to be a nurse. It recognises that there are different types of learning (knowledge, skill and attitude) and that each is important and equally valuable in the context of care and caring. |
| MIDW40129 |
PROFESSIONAL, LEGAL AND ETHICAL CONSIDERATIONS |
4 |
20 |
Health, Education, Policing and Sciences |
This is an interprofessional module taught across Nursing and Midwifery programmes. You will be introduced to the foundations of professional, legal and ethical considerations in health practice. The teaching and learning are provided from a wide range of academics with expertise in a wide range of areas. You will have the opportunity to learn collaboratively with adult, mental health, childrens nursing and midwifery students. |
| FORE50341 |
PROFESSIONALISING INFORMATION AND INTELLIGENCE |
5 |
15 |
Health, Education, Policing and Sciences |
This module will enable students to build on their knowledge and understanding from Introduction to Information & Intelligence (level 4) and be supported to apply and further explore these important pillars of policing delivery. There will be a significant focus on the National Intelligence Model and National Briefing Model. The importance of partnership working, data protection, information sharing, problem solving and the development of ethical and legal sources of information will be explored in detail and placed in the context of police operations. The importance and relevance of community intelligence to tackle terrorism and linked criminality (including money laundering, fraud and identity theft) will be a theme running through this module.This module will cover:Planning interventions to tackle issues and problemsThe role and functions of intelligence in counter-terrorismThe links between terrorism and other forms of criminalityInformation and intelligence held by other agenciesData protection and data managements regulations and protocols |
| FORE50342 |
PROFESSIONALISING INVESTIGATION |
5 |
30 |
Health, Education, Policing and Sciences |
Using their foundation knowledge from the Introduction to Investigation module, students will expand and enrich their knowledge and understanding of criminal investigations by focussing on legislation, policy, procedure and investigative techniques surrounding complex investigations. The module will analyse, evaluate and synthesise a range of investigative and evidence gathering opportunities whilst considering the role of specialist and the specific needs of victims and witnesses. Students will investigate the crucial role of disclosure and how this responsibility is discharged within the complex crime arena. Students will examine the concept of abuse affecting specific vulnerable groups, the impact of such crimes at a personal and family level together with personal and public attitudes to abuse and the control measures to prevent the abuse of power by public officials. Throughout the module students will consider how digital crime links with complex criminal investigations and the impact of such crimes on individuals and businesses.This module will cover:Breadth and range of abuse incidents and impact on victimsAttitudes, values and biases impacting on investigations and police integrityThe role of MAPPA and community intelligencePotential links between serious crime and public protectionThe role and impact of the media on public protection strategiesComplex digital facilitated crime and their impactStatutory processes relating to detained persons in custodyOut-of-court disposalsProcesses for disclosure of material to the CPSRoles, processes and specialists associated with complex investigations, Victim and witness care during complex investigations |
| FORE50380 |
PROFESSIONALISING INVESTIGATION |
5 |
20 |
Health, Education, Policing and Sciences |
This is a core module which is taught during semester 2. During semester 2 the module provides a detailed and comprehensive understanding of the legal framework of investigation relative to arrest and bail, disclosure of evidence, search, detention, identification and interviewing of suspects in accordance with the Police and Criminal, Evidence Act 1984. Students will also apply their knowledge through a series of practical exercises regarding interviewing the complainant, witness and suspect about a variety of criminal offences before producing a portfolio of evidence. The module concludes with the student giving evidence on their portfolio before a Moot Court. |
| FORE50343 |
PROFESSIONALISING POLICING |
5 |
30 |
Health, Education, Policing and Sciences |
The module will build on the knowledge from the level 4 module Introduction to Policing and will enable the student to meet the above learning outcomes.In this module students will study the law, theory and practice of relevant legislation. They will also study national and strategic policing policy, practice and guidance which impacts upon the development and delivery of a professional police service. The roles and responsibilities of those charged with ensuring that the police deliver an unbiased, ethical and fair service ensuring that the police approach must value inclusivity, diversity and recognise vulnerability will be emphasised. This will include the College of Policing, Her Majestys Inspectorate of Constabulary Fire & Rescue, Independent Office of Police Conduct and Police & Crime Commissioners.Professional decision making, utilising the National Decision-Making Model and the application of The College of Policing Authorised Professional Practice and guidance will be studied, as will the concept of police discretion and the barriers to effective decision making. The module content will include sessions where students apply their knowledge and understanding of legislation, national policy and guidance when examining a number of key critical incidents, cases and policing scenarios to enable them to recognise them and identify appropriate strategies to deal with them. This module will cover:Specific legislation applicable when dealing with policing incidentsStrategic and professional context of policingTheories and concepts of ethical and professional approaches to policing, including the recording of police incidentsPolice governance, accountability and professional standards Discretion and decision-making strategies, including the National Decision ModelImportance of police response to vulnerable peopleThe impact of abuse on victimsPartnership collaboration with respect for offender rehabilitation Understand social, political and strategic drivers and the strategies deployed within response policing. |
| FORE50379 |
PROFESSIONALISING POLICING |
5 |
20 |
Health, Education, Policing and Sciences |
This module will cover national and strategic policing policy, practice and guidance which impacts upon the development and delivery of a professional police service.¿ It will outline roles and responsibilities of those charged with ensuring that the police deliver an unbiased, ethical and fair service ensuring that the police approach must value inclusivity and diversity. Cases will be examined where professional standards may have fallen below acceptable levels. Students will also have the opportunity to apply learning about professional decision making.It will include sessions where students apply their knowledge and understanding when examining a number of key critical incidents, cases and policing scenarios. The inclusion of discussions of developing policing issues and associated media items will ensure that the module remains up to date and contemporary thereby positioning the students to successfully explore a career in law enforcement.¿There will be one written assessment of a 2000-word assignment where students will critique the police response to a high-profile case or event, applying their knowledge of contemporary policing policy and practice.¿ |
| FORE50344 |
PROFESSIONALISING RESPONSE |
5 |
15 |
Health, Education, Policing and Sciences |
The module will build on the knowledge from the level 4 module, Introduction to Response, and will enable the student to meet the above learning outcomes.In this module students will study the law, theory and practice of relevant legislation. They will also study national policing policy and guidance which focuses on how the UK professionally identify and ethically respond to a variety of major and critical incidents. Students will also examine how the police service works with the other emergency services. They will also examine how the police respond to developing challenging situations for example knife crime and street gang culture. They will also examine the how the police respond to and make decisions in developing firearms situations. The issue of a persons vulnerability and how this is recognised and may impact on the appropriateness of the police response will also be explored. Students will also examine how the UK road network is policed strategically and safely including obtaining an understanding of the legislation relating to complex road investigations and commercial vehicle enforcement. They will obtain an understanding of how to identify and disrupt specific criminality facilitated by the roads network.This module will cover:Situational and environmental factors which may affect vulnerable people and the different approaches to support them High-profile, critical and major incidents that inform best policing practiceThe role of police within joint emergency services operationsSpecific challenges faced by response officers in complex situationsPolice powers in relation to commercial vehicle enforcementProblem solving processes for incidents and collisions on the roadsCriminal activities facilitated by the roads network and police tactics for disruption |
| EDUC50486 |
PROFESSIONALISM AND EDUCATIONAL STRATEGIES |
5 |
30 |
Health, Education, Policing and Sciences |
This module involves placement in an educational setting which, if possible, differs in age group and nature to your first year placement in order to extend your skills in linking theory to practice. You will build upon yours experiences in your first year which will enable you to demonstrate practical skills and learning from the work based activities. You will explore your role in the setting, relating these to the role of a professional and the implications for the learners. |
| EDUC50604 |
PROFESSIONALISM AND PRIMARY EDUCATION |
5 |
30 |
Health, Education, Policing and Sciences |
This module will enable you to reflect on you personal and professional development and your journey to meeting the Teacher Standards. You will have the opportunity to demonstrate learning and reflection of continuing personal and professional development in terms of how you co-operate, collaborate and interact with others in schools. This will primarily concern your interactions with children and your teaching skills but will also include the wider role of the teacher, for example, working with other adults. |
| PPDE70822 |
PROJECT BASED CHANGE |
7 |
40 |
Health, Education, Policing and Sciences |
This project-based change dissertation is regarded as the culmination and centrepiece of a masters award pathway and is a large piece of work, based upon a significant and largely independent critical investigation and an evaluation of your chosen project topic. In this module, that topic will ideally be related to your workplace and you will explore the implications of change in an organisation and your role in implementing this change and improving the service delivered. As part of this, you may carry out primary or secondary data collection and analysis, audit as well as undertaking a literature review to support your change. Whichever methods you adopt, the implementation of change and its effects on the organisation will be paramount in your discussion and analysis. |
| PPDE70211 |
PROJECT BASED CHANGE |
7 |
60 |
Health, Education, Policing and Sciences |
This project-based change dissertation is regarded as the culmination and centrepiece of a masters award pathway and is a large piece of work, based upon a significant and largely independent critical investigation and an evaluation of your chosen project topic. In this module, that topic will ideally be related to your workplace and you will explore the implications of change in an organisation and your role in implementing this change and improving the service delivered. As part of this, you may carry out primary or secondary data collection and analysis, audit as well as undertaking a literature review to support your change. Whichever methods you adopt, the implementation of change and its effects on the organisation will be paramount in your discussion and analysis. |
| SPOR60956 |
PROJECT BASED LEARNING |
6 |
40 |
Health, Education, Policing and Sciences |
This is your opportunity to complete a project which focuses upon an aspect of physical education &/ sports coaching that you have a specific interest in, which can help facilitate career aspirations/ambitions, as well as providing you with a multitude of research skills. The employability skills developed during this module are transferable across a range of sporting industries and should help provide students with the flexibility to tailor their assessment to support potential career development. |
| FORE60375 |
PROJECT IN POLICING AND CRIMINAL INVESTIGATION |
6 |
40 |
Health, Education, Policing and Sciences |
This module provides students with the opportunity to devise, plan, execute and report on a substantial piece of independent work in policing or criminal investigation or a related aspect. The module requires students to source literature from a variety of sources to inform their project, design a piece of research, collect primary or secondary data using systematic methods, and critically evaluate all the data which have been assembled, drawing appropriate conclusions and recommendations. This is the culmination of the learning and skills acquired from earlier stages of your degree and an opportunity for students to research a topic of their choosing that they are passionate about. |
| ACCT30008 |
PROJECT PRESENTATION |
3 |
20 |
Health, Education, Policing and Sciences |
This module aims to help you develop and practise a set of essential presentation skills that will be employed when you progress on to the degree in your chosen subject area and into your career. |
| MIDW40135 |
PROMOTING EXCELLENCE AS A COLLEAGUE, SCHOLAR AND LEADER 1 |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces the essential role of midwives in upholding the quality and safety of maternity care. With a focus on preventing harm and enhancing positive outcomes, you will examine the pivotal contributions midwives make to effective teamwork and continuous improvement in healthcare environments. Through interactive learning experiences, you will begin to identify your own strengths and appreciate the significance of ongoing professional development. Additionally, you will gain insight into the diverse career pathways available in midwifery, spanning practice, education, research, management, leadership, and policy arenas. |
| MIDW53100 |
PROMOTING EXCELLENCE AS A COLLEAGUE, SCHOLAR AND LEADER 2 |
5 |
20 |
Health, Education, Policing and Sciences |
This module builds on Promoting Excellence as a Colleague, Scholar and Leader 1 focusing on developing your understanding in the crucial role of midwives in ensuring quality and safety in maternity care. You will develop your skills in promoting positive outcomes and experiences while actively contributing to effective team dynamics and quality improvement efforts. Through exploration and reflection, you will identify your developing personal strengths and learn to support others, including students and colleagues. Additionally, you will explore more advanced professional development activities and gain insight into the diverse career pathways within midwifery, spanning practice, education, research, management, leadership, and policy realms. |
| MIDW60709 |
PROMOTING EXCELLENCE AS A COLLEAGUE, SCHOLAR AND LEADER 3 |
6 |
20 |
Health, Education, Policing and Sciences |
This module builds on the skills acquired in Promoting Excellence as a Colleague, Scholar and Leader 2 and focuses on advancing you to achieve the required level of proficiency in enhancing the quality and safety of maternity care through innovative practices and leadership strategies. You will be supported to excel in fostering collaborative teamwork and exploring ways in which you can lead continuous improvement initiatives within healthcare systems. With a profound understanding of your own strengths and those of others, you will understand the leadership roles you will play as a registered midwife in supporting and supervising colleagues, students, and fellow professionals. Through tailored professional development activities, you will explore various career pathways in practice, education, research, management, leadership, and policy, and ways in which you will be able to make significant contributions to the advancement of the midwifery profession, once qualified. |
| MIDW60068 |
PROMOTING NEONATAL HEALTH |
6 |
30 |
Health, Education, Policing and Sciences |
The focus of this module is on the neonate and how the midwife can promote neonatal health through provision of direct care to the neonate and indirect care to his/her parents. The module will form the foundation for your achievement of NIPE (Neonatal and Infant Physical Examination) competence and also includes a 2 day Breastfeeding and Building Relationships workshop ( aligned to UNICEF BFI). This also links to clinical experience in Neonatal Intensive care unit as well as midwifery placements. |
| MIDW50087 |
PROMOTING REPRODUCTIVE HEALTH |
5 |
20 |
Health, Education, Policing and Sciences |
The focus of this module is to explore the physical, psychological, social and cultural factors which influence womens reproductive health. The aim of this module is to develop depth of knowledge surrounding womens reproductive health and the role of the midwife and the multi-professional team in providing holistic care for childbearing women. Contemporary topic areas will be explored. Some examples incorporate international womens health, contraceptive methods, mental health, communication, stress management, womens health screening, sexuality, human rights, and sexual and reproductive rights. Global, national, regional and local health strategies will be reviewed with reference to womens reproductive health and the role of the midwife in promoting sexual health. |
| MIDW50093 |
PROMOTING REPRODUCTIVE HEALTH |
5 |
20 |
Health, Education, Policing and Sciences |
The focus of this module is to explore the physical, psychological, social and cultural factors which influence womens reproductive health.¿¿ The aim of this module is to develop¿depth of knowledge surrounding womens reproductive health¿and¿the role of the midwife and the multi-professional team in providing holistic care for childbearing women.¿¿ Contemporary¿topic areas will be explored. Some examples¿incorporate international womens health, contraceptive methods,¿mental health, communication, stress management,¿womens health screening, sexuality, human rights, and sexual and reproductive¿rights.¿ Global, national, regional and local health strategies will be reviewed with reference to¿womens reproductive health and the role of the midwife in promoting¿sexual health.¿ |
| MIDW50061 |
PROMOTING WOMENS HEALTH AND WELLBEING |
5 |
30 |
Health, Education, Policing and Sciences |
Reflection as a part of learning |
| LAWS51974 |
PROPERTY LAW |
5 |
20 |
Health, Education, Policing and Sciences |
Property permeates a multitude of legal disciplines in law, affecting private individuals and companies. It is also often the most valuable asset that individuals own. Therefore, it is an important area of law to understand as it feeds into practice areas like civil litigation, housing, residential and commercial property, corporate mergers and acquisitions, insolvency and many more. This module will introduce you to some of the core principles of the law governing property. The module will develop your understanding of property law and introduce you to some of property laws more practical aspects that affect daily life. In addition, the client interview element of the module assessment will build on your practical practice skill set, improving your employability and building on your confidence. |
| LAWS51701 |
PROPERTY LAW AND APPLICATION |
5 |
30 |
Health, Education, Policing and Sciences |
You will explore the legal principles and legislation applicable to Property Law (Land) and be introduced to the importance and relevance of these in practice. You will gain an insight into property law from the academic, practitioner and judicial perspective in order to gain an understanding of how this area has evolved and why it is still applicable to the modern buyers and sellers of residential or commercial property. |
| LAWS51960 |
PROPERTY LAW AND APPLICATION DL |
5 |
20 |
Health, Education, Policing and Sciences |
Property Law and Application is a highly relevant subject not only in the professional context but on a daily basis. Studying this subject will help you understand the legal concepts behind home ownership, rental of domestic properties, rights of way and other concepts. We will consider practical application of the law to problems and issues to aid your comprehension of a subject that affects us all. |
| LAWS70676 |
PROPERTY LAW AND PRACTICE |
7 |
1 |
Health, Education, Policing and Sciences |
Dealing with property matters in a synchronised sale and purchase is just part of this essential core subject. On completion of this module students will have a detailed practical knowledge of the law necessary to undertake the work of a trainee solicitor in a conveyancing department. Realistic case studies are used to illustrate the critical nature of deadlines and the impact of legal work on client's lives. |
| LAWS73002 |
PROPERTY LAW AND PRACTICE - BL |
7 |
1 |
Health, Education, Policing and Sciences |
Dealing with property matters in a synchronised sale and purchase is just part of this essential core subject. On completion of this module students will have a detailed practical knowledge of the law necessary to undertake the work of a trainee solicitor in a conveyancing department. Realistic case studies are used to illustrate the critical nature of deadlines and the impact of legal work on client's lives. |
| PSYC40798 |
PSYCHOLOGICAL CONTEXTS OF CRIME AND PUNISHMENT |
4 |
30 |
Health, Education, Policing and Sciences |
This module aims to provide you with an introduction to, and exploration of, some of the major psychological contributions towards the understanding of contemporary and key issues in crime, law and legal process. The topics focus on two main themes which begin with psychological contexts of crime and continue with the psychological contexts of punishment. The first theme will include the role of psychology in the investigation of crime, public perceptions of crime and the Criminal Justice System, and the second theme will include pleas and sentencing, the role of prison and ex-offender reintegration into society. Throughout the module, the importance and impact of representations of crime and punishment in the media will be reviewed, and the impact of these representations within psychological contexts will be evaluated. |
| PSYC50817 |
PSYCHOLOGICAL INTERVENTIONS |
5 |
20 |
Health, Education, Policing and Sciences |
This is your opportunity to find out more about lots of different areas of psychology, and how psychology can be used to help people in different aspects of their lives. This module will help you to develop an in-depth knowledge of various psychological interventions, including health interventions, clinical interventions, and counselling interventions. You will consider recent psychological evidence and will discover how psychological interventions can contribute to improving peoples' health and wellbeing. |
| PSYC70848 |
PSYCHOLOGICAL RESEARCH DESIGN AND PLANNING |
7 |
20 |
Health, Education, Policing and Sciences |
In this module students will be supported to design and plan rigorous, coherent and ethically-sound research in the students topic area of choice within the field of clinical psychology. Students will be allocated an academic supervisor who will provide guidance and support in developing a research proposal. |
| PSYC70827 |
PSYCHOLOGY DISSERTATION |
7 |
60 |
Health, Education, Policing and Sciences |
This module provides students with the opportunity to conduct, under supervision, independent psychological research in one of a broad range of areas. |
| PSYC60806 |
PSYCHOLOGY DISSERTATION |
6 |
40 |
Health, Education, Policing and Sciences |
This module will involve a desk based literature search and critical review of a chosen topic within Psychology, to be agreed with your allocated supervisor. This could include a review of a particular body of psychological research literature or the presentation of an extended critical evaluation of a smaller population of identified papers. Research will be confined to published sources, and no primary data collection will take place. |
| SOWK40510 |
PSYCHOLOGY FOR SOCIAL WORK |
4 |
20 |
Health, Education, Policing and Sciences |
This module will help you to view the world differently and allow you to explore the different ways you can understand behaviour and society andproviding new insights into the strengths and vulnerabilities which make us human. You will be given the opportunity to investigate key psychological theories and apply them to a case study. This is an exciting and challenging module that will provide you with an essential knowledge base to make a difference as a professional social worker. |
| PSYC40819 |
PSYCHOLOGY IN THE JUSTICE SYSTEM |
4 |
20 |
Health, Education, Policing and Sciences |
How can psychology explain and influence issues within the Criminal Justice System? This module will provide you with an introduction to, and evaluation of, some of the ways in which psychological research and theories can help us to understand contemporary and key issues that we see in Criminal Justice cases in a number of areas including policing, interviewing and in the court room, setting the scene for explorations into criminal behaviours and impacts in later modules. |
| PSYC50677 |
PSYCHOLOGY OF CRIME |
5 |
15 |
Health, Education, Policing and Sciences |
This module will explore some of the major psychological contributions towards understanding crime and criminal behaviour. Developmental, social and genetic contributions towards understanding the psychology of criminality and the individual experience of crime will be considered. Also included will be critical evaluations of the methodologies adopted by researchers in the field and the contributions of this psychological research towards understanding contemporary and key issues such as juvenile offending and violent offending. |
| PSYC50676 |
PSYCHOLOGY OF CRIME AND CRIMINAL JUSTICE |
5 |
30 |
Health, Education, Policing and Sciences |
This module will explore some of the major psychological contributions towards understanding crime, criminal behaviour and the role of psychology in the criminal justice system. Developmental, social and genetic contributions towards understanding the psychology of criminality and the individual experience of crime will be considered. Also included will be critical evaluations of the methodologies adopted by researchers in the field and the contributions of this psychological research towards understanding contemporary and key issues such as juvenile offending, violent offending, the investigative process, interviewing and testimony, the courtroom, jury and judge decision making and sentencing. |
| PSYC50802 |
PSYCHOLOGY OF CRIME AND CRIMINALITY |
5 |
30 |
Health, Education, Policing and Sciences |
This module will explore some of the major psychological contributions towards understanding crime, criminality and criminal behaviour. Developmental, social and genetic contributions towards understanding the psychology of criminality and the individual experience of crime will be considered. Also included will be critical evaluations of the methodologies adopted by researchers in the field and the contributions of this psychological research towards understanding contemporary and key issues such as criminological neuroscience, juvenile offending, violent offending, stalking and rehabilitative interventions. |
| PSYC50818 |
PSYCHOLOGY OF CRIME AND SERIOUS OFFENDING |
5 |
40 |
Health, Education, Policing and Sciences |
Why do people commit crimes and what, as researchers, do we need to consider? Building on what you covered at Level 4, this module will move on to explore some of the major psychological contributions towards understanding crime, criminal behaviour, serious offending and the individual experience of crime. You will also evaluate methods used by researchers and how much the psychological research can explain to help us understand contemporary and key issues such as juvenile offending, violent offending and stalking. |
| PSYC60807 |
PSYCHOLOGY OF OPPRESSION AND EMPOWERMENT |
6 |
20 |
Health, Education, Policing and Sciences |
The module will consider a number of contemporary socio-political issues at national and global level and will evaluate the contribution of psychological theories, research and practice towards addressing and influencing such issues, including those of oppression and empowerment in society. The areas/issues may vary from year to year, according to socio-political developments, but will include mental health, poverty, gender/sexuality, war, politics and law, in a variety of contexts such as the workplace, media, education, welfare, or health. The module will address issues of representation, theorisation and research in psychological applications to these areas and will evaluate the ethical and professional consequences and implications thereof, as well the impact of these challenges on professional and discipline development in psychology. |
| PSYC50810 |
PSYCHOLOGY OF SOCIAL PERCEPTION |
5 |
20 |
Health, Education, Policing and Sciences |
How can we use psychology to improve the world we live in? In this module, we consider a variety of social issues and how we can use social psychology to not only explain these phenomena but to help us solve real of the most pressing issues of our time. You will learn key skills such as how to apply psychological theory and how to use social psychology to support your views, while also developing a deeper appreciation for the field's current and historical issues. Finally, the blog assessment on this module gives you the chance to apply your knowledge to areas that interest you! |
| SPOR60977 |
PSYCHOLOGY OF SPORTS PERFORMANCE |
6 |
20 |
Health, Education, Policing and Sciences |
How to maximise your chances to perform at your optimum! In this module, you will consider issues pertinent to the competitive world of performance psychology. You will explore how individuals respond to and function across various competitive situations, such as sport, business, military, and exercise. Key issues regarding the application of psychology will include ethics, adherence issues, methods of evaluation, and measuring effectiveness. During the module, you will also explore and practice the use of a range of psychological strategies (e.g., imagery, self-talk) to maintain and enhance performance. |
| PSYCP0001 |
PSYCHOLOGY PLACEMENT YEAR |
P |
120 |
Health, Education, Policing and Sciences |
Students on all undergraduate Psychology awards can opt to undertake a placement (sandwich) year; a structured work experience opportunity which enables you to develop your skill set and to develop your employability confidence. The purpose of the student placement is to enable students to learn and to gain valuable experience within a work environment. Placements can be undertaken abroad. You will be encouraged to source your own placement with support from the university. This experience is designed to integrate with and complement the academic studies that you undertake as part of your Psychology degree. |
| PSYC60808 |
PSYCHOLOGY PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
The Psychology Project is an opportunity for you to apply understanding of psychological theory and research methods in answering specific research questions of your own choosing. During the course of the module, you will need to develop a detailed understanding of current psychological theory and research findings in one, narrowly focused area. You will also need to develop and refine your research skills. These will include skills in literature searching, in research design and planning, in data collection, in data analysis, in research reporting and in reflecting on the research process. How you go about developing your understanding of the psychology of your research topic, and how you develop your research skills, is very much up to you - you will be responsible for planning and timetabling your own learning. Your learning will be supported throughout the module. You will be allocated a member of staff who will supervise your project and will be available to provide advice within the framework detailed in the module handbook. Your learning will be supported by timetabled sessions that aim to assist you in developing, running and writing up your project as well as the library and electronic infrastructure with which you will already be familiar. |
| PSYC60831 |
PSYCHOLOGY PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
The Psychology Project is an opportunity for you to apply understanding of psychological theory and research methods in answering specific research questions of your own choosing. During the course of the module, you will need to develop a detailed understanding of current psychological theory and research findings in one, narrowly focused area. You will also need to develop and refine your research skills. These will include skills in literature searching, in research design and planning, in data collection, in data analysis, in research reporting and in reflecting on the research process. How you go about developing your understanding of the psychology of your research topic, and how you develop your research skills, is very much up to you - you will be responsible for planning and timetabling your own learning. Your learning will be supported throughout the module. You will be allocated a member of staff who will supervise your project and will be available to provide advice within the framework detailed in the module handbook. Your learning will be supported by timetabled sessions that aim to assist you in developing, running and writing up your project as well as the library and electronic infrastructure with which you will already be familiar. |
| PSYC50742 |
PSYCHOLOGY RESEARCH ASSISTANTSHIP |
5 |
15 |
Health, Education, Policing and Sciences |
This module provides the opportunity for you to gain experience working in research in psychology. In this module you will: - work in conjunction with a named supervisor on a suitable psychology research placement opportunity, engaging in research design, literature searching and/or data collection, as befits the research opportunity. - undertake the equivalent of a one-week full-time individual work placement |
| PSYC50821 |
PSYCHOLOGY RESEARCH ASSISTANTSHIP |
5 |
20 |
Health, Education, Policing and Sciences |
Are you interested in psychological research and want to gain first-hand insight into what is involved working as a researcher? This module provides the opportunity for you to gain real-world experience, working in a placement on a psychological research study, supervised by a research active member of staff. You will assist with various aspects of the research study you are assigned to, developing numerous transferable skills in the process; this is an excellent opportunity to build your CV and find out about the world of psychology research. |
| PSYC70693 |
PSYCHOLOGY RESEARCH METHODS |
7 |
30 |
Health, Education, Policing and Sciences |
In this module training will be provided in the main research methodologies employed by psychologists, with a focus upon methods frequently employed within health research. The module will examine the philosophical underpinnings of research approaches and the difficulties of conducting research and practice under experimental and non-experimental conditions. The module will also examine how measures are created and used; including issues of reliability and validity, particularly of questionnaires and psychometric instruments. You will also develop skills in efficient searching of electronic information retrieval systems, data extraction for systematic review purposes and their synthesis through meta-analysis. Training in analysis delivered in this module will go beyond treating statistical significance as the sole arbiter of research outcome. The emphasis will be upon psychological research which can be analysed by multivariate and qualitative techniques. Statistical techniques explored will include multiple regression, ANCOVA and MANOVA. A range of qualitative techniques will be covered, including discourse analysis, IPA and grounded theory. The use of 'industry standard' statistical software such as Statistical Package for the Social Sciences (SPSS) and NVIVO will be introduced. Remedial training will be provided for those lacking in confidence about their basic competence, particularly in statistics and use of software. |
| PSYC70812 |
PSYCHOLOGY RESEARCH METHODS |
7 |
30 |
Health, Education, Policing and Sciences |
In this module training will be provided in the main research methodologies employed by psychologists, with a focus upon methods frequently employed within health research. The module will examine the philosophical underpinnings of research approaches and the difficulties of conducting research and practice under experimental and non-experimental conditions. The module will also examine how measures are created and used; including issues of reliability and validity, particularly of questionnaires and psychometric instruments. You will also develop skills in efficient searching of electronic information retrieval systems, data extraction for systematic review purposes and their synthesis through meta-analysis. Training in analysis delivered in this module will go beyond treating statistical significance as the sole arbiter of research outcome. The emphasis will be upon psychological research which can be analysed by multivariate and qualitative techniques. Statistical techniques explored will include multiple regression, ANCOVA and MANOVA. A range of qualitative techniques will be covered, including discourse analysis, IPA and grounded theory. The use of 'industry standard' statistical software such as Statistical Package for the Social Sciences (SPSS) and NVIVO will be introduced. Remedial training will be provided for those lacking in confidence about their basic competence, particularly in statistics and use of software. |
| PSYC70846 |
PSYCHOLOGY RESEARCH METHODS |
7 |
40 |
Health, Education, Policing and Sciences |
In this module training will be provided in the main research methodologies employed by psychologists, with a focus on methods frequently employed within health research. The emphasis will be upon psychological research which can be analysed by quantitative multivariate and qualitative techniques. Statistical techniques explored will include multiple regression, ANCOVA and MANOVA. A range of qualitative techniques will be covered, including thematic analysis, discourse analysis, IPA, and grounded theory. A critical understanding of psychometric issues will also be gained, though exploring the development and implementation of psychometric measures. |
| MIDW40128 |
PUBLIC HEALTH IN MIDWIFERY PRACTICE |
4 |
20 |
Health, Education, Policing and Sciences |
This is an exciting module within the Future Midwife curriculum. It is within our role as midwives to address and promote health and wellbeing of women prior to conception. The module will focus on the care and wellbeing of the woman and her family through promoting public the health agenda to secure optimum outcomes.¿ The aim of this module is to develop the knowledge, skills and attitudes required by the midwife in undertaking holistic evidence-based care of health and promoting health through educating and supporting women to achieve healthy outcomes for themselves and their babies.¿ This module is closely linked to the other year modules and will include study of related research and the midwifes role and responsibilities in providing evidence-based care to meet the needs of the woman and her family. ¿ |
| PUBL50108 |
PUBLIC HEALTH INTERVENTIONS & BEHAVIOURAL CHANGE |
5 |
20 |
Health, Education, Policing and Sciences |
This module offers an overview of public health interventions, exploring frameworks for planning and implementation. Study key theories and models of behavioral change and their application in designing interventions. Learn steps for developing, implementing, and evaluating evidence-based interventions using best practices. Emphasize community-based participatory approaches, safeguarding, and the use of digital tools. Analyze key performance indicators, health communication campaigns, and the role of media. Review successful case studies and lessons learned for scalable interventions at local, national, and global levels. |
| PUBL70078 |
PUBLIC HEALTH PRINCIPLES AND PRACTICE |
7 |
30 |
Health, Education, Policing and Sciences |
This module will provide you with the opportunity to examine public health policy and practice and to develop your critical appraisal skills in these 2 areas in order to enhance your judgment and decision making skills. Students are encouraged to use experience and examples from their countries of work throughout the module. |
| PUBL40080 |
PUBLIC HEALTH SKILLS 1 - COMMUNICATION AND COLLABORATION |
4 |
20 |
Health, Education, Policing and Sciences |
Learn the fundamentals of effective verbal and non-verbal communication, health literacy promotion, and culturally sensitive messaging. This module covers media use, teamwork, stakeholder engagement, and ethical standards in public health communication, focusing on building trust and successful collaborations in diverse public health settings. |
| PUBL40081 |
PUBLIC HEALTH SKILLS 2 - RESEARCH AND INVESTIGATION |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces essential research methods in public health, covering qualitative and quantitative approaches and their applications. Learn techniques for data collection and analysis, including basics of conducting a literature review and ethical considerations. Develop skills in structuring research reports, presenting findings, and understanding research's impact on public health policy and practice. |
| PUBL50109 |
PUBLIC HEALTH SKILLS 3 - DATA ANALYSIS & INTERPRETATION |
5 |
20 |
Health, Education, Policing and Sciences |
This module explores the critical role of data analysis in public health decision-making. Learn about various types of data used, including epidemiological and survey data, and essential techniques such as data cleaning, validation, and transformation. Understand principles of data governance, confidentiality, and descriptive statistics. Gain skills in visualizing data effectively through graphs, charts, and tables, and interpreting findings from epidemiological studies. Focus on understanding associations and causation in public health research and effectively communicating data findings to diverse stakeholders through well-designed reports and presentations. |
| PUBL50110 |
PUBLIC HEALTH SKILLS 4 - PROJECT MANAGEMENT |
5 |
20 |
Health, Education, Policing and Sciences |
This module delves into the fundamentals of project management within the public health context. Learn about key principles, phases, and the importance of project management. Develop project objectives, scope, and stakeholder engagement. Conduct needs assessments, define deliverables, create timelines, and allocate resources effectively. Identify and assess risks, develop mitigation strategies, and establish monitoring frameworks. Gain skills in building and leading project teams, effective communication, conflict resolution, budget development, and financial management. Emphasize ethical principles, transparency, and accountability throughout project implementation. This comprehensive approach equips you with the tools to manage successful public health projects. |
| PUBL60665 |
PUBLIC HEALTH SKILLS 5 - LEADERSHIP, POLICY & ADVOCACY |
6 |
20 |
Health, Education, Policing and Sciences |
This module explores the role and qualities of effective public health leaders, leadership styles, and strategic planning in public health organizations. Learn to align organizational goals with public health priorities, understand policy development processes, and analyse policy impact. Gain skills in policy formulation, negotiation, and conflict resolution. Emphasize promoting health equity, advocacy strategies, and addressing social determinants of health. Explore ethical considerations, transparency, and accountability in governance. Study leadership during emergencies and managing organizational change in public health settings. |
| LAWS79908 |
PUBLIC INTERNATIONAL LAW |
7 |
20 |
Health, Education, Policing and Sciences |
Are you ready to explore the legal frameworks that shape the world stage? The¿Public International Law¿module offers an in-depth examination of the rules governing relationships between states, international organisations, and non-state actors. Ideal for students interested in international relations, global governance, and legal practice, this module equips you with a solid understanding of the principles and practices that underpin international law. Through a critical analysis of key legal sources, treaties, and case studies, you will explore essential topics like the use of force, the peaceful settlement of disputes, state responsibility, and the relationship between international and domestic law. You will also dive into contemporary challenges such as environmental law, international trade, human rights, and armed conflicts, linking theory with real-world events like climate change negotiations and global security crises. This module is perfect for anyone aspiring to a career in international law, diplomacy, or global policymaking. Gain the expertise and analytical skills needed to navigate complex global issues and contribute to shaping a just and lawful international community. |
| POLI70011 |
PUBLIC PROTECTION AND THE INVESTIGATION OF SERIOUS AND ORGANISED CRIME |
7 |
20 |
Health, Education, Policing and Sciences |
This module provides an opportunity to examine policy and process of police and the wider safeguarding partnership that are in place to protect vulnerable people. Failures in the public protection arena have far reaching consequences, they invariably involve some of the most vulnerable and desperate people in society and often contain missed opportunities. This module scrutinises research and learning from adverse cases and identifies features for professionals to engage safeguarding protocols at the earliest opportunity. |
| SOCY60569 |
PUNISHMENT AND PENOLOGY |
6 |
15 |
Health, Education, Policing and Sciences |
This module will enable students to critically analyse and evaluate theoretical and philosophical justifications of punishment together with political ideology that impact upon penal policy and practice. In addition, this module will locate this analysis in an appreciation of the consistencies, contradictions and conflicts that relate not only to theoretical discussion but to the less abstract level of policy formulation and actual penal practice. Considerations of class, gender and ethnicity constitute key aspects of the conceptual framework and the principles of security, control and justice are critically examined in the operational context. A critical assessment of the ethos of incarceration will be a major theme of this module. Integrated into this module is a critical analysis of the social situation and internal culture that offenders experience (both community and prison sentenced offenders). Particular attention is directed to the diversity of experience, response and adaptation of those subjected to the varied sanctions within the penal system. Power imbalance, human rights, civil liberties and the relationships of authority, discipline and coercion are central issues within the overall perspective of this module. The main themes of this module include: philosophical and theoretical contributions to an understanding of punishments, the politics of punishments, policy developments in penal practice, offender rights and responsibilities, the wider instrumental role of prison in the criminal justice process, determining contexts and punishments (for example, gender, race, age, class, disability, etc.), comparative penologies and penal abolitionism. This module aims to: Explore the development of punishment and its justifications in a wider societal context. Develop a students critical knowledge of penological research and debate. Critically analyse the links between crime and its control and to develop a critical understanding of the importance of the wider societal context in understanding penal policy formation, implementation and practice. This module reflects the subject knowledge and understanding as outlined in the QAA benchmarks (2014) concerning the philosophy and politics of criminalisation, victimisation, criminal justice and modes of punishment. Vocationally it is linked to a range of potential criminal justice professions in the statutory, voluntary and non-governmental sectors, building students knowledge and understanding of core functions and debates in the prison and punishment realms |
| SOCY60578 |
PUNISHMENT AND PENOLOGY |
6 |
20 |
Health, Education, Policing and Sciences |
This module reflects the subject knowledge and understanding concerning the philosophy and politics of criminalisation, victimisation, criminal justice and modes of punishment. An integral part of this module is a critical analysis of power imbalance, human rights, civil liberties and the relationships of authority, discipline and coercion. The main aim is to review the politics of punishment and the socio-political controversies and debates which have shaped contemporary policies and penal practices.The main themes of this module include: philosophical and theoretical contributions to an understanding of punishments, the politics of punishments, policy developments in penal practice, offender rights and responsibilities, the wider instrumental role of prison in the criminal justice process, determining contexts and punishments (for example, gender, race, age, class, disability, etc.), comparative penology and penal abolitionism. |
| SPOR70920 |
QUALITATIVE AND QUANTITATIVE RESEARCH METHODOLOGIES |
7 |
30 |
Health, Education, Policing and Sciences |
This module has been designed to enable you to undertake an in-depth critical analysis of research methods currently used in a variety of settings. The module provides an introduction to quantitative research methods and statistical methods, and qualitative data collection and analysis. The basic principles of study design and methodology are introduced and mixed research methodologies will also be discussed. Quantitative statistical analysis methods are taught using SPSS/R and include ANOVA, regression analyses and statistics for questionnaire design. In order to do this you will need to demonstrate that you can apply the theoretical issues of the module to practical situations such as critical evaluation of the research of others and the early formation of your own research skills. Independent directed learning will be presented on the theoretical perspectives of research that is closely linked to your work in preparation for the assessed elements of the module. The general mode of delivering this module is through directed reading and activities supported through seminar and workshop activities. A great strength will be to ensure that the experiences of the group are shared. Particular emphasis will be placed on a strategy to integrate the whole process of knowledge delivery, application to research. It is designed to ensure that all strands of the educational experience contribute to learning and to giving you the confidence to enter research and debate. |
| SPOR70931 |
QUALITATIVE AND QUANTITATIVE RESEARCH METHODOLOGIES |
7 |
40 |
Health, Education, Policing and Sciences |
This module has been designed to enable you to undertake an in-depth critical analysis of research methods currently used in a variety of settings. The module provides an introduction to quantitative research methods and statistical methods, and qualitative data collection and analysis. The basic principles of study design and methodology are introduced and mixed research methodologies will also be discussed. Quantitative statistical analysis methods are taught using SPSS/R and include ANOVA, regression analyses and statistics for questionnaire design. In order to do this you will need to demonstrate that you can apply the theoretical issues of the module to practical situations such as critical evaluation of the research of others and the early formation of your own research skills. Independent directed learning will be presented on the theoretical perspectives of research that is closely linked to your work in preparation for the assessed elements of the module. The general mode of delivering this module is through directed reading and activities supported through seminar and workshop activities. A great strength will be to ensure that the experiences of the group are shared. Particular emphasis will be placed on a strategy to integrate the whole process of knowledge delivery, application to research. It is designed to ensure that all strands of the educational experience contribute to learning and to giving you the confidence to enter research and debate. |
| BIOL70680 |
QUALITY IMPROVEMENT AND PATIENT SAFETY IN LABORATORY MEDICINE |
7 |
30 |
Health, Education, Policing and Sciences |
Ensuring the highest standards of quality and patient safety is at the heart of modern laboratory medicine. This module equips you with the advanced knowledge and applied techniques required to monitor, manage, and enhance the quality of diagnostic processes, linking laboratory practice directly to patient outcomes. You will develop a systematic and applied understanding of quality management and improvement principles, critically evaluating their role in maintaining and promoting the safety of both patients and laboratory practitioners. Through real-world case studies and evidence-based approaches, you will identify systemic causes of error, assess risk reduction strategies, and explore methods to enhance service delivery within patient-centred, evidence-based pathology services. A key focus of the module is the application of Human Factors science, providing students with the skills to analyse system design, improve processes, and contribute to the wider healthcare safety agenda. Students will also develop decision-making, reflection, and communication skills essential for responding to incidents, conducting investigations, and making informed judgments under conditions of uncertainty. By integrating quality improvement methodologies, risk management, and an understanding of healthcare systems, students will be prepared to drive meaningful improvements in laboratory medicine, ensuring safer, more efficient, and high-quality patient care. |
| SOWK40303 |
READINESS FOR SUPERVISED PRACTICE PORTFOLIO |
4 |
0 |
Health, Education, Policing and Sciences |
This module consists of skills-based learning that will prepare you for your first placement. For example, you can expect to gain practical experience in making phone calls, setting up online meetings, preparing and chairing meetings, taking minutes and notes. In Level 4 you will take part in a number of Skills Days. Whilst most of the Skills Days take place in this module, some of the days are embedded in other modules and contribute to assessing your readiness for first practice placement. As with other modules at Level 4 this module is linked to the Professional Capabilities Framework. In particular, but not exclusively, the domains:- Professionalism- Values and Ethics- Knowledge- Critical Reflection and Analysis, and- Intervention and Skills |
| SPOR50910 |
REAL WORLD PROJECT |
5 |
30 |
Health, Education, Policing and Sciences |
The real world project aims to provide an authentic experience of small scale project and event management to address genuine problems faced by the sector. The module content focuses on interdisciplinary learning across:Sport sociology Sports project management, Sports development and coaching. These projects will be focused on delivering local objectives to meet the needs of partners in relation to health, sport NGB's, voluntary and education sectors in their pursuit of growing and sustaining participation in sport and physical activity. You will gain experience of professional skills and knowledge of Project planningStrategic management, Social theory, Team and independent working, Problem solving and adaptability,Interpersonal and communication skills. In groups you will be required to present your proposed project to one another, module lecturers, industry based partners and communicate the event to participants. Research and apply equality and diversity legislation and good practice requirements, identify equality and diversity issues within communities, including inequalities and barriers to participation. Develop project ideas to address equality and diversity issues and increase participation. Develop detailed safety plans and a coordinated approach to the safe running of the event. Manage an effective event and deliver all the desired outcomes. |
| SPOR50910 |
REAL WORLD PROJECT |
5 |
30 |
Health, Education, Policing and Sciences |
The real world project aims to provide an authentic experience of small scale project and event management to address genuine problems faced by the sector. The module content focuses on interdisciplinary learning across:Sport sociology Sports project management, Sports development and coaching. These projects will be focused on delivering local objectives to meet the needs of partners in relation to health, sport NGB's, voluntary and education sectors in their pursuit of growing and sustaining participation in sport and physical activity. You will gain experience of professional skills and knowledge of Project planningStrategic management, Social theory, Team and independent working, Problem solving and adaptability,Interpersonal and communication skills. In groups you will be required to present your proposed project to one another, module lecturers, industry based partners and communicate the event to participants. Research and apply equality and diversity legislation and good practice requirements, identify equality and diversity issues within communities, including inequalities and barriers to participation. Develop project ideas to address equality and diversity issues and increase participation. Develop detailed safety plans and a coordinated approach to the safe running of the event. Manage an effective event and deliver all the desired outcomes. |
| FORE40239 |
RECORDING THE CRIME SCENE |
4 |
15 |
Health, Education, Policing and Sciences |
You will learn about how photography is used to document the crime scene and any evidence found there in, by means of using overview, approach and close-up photographs. You will gain an understanding of the different types of measuring and sketching methods available for documenting a scene, identifying their pros and cons for given situations and/or locations along with the creation of contemporaneous notes and evidence sheets/logs. Students will also learn to recover digital evidence from the crime scene. |
| SOWK50329 |
REFLECTING ON PRACTICE LEARNING |
5 |
20 |
Health, Education, Policing and Sciences |
This module offers the opportunity to develop confidence and skills in reflective practice. Through exploring the methods, tools and theory that underpin reflective practice, you will reflect on and analyse your practice throughout their 70 day placement, enabling you to complete a final reflective essay with confidence. |
| ADVC50189 |
REFLECTION ON EXPERIENCE |
5 |
30 |
Health, Education, Policing and Sciences |
This module will enable students to explore and critically reflect upon key employability skills used when working within the social welfare sector and critically evaluate a social welfare organisation in relation to significant contemporary issues. These include (but are not limited to) the contribution the organisation makes to the development of social and human capital, challenging discrimination and promoting equality, and best practice standards in the management and delivery of social welfare services. You will undertake a minimum of 60 hours of paid or voluntary activity in the social welfare sector. |
| SPOR50926 |
REFLECTIONS ON LEARNING PRACTICE |
5 |
20 |
Health, Education, Policing and Sciences |
The module aims to consolidate and systematically review coach education, applying knowledge and understanding from personal experiences of coach education to the development of professional practice and meeting professional standards. The module provides you with the opportunity to experience an aspect of coach education, which serves to develop personal and professional practice. The reflection and analysis will focus upon development of specific skills, qualities and characteristics relevant to your future employment ambitions in sport and physical education. The specific personal and professional development topics within the module will change based upon current professional practice, research and standards. |
| POLI60553 |
REFLECTIVE ACCOUNT OF CONTINUOUS PROFESSIONAL DEVELOPMENT |
6 |
20 |
Health, Education, Policing and Sciences |
This is a core module that allows students to demonstrate their advanced professional competency through submission of a portfolio linked to their operational application of the 15 core duties of a constable, incorporating a record of supporting evidence drawn from written or digital workplace submissions/records. |
| POLI60554 |
REFLECTIVE ACCOUNT OF CONTINUOUS PROFESSIONAL DEVELOPMENT |
6 |
20 |
Health, Education, Policing and Sciences |
This is a core module that allows students to demonstrate their advanced professional competency through submission of a portfolio linked to their operational application of the 15 core duties of a constable, incorporating a record of supporting evidence drawn from written or digital workplace submissions/records. |
| POLI60552 |
REFLECTIVE ACCOUNT OF CONTINUOUS PROFESSIONAL DEVELOPMENT |
6 |
20 |
Health, Education, Policing and Sciences |
This is a core module that allows students to demonstrate their advanced professional competency through submission of a portfolio linked to their operational application of the 15 core duties of a constable, incorporating a record of supporting evidence drawn from written or digital workplace submissions/records. |
| HIPO50032 |
REFUGEES AND IMMIGRANTS |
5 |
15 |
Health, Education, Policing and Sciences |
This module will examine the causes, process and impact of refugee movements and free migration. It will distinguish between refugees and immigrants, and examine the causes of refugee movements and the international regime for dealing with refugees, under the 1951 Convention relating to the status of refugees, and its implementation by states. It will examine the legal obligations of states under the Convention, and the variety of ways in which the law is interpreted by states. It will also scrutinise the role of the United Nations High Commission for Refugees in the care of refugees. It will then examine the causes of free migration, and look at the responses to migration from (a) traditional countries of immigration (b) countries with a restrictive guest-worker type approach (c) countries that are not traditionally immigrant countries, but experience increasing levels of immigration. The module will then examine the social, economic and political impact of immigration, including refugee movements in the receiving country. Examples and comparisons will be used throughout to illustrate the issues and there will be a focus on the British experience of these issues. |
| LAWS62060 |
REHABILITATION OF OFFENDERS |
6 |
20 |
Health, Education, Policing and Sciences |
You will gain a more advanced knowledge of academic theories about rehabilitation within the context on the HMPSS and NPSs practical application of theory. You will learn about cross-cutting social issues that lead to criminal behaviour such as poor mental health, drug and alcohol addiction, homelessness, debt and poor education and how theories have been developed to cut crime, tackle reoffending, support victims and keep the public safe. On completing the module, you should be able to effectively provide effective rehabilitation services that address criminogenic needs including mental health and addiction. |
| SPOR40696 |
REHABILITATION TOOLS AND SPORTS MASSAGE |
4 |
30 |
Health, Education, Policing and Sciences |
This module examines the techniques and rehabilitation tools commonly used as part of treatment and rehabilitation of sports injuries. The emphasis will be on manual therapy techniques and exercise modalities.Early in the module you will gain an understanding of the principles and role of sports in sports therapy and will become proficient in the delivery of sports massage techniques. You will also investigate and practice other soft tissue techniques including proproceptive neuromuscular facilitation techniques, Muscle Energy Technique, Soft / Active tissue release methods, neuromuscular technique and basic peripheral joint mobilisations.Further techniques and strategies for regaining and maintaining neuromuscular control, range of movement and muscular function will be developed throughout the module.All of the above will be supported by the delivery of underpinning knowledge, in particular anatomical and physiological issues. |
| PSYC60826 |
RELATIONSHIP COUNSELLING |
6 |
20 |
Health, Education, Policing and Sciences |
The purpose of this module is to develop your knowledge and understanding of theories of counselling and key ideas and concepts within therapeutic models that are applied to relationship counselling. This module explores therapeutic approaches to counselling couples and families, including systemic theory and practice. This module also focuses on models of conflict resolution and evaluates issues of diversity. Ethical practice is also discussed. |
| PSYC60822 |
RELATIONSHIP COUNSELLING (CHILDREN AND YOUNG PEOPLE) |
6 |
20 |
Health, Education, Policing and Sciences |
The purpose of this module is to develop your knowledge and understanding of theories of counselling and key ideas and concepts within therapeutic models that are applied to relationship counselling with children and young people. This module explores therapeutic approaches to counselling couples as well as families, including systemic theory and practice. This module also focuses on models of conflict resolution and evaluates issues of diversity. Ethical practice is also discussed. |
| SOWK40400 |
RELATIONSHIP-BASED PRACTICE IN SOCIAL WORK |
4 |
30 |
Health, Education, Policing and Sciences |
Relationships are at the heart of social work be it the relationship between a social worker and service user, the social worker and fellow professionals and the social worker with the family and community of individual service users. This module aims to give students the skills and knowledge needed to work effectively as a relationship based social worker. Youll learn about and get the chance to practice communications skills; youll gain a greater knowledge of how to relate to others and a greater knowledge of yourself. The module doesnt just focus on a relationship with individual service users but also looks at their communities and networks. The module will give you the skills and knowledge to identify, challenge and overcome oppression and discrimination which can be experienced by service users in their lives and their communities. As a student you will learn how to develop your professional practice and the skills which will make you an effective practitioner. Social work is a profession of continual personal and professional development; therefore, you will learn the importance of reflective practice and its place in identifying your professional learning and development needs. This module will help you prepare for practice in your level 5 (2nd year) and level 6 (3rd year) placement, where you can develop and grow as a social work professional. |
| SOWK50333 |
RESEARCH 1 |
5 |
20 |
Health, Education, Policing and Sciences |
This is an exciting and applicable module which will provide you with the tools you need to understand research basics. Research competency is a fundamental skill in social work and something that you will use throughout your time at university but also as a practicing social worker. You will learn about research philosophy, the differing research methods used in social work and critical writing skills. |
| SOWK60412 |
RESEARCH 2 |
6 |
20 |
Health, Education, Policing and Sciences |
This is an exciting and topical module based on current and emerging social work issues. A generic approach is taken to the subject matter to include impact and relevance in children's services, mental health and adults services with many of the themes cutting across each discipline. In consultation with people with lived and living experience of social work, social work practitioners and other key stakeholders, topics to be explored in the module will be changed to reflect contemporary social work. |
| ADVC60113 |
RESEARCH AND DISSERTATION |
6 |
30 |
Health, Education, Policing and Sciences |
This module will harness and develop the skills you have acquired during your studies. It provides you with the opportunity to apply further scrutiny to the Social Welfare Law topic that has fascinated you the most. You are then able to conduct a rigorous and in-depth exploration of this chosen topic area. While the module places the emphasis on student-led learning, you will be well supported by a designated supervisor. Classroom sessions at the commencement of the module will also provide the focus required for you to produce of a substantial piece of desk research. The student-led nature of this dissertation will provide valuable skills that you will be able to apply in employment or further study. |
| SPOR50957 |
RESEARCH AND GRADUATE EMPLOYABILITY |
5 |
40 |
Health, Education, Policing and Sciences |
This module will require you to build upon your knowledge of research gained in the level 4 Developing Research Skills module. Within this module you will gain knowledge and understanding of research design, data collection methods, and data analysis skills. You will complete further data analysis skills in either quantitative or qualitative analysis as per the area of expertise their programme demands of them. You will be required to apply your research skills by planning, conducting and analysing data for a small research project of qualitative or quantitative design relevant to their programme. You will also start to think about areas of interest for your dissertation which you will undertake in your final year. This will include developing an understanding of how to construct a proposal and one to one meetings with relevant dissertation supervisors |
| SPOR50723 |
RESEARCH AND GRADUATE EMPLOYABILITY IN SPORT AND EXERCISE |
5 |
30 |
Health, Education, Policing and Sciences |
This module will require you to build upon your knowledge of research gained the Developing Research Skills module in your first year. Within this module learners will gain knowledge and understanding of research design, data collection methods, and data analysis skills. You will complete further data analysis skills in either quantitative or qualitative analysis as per the area of expertise your programme demands.You will be required to apply your research skills by planning, conducting and analysing data for a small research project of qualitative or quantitative design.You will then begin to identify your areas of interest for your dissertation project which you will undertake in your final year. This will include developing an understanding of how to construct a proposal and one to one meetings with relevant dissertation supervisors. |
| SPOR50723 |
RESEARCH AND GRADUATE EMPLOYABILITY IN SPORT AND EXERCISE |
5 |
30 |
Health, Education, Policing and Sciences |
This module will require you to build upon your knowledge of research gained the Developing Research Skills module in your first year. Within this module learners will gain knowledge and understanding of research design, data collection methods, and data analysis skills. You will complete further data analysis skills in either quantitative or qualitative analysis as per the area of expertise your programme demands.You will be required to apply your research skills by planning, conducting and analysing data for a small research project of qualitative or quantitative design.You will then begin to identify your areas of interest for your dissertation project which you will undertake in your final year. This will include developing an understanding of how to construct a proposal and one to one meetings with relevant dissertation supervisors. |
| SPOR50908 |
RESEARCH AND GRADUATE EMPLOYABILITY IN SPORT AND EXERCISE |
5 |
30 |
Health, Education, Policing and Sciences |
This module will require you to build upon your knowledge of research gained in the level 4 Developing Research Skills module. Within this module you will gain knowledge and understanding of research design, data collection methods, and data analysis skills. You will complete further data analysis skills in either quantitative or qualitative analysis as per the area of expertise their programme demands of them. You will be required to apply your research skills by planning, conducting and analysing data for a small research project of qualitative or quantitative design relevant to their programme.You will also start to think about areas of interest for your dissertation which you will undertake in your final year. This will include developing an understanding of how to construct a proposal and one to one meetings with relevant dissertation supervisors |
| SPOR50783 |
RESEARCH AND GRADUATE EMPLOYABILITY IN SPORT AND EXERCISE |
5 |
30 |
Health, Education, Policing and Sciences |
This module will require you to build upon your knowledge of research gained in the level 4 Developing Research Skills module. Within this module you will gain knowledge and understanding of research design, data collection methods, and data analysis skills. You will complete further data analysis skills in either quantitative or qualitative analysis as per the area of expertise their programme demands of them. You will be required to apply your research skills by planning, conducting and analysing data for a small research project of qualitative or quantitative design relevant to their programme.You will also start to think about areas of interest for your dissertation which you will undertake in your final year. This will include developing an understanding of how to construct a proposal and one to one meetings with relevant dissertation supervisors |
| FORE50241 |
RESEARCH AND PROFESSIONAL SKILLS |
5 |
15 |
Health, Education, Policing and Sciences |
This module aims to help you develop a wide range of skills in order to enable you to effectively find, evaluate, summarise and present information on designated topics appropriate to your award. You will be given guidance in the effective use of library and IT resources for information retrieval and processing, and in designing a research project.Students will acquire knowledge of a range of statistical tests available for data analysis and learn how to apply and interpret them using statistical packages.You will also study the potential impact of cognitive bias on the development and professional practice of forensic science. |
| FORE50247 |
RESEARCH AND PROFESSIONAL SKILLS FOR POLICING STUDENTS |
5 |
15 |
Health, Education, Policing and Sciences |
The module seeks to develop the research and associated employability skills of students through delivery of a range of lecture, tutorial and practical sessions relating to effective retrieval of information, analysis of data and the writing of reports. Content includes searching for reference material and writing of literature reviews, together with the use of appropriate research methods and data handling techniques which will be assessed in an end of semester exam. Extensive use is made of SPSS or similar statistical packages. Having devised research proposals, students are required to present their findings to an audience of academics and their peers. |
| PARA60627 |
RESEARCH AND SERVICE DEVELOPMENT IN PARAMEDIC PRACTICE |
6 |
30 |
Health, Education, Policing and Sciences |
In this module we will look at key concepts of research and how can be applied to the context of prehospital emergency care. Through defining and discussing these key underpinning areas, you will then prepare your own research proposal and complete a literature review of a relevant area of paramedic practice. |
| PPDE60268 |
RESEARCH APPRECIATION FOR HEALTH AND SOCIAL CARE |
6 |
15 |
Health, Education, Policing and Sciences |
Welcome to the module Research Appreciation for Health and Social Care, which can either be used as a core module in your degree pathway or taken as a standalone module. This module is worth 15 credits at level 6. It builds on your existing knowledge and experience of working in health and social care situations and the evidence base used in your own practice area. It aims to give you a more in-depth understanding of research methodologies and tools to help you to critically evaluate the research. The academic skills that you will be able to develop include effectively reviewing the literature, critical appraisal of research and effective communication via written analysis and summary of the research. This is achieved through engaging with the module sessions and with our virtual learning site. The subjects include looking at key research terminology, having specific methodologies and methods of research delivered by topic experts, looking at how this all relates to your practice area and to ensure there is an understanding of ethical procedures. |
| PPDE60716 |
RESEARCH APPRECIATION FOR HEALTH AND SOCIAL CARE |
6 |
15 |
Health, Education, Policing and Sciences |
Welcome to the module Research Appreciation for Health and Social Care, which can either be used as a core module in your degree pathway or taken as a standalone module. This module is worth 15 credits at level 6. It builds on your existing knowledge and experience of working in health and social care situations and the evidence base used in your own practice area. It aims to give you a more in-depth understanding of research methodologies and tools to help you to critically evaluate the research. The academic skills that you will be able to develop include effectively reviewing the literature, critical appraisal of research and effective communication via written analysis and summary of the research. This is achieved through engaging with the module sessions and with our virtual learning site. The subjects include looking at key research terminology, having specific methodologies and methods of research delivered by topic experts, looking at how this all relates to your practice area and to ensure there is an understanding of ethical procedures. |
| SPOR70919 |
RESEARCH ETHICS AND GOVERNANCE |
7 |
30 |
Health, Education, Policing and Sciences |
This module has been designed to enable you to undertake an in-depth critical analysis of research ethics and governance currently used in a variety of clinical research settings. In addition to standard approaches and issues, there are several contemporary issues of governance in clinical/ biomedical research. This is complicated not only by inter and multidisciplinarity of researchers but also by evolving socio cultural issues. These issues include the research-care distinction, risk evaluation in research trials, handling of risks, handling of incidental findings and publication bias. The debate and discussions within this module will introduce you to the usage of new technologies and novel research designs. In addition, you will discuss known governance challenges, along with ethical analysis and complex moral choices. In practical terms this module will provide an overview of the existing regulatory landscape for clinical research and how these regulations and ethical frameworks are developed and work. You will learn how to design an ethical informed consent. Within this module you will understand that research ethics is not just about writing guidelines that professionals have to follow but about the practice through discourse and regulatory frameworks. You will understand that ethics review is not an application of bureaucracy and a burden for researchers but an arena where researchers discuss their projects, receive advice and practice their ethics skills. Clinical applications and research have been kept separate, but the blurring lines challenges existing regulations and ethical frameworks. Additionally, you gain knowledge about the patient and public engagement in relation to its importance in research governance and ethics. This module is aimed at providing space for contextualized reflections on clinical and/or biomedical research with a focus on appropriate research design, conduct of research, regulation and data storage and applying for funding. |
| SPOR70932 |
RESEARCH ETHICS AND GOVERNANCE |
7 |
40 |
Health, Education, Policing and Sciences |
This module has been designed to enable you to undertake an in-depth critical analysis of research ethics and governance currently used in a variety of clinical research settings. In addition to standard approaches and issues, there are several contemporary issues of governance in clinical/ biomedical research. This is complicated not only by inter and multidisciplinarity of researchers but also by evolving socio cultural issues. These issues include the research-care distinction, risk evaluation in research trials, handling of risks, handling of incidental findings and publication bias. The debate and discussions within this module will introduce you to the usage of new technologies and novel research designs. In addition, you will discuss known governance challenges, along with ethical analysis and complex moral choices. In practical terms this module will provide an overview of the existing regulatory landscape for clinical research and how these regulations and ethical frameworks are developed and work. You will learn how to design an ethical informed consent. Within this module you will understand that research ethics is not just about writing guidelines that professionals have to follow but about the practice through discourse and regulatory frameworks. You will understand that ethics review is not an application of bureaucracy and a burden for researchers but an arena where researchers discuss their projects, receive advice and practice their ethics skills. Clinical applications and research have been kept separate, but the blurring lines challenges existing regulations and ethical frameworks. Additionally, you gain knowledge about the patient and public engagement in relation to its importance in research governance and ethics. This module is aimed at providing space for contextualized reflections on clinical and/or biomedical research with a focus on appropriate research design, conduct of research, regulation and data storage and applying for funding. |
| SOWK70429 |
RESEARCH FOR CONTEMPORARY SOCIAL WORK PRACTICE |
7 |
20 |
Health, Education, Policing and Sciences |
Research is something we hear about every day. Many of the developments in social work practice and social policy and legislation have been guided by or initiated because of research. Therefore, it is important that students have a good understanding of research methods and their application in the professional world of social work. The aim of this module is to give students a working knowledge of the main paradigms and methods of social scientific research; in addition to understanding the reasons why research must be ethical and transparent. The module affords students the opportunity of completing their own research project, whereby, students can challenge themselves and develop their skills of data gathering, analysis and critical thinking. The topic for the research project is decided by the student and therefore it is something the student can own, enjoy and from which the student gains substantial academic, organisational and personal achievement. |
| SOWK60324 |
RESEARCH FOR SOCIAL WORK AND SOCIAL CARE |
6 |
15 |
Health, Education, Policing and Sciences |
This module is open to students enrolled on the BA (Hons) Social Work and builds on both their classroom and practice learning at Level 5. Teaching and learning strategies encourage and enable critical thinking and research mindedness and promote an anti-oppressive approach to social work practice which values and celebrates diversity and respects individuals' personal, cultural and religious identities. |
| PARA60637 |
RESEARCH IN HEALTHCARE PRACTICE |
6 |
40 |
Health, Education, Policing and Sciences |
This module provides an exciting opportunity to apply your skills and understanding to the development of a substantial and distinctive piece of written work. The emphasis is on student-led learning, but you will also be offered excellent support from an experienced supervisor. The dissertation enables you to apply the breadth of research skills necessary for the delivery of a successful project. This includes framing the research problem around your choice of variables / topics from a pre-determined list, building your design, and analysing data. The dissertation is a hugely rewarding creative process and we look forward to supporting you on your research journey! |
| PARA60640 |
RESEARCH IN HEALTHCARE PRACTICE |
6 |
40 |
Health, Education, Policing and Sciences |
This module provides an exciting opportunity to apply your skills and understanding to the development of a substantial and distinctive piece of written work. The emphasis is on student-led learning, but you will also be offered excellent support from an experienced supervisor. The dissertation enables you to apply the breadth of research skills necessary for the delivery of a successful project. This includes framing the research problem around your choice of variables / topics from a pre-determined list, building your design, and analysing data. The dissertation is a hugely rewarding creative process and we look forward to supporting you on your research journey! |
| ODPR60027 |
RESEARCH IN PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
This module will allow you to explore secondary research surrounding a topic chosen by yourself, you will interpret the quality of research and the application of ethics in the research process and formulate an extended literature review to draw a conclusion to your chosen research aim. |
| SPOR40923 |
RESEARCH IN SPORT AND EXERCISE PSYCHOLOGY |
4 |
30 |
Health, Education, Policing and Sciences |
You will develop your knowledge in the area of sport and exercise psychology research methods and analysis. In particular, you will be introduced to research methodologies, including both qualitative and quantitative approaches to research design. This module will develop your conceptual and historical appreciation of research methods and analysis in the context of psychology, sport and exercise. You will be introduced to research processes, together with developing knowledge of the ethical issues involved in sport and exercise psychology research. You will develop your understanding of planning a research project, developing research questions and building a rationale for research in sport and exercise psychology. You will explore quantitative research methods and analysis, and use statistical packages (e.g., SPSS) to analyse, interpret and represent data. You will also explore qualitative research methods and analysis with a focus on data collection and analyses techniques. |
| SPOR40971 |
RESEARCH IN SPORT AND EXERCISE PSYCHOLOGY |
4 |
40 |
Health, Education, Policing and Sciences |
Students will develop their knowledge in the area of sport and exercise psychology research methods and analysis. In particular, students will be introduced to research methodologies, including both qualitative and quantitative approaches to research design. This module will develop students conceptual and historical appreciation of research methods and analysis in the context of psychology, sport and exercise. Students will be introduced to research processes, together with developing knowledge of the ethical issues involved in sport and exercise psychology research. Students will develop their understanding of planning a research project, developing research questions and building a rationale for research in sport and exercise psychology. Students will explore quantitative research methods and analysis, and use statistical packages (e.g., SPSS) to analyse, interpret and represent data. Students will also explore qualitative research methods and analysis with a focus on data collection and analyses techniques. |
| SOWK60406 |
RESEARCH INTO CONTEMPORARY THEMES |
6 |
20 |
Health, Education, Policing and Sciences |
This is an exciting and topical module based on current and emerging social work practice issues. A generic approach is taken to the subject matter to include impact and relevance in children's services, mental health and adults services with many of the themes cutting across each discipline. Examples of current topics include: - Exploitation of children and Vulnerable Adults through Gangs and County Lines; Working with trafficked and unaccompanied asylum seeking children; Managing risk through the spectrum of crisis and emergency intervention; Assessing children under the Mental Health Act; Identifying risk with adults who experience acute mental health problems within the spectrum of personality disorders.The module topics will be subject to variation given the continual evolution of contemporary social work. |
| PPDE70823 |
RESEARCH METHODOLOGY AND METHODS |
7 |
20 |
Health, Education, Policing and Sciences |
This module will enable you to develop an in-depth understanding of research methodology and methods. Academic research often favours a polysyllabic terminology, but often what is behind the terminology is entirely compatible with our everyday understanding of the world. You will already have many skills required for research from your employment and prior education. This module will provide you the opportunity to sharpen these skills in the pursuit of an advanced understanding of research methodology and methods. This understanding can then be applied within the Masters Dissertation in particular, but will also be transferable to a breadth of educational and employment settings. |
| PPDE70703 |
RESEARCH METHODOLOGY AND METHODS |
7 |
15 |
Health, Education, Policing and Sciences |
This module will enable you to develop an in-depth understanding of research methodology and methods. Academic research often favours a polysyllabic terminology, but often what is behind the long words is entirely compatible with our everyday understanding of the world! You will already have many skills required for research from your employment and prior education. This module will provide you the opportunity to sharpen these skills in the pursuit of an advanced understanding of research methodology and methods. This understanding can then be applied within the Masters Dissertation in particular, but will also be transferable to a breadth of educational and employment settings. |
| PPDE70829 |
RESEARCH METHODOLOGY AND METHODS |
7 |
20 |
Health, Education, Policing and Sciences |
This module will enable you to develop an in-depth understanding of research methodology and methods. Academic research often favours a polysyllabic terminology, but often what is behind this terminology is entirely compatible with our everyday understanding of the world. You will already have many skills required for research from your employment and prior education. This module will provide you with the opportunity to sharpen these skills in the pursuit of an advanced understanding of research methodology and methods. This understanding can then be applied within the Masters Dissertation in particular, but will also be transferable to a range of educational and employment settings. |
| PPDE70704 |
RESEARCH METHODOLOGY AND METHODS (D/L) |
7 |
15 |
Health, Education, Policing and Sciences |
This module will enable you to develop an in-depth understanding of research methodology and methods. Academic research often favours a polysyllabic terminology, but often what is behind the long words is entirely compatible with our everyday understanding of the world! You will already have many skills required for research from your employment and prior education. This module will provide you the opportunity to sharpen these skills in the pursuit of an advanced understanding of research methodology and methods. This understanding can then be applied within the Masters Dissertation in particular, but will also be transferable to a breadth of educational and employment settings. |
| EDUC50616 |
RESEARCH METHODS |
5 |
20 |
Health, Education, Policing and Sciences |
This module will enable you to develop an understanding of research methods, the ethical considerations needed to undertake educational research and methods of recruiting participants. The module will enable you to prepare for your independent research project in your final year by giving you a starting point for critiquing literature in your chosen field as well as offering you the opportunity to identify any relevant policy and legislation in your chosen area. |
| EDUC60603 |
RESEARCH METHODS |
6 |
15 |
Health, Education, Policing and Sciences |
The purpose of this module is to provide you with an understanding of relevant theory and practice in relation to:Rationale for use of qualitative or quantitative data in researching education. Underlying methodological assumptions underpinning choice of method: positivism, ethnography, post-modernism and critical realism;Integrity in educational research: making assumptions explicit, acknowledging sources of bias, caution in interpretation of data, triangulation;Quantitative methods including questionnaire design, descriptive statistics, sample size and composition, regression, residuals, statistical significance, confidence intervals and effect sizes. Application of these methods in the study of educational effectiveness, target setting and management practice;Qualitative methods including interview format, document analysis, participant observation, systematic analysis of qualitative data. Application of these methods in the context of education andEthical issues in the context of education: preserving anonymity, obtaining permission, checking authenticity of data etc. |
| EDUC77801 |
RESEARCH METHODS |
7 |
20 |
Health, Education, Policing and Sciences |
This module presents approaches to research design in a professional education context. The following topics and issues will be explored: Research principles and paradigms; strategies for data collection. Data management, analysis, interpretation and presentation. Research Management: planning and organising a research project; identifying researchable issues; critically engaging with academic literature; time and task management; organising fieldwork. Ethical issues in education research, consent and confidentiality issues |
| FORE50345 |
RESEARCH METHODS |
5 |
15 |
Health, Education, Policing and Sciences |
This module is designed to equip the student with knowledge and understanding of research development: from the initial research idea; to formulating a research question; research methods utilised for a policing context; and finally, methods of both quantitative and qualitative data analysis. The module also provides students with invaluable practical application of data collection methods and experience of data handling techniques. This module builds upon skills acquired in the level 4 module, Academic Study Skills, enhancing students' knowledge and application of Evidence Based Policing practice.This module will include:How to systematically review and critically evaluate evidenceReviewing and assessing literaturePlanning of research activitiesUnderstanding of research methodologies and approachesApply qualitative and quantitative research techniques |
| FORE50378 |
RESEARCH METHODS |
5 |
20 |
Health, Education, Policing and Sciences |
This module is designed to equip the student with knowledge and understanding of research development: from the initial research idea; to formulating a research question; research methods utilised for a policing context; and finally, methods of both quantitative and qualitative data analysis. The module also provides students with invaluable practical application of data collection methods and experience of data handling techniques. This module builds upon skills acquired in the level 4 module, Academic Study Skills, enhancing students' knowledge and application of Evidence Based Policing practice. |
| LAWS79885 |
RESEARCH METHODS |
7 |
1 |
Health, Education, Policing and Sciences |
You are required to show an informed, and at the same time critical understanding, of the fundamental academic and legal principles which apply to post-graduate research within the chosen area, including:-Undertaking a range of advanced research activity related to law and related disciplines;-Developing advanced level skills in writing, summarising and critical assessment;-Reaching a critical understanding of research strategies through the comparison, evaluation and justification of quantitative and qualitative research approaches;-Appropriate management of research ethics. |
| LAWS79873 |
RESEARCH METHODS |
7 |
15 |
Health, Education, Policing and Sciences |
You are required to show an informed, and at the same time critical understanding, of the fundamental academic and legal principles which apply to post-graduate research within the chosen area, including:-Undertaking a range of advanced research activity related to law and related disciplines;-Developing advanced level skills in writing, summarising and critical assessment;-Reaching a critical understanding of research strategies through the comparison, evaluation and justification of quantitative and qualitative research approaches;-Appropriate management of research ethics. |
| LAWS79900 |
RESEARCH METHODS |
7 |
20 |
Health, Education, Policing and Sciences |
You are required to show an informed, and at the same time critical understanding, of the fundamental academic and legal principles which apply to post-graduate research within the chosen area, including: - undertaking a range of advanced research activity related to law and related disciplines; - developing advanced level skills in writing, summarising and critical assessment; - reaching a critical understanding of research strategies through the comparison, evaluation and justification of quantitative and qualitative research approaches; - appropriate management of research ethics. |
| PSYC70857 |
RESEARCH METHODS |
7 |
20 |
Health, Education, Policing and Sciences |
This module provides a comprehensive exploration of research methodologies specific to the field of Business Psychology. Students will gain a deep understanding of various research designs, data collection techniques, and analytical methods used to investigate psychological phenomena in business settings. Practical skills in data gathering, analysis, synthesis, and interpretation will be developed, ensuring students can conduct robust and ethical research. By the end of the module, students will be proficient in designing, implementing, and critically evaluating research projects, preparing them to contribute valuable insights to the field of Business Psychology. |
| PSYC60821 |
RESEARCH METHODS |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to assist you in the formulation of a research question appropriate to your chosen area of counselling study. You will be supported in developing the skills necessary to plan and execute a research project within the time and resources available. You will also be expected to gain an appreciation of the ethical context of research within counselling. |
| PSYC60823 |
RESEARCH METHODS (CHILDREN AND YOUNG PEOPLE) |
6 |
20 |
Health, Education, Policing and Sciences |
The purpose of this module is to provide you with the opportunity to undertake a piece of supervised, independent research into a specific area of professional interest related to counselling children and young people. You will be expected to design, organise, and carry out a research plan which they will present to your supervisor. This module focuses on application of a full range of research skills that are required to produce a research project. You will demonstrate skills that include literature searching and critiquing, methodologies, choosing appropriate research techniques, qualitative and quantitative techniques, data collection and analysis as well as research reporting. |
| EDUC77806 |
RESEARCH METHODS (DL) |
7 |
20 |
Health, Education, Policing and Sciences |
This module presents approaches to research design in a professional education context. The following topics and issues will be explored: Research principles and paradigms; strategies for data collection. Data management, analysis, interpretation and presentation. Research Management: planning and organising a research project; identifying researchable issues; critically engaging with academic literature; time and task management; organising fieldwork. Ethical issues in education research, consent and confidentiality issues |
| EDUC60628 |
RESEARCH METHODS (QTS) |
6 |
15 |
Health, Education, Policing and Sciences |
The purpose of this module is to provide you with an understanding of relevant theory and practice in relation to:Rationale for use of qualitative or quantitative data in researching education. Underlying methodological assumptions underpinning choice of method: positivism, ethnography, post-modernism and critical realism;Integrity in educational research: making assumptions explicit, acknowledging sources of bias, caution in interpretation of data, triangulation;Quantitative methods including questionnaire design, descriptive statistics, sample size and composition, regression, residuals, statistical significance, confidence intervals and effect sizes. Application of these methods in the study of educational effectiveness, target setting and management practice;Qualitative methods including interview format, document analysis, participant observation, systematic analysis of qualitative data. Application of these methods in the context of education andEthical issues in the context of education: preserving anonymity, obtaining permission, checking authenticity of data etc. |
| MIDW60069 |
RESEARCH METHODS AND APPRAISAL FOR MIDWIFERY PRACTICE |
6 |
30 |
Health, Education, Policing and Sciences |
This module is designed to develop and enhance students knowledge and skills regarding evidence-based practice, and the research process. Achieving quality care through evaluation and research.Topics include; research paradigms, research methodologies and methods, evidence based practice, critical appraisal skills for different research designs, interpretation of common statistics used in research, application of research into practice, research governance and ethics. The aim is that this module will enable learners to; 1. Demonstrate a systematic understanding and knowledge of the research process and the principles that guide research. 2. Critically evaluate the process required for searching for research-based evidence related to midwifery practice. 3. Critically appraise research evidence in a systematic fashion. 4. Critically discuss the challenges of implementing evidence-based practice in maternity service provision |
| SOWK70332 |
RESEARCH METHODS AND DATA ANALYSIS IN PUBLIC HEALTH |
7 |
15 |
Health, Education, Policing and Sciences |
Research Methods and Data Analysis in Public Health will enable you to develop knowledge and understanding of both qualitative and quantitative research within public health. This module will provide you with basic theoretical and practical skills for planning, undertaking and interpreting research, calculating sample size, analysing data sets and in reporting qualitative and quantitative research findings. |
| SPOR70779 |
RESEARCH METHODS AND METHODOLOGIES |
7 |
15 |
Health, Education, Policing and Sciences |
This module has been designed to enable you to undertake an in-depth critical analysis of research methods currently used in a variety of settings. In order to do this you will need to demonstrate that you can apply the theoretical issues of the module to practical situations such as critical evaluation of the research of others and the early formation of your own research skills. As part of the initial development of your research ideas, you will be taken through the process of setting research questions, defining a title, critically applying yourself to the design and possible analysis of your research and the presentation and defense of your ideas when open to the scrutiny of others.To assist you, the theoretical components of the module will consider competing research paradigms the process of research critique and current issues in research. Evidence based practice and its relationship to research based practice, exploration of issues surrounding the application of research in practice; the use of specific methods commonly used in research. |
| SPOR70958 |
RESEARCH METHODS AND METHODOLOGIES |
7 |
20 |
Health, Education, Policing and Sciences |
This module has been designed to enable you to undertake an in-depth critical analysis of research methods currently used in a variety of settings. In order to do this, you will need to demonstrate that you can apply the theoretical issues of the module to practical situations such as critical evaluation of the research of others and the early formation of your own research skills. As part of the initial development of your research ideas, you will be taken through the process of setting research questions, defining a title, critically applying yourself to the design and possible analysis of your research and the presentation and defence of your ideas when open to the scrutiny of others. |
| PSYC50807 |
RESEARCH METHODS IN COUNSELLING |
5 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to contemporary methodologies in counselling research and aims to develop the skills needed for the effective appraisal of findings from research and evaluation studies. |
| ODPR50110 |
RESEARCH METHODS IN HEALTH AND SOCIAL CARE |
5 |
30 |
Health, Education, Policing and Sciences |
This module introduces you to key concepts in research, addressing its core principles through to the application of evidence to health and social care settings. You will explore the relationship between research and clinical practice; the link between research principles and techniques; and the basis of quantitative and qualitative strategies. You will evaluate the key dimensions of research designs, including methodology, data collection, sampling, data analysis, research ethics, and the presentation of research findings. You will also develop critical appraisal skills. |
| PSYC70804 |
RESEARCH METHODS IN PSYCHOLOGY |
7 |
15 |
Health, Education, Policing and Sciences |
The module will provide you with an introduction to, and development of, a variety of research methods commonly used in the investigation of psychological phenomena. It will introduce research ethics, design, conduct, analysis, interpretation and reporting of empirical research in psychology.The module will introduce qualitative research methods such as interviewing, designing interview studies, coding of interview data, and thematic analyses. The module will also focus on introducing quantitative research methods used in psychological research. It will cover experimental and correlational designs, and the hypotheses associated with these designs. It will also cover how to conduct, interpret and report appropriate inferential statistical tests based on these designs. The importance of effect size and power will also be emphasised. Throughout, you will focus on the application of appropriate methods in order to address specific research questions. You will also develop your practical skills in the collection and reporting of psychological data as part of a group, and gain familiarity with statistical software. |
| BIOL60684 |
RESEARCH PROJECT |
6 |
30 |
Health, Education, Policing and Sciences |
The project is designed to allow you to demonstrate your development as a scientific practitioner in the pathway of your choice and is viewed as a culmination of your discipline expertise and professionalism.This substantial project provides the opportunity for you to draw together all the practical experience, knowledge and critical understanding your pathway has provided.You are required to study a topic relevant to your Course and pathway from an idea generated by yourself in discussion with an academic adviser. |
| BIOL60695 |
RESEARCH PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
The project provides the opportunity for you to draw together the practical experience, knowledge and critical understanding you have acquired from your previous studies, and utilise these to demonstrate your development as a healthcare science practitioner. Your project will be a major piece of independent work, and is viewed as a culmination of your discipline expertise and professionalism. |
| EDUC77087 |
RESEARCH PROJECT |
7 |
30 |
Health, Education, Policing and Sciences |
During the Research Project module, you will develop your ability to:(i)Enhance your teaching practice through education technology(ii)Engage in small scale practitioner led research using appropriate education-based methodology(iii)Publicise the findings of your work(iv)Consider how your work could be further developed for future research and publication.As well as classroom based and online learning, you will take part in informal presentations of education technology to small groups of your peers. You will be observed using education technology by a colleague. Additionally, you will present your research for informal peer review and also give constructive feedback on their findings in a mutually supportive environment. You will consider how your research findings will benefit your professional development, your students learning as well as your department/organisation as a whole. |
| LAWS61615 |
RESEARCH PROJECT |
6 |
15 |
Health, Education, Policing and Sciences |
You will develop your research skills by choosing a legal or socio-legal topic and researching that area. You will learn through individual tutorials with the module tutor, or with a subject expert. The key to research project success is keeping in touch with your supportive supervisor and reading around your area. You will undertake specific, focussed research, as well as some wider reading on the subject to establish the landscape and context of your topic. You will learn how to write a literature review and you will also reflect on some practical scenarios illustrating how legal research can sometimes raise ethical issues |
| PSYC60829 |
RESEARCH PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
The purpose of this module is to provide you with the opportunity to undertake a piece of supervised, independent research into a specific area of professional interest related to counselling. You will be expected to design, organise, and carry out a research plan which they will present to your supervisor. This module focuses on application of a full range of research skills that are required to produce a research project. You will demonstrate skills that include literature searching and critiquing, methodologies, choosing appropriate research techniques, qualitative and quantitative techniques, data collection and analysis as well as research reporting. |
| LAWS51227 |
RESEARCH PROJECT |
5 |
15 |
Health, Education, Policing and Sciences |
You will develop your research skills by choosing a legal or socio-legal topic and researching that area. You will learn through individual tutorials with the module tutor, or with a subject expert. The key to research project success is keeping in touch with your supportive supervisor and reading around your area. You will undertake specific, focused research, as well as some wider reading on the subject to establish the landscape and context of your topic. You will learn how to write a literature review and you will also reflect on some practical scenarios illustrating how legal research can sometimes raise ethical issues. |
| LAWS51954 |
RESEARCH PROJECT |
5 |
20 |
Health, Education, Policing and Sciences |
If you have an interest in a particular area of law and there is not a specific module on the topic, then this could well be the module for you. Flexible enough to cater to a myriad of interests (subject to appropriate supervisor), this module contributes to students employability by enhancing their¿problem-solving and research skills. For anyone considering an academic career it could be the first step in a research career. Key employability skills such as self-motivation, accountability, organising workload and meeting deadlines are built in as well as higher level research and writing.¿ |
| SPOR60943 |
RESEARCH PROJECT |
6 |
45 |
Health, Education, Policing and Sciences |
This module provides you with the opportunity to conduct, under supervision, independent psychological research in one of a broad range of areas within sport and exercise settings.You will be given the opportunity to apply your understanding of sport and/or exercise psychology theory and research methods to answer a specific research question.During the course of the module you will develop a detailed understanding of current psychological theory in sport and/or exercise and research findings in one, narrowly focused area. You will also have the opportunity to develop and refine your research skills. These will include skills in literature searching, research design and planning, data collection, data analysis, reporting data, and in reflecting on the research process. You will then be able to decide how you develop your own understanding of your research topic, research methods, and time management. |
| SPOR60963 |
RESEARCH PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
This module provides students with the opportunity to conduct, under supervision, independent and ethical psychological research in one of a broad range of areas within sport and exercise settings. Students will be given the opportunity to apply their understanding of sport and/or exercise psychology theory and research methods to answer a specific research question. During the course of the module students will need to develop a detailed understanding of current psychological theory in sport and/or exercise and research findings in one, narrowly focused area. Students will also need to develop and refine their research skills. These will include skills in literature searching, research design and planning, data collection, data analysis, reporting data, and in reflecting on the research process. How students then go about developing their understanding of their research topic, research methods, and time management is their responsibility. Each student will be supported on the research project in three keyways. |
| BIOL70675 |
RESEARCH PROJECT (BL) |
7 |
40 |
Health, Education, Policing and Sciences |
A research project reflecting your area of interest wherever possible. Projects will be designed in consultation with a university-based supervisor and can be conducted either at your place of work or here at the University. |
| PSYC60828 |
RESEARCH PROJECT (CHILDREN AND YOUNG PEOPLE) |
6 |
40 |
Health, Education, Policing and Sciences |
The purpose of this module is to provide you with the opportunity to undertake a piece of supervised, independent research into a specific area of professional interest related to counselling children and young people. You will be expected to design, organise, and carry out a research plan which they will present to your supervisor. This module focuses on application of a full range of research skills that are required to produce a research project. You will demonstrate skills that include literature searching and critiquing, methodologies, choosing appropriate research techniques, qualitative and quantitative techniques, data collection and analysis as well as research reporting. |
| BIOL70676 |
RESEARCH PROJECT (ON CAMPUS) |
7 |
40 |
Health, Education, Policing and Sciences |
A research project reflecting your area of interest wherever possible. Projects will be designed in consultation with a university-based supervisor and can be conducted either at your place of work or here at the University. |
| LAWS51961 |
RESEARCH PROJECT DL |
5 |
20 |
Health, Education, Policing and Sciences |
¿This module contributes to students employability by enhancing their¿problem-solving and research skills. For anyone considering an academic career it could be the first step in a research career. Key employability skills such as self-motivation, accountability, organising workload and meeting deadlines are built in as well as higher level research and writing.¿ |
| EDUC77874 |
RESEARCH PROJECT DL |
7 |
60 |
Health, Education, Policing and Sciences |
This research module will enable you to engage with literature and theoretical frameworks, collect data and analyse findings culminating in a unique independent research project. You will complete an individual research project relating to education that demonstrates rigorous standards of advanced scholarship, skills of critical analysis and argumentation and the ability to synthesise theories and evidence. |
| BIOL70673 |
RESEARCH PROJECT PROPOSAL (BL) |
7 |
20 |
Health, Education, Policing and Sciences |
This module will provide you with the necessary skills to design a research project to answer a research question, potentially reflecting your area of interest or relevant to your workplace. Projects will be designed in consultation with a university-based supervisor and can be conducted either at your place of work or at the University. You will develop your own research idea and design a protocol for addressing the question. You will be trained in the understanding of, and preparation of the approvals necessary to carry out your research, including risk assessments and ethical approval and you will communicate your proposal in both a written and a verbal format. |
| BIOL70674 |
RESEARCH PROJECT PROPOSAL (ON CAMPUS) |
7 |
20 |
Health, Education, Policing and Sciences |
This module will provide you with the necessary skills to design a research project to answer a research question, potentially reflecting your area of interest or relevant to your workplace. Projects will be designed in consultation with a university-based supervisor and can be conducted either at your place of work or at the University. You will develop your own research idea and design a protocol for addressing the question. You will be trained in the understanding of, and preparation of the approvals necessary to carry out your research, including risk assessments and ethical approval and you will communicate your proposal in both a written and a verbal format. |
| EDUC77095 |
RESEARCH PROPOSAL |
7 |
15 |
Health, Education, Policing and Sciences |
During the Research Proposal module, you will develop your ability to: (i) Enhance your teaching practice through education technology (ii) Engage in small scale practitioner led research using appropriate education based methodology As well as classroom based and online learning, you will take part in informal presentations of education technology to small groups of your peers. You will also observe education technology in use from a colleague. Additionally, you will present your research proposal for informal peer review and also give constructive feedback on their ideas in a mutually supportive environment. You will consider how your research will benefit your professional development, your students ¿ learning as well as your department/organisation as a whole. |
| EDUC77092 |
RESEARCH PROPOSAL |
7 |
15 |
Health, Education, Policing and Sciences |
During the Research Proposal module, you will develop your ability to:(i)Enhance your teaching practice through education technology(ii)Engage in small scale practitioner led research using appropriate education based methodologyAs well as classroom based and online learning, you will take part in informal presentations of education technology to small groups of your peers. You will also observe education technology in use from a colleague. Additionally, you will present your research proposal for informal peer review and also give constructive feedback on their ideas in a mutually supportive environment. You will consider how your research will benefit your professional development, your students learning as well as your department/organisation as a whole. |
| EDUC77086 |
RESEARCH PROPOSAL |
7 |
15 |
Health, Education, Policing and Sciences |
During the Research Proposal module, you will develop your ability to:(i)Enhance your teaching practice through education technology(ii)Engage in small scale practitioner led research using appropriate education based methodologyAs well as classroom based and online learning, you will take part in informal presentations of education technology to small groups of your peers. You will also observe education technology in use from a colleague. Additionally, you will present your research proposal for informal peer review and also give constructive feedback on their ideas in a mutually supportive environment. You will consider how your research will benefit your professional development, your students learning as well as your department/organisation as a whole. |
| PSYC70534 |
RESEARCH PROPOSAL |
7 |
15 |
Health, Education, Policing and Sciences |
The Masters research year allows counselling practitioners qualified to post-graduate level (or equivalent) to enhance and deepen their knowledge. The research proposal allows you to begin to formulate research questions and make informed choices about research methodologies. It also requires you to critically review the literature in the area they propose to study. Ethical and legal considerations will be explored in depth and required ethical clearance obtained. Proposals will have a clear theoretical grounding and will be placed in historical and philosophical contexts. Presenting research proposals to tutors and peers will allow you to further develop your proposed project. |
| PPDE50699 |
RESEARCH SKILLS FOR HEALTH AND SOCIAL CARE |
5 |
20 |
Health, Education, Policing and Sciences |
'Research is what we do when we need to find something out for ourselves. It makes the difference between guessing and knowing, between doing what we are told and doing the best we can. This module is designed to give you a step-by-step guide into discovering the research in your area and using it to gain new insights. It will give you skills that are essential for your Extended Study module next year, and that you will be able to use throughout your future career |
| FORE50382 |
RESEARCH SKILLS IN FORENSICS |
5 |
20 |
Health, Education, Policing and Sciences |
Unlock your full potential and enhance your research skills. You'll gain a deeper understanding of research within forensic science and learn how to conduct academic research with ease. With a strong focus on statistical quantitative methods, our module will equip you with the tools and knowledge you need to succeed in your Level 6 studies. Our expert team will guide you through the effective use of library and IT resources, helping you to retrieve and process information efficiently. By the end of the course, you'll be fully prepared to design a research project that will set you on the path to success. Not only will you develop valuable research skills, but you'll also be introduced to exciting research areas within the department that may inspire your future career path. Don't miss out on this opportunity to take your academic research to the next level. |
| POLI50411 |
RESEARCH SKILLS, POLICING THEORY AND LOCAL PROBLEM SOLVING |
5 |
20 |
Health, Education, Policing and Sciences |
In this intermediary module, you will delve deeper into the area of evidence-based policing, enhancing your research and problem-solving skills to tackle real-world operational challenges faced by police officers. Through an exploration of evidence-based policing principles, you will gain a comprehensive understanding of the importance of data-driven decision-making and the integration of research findings into policing practices. By evaluating various aspects of this approach, you will develop a critical perspective on its application, strengths, and limitations within the practical context of policing communities. Building upon the foundational knowledge acquired in your previous year of study, you will further enhance your ability to apply policing theory and appropriate research methods to address local policing problems. This hands-on experience will equip you with the analytical tools necessary to identify underlying issues, formulate hypotheses, and devise innovative solutions grounded in empirical evidence. Moreover, you will refine your ability to identify and analyse local policing problems effectively. You will learn to dissect complex situations, recognising patterns, trends, and contributing factors. This skill set will empower you to communicate clear and actionable problem-solving plans, facilitating effective collaboration with stakeholders and driving positive change within communities. The module will prepare you for your final year evidence-based research project, where you will apply the knowledge and skills acquired to conduct independent research and contribute to the advancement of policing practices. |
| EDUC80194 |
RESEARCH THESIS |
8 |
360 |
Health, Education, Policing and Sciences |
In this module you will carry out an investigation that makes an original contribution to knowledge in your chosen area of education practice. You will implement the approved research project design, but also, in consultation with your supervisors, be prepared to extend and adjust this. |
| EDUC80484 |
RESEARCH THESIS |
8 |
360 |
Health, Education, Policing and Sciences |
You will carry out an investigation that makes an original contribution to knowledge in your chosen area of education practice. You will implement the approved research project design, but also, in consultation with your supervisors, be prepared to extend and adjust this. |
| PSYC80756 |
RESEARCH: FROM DESIGN TO DISSEMINATION |
8 |
120 |
Health, Education, Policing and Sciences |
The module is designed to guide you through the process of carrying out research in Health Psychology. Sessions will lead you through the processes of applying for ethical approval, designing the research, conducting the research, analysing the resulting data, and writing up the data for publication. |
| SOCY70539 |
RESEARCHING CRIME AND SOCIETY: RESEARCH DESIGN & DATA COLLECTION DL |
7 |
40 |
Health, Education, Policing and Sciences |
This module ensures students receive a robust and practical hands-on training in a variety of quantitative and qualitative research methods, and analytical techniques that researchers studying crime and society use. Topics covered, include broadly quantitative approaches e.g. surveys and capturing social attitudes and content analysis, and broadly creative qualitative approaches e.g. including in-depth interviewing, elicitation techniques (including sensory/auditory which are important for prompting memories and story-telling) community and participatory approaches, ethnography and participant observation. Students will also be taught about secondary sources (e.g. statistics, archive sources and comic books). The course will also cover sampling and recruitment. Ethical issues will be given special emphasis |
| SOCY70511 |
RESEARCHING CRIME AND SOCIETY: RESEARCH DESIGN AND DATA COLLECTION |
7 |
30 |
Health, Education, Policing and Sciences |
Students studying this module will receive a robust and practical hands-on training in a variety of quantitative and qualitative research methods, and analytical techniques that researchers studying crime and society use. Topics covered, include broadly quantitative approaches (e.g. surveys and capturing social attitudes and content analysis), and broadly creative qualitative approaches (e.g. including in-depth interviewing, elicitation techniques (including sensory/auditory which are important for prompting memories and story-telling) community and participatory approaches, ethnography and participant observation). Learners will also be taught about secondary sources (e.g. statistics, archive sources and comic books). Students understanding of secondary sources will be bolstered by attending an optional course trip to a museum, where learners will have the opportunity to handle archive sources and analyse propaganda posters, thereby performing visual analysis. Special emphasis is also given to sampling and recruitment approaches and ethical issues. |
| HIPO70470 |
RESEARCHING GLOBAL ISSUES |
7 |
20 |
Health, Education, Policing and Sciences |
You will learn how to conduct quantitative and qualitative research in the social sciences, specifically in the fields of International Relations and International Security. You will be introduced to the fundamentals of research design and differences in approaches to theoretical frameworks and research methods. On completion of this module, you will gain a comprehensive understanding of how to design and conduct independent research projects. |
| SOCY70512 |
RESEARCHING TRANSNATIONAL JUSTICE AND ORGANISED CRIME |
7 |
30 |
Health, Education, Policing and Sciences |
Using case studies, this module seeks to develop students ability to understand some of the key issues involved in researching transnational organised crime which is a highly sensitive, controversial and continually evolving subject. It provides a comparative and cross-cultural analysis of the relationship between transnational organised crime and the criminal justice, law enforcement and security systems which operate at the global level. It will look at a number of relevant historical and contemporary in-depth case studies of organised criminal groups such as the Italian, Russian and Columbian 'mafias'; the Chinese triads and Japanese yakuza; and the various groups which together constitute organised crime in the USA. Counterbalancing and interconnecting with this will be an examination and analysis of the growth, development and effectiveness of transnational law and law enforcement systems in relation to the problem of dealing with transnational crime as well as the difficulties of sustaining international cooperation between national legal, political and law enforcement bodies. The context for this will be the emergence of a new world order after the break-up of the Soviet Union, the advent of newly industrialising countries in the developing world, the establishment of a new international division of labour and the globalisation of economies, polities and cultures. The latter will provide a focus for analysing the key trends and developments which have underpinned the emergence of transnational organised crime historically and for developing a critical understanding of the comparative geography and statistical significance of transnational crime through the examination of official data sources. Through close engagement with case studies, students will be supported to develop a realistic and feasible assessment of what and how they can research a specific topic relating to transnational organised crime and/or law enforcement responses. They will be encouraged to select appropriate research methods for their proposed study in order to ethically study the topic. |
| POLI50410 |
RESPONSE POLICING AND POLICING THE ROADS |
5 |
20 |
Health, Education, Policing and Sciences |
This module enhances the learners understanding of the complexities and challenges of operational response policing including the policing of the roads and suspect/offender management. Indictive Content Roads and Response: Illustrate how theories and principles of psychology and human behaviour, including occupational culture, integrity and corruption, can be applied in various response contexts. Consider the roles and responsibilities of the response officer at the scene of high profile major and critical incidents. Analyse the role of the police within a joint emergency services operation Apply police powers in relation to commercial vehicle enforcement Consider criminal activity on road networks and how this can be prevented and disrupted. |
| POLI50418 |
RESPONSE POLICING AND POLICING THE ROADS |
5 |
20 |
Health, Education, Policing and Sciences |
This module enhances the learners understanding of the complexities and challenges of operational response policing including the policing of the roads and suspect/offender management. Indictive Content Roads and Response: Illustrate how theories and principles of psychology and human behaviour, including occupational culture, integrity and corruption, can be applied in various response contexts. Consider the roles and responsibilities of the response officer at the scene of high profile major and critical incidents. Analyse the role of the police within a joint emergency services operation Apply police powers in relation to commercial vehicle enforcement Consider criminal activity on road networks and how this can be prevented and disrupted. |
| POLI50417 |
RESPONSE POLICING AND POLICING THE ROADS |
5 |
20 |
Health, Education, Policing and Sciences |
This module enhances the learners understanding of the complexities and challenges of operational response policing including the policing of the roads and suspect/offender management. Indictive Content Roads and Response: Illustrate how theories and principles of psychology and human behaviour, including occupational culture, integrity and corruption, can be applied in various response contexts. Consider the roles and responsibilities of the response officer at the scene of high profile major and critical incidents. Analyse the role of the police within a joint emergency services operation Apply police powers in relation to commercial vehicle enforcement Consider criminal activity on road networks and how this can be prevented and disrupted. |
| NURS60557 |
RETURN TO PRACTICE |
6 |
30 |
Health, Education, Policing and Sciences |
The aim of this module is to enable you if you have lapsed from the professional register to regain your registration through updating of your knowledge and skills.Learning will take place through interactive key lectures, group work, skills laboratory work, formative work and tutorials and a clinical placement.During this module you will develop confidence in your study and learning skills. In addition the focus of content will reflect current nursing and health care practice including clinical skills refreshers, contemporary organisation of care models and legislative changes and use of guidelines and policies to enhance the quality of care you deliver. |
| SPOR40961 |
REVIEWING SCIENTIFIC LITERATURE |
4 |
20 |
Health, Education, Policing and Sciences |
An important feature of graduate injury rehabilitation and manual therapy is that therapists operate within an evidence-based paradigm, it is therefore important that students gain knowledge and understanding of searching for, appraising, and interpreting evidence. This module will introduce students to the skills necessary to find relevant academic journal articles, extract key information from these articles, and interpret their findings. This module provides the transferable skills needed to write assignments on the degree. |
| SOWK40306 |
RIGHTS, JUSTICE AND EQUALITY |
4 |
30 |
Health, Education, Policing and Sciences |
This module provides you with the base knowledge of law for social work with children and adults as well as law around capacity and human rights. You will study key parts of the law that underpin social work practice and also look at how the British legal system works. The module also looks at social justice and equality laws, and you will consider how key changes in politics, specifically social policy, impact upon the lives of vulnerable people. |
| FORE50373 |
RISK AND VULNERABILITY |
5 |
20 |
Health, Education, Policing and Sciences |
In recent years there has been a shift in policing towards public protective services (College of Policing, 2020), where one of the primary roles includes assessing for risk and vulnerability. Police training is changing across England and Wales with an increased awareness of the importance of understanding vulnerability and risk. This module explores and evaluates the complexities in relation to vulnerable people in society and the implications these can have on policing. The module provides students with an understanding of vulnerability, and the theories and concepts relating to how people can become vulnerable and as a result, victimised. During the module, students explore contemporary vulnerability issues such as families with complex needs, missing persons, prostitutions, domestic abuse, sexual offences and mental ill health. The module evaluates evidence-based models of policing to protect vulnerable people, with specific reference to police policies and practices, victim and perpetrator perceptions and mental health. Reference will be made to how vulnerable people are supported by the police and other agencies and how risk is managed. Multi-agency working will be a theme throughout this module, introducing case reviews and the management of offenders. |
| PPDE70209 |
RISK, DECISION-MAKING AND UNCERTAINTY |
7 |
15 |
Health, Education, Policing and Sciences |
It is vital to have an understanding of how risk, decision-making and uncertainty shape health and social care environments. You will have the opportunity in this module to evaluate these crucial dimensions and how they interrelate. For example, cognitive psychology demonstrates that human decision-making is often much less rational than might be anticipated. Moreover, how can sound decisions be made in complex environments when information is incomplete and communication imperfect? This module will therefore help you to explore the range of dispositional, organisational and culture factors that shape the basis of risk, decision-making and uncertainty. |
| FORE50376 |
ROADS POLICING |
5 |
20 |
Health, Education, Policing and Sciences |
The roads network is an important policing context where police powers, legislation and skills can be used to identify offenders, disrupt criminal behaviour and increase safety for road users. This module will give students an overview of the core policing functions and strategies relating to the policing of the roads, including key pieces of legislation and police powers associated with common offences on the roads. Students will examine how the UK road network is policed strategically and safely including obtaining an understanding of the legislation relating to complex road investigations and commercial vehicle enforcement. They will also obtain an understanding of how to identify and disrupt specific criminality facilitated by the roads network. |
| HIPO70493 |
RUSSIA AND RUSSIAN SECURITY |
7 |
40 |
Health, Education, Policing and Sciences |
Russia and its role on the international stage is hugely topical and deeply contentious at this moment. This module is specifically designed to help you understand this subject more deeply and think about appropriate policy responses from a non-Russian perspectives. Teaching and learning can be done partially in the Russian language for those of you looking to practice their academic Russian language skills. |
| HIPO70495 |
RUSSIA AND RUSSIAN SECURITY |
7 |
20 |
Health, Education, Policing and Sciences |
Russia and its role on the international stage is hugely topical and deeply contentious at this moment. This module is specifically designed to help you understand this subject more deeply and think about appropriate policy responses from a non-Russian perspectives. Teaching and learning can be done partially in the Russian language for those of you looking to practice their academic Russian language skills. |
| HIPO70457 |
RUSSIAN FOREIGN AND SECURITY POLICY |
7 |
30 |
Health, Education, Policing and Sciences |
This module examines Russian foreign policy since the end of the Cold War up to the present day, and invites students to explore the following questions: How does Russia view the world? What does Russia want and how will it achieve these aims? What is Russias perception of itself in the world and does this match reality? Does the West remain a reference point in Russias foreign policy thinking? The module begins by introducing students to the different ways Russian foreign policy has been theorised in International Relations. It then outlines the formation of several foreign policy perspectives across Russias political spectrum and examines the roles of domestic actors in foreign policy decision-making. Following this, the course interrogates Russias interaction with its external environment, including its relationship with the EU, NATO, the OSCE, the US, the countries of the Commonwealth of Independent States, China and the non-West, and several international organisations. The module then examines Russias approach to a number of policy areas and global security issues, including information and hybrid warfare, regional conflicts, emerging non-traditional security challenges, energy security, and intervention and human rights. Finally, students will be expected to consider the future of Russias foreign policy direction. |
| HIPO60545 |
RUSSIAN SECURITY FROM THE TSARS TO PUTIN |
6 |
20 |
Health, Education, Policing and Sciences |
How does the world appear from the Russian Kremlin? This module offers you a long-term historical perspective on the security threats posed in Russian lands, from their period as an empire through the Soviet era and up to the present day, and reviews patterns and (dis)continuities in the responses of the Russian state. Key topics include the invasion of the Eurasian nomads, intelligence operations during the Cold War, and nationalist-separatist movements still operating today. |
| MIDW40136 |
SAFE AND EFFECTIVE MIDWIFERY CARE 1 |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to the fundamental concept of continuity of care and carer in midwifery practice. You will gain an insight into the expansive role of midwives throughout the midwifery care journey, spanning from the antenatal period through the early stages of newborn infants' lives. Through exploration of diverse care settings such as the woman's home, hospitals, community settings, and midwifery-led units, you will develop an understanding of the varied environments in which midwives provide care. Emphasis is placed on cultivating safe, respectful, and nurturing environments to facilitate a seamless midwifery care experience for women, setting the foundation for compassionate and comprehensive midwifery practice. |
| MIDW53101 |
SAFE AND EFFECTIVE MIDWIFERY CARE 2 |
5 |
20 |
Health, Education, Policing and Sciences |
This module builds on Safe and Effective Midwifery Care 2 and guides you as you progress to a developing level of proficiency in understanding continuity of care and carer in midwifery practice. You will deepen your knowledge of the midwife's multifaceted role across the entire maternity care journey, spanning from the antenatal period to the early stages of newborn infants' lives. Through exploration of diverse care environments, including antenatal, intrapartum, postnatal and the neonatal period, you will focus on creating safe, respectful, and empowering experiences for women and their families. You will begin to integrate concepts of continuity of care and carer into their clinical practice, demonstrating increasing competency in providing seamless and comprehensive care to women throughout their childbearing journey. |
| MIDW60706 |
SAFE AND EFFECTIVE MIDWIFERY CARE 3 |
6 |
20 |
Health, Education, Policing and Sciences |
This module builds on the skills in Safe and Effective Midwifery Care 2 and focuses on refining your expertise in promoting continuity of care and carer within midwifery practice. You will advance to comprehensive knowledge of the midwife's role across every stage of the maternity care continuum and in diverse care settings. You will be supported to excel in creating environments characterised by safety, respect, kindness, nurturing, and empowerment for women throughout their childbearing journey. Through the integration of advanced concepts of continuity of care and carer into midwifery practice, you will exhibit leadership in ensuring seamless care experiences for women and newborn infants, further contributing to the advancement of midwifery practice taking these skills into your career as a registered midwife. |
| CYPF40004 |
SAFEGUARDING ADULTS |
4 |
20 |
Health, Education, Policing and Sciences |
The learner will gain an understanding of the benefit of evidence-based practice when working with adults. They will explore the social factors that may impede adult development including mental health, poor resilience and poor support planning. You will also learn best practice in adopting preventative approaches/strategies to assist adults in assisting adults to make positive solution focused decisions. |
| EDUC40506 |
SAFEGUARDING AND CHILD PROTECTION |
4 |
30 |
Health, Education, Policing and Sciences |
You will examine the legislative and policy framework relating to child protection, for example, UNCRC (1989), Every Child Matters (2003), Children Act (1989/2004), Common Assessment Framework (CAF), Data Protection Act (1998), Working Together to Safeguard Children (currently 2015 version) and the Prevent Duty (currently 2015 version). You will review the terms used within the area of children protection and examine how children can be helped to protect themselves. You will also consider cultural perspectives of childhood, child abuse and differing attitudes and perspectives of childrens vulnerability. You will learn how abuse is dealt with, within agreed professional boundaries of confidentiality, and distinguish clearly between evidence directly observed and information gathered from other reliable sources. You will understand the boundaries and limitations of your roles and responsibilities, when to make referral to protective and specialist services and how to contribute to the overall process. You will investigate changes in policy from intervention to prevention approaches within universal services and the role of the various agencies involved in child protection and safeguarding such as Ofsted, children's centres, the police, courts and social services. In support of this this module will also examine national guidelines on interagency co-operation. This will also enable consideration to be given on the governments current policy with regard to preventing radicalisation amongst young people. |
| EDUC50506 |
SAFEGUARDING AND CHILD PROTECTION |
5 |
30 |
Health, Education, Policing and Sciences |
You will examine the legislative and policy framework relating to child protection, for example, UNCRC (1989), Every Child Matters (2003), Children Act (1989/2004), Common Assessment Framework (CAF), Data Protection Act (1998), Working Together to Safeguard Children (2015) and examine national guidelines on interagency co-operation. You will review the terms used within the area of children protection and examine the problematic nature of the phrase ""at risk"" and how children can be helped to protect themselves. You will consider cultural perspectives of childhood, child abuse and differing attitudes towards children's competency and vulnerability. You will learn how to provide information about suspected abuse within agreed professional boundaries of confidentiality, and distinguish clearly between evidence directly observed and information gathered from other reliable sources. You will understand the boundaries and limitations of your roles and responsibilities, when to make referral to protective and specialist services and how to contribute to the overall process. You will also investigate changes in policy from intervention to prevention approaches within universal services and the role of children's centres. |
| EDUC40623 |
SAFEGUARDING AND CHILD PROTECTION |
4 |
20 |
Health, Education, Policing and Sciences |
The most important aspect of a teacher's role is safeguarding of the children in your care. In this module, you will develop your knowledge and understanding of safeguarding policy and practice and be able to reflect on some of the issues that professional teachers may encounter. You will have the opportunity to think about and discuss the wider implications of safeguarding for your own classroom practice, whilst becoming familiar with the specialist software available in primary schools to facilitate good practice |
| EDUC40612 |
SAFEGUARDING AND CHILD PROTECTION (QTS) |
4 |
30 |
Health, Education, Policing and Sciences |
You will examine the legislative and policy framework relating to child protection, for example, UNCRC (1989), Every Child Matters (2003), Children Act (1989/2004), Common Assessment Framework (CAF), Data Protection Act (1998), Working Together to Safeguard Children (currently 2015 version) and the Prevent Duty (currently 2015 version). You will review the terms used within the area of children protection and examine how children can be helped to protect themselves. You will also consider cultural perspectives of childhood, child abuse and differing attitudes and perspectives of childrens vulnerability. You will learn how abuse is dealt with, within agreed professional boundaries of confidentiality, and distinguish clearly between evidence directly observed and information gathered from other reliable sources. You will understand the boundaries and limitations of your roles and responsibilities, when to make referral to protective and specialist services and how to contribute to the overall process. You will investigate changes in policy from intervention to prevention approaches within universal services and the role of the various agencies involved in child protection and safeguarding such as Ofsted, children's centres, the police, courts and social services. In support of this this module will also examine national guidelines on interagency co-operation. This will also enable consideration to be given on the governments current policy with regard to preventing radicalisation amongst young people. |
| EDUC40615 |
SAFEGUARDING AND DEVELOPING EDUCATIONAL PRACTICE |
4 |
40 |
Health, Education, Policing and Sciences |
How do we protect children, young and vulnerable people? This module examines how the interests, needs and welfare of children and young people can be protected through the structure, services and policy in place today. The value that society places on children and childhood will also be explored through the major developments in child welfare; legislation and the serious case reviews which sparked the changes. This module will gain you 40 credits at level 4 towards the full 240 credits for your Foundation Degree. |
| ECST50298 |
SAFEGUARDING AND PROMOTING CHILDRENS WELFARE |
5 |
30 |
Health, Education, Policing and Sciences |
How do we safeguard children?You will examine definitions of physical, sexual, racial and emotional abuse as well as your own feelings towards abuse and neglect. You will also consider the legislative framework and national policy relating to child protection. Youll investigate changes from intervention to prevention approaches and review the terms used within the area of children protection; considering the problematic nature of the phrase "at risk" and how children can be helped to protect themselves. This module will enable you to understand the complexities of this vital area within early years and equip you with knowledge and understanding to apply to practice. |
| CYPF40005 |
SAFEGUARDING CHILDREN |
4 |
20 |
Health, Education, Policing and Sciences |
The learners will gain an understanding of the existing provision available to support children and young people which will include evidence-based assessments and the informal environments where these can take place. They will also gain an understanding of the parenting roles and how a relationship evolves between a parent and child to ensure a safe environment. Learners will be expected to assess the benefits of multiagency approaches/delivery, interventions and analyse current policy. |
| PPDE70831 |
SAFETY SCIENCE FOR HEALTH AND CARE SYSTEMS |
7 |
20 |
Health, Education, Policing and Sciences |
This module covers the assessment and management of hazards, risk and consequence in safety-critical domains. Modern and historical approaches to safety are outlined and lessons from various high-consequence industries and domains are discussed in relation to health and care systems. Students study the effectiveness of safety controls/barriers and safeguards and then HF/E contribution to organisational learning from adverse events and to continuous improvement methods. Accident aetiologies, probabilistic methods of assurance, reliability and resilience, and subjective/objective risk are studied and critically appraised with reference to patient safety and quality improvement in health care. |
| HIPO60548 |
SECURITY AND INTELLIGENCE PROJECT |
6 |
40 |
Health, Education, Policing and Sciences |
With a combined focus on a topic in International Relations (ie the Project) presented as a dissertation essay as well as an employment portfolio that asks the student to develop plans and resources for to assist them after the complete their course, this module incorporates appropriate stages of research, conceptualising the selected problem, identifying and locating appropriate sources, reading them with the technical competence, critical understanding and insight necessary to establish what can be learned from them, and presenting the results in a clear, coherent, cogent and attractive form. This module therefore not only has scholarly value in its own right, but also provides a comprehensive test and display of the skills, strengths and limitations of its author and provides them with a plan with regard to what they need to do to enter the world of work as a work-ready graduate. |
| EDUC60630 |
SEND AND THE CHANGING WORLD OF WORK |
6 |
20 |
Health, Education, Policing and Sciences |
This module helps you to explore what it means to practice in the field of Special Educational Needs and Disability in today's working world. Over the course of your studies, you will investigate and learn to articulate your own personal philosophy and values around what constitutes valuable SEND practice with a view to your next steps in the world of work. |
| CRIM60001 |
SERIAL KILLERS |
6 |
20 |
Health, Education, Policing and Sciences |
The module allows learners to delve into the fascinating topic of serial murder. This module is used to develop the learners thirst for reading and research. The subject is intended to prompt an interest in analysing competing criminological theories and allow the learners to build on their critical analysis. This subject will provide a stimulus for reading and research traditional and contemporary criminological theories. |
| LAWS62018 |
SERIAL KILLERS |
6 |
15 |
Health, Education, Policing and Sciences |
The module allows students to delve in to the fascinating filed of serial killers. This module is used to develop the students thirst for reading and research. The subject is intended to prompt an interest in analysing competing criminological theories and allow the students to build on their critical analysis. This subject will hopefully provide reading and research skills that can be transferred to other modules.Issues covered include:1: An introduction to serial killing as a criminological phenomena2: Historical background 3: Exploring the definition of serial killing4: Categories5: Biological6: Psychological Perspective7: sociological8: Media and serial killers9: Justice in the modern prison10: case studies11. Criminal law and serial killers |
| PPDE60189 |
SEXUAL HEALTH ADVISING - WIDENING THE REMIT |
6 |
30 |
Health, Education, Policing and Sciences |
This unique course will allow you to develop skills in Sexual Health Advising. You might be a professional working in a Sexual Health Clinic, Genito Urimary Medicine Clinic (GUM), primary care or the community and what to effectively supoort people with sexual health concerns. This course will develop your knowledge and understanding of the theory and practice of sexual health advising through a programme of self-directed study. The course is predominately delivered by distance learning, with the development of skills being incorporated into 4 face-to-face study days delivered at the Centre of Excellence in Healthcare Education, Blackheath Lane, Stafford.Your learning and assessment will be mapped to the Society of Sexual Health Advising (SSHA) Competency Framework (SSHA, 2013). |
| PARA50690 |
SIMULATED TECHNICAL AND NON-TECHNICAL SKILLS IN EMERGENCY TRAUMA |
5 |
20 |
Health, Education, Policing and Sciences |
Building from the knowledge and skills gained in Introduction to Non-Technical Skills and Simulation 1 or your level 4 AAP trauma and basic non-technical skills taught sessions, you with explore the principles and management of Pre-Hospital Traumatic Injury and Major Incident, supported by the essential non-technical skills required for safe and effective care. |
| PARA50697 |
SIMULATED TECHNICAL AND NON-TECHNICAL SKILLS IN EMERGENCY TRAUMA |
5 |
20 |
Health, Education, Policing and Sciences |
Building from the knowledge and skills gained in Introduction to Non-Technical Skills and Simulation 1 you with explore the principles and management of Pre-Hospital Traumatic Injury and Major Incident, supported by the essential non-technical skills required for safe and effective care. |
| PARA50695 |
SIMULATED TECHNICAL AND NON-TECHNICAL SKILLS IN EMERGENCY TRAUMA |
5 |
20 |
Health, Education, Policing and Sciences |
Building from the knowledge and skills gained in Introduction to Non-Technical Skills and Simulation 1 or your level 4 AAP trauma and basic non-technical skills taught sessions, you with explore the principles and management of Pre-Hospital Traumatic Injury and Major Incident, supported by the essential non-technical skills required for safe and effective care. |
| SPOR70773 |
SKILLED PERFORMANCE UNDER PRESSURE |
7 |
30 |
Health, Education, Policing and Sciences |
This module uses psychophysiological interpretations of how athletes interact with motivated performance situations to explain skilled performance under pressure. The module will:1. Explore historical and contemporary approaches to understanding skilled performance. Traditional approaches to skill acquisition will be contrasted with an emerging constraints lead approach with a focus on how such models can promote an informed organisation of the learning and practice environment.2. Critically evaluate recent approaches to understanding skilled performance under pressure including (a) implicit and explicit theories of skill development (b) theories of challenge and threat, (c) reinvestment theory (d) choking, (e) the attentional focus of instructions and feedback and (f) analogy learning3. Investigate psychophysiologial markers of the human reaction to stress in the context of their relationships to skilled performance under pressure by examining the use cardiovascular reactivity as an indicator of adaptive and maladaptive responses to stress |
| SPOR70950 |
SKILLED PERFORMANCE UNDER PRESSURE |
7 |
20 |
Health, Education, Policing and Sciences |
This module uses psychophysiological interpretations of how athletes interact with motivated performance situations to explain skilled performance under pressure. Traditional approaches to skill acquisition will be contrasted with an emerging constraint lead approach with a focus on how such models can promote an informed organisation of the learning and practice environment. Contemporary approaches to understanding skilled performance under pressure including psychophysiological markers (cardiovascular reactivity) of the human reaction to stress will be examined as indicators of adaptive and maladaptive responses to human performance stress. |
| PPDE40121 |
SKILLS FOR HIGHER EDUCATION |
4 |
15 |
Health, Education, Policing and Sciences |
This module is designed for learners that are new to higher education you will not need to have any prior knowledge of higher education to progress on to the module.You will be introduced to a range of learning strategies to help you learn independently such as searching for literature, developing action plans, academic writing and referencing. By completing activities in the taught classroom sessions and directed online, you will begin to identify your own strengths and weaknesses as a learner and build stategies that you will need to suceed in studying for the future. |
| ENVI70010 |
SMART AND SUSTAINABLE CITIES |
7 |
40 |
Health, Education, Policing and Sciences |
This module provides you with the opportunity to critically explore the concepts of the sustainable city, the smart city and the creative city and how they relate to each other. Using applied case-studies you will consider how smart city and creative city strategies and initiatives can be used to address social, economic, and environmental issues, promote urban sustainability and progress the United Nations Sustainable Development Goals. |
| SPOR50923 |
SOCIAL AND DEVELOPMENTAL PSYCHOLOGY IN SPORT AND EXERCISE |
5 |
30 |
Health, Education, Policing and Sciences |
You will develop your knowledge in the area of social and developmental psychology in the context of sport and exercise psychology. This module will develop your conceptual and historical appreciation of social and developmental psychology in the context of sport and exercise. In particular, you will develop critical knowledge of traditional and contemporary theoretical approaches to social psychology in sport and exercise, including the areas of cohesion, social support, leadership, climate, and the social identity approach. You will learn about evidence-based interventions in the area of social psychology. You will also develop critical understanding of typical and atypical development, focusing on areas such as transitions, the athlete lifespan, and parental influences. You will gain an understanding of the ethical research practices within the areas of social and developmental psychology in the context of sport and exercise. |
| SPOR50946 |
SOCIAL AND DEVELOPMENTAL PSYCHOLOGY IN SPORT AND EXERCISE |
5 |
20 |
Health, Education, Policing and Sciences |
Students will develop critical knowledge of traditional and contemporary theoretical approaches to social psychology in sport and exercise, including the areas of cohesion, social support, leadership, climate, and the social identity approach. Students will learn about evidence-based interventions in the area of social psychology. Students will also develop critical understanding of typical and atypical development, focusing on areas such as transitions, the athlete lifespan, and parental influences. Students will gain an understanding of the ethical research practices within the areas of social and developmental psychology in the context of sport and exercise. |
| EDUC77872 |
SOCIAL RESEARCH DL |
7 |
20 |
Health, Education, Policing and Sciences |
This social research module will enable you to engage with literature and theoretical frameworks to extend and deepen your understanding of important aspects of education with a focus on research methodology and design. You will design a research proposal to address an educational issue or theme, developing research questions and how they might be operationalised in your own study. You will explore research methods in line with your understanding of the social world, producing a justified strategy for your dissertation. The research proposal will also enable you to consider the context and approach of research funding. |
| ADVC50171 |
SOCIAL WELFARE AND COMMUNITY CARE |
5 |
30 |
Health, Education, Policing and Sciences |
This module builds on some of the content delivered at level 4 and allows you to look in more detail at the legal framework and social policies relating to welfare benefits for disability and carers. You will learn how to use the legal criteria to assess whether a person may qualify for a specific benefit and to identify errors in the application of the criteria in order to support people through the appeals process. You will practice writing submissions to a Tribunal and the key skills necessary to represent clients at a Tribunal.In the second part of the module, you will learn about adult social care services, the legal basis of these and an individual's right to an assessment of need. You will hear first-hand experiences from members of our Service User Group, who may also participate in simulated exercises to help you refine your skills. |
| ADVC70181 |
SOCIAL WELFARE POLICY AND SOCIAL CONTEXT |
7 |
15 |
Health, Education, Policing and Sciences |
This module will examine the social and political context of advice work, and the social problems that drive the need for advice. It will focus on current UK social policy set in the context of the historical development of advice work as a response to social problems, and reflection on future social and political developments likely to impact on advice provision and practice. The module will consider how these policies, and the social problems they are designed to address, interact with attitudes towards advice provision and the funding of such provision by central and local government and within the community. |
| SOWK70430 |
SOCIAL WORK IN CONTEXT |
7 |
20 |
Health, Education, Policing and Sciences |
Social workers work in a variety of organisations - from small voluntary organisations to large and complex agencies like the NHS or Local Government. This module aims to provide you with the knowledge and skills needed to understand how these organisations work, and the strengths and weaknesses of different types of organisation. You will also learn about quality assurance and the role of regulation in the social work profession. The module will give you an overview of theoretical concepts to help you to understand how social work organisations function. This module will also explore international approaches to social work, as well as multi-agency working, and professional identity. |
| SOWK70424 |
SOCIAL WORK LAW |
7 |
20 |
Health, Education, Policing and Sciences |
The foundation of statutory social work practice is primary legislation which imposes statutory duties and powers on social workers and their employers. Therefore, it is important that social workers understand how the contemporary social, political and legal context of social work provision impacts on social work practice. The Social Work Law module aims to provide social work students with an understanding of key social work legislation as well as the social and political issues with impact upon and direct legislative change and its resultant social policy and social work practice. |
| SOWK50331 |
SOCIAL WORK PRACTICE LEARNING 1 |
5 |
20 |
Health, Education, Policing and Sciences |
This module offers the first opportunity to put learning into real world practice. You will undertake a 70-day placement, will be allocated a professionally qualified Practice Educator who will work with you throughout your placement to facilitate critical thinking, support you to apply classroom learning to real-world practice and promote an anti-oppressive approach to social work practice. |
| SOWK60410 |
SOCIAL WORK PRACTICE LEARNING 2 |
6 |
40 |
Health, Education, Policing and Sciences |
By undertaking this module, you will be given the opportunity to undertake a 100-day placement where you will be required to complete social work interventions that involve working with risk and complexity. Through these placements, you will develop your confidence and skills in critical application of the legal frameworks for practice and the wider evidence based that informs robust assessment and decision making in social work practice. You will be supported by experienced social work practitioners, who in their role as practice educator, will facilitate critical reflection and application of the knowledge, skills and values required to be a professional social worker. |
| SOWK50119 |
SOCIAL WORK PRACTICE LEARNING I |
5 |
30 |
Health, Education, Policing and Sciences |
This module is open to students enrolled on the BA (Hons) Social Work Course and builds on the Level 4 skills-based module Readiness for (Professional) Practice.Students will each be allocated a professionally qualified Practice Educator (and where appropriate a Work Based Supervisor) who will work with them throughout their placement to facilitate critical thinking, support the student to apply classroom learning to real world practice and promote an anti-oppressive approach to social work practice which values and celebrates diversity and respects individuals' personal, cultural and religious identities. |
| SOWK50327 |
SOCIAL WORK PRACTICE LEARNING I |
5 |
30 |
Health, Education, Policing and Sciences |
This module is open to students enrolled on the BA (Hons) Social Work course and builds on the Level 4 skills-based module Readiness for Supervised Practice. Students will each be allocated a professionally qualified Practice Educator (and where appropriate a Work Based Supervisor) who will work with them throughout their placement to facilitate critical thinking, support to apply classroom learning to real world practice and promote an anti-oppressive approach to social work practice. |
| SOWK60326 |
SOCIAL WORK PRACTICE LEARNING II |
6 |
60 |
Health, Education, Policing and Sciences |
This module has two distinct elements:- Practice: 100 day placement and production of a professional portfolio evidencing knowledge, theory and skills mapped into the Professional Capabilities Framework (PCF) and Knowledge and Skills Statements (KSS). Each student will have a Practice Educator and Academic Link who will support the student through the placement via formal and informal meetings and tutorials. - Academic: Professional development and awareness through 4 taught days within the university to support the student's placement experience. There is an assessed presentation at the end of the placement based on a Critical Incident and a written submission to support the presentation. |
| SOCY50572 |
SOCIETAL CHANGE AND GLOBALISATION |
5 |
15 |
Health, Education, Policing and Sciences |
The module will examine 'classical' perspectives on societal change and compare and contrast these with more recent attempts to characterise 'transitions' in terms, for example, of post-industrialism, the knowledge/information society theories, post-fordism and postmodernism. This will be set within a critical analysis of ideas about social identity and social divisions in relation to globalisation. In particular, it will involve an analysis of major social divisions and identities such as social class, gender and ethnicity and how these operate at a global and inter-societal level in the 21st Century. Particular attention will be given when examining large scale processes of social change to factors such as technological transformation, the relationship between production and consumption, the changing structure and organisation of western and non-western societies, and the shifting boundaries between the state, the economy and civil society. |
| SOCY70513 |
SOCIETAL PROBLEMS: CLASSIC DEBATES AND ARCHIVAL RESEARCH |
7 |
30 |
Health, Education, Policing and Sciences |
This core module examines historical, sociological social problems and societies reactions to them. A key concern of this module is to examine the socio-cultural and historical circumstances in which these different social problems emerged, doing so will illustrate how these different social problems or more specifically, particular social groups emerged as social problems or deviants to be managed by society. Students will be introduced to classical sociological theoretical debates about the consequences of disrupting social order, inequalities, power, oppression and social problems.The module gives students the opportunity to develop first-hand knowledge of some of these social problems with the use of primary archival sources. Some of the social problems encountered on this module are likely to include: managing violations of gender roles and sanctioning domestic violence in the marital relationship; the problem of independent women and witch hunts; the evils of early industrial Britain; creating a workforce, stigmatising state dependency, the exploitation of child apprentices; managing the birth rate: infanticide and baby-farmers; middle-class philanthropy, intervening in working-class womens lives, tackling poverty in infancy; appealing to the responsible mother in the 1920s; managing disability; homosexual lives post decriminalisation; the end of the male breadwinner, de-industrialisation and managing the miners strike (1984-85). |
| SOCY70538 |
SOCIETAL PROBLEMS: CLASSIC DEBATES AND ARCHIVAL RESEARCH DL |
7 |
40 |
Health, Education, Policing and Sciences |
This core module examines historical, sociological social problems and societies reactions to them.¿Students are given the opportunity to develop first-hand knowledge of a variety of historical social problems with the use of primary archival sources. |
| PSYC70828 |
SOCIETY AND THE MIND |
7 |
20 |
Health, Education, Policing and Sciences |
Learning about psychology is one thing
learning how to use psychology is quite another! In this module you will explore how key theories and ideas in social and cognitive psychology are used to tackle important issues in society. For instance, what tools does psychology offer us for combating prejudice and discrimination? How can we use psychological theory to prevent fatalities in car accidents? You will have the opportunity to develop critical thinking and problem-solving skills that will not only help you understand how and why we behave as we do
but will be key for employability following your degree. |
| PSYC60832 |
SOCIETY AND THE MIND |
6 |
20 |
Health, Education, Policing and Sciences |
Learning about psychology is one thing
learning how to use psychology is quite another! In this module you will explore how key theories and ideas in social and cognitive psychology are used to tackle important issues in society. For instance, what tools does psychology offer us for combating prejudice and discrimination? How can we use psychological theory to prevent fatalities in car accidents? You will have the opportunity to develop critical thinking and problem-solving skills that will not only help you understand how and why we behave as we do
but will be key for employability following your degree. |
| PSYC70862 |
SOCIETY AND THE MIND |
7 |
20 |
Health, Education, Policing and Sciences |
Learning about psychology is one thing
learning how to use psychology is quite another! In this module you will explore how key theories and ideas in social and cognitive psychology are used to tackle important issues in society. For instance, what tools does psychology offer us for combating prejudice and discrimination? You will have the opportunity to develop critical thinking and problem-solving skills that will not only help you understand how and why we behave as we do
but will be key for employability following your degree. |
| PSYC60809 |
SOCIETY AND THE MIND |
6 |
20 |
Health, Education, Policing and Sciences |
Learning about psychology is one thing but learning how to use psychology is quite another! In this module you will explore how key theories and ideas in social and cognitive psychology are used to tackle important issues in society. For instance, what tools does psychology offer us for combating prejudice and discrimination? How can we use psychological theory to prevent fatalities in car accidents? You will have the opportunity to develop critical thinking and problem-solving skills that will not only help you understand how and why we behave as we do but will be key for employability following your degree. |
| SOWK40506 |
SOCIOLOGY FOR SOCIAL WORK |
4 |
20 |
Health, Education, Policing and Sciences |
This module will challenge your underlying assumptions about society and the people that live in it. Sociology not only explores society but how society functions. It gives you a different perspective on power, particularly the power of human agency. It also explores the role of structure and culture and how they dominate not only your life but the lives of your service users. This is an exciting and challenging module that will prepare you for your first placement in practice. |
| LAWS31316 |
SOCIOLOGY OF CRIME |
3 |
20 |
Health, Education, Policing and Sciences |
This module is designed to provide students with an introduction to the sociological causes of crime and criminal behaviour. In this module we will explore the role media has to play in crime, moral panic, and theories of crime. We will also explore and critically analyse different crime prevention policies, including situational, environmental and community approaches to crime prevention. Case studies will be used throughout the module to ensure application of theory to contemporary crime challenges. |
| SOCY50559 |
SOCIOLOGY OF EDUCATION |
5 |
15 |
Health, Education, Policing and Sciences |
Sociology of education module Indicative Content: On this module students will gain knowledge and understanding of sociological concerns of the education system and educating practice. Students will look at a range of sociological perspectives on education in order to critically reflect on their experiences of being in education and also of being an educator. The module will explore theory and practice of education delivery approaches that enhance learning. Students will gain skills in delivering sociological material to facilitate learning and knowledge. |
| SOCY50561 |
SOCIOLOGY OF HEALTH |
5 |
15 |
Health, Education, Policing and Sciences |
This module will explore sociological perspectives on a range of health issues and the health care system. We will be looking at power, control and dependence when looking at the systematic issues. Students will explore the difference between medical and social models of health and well-being. Students will gain knowledge and understanding of the determinants of health so that they are aware of what factors in society are enablers of health and well-being and what factors hinder health and well-being. Students will consider and research inequalities within health and social care. Students will explore health topics such as addictions, aging, life expectancy, obesity, healthy eating, sexual health, mental health and breastfeeding. Topics will be determined by current trends in Society. Students will sociologically analyse topics and link these to the wider field of sociology e.g. crime and deviance, body image and gender studies. |
| LAWS70674 |
SOLICITORS ACCOUNTS |
7 |
1 |
Health, Education, Policing and Sciences |
An essential part of every day Solicitors practice, students learn accounting methods, preparation of financial statements and the importance of record keeping. Reference is made to a realistic property transaction so that there is real world relevance to this often misrepresented topic. |
| LAWS73000 |
SOLICITORS ACCOUNTS - BL |
7 |
1 |
Health, Education, Policing and Sciences |
An essential part of every day Solicitors practice, students learn accounting methods, preparation of financial statements and the importance of record keeping. Reference is made to a realistic property transaction so that there is real world relevance to this often misrepresented topic. |
| ODPR60022 |
SPECIALISED PERIOPERATIVE PRACTICE (DEGREE APPRENTICESHIP) |
6 |
30 |
Health, Education, Policing and Sciences |
This is a work-based module which includes the development of advanced clinical skills and emergency care. You will participate in a range of work-based learning opportunities (organised by your employer) which will provide access to supporting emergency care. Due to the professional nature of the award, additional hours are allocated to this module to facilitate the development of the required range of clinical skills and knowledge. |
| PPDE60719 |
SPECIALIST CARE SKILLS: HOUSING, HOMELESSNESS AND SUPPORTING MULTIPLE DISADVANTAGE |
6 |
20 |
Health, Education, Policing and Sciences |
This innovative module offers an opportunity to build specialist health and social care skills in your final year of study. Students studying this module will have the opportunity to learn about and critique the contested issues around multiple disadvantage, housing and homelessness ready to begin your career in Health and Social Care. The module is grounded in theory and has a strong practical focus, offering opportunities within the module to examine case studies, gain experience through simulated activities in our highly equipped immersive suite, meet housing professionals working in the field and learn from experts by experience in the area of housing and homelessness. |
| PPDE60722 |
SPECIALIST CARE SKILLS: SUBSTANCE USE AND SOCIETY |
6 |
20 |
Health, Education, Policing and Sciences |
Substance misuse/use of illegal and legal drugs is of growing concern across many areas of health and social care provision as it has severe impact on the individual, their families and consequently their communities. The business of illegal drugs is a global phenomenon which poses and threat to public health and political stability in several countries, crossing international boundaries. Substance addition can be costly to society especially in relation to local responses to crime, disease, domestic violence, abuse, job loss and homelessness. This module aims to provide learners with a theoretical and practical overview of the substances used in contemporary society. Learners will critically analyse the substance and drug classification system before investigating their effects on the individual and impact on public health. Social policy, linked to drug use, will be considered at a national and international level acknowledging substance use/misuse as a global issue. The treatment options available in the UK will also be considered within the module. |
| PPDE60723 |
SPECIALIST CARE SKILLS: YOUTH CRIME AND CRIMINAL JUSTICE |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to develop the learners critical understanding of the discourses surrounding youth offending and the multi-agency responses to youth offenders and youth offending in contemporary society within a social constructionist and cross-cultural perspective. More specifically, the module provides both a practical and critical understanding of young people's involvement in crime and deviance and the various responses to youth crime, especially how young people are dealt with by the youth justice system. |
| FORE50383 |
SPECIALIST SCENE INVESTIGATION |
5 |
20 |
Health, Education, Policing and Sciences |
In this module, you will explore methodologies involved in investigating specialist crime scenes, focusing on incidents such as fires, explosions, and other terrorism-related crimes. You will learn about and demonstrate an understanding of the forensic approaches, techniques, and legal considerations required when handling these types of scene. The completion of this module will further your understanding of practical applications of scene preservation, evidence collection, and inter-agency collaboration |
| FORE70343 |
SPECIALIST TOPICS IN FORENSIC INVESTIGATIONS |
7 |
15 |
Health, Education, Policing and Sciences |
This module builds upon the theories and practical skills gained during L4-6 in the Forensic Investigation, Forensic Science and Policing and Criminal Investigation awards. It reinforces some of the fundamental principles, whilst introducing you to a number of specialist areas of forensic investigation which are not covered elsewhere in the course. You will have the opportunity to choose which specialist topics you would like to study. However, some topics may have specific eligibility criteria that need to be met prior to completing that specialism. These topics are indicative only and subject to change so as to keep module content up-to-date. Examples of specialist topics that may be chosen are as follows;1.Underwater Crime Scene Investigation2.Advanced Wildlife Crime Investigation3.Forensic Firearms Identification and Ballistics4.Forensic ImagingEach topic is described below.1.Underwater Crime Scene Investigation The fundamental principles of underwater crime scene investigation, including underwater crime scene documentation, searching methods, evidence recovery and the role of a police diver will be explored. Practical activities will be conducted in underwater crime scene analysis. 2.Advanced Wildlife Crime InvestigationThe current issues relating to Wildlife Crime in the UK will be explored, including badger baiting, dog fighting, stealing bird eggs and illegally smuggling, trading in wild animals and protected species and the role of the Wildlife Crime Officer. Documentation of a wildlife crime cases, search, recovery and analysis of evidence of an animal origin will be investigated. 3.Forensic Firearms Identification and BallisticsThe role of the firearms examiner in forensic firearms investigations and the underlying principles in the field of firearms identification and ballistics, including; the affect of projectile ricochet on scene interpretation, firearm component manufacturing, forensic firearms identification, internal, intermediate, external and terminal ballistics will be explored. |
| BIOL70646 |
SPECIALIST TOPICS IN LIFE SCIENCES |
7 |
20 |
Health, Education, Policing and Sciences |
This module will help you to personalise the Award to your area of interest. You will explore specialist topics across your area of study and you will consider the impact of these topics in todays World. Examples of specialist topics include Big Data, advances in the biopharmaceutical industry, personalised medicine, implications of food manufacture on health, computational biology, the management of aquatic environments and aquaculture, impact of travel on health, and quorum sensing, amongst others. |
| SPOR70768 |
SPINAL MECHANICS |
7 |
15 |
Health, Education, Policing and Sciences |
This module will introduce the growth and ageing of human spine and explore the biomechanical basis for clinical assessment and intervention. This module will facilitate the investigation into the mechanics and related pathologies of the spine. This module will also inform you about basic assessment techniques employed in a clinical setting to measure spine and back movement right up to the use of three-dimensional movement analysis systems in a biomechanical laboratory. An appreciation to the wide variety of techniques and equipment available will allow you to critically apply scientific methodological procedures in clinical working environment. |
| SPOR70955 |
SPINAL MECHANICS |
7 |
20 |
Health, Education, Policing and Sciences |
This module will introduce students to the complex growth and ageing of the human spine. There will be a detailed exploration of the biomechanical basis for clinical assessment and intervention. You will develop an appreciation to the wide variety of techniques and equipment available will allow you to critically apply scientific methodological procedures in clinical working environment. |
| SPOR40738 |
SPORT AND CULTURE IN GLOBAL CONTEXT |
4 |
30 |
Health, Education, Policing and Sciences |
The module covers an introduction to:1.The theoretical approaches used in the sociology of sport, including globalisation, Cultural Studies (including gender, class and race) and their application to examples from global sport2.Studying sport in a global context, including a comparison of the consumption of sport in the West with other parts of the world3.The significance of a range of sociological issues including race, drugs, politics, gender, class, the media and sport consumption and their application to modern sport4.Key case studies including the Olympic Games, the Football World Cup and the social significance of these tournaments across the world |
| SPOR40738 |
SPORT AND CULTURE IN GLOBAL CONTEXT |
4 |
30 |
Health, Education, Policing and Sciences |
The module covers an introduction to:1.The theoretical approaches used in the sociology of sport, including globalisation, Cultural Studies (including gender, class and race) and their application to examples from global sport2.Studying sport in a global context, including a comparison of the consumption of sport in the West with other parts of the world3.The significance of a range of sociological issues including race, drugs, politics, gender, class, the media and sport consumption and their application to modern sport4.Key case studies including the Olympic Games, the Football World Cup and the social significance of these tournaments across the world |
| SPOR60522 |
SPORT AND EXERCISE PHYSIOLOGY FOR HEALTH AND FITNESS |
6 |
30 |
Health, Education, Policing and Sciences |
This module is split into two main parts: sport physiology for the athlete, and exercise physiology for the non-athlete. The module is, therefore, aimed at students who wish to take up careers within sports science support, and/or within the exercise/health/fitness sector. The non-athlete part will provide the opportunity to critically explore exercise-related and nutritional factors that are relevant to a more sedentary individual (client), who may also have specific exercise, health and dietary needs. Practice will focus on the prior establishment of client medical, dietary and exercise history, measurement of health, fitness and diet, and exercise and dietary prescription and advice. You will learn how to apply theoretical knowledge of exercise prescription and diet, and to be critical of recommendations, through analysis of the literature. You will be given the opportunity to develop your professional and employment-related skills and competencies that are required when dealing with individuals in a healthcare context. You will be encouraged to develop and reflect on these skills through mock practice sessions. For appropriate athlete-specific training programmes to be established, the individual needs of the athlete need to be taken into consideration. Physiological responses and requirements may differ among athletes, such as the female athlete, the veteran athlete and the child/adolescent athlete, and because athletes are exposed to different conditions suggesting that these particular athletes needs to be considered further. You will, therefore, explore and analyse the physiological issues relating to exercise and training among different sub-populations. An example of content would be: the female athlete; the veteran athlete; the child and adolescent athlete, and chronobiology. |
| SPOR40988 |
SPORT AND EXERCISE PSYCHOLOGY |
4 |
20 |
Health, Education, Policing and Sciences |
In this module students will be introduced to a number of psychological concepts that have applications in sports settings. Specifically, the selected theoretical approaches will be: 1. Approaches to understanding human behaviour within sport and exercise settings.2. Basic processes underlying learning and performance in sport using a human cognitive model.3. Psychological theories that have been applied to exercise adoption, participation and adherence. |
| SPOR40989 |
SPORT MANAGEMENT: STRATEGY AND OPERATIONS |
4 |
40 |
Health, Education, Policing and Sciences |
The Sport Management: Strategy and Operations module provides you with a comprehensive introduction to the principles of sport management and enhancing customer service. Through a combination of theory and practice, You will gain a strong understanding of managing, reviewing, and improving customer service programmes within diverse sport settings. The use of simulated and immersive technology (simmersion) will provide a safe environment for trial-and-error learning whilst utilising industry leading facilities. You will also learn how to align customer service procedures with strategic objectives, enabling them to contribute to the overall success and growth of sport organisations. |
| SPOR50927 |
SPORT PLACEMENT |
5 |
40 |
Health, Education, Policing and Sciences |
The opportunity to work and gain valuable experience within industry is a key fundamental of this module. Reflecting upon your individual skill set will enable you to tailor your placement experience to your own development. This is an excellent opportunity to build knowledge, network, develop contacts and above all else gain experience in-line with your own career aspirations! |
| SPOR50939 |
SPORT PLACEMENT |
5 |
40 |
Health, Education, Policing and Sciences |
The opportunity to work and gain valuable experience within industry is a key fundamental of this module. Reflecting upon your individual skill set will enable you to tailor your placement experience to your own development. This is an excellent opportunity to build knowledge, network, develop contacts and above all else gain experience in-line with your own career aspirations! |
| SPORP0001 |
SPORT PLACEMENT |
P |
120 |
Health, Education, Policing and Sciences |
This module provides a unique opportunity to reflect on and maximise the value of your one-year professional placement within the sports industry. Building on the theoretical foundations developed during your first two years of study (Levels 4 and 5), you will apply your knowledge in a real-world setting, gaining hands-on experience, developing industry-relevant skills, and enhancing your professional confidence. The placement is designed to immerse you in the daily operations of a sports organisation, helping you to develop key skills such as teamwork, communication, problem-solving, and adaptability. These are qualities that employers actively seek in graduates who can effectively combine academic learning with practical experience. This experience will not only support your academic development but also give you a competitive advantage when applying for graduate-level roles within the sport sector. |
| SPOR40955 |
SPORT SCIENCE FOR COACHES AND TEACHERS |
4 |
20 |
Health, Education, Policing and Sciences |
This module serves to provide an introduction to the fundamental aspects of sports science and how various disciplines interact with each other to provide a holistic approach to athletic preparation Areas to be explored include: the roles of the physiologist, biomechanist and psychologist Basic fundamental knowledge of sport and exercise will be covered, as they apply in the scientific testing and monitoring of sports performance and the preparation of training plans both in standard and extreme environments. The module will cover aspects of laboratory and field testing of sports performance, the role of the sports scientist in individual and team sports, the importance of calibration, accuracy, reliability and specificity of testing. How to use scientific testing results to support the sportsperson in developing and improving their performance will be discussed. Both two dimensional and three-dimensional motion analysis and data capture will be covered. Communication of results to performers will be considered. |
| SPOR40979 |
SPORT SCIENCE FOR COACHES AND TEACHERS |
4 |
40 |
Health, Education, Policing and Sciences |
A unique insight in to the world of sport and exercise science, students will study physiology, psychology, biomechanics and strength and conditioning as they look to understand the role multi-disciplinary sport science teams play. In the ever evolving world of sport, it is more important than ever for coaches and teachers to have optimal understanding of the metrics sport scientist can provide and how these epitomise and optimise performance levels. |
| SPOR60920 |
SPORT, MEDIA AND CULTURE |
6 |
30 |
Health, Education, Policing and Sciences |
A sociological analysis on the complex relationship between sport, the media and culture. This module draws on both historical and contemporary understandings of the symbiotic relationship between the media and sport. Analysing the major social changes that have impacted on the development of sport as a vehicle for celebrity and the dissemination of norms and values. The module introduces concepts of propaganda, performance and power as catalysts for driving change in an increasingly hyper-commodified landscape. Finally, the module asks you to critically examine your own experiences with social media and sport. |
| SPOR70780 |
SPORTS BIOMECHANICS AND INJURY |
7 |
15 |
Health, Education, Policing and Sciences |
The primary aim of this module is to focus within a Sports Biomechanical framework on how the athlete and sports performer differ in their presenting pathology and management. The content of the module will cover the following areas, and will concentrate on Biomechanically related sports injuries and their management. Principles of Sports Biomechanics in relation to Injury Management, The Principles of Rehabilitation, Principles of Injury Prevention, Mechanisms of Injury. The role and practice of sports therapist, The role and practice of a sports physician. The Internal and External factors associated with Sports injury. |
| SPOR70947 |
SPORTS BIOMECHANICS AND INJURY |
7 |
20 |
Health, Education, Policing and Sciences |
This module has a focus on biomechanically related sports injuries and their management. In light of the mechanisms of injury the principles of Sports Biomechanics in relation to injury prevention, management, and rehabilitation are covered . Also the role and practice of sports therapist and sports physician in the context of sports injury, are discussed. |
| SPOR70769 |
SPORTS BIOMECHANICS IN INJURY |
7 |
15 |
Health, Education, Policing and Sciences |
The primary aim of this module is to focus within a Sports Biomechanical framework on how the athlete and sports performer differ in their presenting pathology and management. The content of the module will cover the following areas, but will concentrate on Biomechanically related sports injuries and their management. Principles of Sports Biomechanics in relation to Injury Management, The Principles of Rehabilitation, Principles of Injury Prevention, Mechanisms of Injury. The role and practice of sports therapist, The role and practice of a sports physician. The Internal and External factors associated with Sports injury. |
| SPOR70957 |
SPORTS BIOMECHANICS IN INJURY |
7 |
20 |
Health, Education, Policing and Sciences |
Sports injuries in athletes are common and application of a biomechanical framework of how the sports performer develops these injuries can differ in their presenting pathology and management. The module will apply biomechanical principles of injury to the understanding of cause and management of pathology related to sport. This will include inverse dynamics, footwear assessment, prevention, rehabilitation, and risk factors. Additionally, the role therapists have in the multi-professional management in a team will be explored. |
| SPOR50916 |
SPORTS INJURY ASSESSMENT |
5 |
30 |
Health, Education, Policing and Sciences |
In this module you will continue to develop knowledge of anatomy and physiology relevant to sports therapy, whilst also developing an understanding of common causes / mechanics of injury, the body's physiological response to trauma and the subsequent healing process of soft tissue structures. Emphasis in this module will be on developing clinical reasoning skills and evaluation of sports injuries utilising accepted methods of injury assessment. Clinical and functional testing procedures will be learnt and practised throughout the module. |
| SPOR50932 |
SPORTS NUTRITION |
5 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to the concepts of nutrition as they apply to general health and wellbeing as well as performance for the competing athlete. You will learn the role of macronutrients, micronutrients and fluid balance in the diet and their subsequent effect on athletic performance whilst exploring recent developments in nutritional research. In groups, you will design and implement an experiment that assesses the efficacy, using appropriate statistical analyses, of popular nutritional and/or ergogenic aids whilst addressing the confounding factors that diet may have on the effectiveness of these supplements. |
| SPOR50941 |
SPORTS NUTRITION |
5 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to the concepts of nutrition as they apply to general health and wellbeing as well as performance for the competing athlete. You will learn the role of macronutrients, micronutrients and fluid balance in the diet and their subsequent effect on athletic performance whilst exploring recent developments in nutritional research. In groups, you will design and implement an experiment that assesses the efficacy, using appropriate statistical analyses, of popular nutritional and/or ergogenic aids whilst addressing the confounding factors that diet may have on the effectiveness of these supplements. |
| SPOR50952 |
SPORTS NUTRITION |
5 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to the concepts of nutrition as they apply to general health and wellbeing as well as performance for the competing athlete. You will learn the role of macronutrients, micronutrients and fluid balance in the diet and their subsequent effect on athletic performance whilst exploring recent developments in nutritional research. In groups, you will design and implement an experiment that assesses the efficacy, using appropriate statistical analyses, of popular nutritional and/or ergogenic aids whilst addressing the confounding factors that diet may have on the effectiveness of these supplements |
| SPOR60523 |
SPORTS NUTRITION |
6 |
15 |
Health, Education, Policing and Sciences |
This module serves to integrate the fundamental principles of nutrition to sport and improvement of sports performance, concentrating on a critical appreciation of the literature supporting various dietary strategies and supplements that a variety of athletes could utilise. For example creatine loading, caffeine supplementation, carbohydrate and other substances.An important feature of the module is the design and implementation of a group based research investigation into the effectiveness of a supplement in enhancing sports performance. The module will feature research methodology as applied to Sports Nutrition and will prepare you for the world of work by working as a group to accomplish the task. |
| SPOR50917 |
SPORTS REHABILITATION AND TREATMENT |
5 |
30 |
Health, Education, Policing and Sciences |
In this module you will develop skills in the administration of electrotherapies, hydrotherapy, manual, thermo and exercise therapies that will be thoroughly and critically investigated. You will be able to select and apply appropriate modalities as part of a rehabilitation programme utilising an in-depth, critical knowledge of underlying principles.You will develop appropriate rehabilitative and conditioning skills and treatment strategies to address the demands of a varied client base including preventative conditioning, early stage rehab through to return to play activities. |
| SPOR40919 |
SPORTS SCIENCE FOR COACHES AND TEACHERS |
4 |
15 |
Health, Education, Policing and Sciences |
This module serves to provide an introduction to the fundamental aspects of sports science and how various disciplines interact with each other to provide a holistic approach to athletic preparation Areas to be explored include: the roles of the physiologist, biomechanist and psychologist Basic fundamental knowledge of sport and exercise will be covered, as they apply in the scientific testing and monitoring of sports performance and the preparation of training plans both in standard and extreme environments.The module will cover aspects of laboratory and field testing of sports performance, the role of the sports scientist in individual and team sports, the importance of calibration, accuracy, reliability and specificity of testing. How to use scientific testing results to support the sportsperson in developing and improving their performance will be discussed. Both two dimensional and three dimensional motion analysis and data capture will be covered. Communication of results to performers will be considered. |
| SPOR40919 |
SPORTS SCIENCE FOR COACHES AND TEACHERS |
4 |
15 |
Health, Education, Policing and Sciences |
This module serves to provide an introduction to the fundamental aspects of sports science and how various disciplines interact with each other to provide a holistic approach to athletic preparation Areas to be explored include: the roles of the physiologist, biomechanist and psychologist Basic fundamental knowledge of sport and exercise will be covered, as they apply in the scientific testing and monitoring of sports performance and the preparation of training plans both in standard and extreme environments.The module will cover aspects of laboratory and field testing of sports performance, the role of the sports scientist in individual and team sports, the importance of calibration, accuracy, reliability and specificity of testing. How to use scientific testing results to support the sportsperson in developing and improving their performance will be discussed. Both two dimensional and three dimensional motion analysis and data capture will be covered. Communication of results to performers will be considered. |
| SPOR60527 |
SPORTS THERAPY PRACTICE |
6 |
30 |
Health, Education, Policing and Sciences |
This module covers a number of specific areas of practical sports therapy including electrotherapy, drugs in sport, working with special populations and psychological response to injury. These areas will then be thoroughly and critically investigated and you will be able to select and apply appropriate modalities as part of a rehabilitation programme utilising an in-depth, critical knowledge of underlying principles. You will develop a critical understanding of the psychological and emotional responses to trauma and will understand psychological parameters associated with rehabilitationCommon surgical and orthopaedic interventions will be explained along with the implications for rehabilitation. Considerations when dealing with special populations and developing athletes will also be developed and investigated.Throughout this module you will manage and run a student led sports injury clinic (including pitchside support for external groups) under the supervision of a qualified sports therapist. This will give you the opportunity to gain invaluable experience in all aspects of sport therapy from sport massage provision to injury assessment, treatment and rehabilitation. Regular group client case studies will enable continued theoretical learning to support the practical experience.The latter part of this module will be dedicated to the SST emergency trauma management (first aid) course refresher. |
| SPOR60949 |
SPORTS THERAPY PRACTICE |
6 |
30 |
Health, Education, Policing and Sciences |
This module will give you the opportunity to practice and contextualise skills developed in all previous modules. There will be opportunity to discuss, develop and justify clinical practice ustilising a number of scenario based projects. You will also expand your scope of clinical practice considering topics such as pain, drugs in sport and injury, special populations, post-surgical considerations and psychological consideration of injury rehabilitation. These areas will then be critically investigated and you will be able to select and apply appropriate modalities as part of a rehabilitation programme utilising an in-depth, critical knowledge of underlying principles. There will be opportunities throughout the module to apply and develop clinical skills in applied clinical workshops. These workshops are designed to support the assessment task which is to develop and implement a full holistic rehabilitation programme for an athlete which will be presented as a case scenario. |
| LAWS62061 |
SRI LANKAN COMPANY LAW |
6 |
20 |
Health, Education, Policing and Sciences |
The module is designed to provide students studying at APIIT Lanka with an understanding and a grasp of the essentials of substantive Sri Lankan Company Law. It is intended to give students the understanding and skills to deal confidently with aspects of Sri Lankan Company Law. Company Law in other common law jurisdictions will also be considered in view of the historical and modern influences on Sri Lankan Company Law. This module will be of interest to students who have Company Law career ambitions. The knowledge in Company Law will also support for other graduate careers including Company managerial roles and Company secretarial. |
| LAWS62063 |
SRI LANKAN INTELLECTUAL PROPERTY |
6 |
20 |
Health, Education, Policing and Sciences |
The aim of this module is to provide students studying at APIIT Lanka with an understanding of the main issues relating to Intellectual Property Law. Students are required to show an informed and critical understanding of the fundamental legal principles which apply to intellectual property in Sri Lankan context.-WIPO and International Intellectual Property Law Conventions-The concepts of Intellectual Property-Trademarks; including brand identity, service marks, trade names and registration-Patents - invention, applied Technology including registration-Copyrights Literature, Art and performance-Designs - aesthetic & functional -Passing of unfair competition This module will be of interest to students who have intellectual property law career ambitions. The knowledge in intellectual property will also support for other graduate careers. |
| LAWS62062 |
SRI LANKAN LABOUR LAW |
6 |
20 |
Health, Education, Policing and Sciences |
The aim of this module is to provide students studying at APIIT Lanka with an understanding and application of the key issues relating to Sri Lankan Labour Law. Labour laws are those that mediate the relationship between workers, employing entities, trade unions and the government. Collective Labour law relates to the Tripartite relationship between employee, employer and union. Individual Labour law concerns employees rights at work also through the contract for work. There will be further emphasis on International Labour Conventions which have universal effects.This module will be of interest to students who have Labour Law career ambitions. The knowledge in Labour Law will also support for other graduate careers including Human Resource Management. |
| SOWK70433 |
STEP UP TO MASTERS |
7 |
20 |
Health, Education, Policing and Sciences |
Whatever your professional background and intended direction of study, this Level 7 module will provide you with the knowledge and skills required for successful academic performance at postgraduate-level. You will learn about the role of finding and appraising evidence. This will include searching for credible sources and also key concepts by which data is judged, such as validity, reliability and trustworthiness. The application of theory and concepts to the understanding of real world phenomena will also be explored. The module process will enable you to reflect upon processes of data gathering and analysis. This will cover concepts of reflection and reflexivity, and how the collection and evaluation of data is shaped by personal experience and cognitive biases. The module will also focus on the academic standards required at postgraduate level, including, effective communication, how to convey critical evaluations, and the appropriate use of material and referencing. |
| POLI30000 |
STEP UP TO POLICING |
3 |
40 |
Health, Education, Policing and Sciences |
All new Police Officers are now required to have a degree-level qualification. This module will equip you with the skills required to succeed at degree-level study. You will be supported by expert academics and ex-police professionals who will help you develop the skills and confidence required for modern-day policing. This course is delivered online with live interactive sessions and recorded content which you can access in your own time, enabling you to complete the qualification around your current commitments. |
| SOWK70403 |
STEP-UP TO MASTERS |
7 |
15 |
Health, Education, Policing and Sciences |
This module will provide students with the knowledge and skills to be able to demonstrate their ability to function at Masters Level. This will include supporting students to demonstrate how they are moving the knowledge base of their specialty forward and\or using their knowledge and skills to push the boundaries of knowledge within their sphere of work.Students will learn the role of challenging evidence, debate the rigour, validity and transferability of evidence based research. They will also be aware of other appropriate forms of evidence, including Advance Scholarly activity and personal experience. Action Learning Sets will be utilised to debate and scrutinise issues to enable students to learn how to develop arguments and provide evidence to back up them up. Students will gain skills required for operating at an Advance level, such as; Reflexivity, where students are able to identify what influences their decision-making process and be able to recognise how this impacts on their behaviours.Writing skills will be developed such as demonstrating, critical analysis, evaluation and synthesis and how to write a cohesive piece of work within a clear structure.Understanding theoretical principles and how these apply in the real world will also be explored. |
| SOWK70404 |
STEP-UP TO MASTERS |
7 |
15 |
Health, Education, Policing and Sciences |
This module will provide students with the knowledge and skills to be able to demonstrate their ability to function at Masters Level. This will include supporting students to demonstrate how they are moving the knowledge base of their specialty forward and\or using their knowledge and skills to push the boundaries of knowledge within their sphere of work.Students will learn the role of challenging evidence, debate the rigour, validity and transferability of evidence based research. They will also be aware of other appropriate forms of evidence, including Advance Scholarly activity and personal experience. Action Learning Sets will be utilised to debate and scrutinise issues to enable students to learn how to develop arguments and provide evidence to back up them up. Students will gain skills required for operating at an Advance level, such as; Reflexivity, where students are able to identify what influences their decision-making process and be able to recognise how this impacts on their behaviours.Writing skills will be developed such as demonstrating, critical analysis, evaluation and synthesis and how to write a cohesive piece of work within a clear structure.Understanding theoretical principles and how these apply in the real world will also be explored. |
| PSYC40820 |
STEPS TO SUCCESS 1 |
4 |
0 |
Health, Education, Policing and Sciences |
This module will be the start of your PDP and career planning process as you proceed through your degree and it will act as one of the main support mechanisms in Level 4. Personal development sessions will start by helping you assess your current skills, identify skills for further development and track your development throughout your academic journey. You will also learn academic skills such as referencing, reflection, avoiding academic misconduct and structuring your writing. Your skills analysis will then be used to enable you to plan future careers/life plan pathways that fit your skills set and interests. |
| PSYC60810 |
STEPS TO SUCCESS 3 |
6 |
0 |
Health, Education, Policing and Sciences |
This module will act as one of the main support mechanisms in Level 6. You will be assigned a L6 supervisor/academic mentor who will support you in your developing your careers/life plan action plan which will be a collection of your work on your life/career plans as well as documents such as CV, personal statement, LinkedIn profile in preparation of seeking employment or PG course applications. University Careers sessions will be provided in taught session to help you achieve this. |
| PSYC70829 |
STEPS TO SUCCESS MSC PSYCHOLOGY |
7 |
0 |
Health, Education, Policing and Sciences |
This module will act as one of the main support mechanisms during your course. You will be assigned a L7 supervisor/academic mentor who will support you in your developing your careers/life plan action plan in preparation of seeking employment or further PG or PhD course applications. You will have the opportunity to present your action plan to your supervisor and receive feedback on your presentation. Course support sessions will be provided in taught sessions. |
| BIOL70681 |
STRATEGIC LEADERSHIP AND INNOVATION IN HEALTHCARE SCIENCE |
7 |
30 |
Health, Education, Policing and Sciences |
Strong leadership and strategic innovation are essential for driving progress in healthcare and biomedical science. This module develops the knowledge, skills, and behaviours required to excel as a scientific leader, equipping you with the ability to manage teams, influence organisational change, and navigate ethical and regulatory complexities. You will gain a systematic understanding of strategic leadership, exploring its role in shaping organisational behaviour and delivering impactful change within healthcare science. You will engage in peer-coaching and mentoring, enhancing team performance and fostering a culture of continuous professional development. A key focus will be entrepreneurial thinking and strategic decision-making, where you will learn to conduct market analysis, assess project feasibility, and explore new business opportunities. The module will cover financial planning, governance, risk management, and commercial acumen, ensuring you can align scientific objectives with organisational goals. You will also refine their communication and negotiation skills, mastering report writing, presentations, and stakeholder engagement. Practical application of project management techniques will ensure you can coordinate teams, adapt strategies, and drive innovation effectively. By the end of the module, you will be equipped to lead with integrity, accountability, and confidence, actively shaping the future of healthcare science through strategic vision and innovation. |
| POLI70009 |
STRATEGIC LEADERSHIP OF INVESTIGATION |
7 |
20 |
Health, Education, Policing and Sciences |
In this module you will further build on the learning from the previous module(s) or record of prior learning and / or operational experience and critically engage with learning and research into the strategic leadership of investigations. You will address the thematic areas of strategic overview of investigation, strategy development and policy writing for senior investigators, strategic partnerships, and the strategic phases of investigations. You will engage with self-directed in-depth research encouraging detailed critical engagement with the subjects, guided by lecturers and subject matter experts, and supported by operational examples throughout. |
| LAWS63096 |
STREET LAW |
6 |
40 |
Health, Education, Policing and Sciences |
Street Law is a form of public legal education which makes the public more aware of their legal rights, obligations and responsibilities. Students participating in this module will have the opportunity to design, develop and deliver a project to their chosen community group. As well as developing your communication, team-work, research and presentation skills, participation in the module allows you to conduct in-depth research into an area of law which interests you and to share your knowledge with the wider community. This module may particularly appeal to students who are considering a career in teaching, training or working with community groups. |
| SPOR60971 |
STRENGTH AND CONDITIONING FOR SPECIAL POPULATIONS |
6 |
20 |
Health, Education, Policing and Sciences |
This module provides learning opportunities that will enable you to demonstrate the ability to analyse a variety of special populations (examples include: spinal cord-injury, visual impairment, cerebral palsy, amputee, multiple sclerosis youth and female athlete triad) in relation to their strength and conditioning needs, and critically understand the impact of physical disability, maturation or disorder on performance ability. Subsequent information combined with prior knowledge from level 4 and level 5 deliveries will allow you to be innovative and develop problem solving skills that provide effective solutions to the design of periodised programmes and to the prescription of training to special populations. This module will also inform you about the positive effect strength and conditioning practice can have on the health and wellbeing of a special population athlete, e.g., improving normal daily function, growth and maturation, or weight and nutrition. |
| SPOR50951 |
STRENGTH AND CONDITIONING: FUNDAMENTAL PRINCIPLES OF PERFORMANCE TRAINING |
5 |
20 |
Health, Education, Policing and Sciences |
The module will provide you with an in-depth understanding of the principles of Strength and Conditioning and develop your ability to perform essential practical elements of Strength and Conditioning coaching. These include the coaching of Olympic Weightlifting core lifts and derivatives of them for sports performance. You will also be introduced to the principles of conditioning and the relationship to components of performance e.g. speed, agility, repeated sprint ability, reactive strength, endurance and skill acquisition.This module provides learning opportunities that will enable you to critically understand optimal training protocols for developing physical performance. You will explore the research literature to critically demonstrate knowledge of applied protocols relating to the principles of training. |
| SPOR60493 |
STRESS, EMOTION AND SPORT PERFORMANCE |
6 |
15 |
Health, Education, Policing and Sciences |
You will be introduced to the concepts of stress and emotion with reference to current approaches (e.g., Lazarus' Cognitive-Motivational-Relational Theory). This will be followed by historical (e.g., Drive Theory, Inverted-U hypothesis) and current (e.g., Catastrophe Theory, Theory of Challenge and Threat States in Athletes) approaches to understanding how responses to stress may relate to performance. A particular focus of the module will be on examining how the manner in which sports skills are acquired may impact on the resilience of those skills when performed in a stressful and emotional environment (e.g., implicit and explicit learning). The final section of the module will explore how individuals or groups can cope with stress and regulate emotions. Particular consideration will be given to the notion that self-control may be a limited resource with techniques to cope with stress and regulating emotions strength, reducing the amount of strength available for subsequent self-control effort. |
| SPOR60944 |
STRESS, EMOTION AND SPORT PERFORMANCE |
6 |
15 |
Health, Education, Policing and Sciences |
You will be introduced to the concepts of stress and emotion with reference to current approaches (e.g., Lazarus' Cognitive-Motivational-Relational Theory).This will be followed by historical (e.g., Drive Theory, Inverted-U hypothesis) and current (e.g., Catastrophe Theory, Theory of Challenge and Threat States in Athletes) approaches to understanding how responses to stress may relate to performance. A particular focus of the module will be on examining how the manner in which sports skills are acquired may impact on the resilience of those skills when performed in a stressful and emotional environment (e.g., implicit and explicit learning). The final section of the module will explore how individuals or groups can cope with stress and regulate emotions. Particular consideration will be given to the notion that self-control may be a limited resource with techniques to cope with stress and regulating emotions strength, reducing the amount of strength available for subsequent self-control effort. |
| SPOR60964 |
STRESS, EMOTION AND SPORT PERFORMANCE |
6 |
20 |
Health, Education, Policing and Sciences |
Students will be introduced the concepts of stress and emotion with reference to current approaches (e.g., Lazarus' Cognitive-Motivational-Relational Theory).This will be followed by historical (e.g., Drive Theory, Inverted-U hypothesis) and current (e.g., Catastrophe Theory, Theory of Challenge and Threat States in Athletes) approaches to understanding how responses to stress may relate to performance. A particular focus of the module will be on examining how the manner in which sports skills are acquired may impact on the resilience of those skills when performed in a stressful and emotional environment (e.g., implicit and explicit learning). The final section of the module will explore how individuals or groups can cope with stress and regulate emotions. Particular consideration will be given to the notion that self-control may be a limited resource with techniques to cope with stress and regulating emotions strength, reducing the amount of strength available for subsequent self-control effort. |
| BIOL40677 |
STRUCTURE AND FUNCTION |
4 |
30 |
Health, Education, Policing and Sciences |
The module aims to explore many of the levels of organisation found within biology and by illustrating fundamental processes, their control and their dynamic nature. It will develop your understanding of how the individual processes interact to promote the wellbeing of the whole organism as part of homeostatic integration. You will be introduced to the fundamental aspects of structure and function as applicable within a wide selection of biologically based systems. The content of the module will encompass all domains of life, but will have a focus upon microbiological and mammalian systems as divergent examples of how life functions.Within these two main examples you will explore the diversity of microbiological physiology and biochemistry and how these may relate to their identification. In addition you will begin to consider the importance of symbiotic relationships between microorganisms and other organisms. From the mammalian perspective, the complexity of their anatomy and physiology will be the underlying concept. You will thus explore the structure of the major systems (musculoskeletal, circulatory, respiratory, digestive, renal, urogenital, nervous, endocrine) and their relationship to each other. Furthermore, you will link the structures to the control and overall functional state of the body to encompass the neurological, hormonal and immunological contributions. |
| PSYC40808 |
STUDY SKILLS FOR COUNSELLORS |
4 |
20 |
Health, Education, Policing and Sciences |
Research Skills for Counselling: You will be introduced to the research skills necessary for the study of counselling at HE level.¿ These skills will include: Conducting a literature search to include accessing texts, journals, research publications and the internet Constructing a bibliography and referencing using the Harvard system Developing presentation skills Developing oral presentation skills Planning and presentation of written documentation including a range of reports, essays, reflective journals Developing appropriate critical thinking skills by examining issues from a range of professional, work based and theoretical perspectives Reflective writing |
| EDUC60272 |
SUBJECT KNOWLEDGE FOR LEARNING AND TEACHING |
6 |
30 |
Health, Education, Policing and Sciences |
Planning lessons and developing learning resources and schemes of work. Subject knowledge in the context of age, level, ability and programme of study. Common student misconceptions. Building challenge into subject learning. Different forms of subject knowledge- the special status of subject knowledge for teachingAssessmentAssessment standards and methods. Forms of assessment and issues. Formative and summative assessment - making assessment an integral part of planning and delivery. Assessment criteria in subject at different Key Stages. Consistency in assessment. Feedback to students. |
| EDUC60272 |
SUBJECT KNOWLEDGE FOR LEARNING AND TEACHING |
6 |
30 |
Health, Education, Policing and Sciences |
Planning lessons and developing learning resources and schemes of work. Subject knowledge in the context of age, level, ability and programme of study. Common student misconceptions. Building challenge into subject learning. Different forms of subject knowledge- the special status of subject knowledge for teachingAssessmentAssessment standards and methods. Forms of assessment and issues. Formative and summative assessment - making assessment an integral part of planning and delivery. Assessment criteria in subject at different Key Stages. Consistency in assessment. Feedback to students. |
| CYPF60003 |
SUBSTANCE MISUSE WORK WITH CHILDREN, YOUNG PEOPLE AND FAMILIES |
6 |
20 |
Health, Education, Policing and Sciences |
Substance misuse and addiction have a severe impact on the individual, their families and their community. Substance addition can be costly to society especially in relation to local responses to crime, disease, domestic violence, abuse, job loss and homelessness. This module will allow you to explore this contentious issue and local responses. |
| EDUC60614 |
SUPPORTING EDUCATIONAL PRACTICE |
6 |
30 |
Health, Education, Policing and Sciences |
This module involves a placement in an educational setting which extends professional development by considering the particular communications skills required to work in an education team. You will develop your practice in educational settings which should include developing the skills of planning and implementing activities for learners if in a direct educational role. It will enable practitioners to establish evidence of advanced practical skills and learning from work based activities. .You will engage in reflective analysis to enhance your own performance within the setting |
| CYPF40006 |
SUPPORTING HEALTH AND WELLBEING WITH CHILDREN, YOUNG PEOPLE AND FAMILIES |
4 |
20 |
Health, Education, Policing and Sciences |
Learners will understand key concepts and models of practice used in supporting the health and wellbeing of children and young people along with how to support families.Learners will analyse key concepts such as partnership working, power sharing, consultation and joint ways of working in supporting the health and wellbeing of children, young people and families. |
| PPDE50700 |
SUPPORTING INDIVIDUALS, FAMILIES AND HOUSEHOLDS |
5 |
20 |
Health, Education, Policing and Sciences |
This module will equip learners with opportunities to develop their knowledge and understanding of intervention work in supporting individuals, families and households. It will be particularly helpful for learners interested in the provision of 1:1 support for families and/or individuals. You will explore a range of health, social and other issues and how these might affect individuals and families and recognise the impact of equality and diversity aspects such as gender, ethnicity, culture, social class, religion etc. have on the support and service provision. Invited guest lectures will provide you with the opportunity to hear the experiences of health and social care professionals and service users. |
| CYPF50005 |
SUPPORTING PARENTS, CONFLICT MANAGEMENT AND MANAGING CHALLENGING BEHAVIOUR |
5 |
20 |
Health, Education, Policing and Sciences |
In this module learners will be given opportunities to look at some of the difficult issues that children, young people and families can face. Learners will develop skills to assist families to deal with conflict and some of the behaviours that can arise in the family, with the aim of trying to resolve these situations as early as possible. |
| ENVI70007 |
SUSTAINABILITY TRANSITIONS: DELIVERING JUST AND LOW-CARBON URBAN ECONOMIES |
7 |
40 |
Health, Education, Policing and Sciences |
Climate change requires us to transform how we live and work in our cities, what we consume and how we produce it. This module challenges you to reflect on how we might do that and move towards just and low carbon urban economies. You will explore alternative ways of thinking about how we transition to sustainable economies, what different economic models we might adopt and what changes need to take place across our cities. Most importantly, you will consider the leadership necessary to bring about transition, learning from how cities across the world are building low carbon economies and reflecting on how you might bring about change in your own city. |
| ENVI70009 |
SUSTAINABLE URBAN FUTURES RESEARCH PROJECT |
7 |
60 |
Health, Education, Policing and Sciences |
During this module you will develop your research and technical writing skills by planning an urban sustainability research project on a topic or problem of your choice, implementing your research plan, analysing, and discussing the findings of your research. You will have the choice of presenting your findings in either a traditional dissertation format or as a policy briefing document. |
| PSYC80757 |
SYSTEMATIC REVIEWING |
8 |
60 |
Health, Education, Policing and Sciences |
This module is designed to teach you about how to conduct and write up a systematic review. This includes defining topic and search parameters, conducting a search using appropriate databases and sources, and summarising findings from the review. The completed review will be written up as a journal article. |
| SPOR50933 |
SYSTEMATIC REVIEWING SCIENTIFIC LITERATURE |
5 |
20 |
Health, Education, Policing and Sciences |
This module will build upon the material taught at level 4 on the reviewing scientific literature module. Students will be introduced to more advanced ways of searching for literature, screening articles for eligibility using pre-specified criteria, extracting data in a standardised way, and appraising the studies for their risk of bias. Students will undertake their own review during this module using the skills that have been taught on a topic pertinent to injury rehabilitation and manual therapies. |
| SPOR60924 |
TALENT IDENTIFICATION AND DEVELOPMENT IN FOOTBALL |
6 |
30 |
Health, Education, Policing and Sciences |
The aim of the module is to provide you with the knowledge and skills necessary to develop an understanding of the key factors that contribute to identifying and nurturing talented athletes in football. Module content would currently come under the disciplines of Talent Identification or Expertise, or both as is more commonly the case. The content will include the topics outlined below and be contextualised to football. However, this will vary according to current issues in the area that are apparent at the time of delivery.Amongst others, here are a series of suggested teaching topics: Nature vs. Nurture; Talent ID in Football - The F.As 4 Corner Model of Talent ID; Observation, Perception and Bias; International Talent ID Programmes; The Current Research Landscape of Talent ID; Rules and Regulations of Talent ID in Football; Agents in Football: Blessing or a Curse; Early Specialisation; 10,000 Hour Rule of Expertise; Speeding Up the Acquisition Process; Ages and Stages of Expertise and Relative Age Issues; Development of Expertise: The Role of Coaching, Families, and Cultural Contexts; The Role of Coaches and Mentors Who Work with Elite Performers; The Aspects of Performance That Best Reflect Expert Behaviours in Football; The Elite Football Players Journey. |
| EDUC77827 |
TEACHING A KNOWLEDGE RICH CURRICULUM |
7 |
20 |
Health, Education, Policing and Sciences |
This module gives you opportunities to explore the place and role of your subject within the School Curriculum. You will explore the aims and objectives of subject education; subject curriculum history and current curriculum debate; and the nature of subject learning. This will be explored through a variety of contexts: KS5, KS4, KS3, 2, 1 and Early Years; and academic and vocational dimensions. You will also explore links with other subject areas and cross curricular issues, recent curriculum developments and potential future directions.This module also prepares you for Learning and Teaching. In this element of the module you will learn about setting learning objectives and lesson planning; how to develop learning resources; preparing a series of lessons and issues in progression; teaching strategies and common student misconceptions. You will also explore subject knowledge in the context of age, level, ability and programme of study and building challenge into subject learning. |
| EDUC77852 |
TEACHING A KNOWLEDGE RICH CURRICULUM - PRIMARY |
7 |
20 |
Health, Education, Policing and Sciences |
This module gives you opportunities to explore the place and role of your subject within the School Curriculum. You will explore the aims and objectives of subject education; subject curriculum history and current curriculum debate; and the nature of subject learning. This will be explored through a variety of contexts: KS5, KS4, KS3, 2, 1 and Early Years; and academic and vocational dimensions. You will also explore links with other subject areas and cross curricular issues, recent curriculum developments and potential future directions.This module also prepares you for Learning and Teaching. In this element of the module you will learn about setting learning objectives and lesson planning; how to develop learning resources; preparing a series of lessons and issues in progression; teaching strategies and common student misconceptions. You will also explore subject knowledge in the context of age, level, ability and programme of study and building challenge into subject learning. |
| EDUC77855 |
TEACHING A KNOWLEDGE RICH CURRICULUM - SECONDARY |
7 |
20 |
Health, Education, Policing and Sciences |
This module gives you opportunities to explore the place and role of your subject within the School Curriculum. You will explore the aims and objectives of subject education; subject curriculum history and current curriculum debate; and the nature of subject learning. This will be explored through a variety of contexts: KS4 and KS3; and academic and vocational dimensions. You will also explore links with other subject areas and cross curricular issues, recent curriculum developments and potential future directions.This module also prepares you for Learning and Teaching. In this element of the module you will learn about setting learning objectives and lesson planning; how to develop learning resources; preparing a series of lessons and issues in progression; teaching strategies and common student misconceptions. You will also explore subject knowledge in the context of age, level, ability and programme of study and building challenge into subject learning. |
| SPOR50938 |
TEACHING AND COACHING NC ACTIVITIES |
5 |
40 |
Health, Education, Policing and Sciences |
This practical module will look to develop and enhance students' skills in a range of national curriculum sports that are not traditionally taught/coached outside of teacher education. This will provide students with key fundamental knowledge that ensures they 'stand out' as they apply for roles within industry or apply for various teacher training routes. |
| SPOR40797 |
TEACHING AND COACHING PE NATIONAL CURRICULUM ACTIVITIES |
4 |
30 |
Health, Education, Policing and Sciences |
This module covers key aspects of the PE National Curriculum sporting activities with the exception of invasion games. You will cover the major aspects of technique applicable to dance, gymnastics and outdoor adventurous activities (OAA). Basic theoretical principles underpinning movement and safety will be covered in respect of each activity. The module will also focus on the application of the principles of teaching, coaching and instruction to the three activities being covered. This module will also have a focus on individual sports and aims to provide you with an introduction to basic techniques associated with each sport (and tactics where applicable). Basic theoretical principles underpinning movement and safety in each sport will also be covered. The module will also focus on the application of the principles of coaching, teaching and instruction to the three sports being studied. |
| SPOR40985 |
TEACHING AND COACHING PE NATIONAL CURRICULUM ACTIVITIES |
4 |
20 |
Health, Education, Policing and Sciences |
The Teaching and Coaching PE National Curriculum Activities module will provide you with the knowledge and understanding of three sports that are commonplace in the National Curriculum for PE. Through engaging with practical and theoretical content, you will conduct movement analyses of various techniques within each sport/activity so as to demonstrate and provide an opportunity to resemble typical assessments required in PE teaching and coaching settings. |
| EDUC77085 |
TEACHING AND LEARNING IN HIGHER AND PROFESSIONAL EDUCATION |
7 |
15 |
Health, Education, Policing and Sciences |
During the Teaching and Learning in Higher and Professional Education module, you will develop your ability to:(i)Use a variety of approaches to teaching and facilitating learning(ii)Mitigate barriers to learning and promoting positive learning behaviour(iii)Develop an inclusive and supportive learning environmentAs well as classroom based and online learning, you will be involved in the peer observation of teaching and will gain feedback on your own approaches. You will also engage in self-audits of your teaching to help you reflect on your developing skill-set and to plan for your continuing professional development. |
| EDUC77094 |
TEACHING AND LEARNING IN HIGHER AND PROFESSIONAL EDUCATION |
7 |
15 |
Health, Education, Policing and Sciences |
During the Teaching and Learning in Higher and Professional Education module, you will develop your ability to: (i) Use a variety of approaches to teaching and facilitating learning (ii) Mitigate barriers to learning and promoting positive learning behaviour (iii) Develop an inclusive and supportive learning environment As well as online learning, you will be involved in the peer observation of teaching and will gain feedback on your own approaches. You will also engage in self-audits of your teaching to help you reflect on your developing skill-set and to plan for your continuing professional development. |
| EDUC77089 |
TEACHING AND LEARNING IN HIGHER AND PROFESSIONAL EDUCATION |
7 |
15 |
Health, Education, Policing and Sciences |
During the Teaching and Learning in Higher and Professional Education module, you will develop your ability to:(i) Use a variety of approaches to teaching and facilitating learning(ii) Mitigate barriers to learning and promoting positive learning behaviour(iii) Develop an inclusive and supportive learning environmentAs well as classroom based and online learning, you will be involved in the peer observation of teaching and will gain feedback on your own approaches. You will also engage in self-audits of your teaching to help you reflect on your developing skill-set and to plan for your continuing professional development. |
| PSYC80754 |
TEACHING AND TRAINING IN HEALTH PSYCHOLOGY |
8 |
40 |
Health, Education, Policing and Sciences |
This module is designed to enable you to develop skills in all aspects of teaching, including self-reflection and evaluation. The interactive seminars will guide you through the process of teaching and evaluation, from the assessment of needs and construction of effective teaching plans, through to ensuring equality, diversity and inclusion within teaching, and finally the development of student and peer evaluations of teaching performance. You will learn how to be reflective in your teaching practice, and how to build upon your experiences. |
| PSYC80748 |
TEACHING IN HEALTH PSYCHOLOGY |
8 |
45 |
Health, Education, Policing and Sciences |
This module is designed to enable you to develop skills in all aspects of teaching, including self-reflection and evaluation. Content will include the construction and initiation of teaching plans, the use of recent developments in health psychology research to inform teaching content and preparation for, and teaching of small and large groups. Other relevant professional issues relating to teaching health psychology will be covered, including student and peer evaluations of teaching performance, issues concerning delivery of material, and the use of educational packages and virtual learning environments. You will learn how to be reflexive in your teaching practice, and how to build upon your experiences. |
| EDUC77833 |
TEACHING LEARNING AND ASSESSMENT IN HIGHER EDUCATION |
7 |
20 |
Health, Education, Policing and Sciences |
The module provides an overview of key knowledge, skills values and behaviours required by lecturers in higher and professional education. It covers key education theories, teaching values and behaviours, effective learning strategies, enhancing behaviour for learning and promoting equality, diversity, inclusion and safe learning environments. The module also provides an understanding of assessment of and for learning, and feedback principles and practices. |
| EDUC77848 |
TEACHING LEARNING AND ASSESSMENT IN HIGHER EDUCATION |
7 |
40 |
Health, Education, Policing and Sciences |
The module provides an overview of key knowledge, skills values and behaviours required by lecturers in higher and professional education. As such, it covers: key education theories; teaching values and behaviours; effective learning strategies; enhancing behaviour for learning; promoting equality, diversity, inclusion and safe learning environments; assessment of and for learning; feedback principles and practices. |
| EDUC77850 |
TEACHING LEARNING AND ASSESSMENT IN HIGHER EDUCATION (DL) |
7 |
40 |
Health, Education, Policing and Sciences |
The module provides an overview of key knowledge, skills values and behaviours required by lecturers in higher and professional education. As such, it covers: key education theories; teaching values and behaviours; effective learning strategies; enhancing behaviour for learning; promoting equality, diversity, inclusion and safe learning environments; assessment of and for learning; feedback principles and practices. |
| EDUC43631 |
TEACHING PLACEMENT 1 (THE EMERGING TEACHER) |
4 |
0 |
Health, Education, Policing and Sciences |
Placements allow trainees to train in real-life situations and are invaluable for trainees in developing their professional abilities and behaviours. Each trainee will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with them in planning, delivering and reviewing lessons. By the end of the Level 4 placement, trainees should be teaching the class for at least 20% of the timetable. |
| EDUC53631 |
TEACHING PLACEMENT 2 (THE DEVELOPING TEACHER) |
5 |
0 |
Health, Education, Policing and Sciences |
Placements allow trainees to train in real-life situations and are invaluable for trainees in developing their professional abilities and behaviours. Each trainee will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with them in planning, delivering and reviewing lessons. By the end of the Level 4 placement, trainees should be teaching the class for at least 50% of the timetable. |
| EDUC63660 |
TEACHING PLACEMENT 3 (THE ESTABLISHED TEACHER) |
6 |
0 |
Health, Education, Policing and Sciences |
Placements allow trainees to train in real-life situations and are invaluable for trainees in developing their professional abilities and behaviours. Each trainee will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with them in planning, delivering and reviewing lessons. By the end of the Level 4 placement, trainees should be teaching the class for at least 50% of the timetable. |
| EDUC60274 |
TEACHING PRACTICE (EVIDENCE) |
6 |
30 |
Health, Education, Policing and Sciences |
This module is governed by the 'Teachers' Standards' issued by DfE as specified below.Part one: teaching1.Set high expectations which inspire, motivate and challenge pupils 2.Promote good progress and outcomes by pupils 3.Demonstrate good subject and curriculum knowledge4.Plan and teach well structured lessons 5.Adapt teaching to respond to the strengths and needs of all pupils 6.Make accurate and productive use of assessment 7.Manage behaviour effectively to ensure a good and safe learning environment8.Fulfil wider professional responsibilities Part two: Personal and professional conduct |
| EDUC60274 |
TEACHING PRACTICE (EVIDENCE) |
6 |
30 |
Health, Education, Policing and Sciences |
This module is governed by the 'Teachers' Standards' issued by DfE as specified below.Part one: teaching1.Set high expectations which inspire, motivate and challenge pupils 2.Promote good progress and outcomes by pupils 3.Demonstrate good subject and curriculum knowledge4.Plan and teach well structured lessons 5.Adapt teaching to respond to the strengths and needs of all pupils 6.Make accurate and productive use of assessment 7.Manage behaviour effectively to ensure a good and safe learning environment8.Fulfil wider professional responsibilities Part two: Personal and professional conduct |
| EDUC60621 |
TEACHING PRACTICE 1 |
6 |
15 |
Health, Education, Policing and Sciences |
This module will focus on the pedagogy and practice of teaching. You will develop your understanding of pedagogical content knowledge (PCK) and the craft of teaching. |
| EDUC77828 |
TEACHING PRACTICE 1 (THE EMERGING TEACHER) |
7 |
0 |
Health, Education, Policing and Sciences |
Placements allow trainees to train in real-life situations. Each trainee will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with others in planning, delivering and reviewing lessons. |
| EDUC77857 |
TEACHING PRACTICE 1 (THE EMERGING TEACHER) - SECONDARY |
7 |
0 |
Health, Education, Policing and Sciences |
Placements allow trainees to train in real-life situations. Each trainee will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with others in planning, delivering and reviewing lessons. |
| EDUC77853 |
TEACHING PRACTICE 1 (THE EMERGING TEACHING) - PRIMARY |
7 |
0 |
Health, Education, Policing and Sciences |
Placements allow trainees to train in real-life situations. Each trainee will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with others in planning, delivering and reviewing lessons. |
| EDUC60622 |
TEACHING PRACTICE 2 |
6 |
15 |
Health, Education, Policing and Sciences |
This module will focus on the pedagogy and practice of teaching. You will develop your understanding of pedagogical content knowledge (PCK) and the craft of teaching. |
| EDUC77858 |
TEACHING PRACTICE 2 (THE ESABLISHED TEACHER) - SECONDARY |
7 |
0 |
Health, Education, Policing and Sciences |
Placements allow trainees to train in real-life situations. Each trainee will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with others in planning, delivering and reviewing lessons. |
| EDUC77829 |
TEACHING PRACTICE 2 (THE ESTABLISHED TEACHER) |
7 |
0 |
Health, Education, Policing and Sciences |
Placements allow trainees to train in real-life situations. Each trainee will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with others in planning, delivering and reviewing lessons. |
| EDUC77854 |
TEACHING PRACTICE 2 (THE ESTABLISHED TEACHER) - PRIMARY |
7 |
0 |
Health, Education, Policing and Sciences |
Placements allow trainees to train in real-life situations. Each trainee will work closely with a school-based mentor and will observe experienced teachers in their day-to-day role and collaborate with others in planning, delivering and reviewing lessons. |
| EDUC77832 |
TEACHING, LEARNING AND ASSESSMENT IN HIGHER EDUCATION |
7 |
20 |
Health, Education, Policing and Sciences |
The module provides an overview of key knowledge, skills values and behaviours required by lecturers in higher and professional education. As such, it covers: key education theories, teaching values and behaviours, effective learning strategies, enhancing behaviour for learning, promoting equality, diversity, inclusion and safe learning environments, assessment of and for learning, feedback principles and practices |
| EDUC40500 |
TEACHING, LEARNING AND ASSESSMENT IN PCET |
4 |
30 |
Health, Education, Policing and Sciences |
The purpose of the unit is to develop your knowledge, understanding and skills relating to teaching, learning and assessment in education and training. It includes understanding the role and responsibilities of a teacher in education and training, agreeing individual learning goals and planning, delivering and assessing inclusive teaching and learning. It involves creating and maintaining an inclusive learning environment and evaluating own practice. It covers expectations in relation to the minimum core in teaching, learning and assessment. |
| EDUC40625 |
TEACHING, LEARNING AND ASSESSMENT IN POST-COMPULSORY EDUCATION AND TRAINING |
4 |
40 |
Health, Education, Policing and Sciences |
The purpose of this module is to help to provide you with knowledge, understanding and skills relating to teaching, learning and assessment in Post-compulsory education and training. It includes understanding the role and responsibilities of a teacher in education and training, agreeing individual learning goals and planning, delivering and assessing inclusive teaching and learning. |
| EDUC53632 |
TEACHING, LEARNING AND ASSESSMENT IN POST-COMPULSORY EDUCATION AND TRAINING |
5 |
40 |
Health, Education, Policing and Sciences |
The purpose of this module is to help to provide you with knowledge, understanding and skills relating to teaching, learning and assessment in Post-compulsory education and training. It includes understanding the role and responsibilities of a teacher in education and training, agreeing individual learning goals and planning, delivering and assessing inclusive teaching and learning. |
| FORE60322 |
TECHNIQUES IN IDENTIFICATION OF HUMAN REMAINS |
6 |
15 |
Health, Education, Policing and Sciences |
This module will provide you with advanced theory and knowledge of advanced forensic techniques that are involved in human identification. The module will specialise in:Victim identification and the problems encountered,Concepts of facial reconstruction will also be investigated along with Biometric analysis for identification andHuman identification protocols in Mass disaster environments will be considered.You will be expected to think analytically and be aware of new research presented in journals. The module will also allow you to develop your own analytical approach within moral and ethical grounds in relation to research in forensic scienceAs well as acquiring knowledge of specialised techniques,you will be made aware of current research and potential future developments in forensic science.Expertise from external lecturers will be employed to bring you 'cutting-edge' forensic presentations. |
| FORE60374 |
TECHNIQUES IN THE IDENTIFICATION OF HUMAN REMAINS |
6 |
20 |
Health, Education, Policing and Sciences |
This module will provide you with advanced theory and knowledge of techniques that are involved in human identification. It will also explore the issues and challenges faced within forensic humanitarianism, and how identification techniques are employed within this specialism. The module will specialise in: - Victim identification, the methods used to identify the dead, and the problems encountered in human identification; - Human identification protocols in mass disaster environments; - The issues and challenges within forensic humanitarianism from a family, researcher, and practitioner perspective. The module will allow you to develop your understanding of advanced forensic techniques, while simultaneously considering the ethical and moral dilemmas faced by researchers and practitioners. As well as acquiring knowledge of specialised techniques, you will made aware of current research and potential future developments in forensic science and forensic humanitarianism. |
| HIPO70471 |
TERRORISM IN THE 21ST CENTURY |
7 |
20 |
Health, Education, Policing and Sciences |
Terrorism has become the issue of our times and it has been at the heart of a reordering of our society. Key to this has been the notion of new terrorism. You will gain a systematic understanding of contemporary terrorism, interrogating the new terrorism thesis, and identifying the continuities and emergent dimensions of terrorism in the twenty first century. You will also analyse the relationship between terrorism and modernity and some of the key issues that are shaping the current discourse on terrorism, such as, pre-emption, insecurity, risk, the politics of fear, human rights, counter-insurgency, and its relationship with capitalism. |
| SOCY70516 |
TERRORISM IN THE 21ST CENTURY |
7 |
30 |
Health, Education, Policing and Sciences |
Terrorism has become the issue of our times and it has been at the heart of a reordering of our society and the world at large. Key to this reordering has been the notion of new terrorism: that post 9/11 terrorism is of a new form. This module provides students with a systematic understanding of terrorism in the twenty first century. It interrogates the new terrorism thesis and asks students to consider the extent to which terrorism today is a new phenomenon. To that end, the module identifies the continuities and emergent dimensions of terrorism in the twenty first century. In doing so, the module will analyse the relationship between terrorism and modernity and some of the key issues that are shaping the current discourse on terrorism, such as, pre-emption, insecurity, risk, the politics of fear, human rights, counter-insurgency, and its relationship with capitalism. |
| SOCY70505 |
TERRORISM: THEORIES, CONCEPTS AND RESEARCH METHODS |
7 |
30 |
Health, Education, Policing and Sciences |
Students undertaking this module will gain a systematic theoretical and empirical knowledge based on the study of differing types of terrorism and political violence. This module aims to develop students ability to critically reflect on their research practice as they study what can be a controversial subject. The module draws on existing academic work in the field of terrorism studies to expose students to a variety of theoretical, conceptual and paradigmatic positions from which terrorism, political violence and state responses to both can be examined. Based firmly on data drawn from empirical research carried out by recognised scholars in the field, this module will provide students with the knowledge and ability to link abstract theory and research methods with tangible research outcomes. |
| NURS40118 |
THE BIOLOGICAL BASIS OF HEALTH |
4 |
15 |
Health, Education, Policing and Sciences |
Different styles of learning |
| NURS60790 |
THE CARE AND MANAGEMENT OF ASTHMA AND CHRONIC OBSTRUCTIVE PULMONARY DISEASE (COPD) |
6 |
20 |
Health, Education, Policing and Sciences |
This module is designed for practitioners who work in either acute or community care setting and will enable you to gain the knowledge and skills to manage patients with COPD, and asthma and differentiate between the two conditions. The focus of this module is for you to be able to develop the knowledge and skills necessary to manage patients with Asthma & Chronic Obstructive Pulmonary Disease (COPD) and to have an understanding of the pathophysiology of COPD and its differentiation from Asthma and foster an understanding of the needs of patients with Asthma and COPD by developing your competence and confidence in assessing and managing the needs of these patients. The module has been created to improve the care provided to patients with Asthma & COPD as it is a major cause of morbidity and mortality in the UK. The module aims to improve the knowledge base of health professionals working with Asthma & COPD patients in hospital or community settings to enhance the level of patient care and will empower the health professional to make an early intervention and ensure treatment is of the highest standard. |
| NURS70777 |
THE CARE AND MANAGEMENT OF ASTHMA AND CHRONIC OBSTRUCTIVE PULMONARY DISEASE (COPD) |
7 |
20 |
Health, Education, Policing and Sciences |
This module is designed for practitioners who work in either acute or community care setting and will enable students to gain the knowledge and skills to manage patients with COPD, and asthma and differentiate between the two conditions. The focus of this module is for you to be able to develop the knowledge and skills necessary to manage patients with Asthma and Chronic Obstructive Pulmonary Disease (COPD) and to have an understanding of the pathophysiology of COPD and its differentiation from Asthma and foster an understanding of the needs of patients with Asthma and COPD by developing your competence and confidence in assessing and managing the needs of these patients. The module has been created to improve the care provided to patients with Asthma & COPD as it is a major cause of morbidity and mortality in the UK. The module aims to improve the knowledge base of health professionals working with Asthma & COPD patients in hospital or community settings to enhance the level of patient care and will empower the health professional to make an early intervention and ensure treatment is of the highest standard. |
| ADVC40155 |
THE CONTEXT OF ADVICE |
4 |
30 |
Health, Education, Policing and Sciences |
How are our personal values constructed and what influences these? In this module, you will consider personal values and the wider political, ideological and social value bases of contemporary Britain, which form the context of advice work and advice services. It will focus on the social context of advice agencies, and consider how they carry out their functions. You will consider the underlying aims and principles of advice work, including concepts of equality of opportunity, anti-oppressive and anti-discriminatory practice, empowerment, confidentiality, and self-determination.These concepts underpin the value base of advice work and you will be challenged to consider your own personal values, how these are formed and the effect these may have on advice-giving. This module also includes an introduction to study and research skills. |
| SOWK40402 |
THE CONTEXT OF HEALTH AND SOCIAL CARE |
4 |
30 |
Health, Education, Policing and Sciences |
Topics include:The module meets the care certificate standards: 1. Understanding your role; 2. Your personal development; 4. Equality and diversity; 5. Work in a person centred way; 10. Safeguarding adults; 11. Safeguarding Children; 13, Health and Safety This module provides an introduction to the political context of health and social care and how government influences services and communities to promote well-being. It will consider the individuals role in health and social care and topics studied will include:- current debates in health and social policy- contemporary policy such as the Care Act, 2014, the Health and Social Care Act, 2012, Skills for Health, 2015 and Skills for Care, 2015 - policy and guidance in safeguarding adults and child protection services; looking at individual and organisational responsibilities - theoretical perspectives in health and social policy and models of welfare - an awareness of primary, secondary, and tertiary services- how organisations communicate between each other - the role and function of the National Health Service, local authority and private/charity sectors in providing care and supporting carers- health and social communities and local measurement of well being- equality and diversity within health and social care- an exploration of how health and social care services are provided in the UK in comparison to those of other countries |
| SOWK40403 |
THE CONTEXT OF HEALTH AND SOCIAL CARE |
4 |
30 |
Health, Education, Policing and Sciences |
Topics include:The module meets the care certificate standards: 1. Understanding your role; 2. Your personal development; 4. Equality and diversity; 5. Work in a person centred way; 10. Safeguarding adults; 11. Safeguarding Children; 13, Health and Safety This module provides an introduction to the political context of health and social care and how government influences services and communities to promote well-being. It will consider the individuals role in health and social care and topics studied will include:- current debates in health and social policy- contemporary policy such as the Care Act, 2014, the Health and Social Care Act, 2012, Skills for Health, 2015 and Skills for Care, 2015 - policy and guidance in safeguarding adults and child protection services; looking at individual and organisational responsibilities - theoretical perspectives in health and social policy and models of welfare - an awareness of primary, secondary, and tertiary services- how organisations communicate between each other - the role and function of the National Health Service, local authority and private/charity sectors in providing care and supporting carers- health and social communities and local measurement of well being- equality and diversity within health and social care- an exploration of how health and social care services are provided in the UK in comparison to those of other countries |
| LAWS71013 |
THE CORPORATE AND COMMERCIAL CLIENT |
7 |
1 |
Health, Education, Policing and Sciences |
Corporate and Commercial Client is one of the electives for stage 2 of the LPC course. This course is designed to provide you with the essentials in relation to areas of commercial law you are likely to encounter in practice. By successful completion of this module you should be able to understand the stages of the sale of a company from start to finish, including heads of terms, due diligence, enquiries before contract, exchange of contracts and completion and post completion matters. You will also be able to provide advice about the financial aspects of the sale and tax consequences and corporate and commercial contracts, including exclusion clause and product liability There are a wide range of associated topics that we touch on including employment aspects, Litigation, Property, Intellectual property Rights overlapping with other areas you will have studied both in BLP and other core subjects. |
| LAWS73017 |
THE CORPORATE AND COMMERCIAL CLIENT - BL |
7 |
1 |
Health, Education, Policing and Sciences |
Corporate and Commercial Client is one of the electives for stage 2 of the LPC course. This course is designed to provide you with the essentials in relation to areas of commercial law you are likely to encounter in practice. By successful completion of this module you should be able to understand the stages of the sale of a company from start to finish, including heads of terms, due diligence, enquiries before contract, exchange of contracts and completion and post completion matters. You will also be able to provide advice about the financial aspects of the sale and tax consequences and corporate and commercial contracts, including exclusion clause and product liability There are a wide range of associated topics that we touch on including employment aspects, Litigation, Property, Intellectual property Rights overlapping with other areas you will have studied both in BLP and other core subjects. |
| SOCY40519 |
THE CRIMINAL JUSTICE PROCESS |
4 |
15 |
Health, Education, Policing and Sciences |
The Criminal Justice Process: This module looks at the organisations and individuals who attempt to deliver 'Criminal Justice'. The module offers a brief overview of the nature and development of the Criminal Justice 'System', the various Agencies that this 'system' is comprised of and their formal roles and responsibilities in the delivery of 'justice'. Agencies examined vary from year to year but could include the Home Office, the Ministry of Justice; the Police Service; the Courts and Crown Prosecution Service; The National Offender Management Service (prisons and probation). The module also examines the work of various Inspectorates who oversee/monitor these agencies, along with the voluntary sector and private sector organisations involved in addressing crime and disorder. On this module you learn about the formal roles of these agencies, their core functions and responsibilities and aims of each agency, their similarities and common purposes, differences and potential contradictions. The module also examines the wider factors that have influenced the nature and organisation of these agencies and the relationships between them (including the historical/social context; the organisational/managerial context i.e. the emphasis on performance, process and best value, along with how political ideologies inform policy). It concludes by exploring contemporary methods in seeking justice', such as restorative justice, problem solving approaches and specialist courts. |
| PPDE70281 |
THE CULTURE OF EDUCATION IN HEALTHCARE |
7 |
15 |
Health, Education, Policing and Sciences |
he primary learning strategy utilised within this module is independent learning. The foundation and direction for your learning will be through the virtual learning environment, Blackboard, where you will be directed to the main theoretical concepts that you need to study although you will be expected to progress your knowledge through independent reading and reflection on how the theory can be applied in your own teaching and learning practice. |
| EDUC77870 |
THE DISRUPTIVE EDUCATOR DL |
7 |
20 |
Health, Education, Policing and Sciences |
This module will help you to develop your understanding of the importance of innovation and entrepreneurship in developing education practices and processes. You will explore opportunities to identify needs and create solutions within education by engaging with education businesses, organisations and institutions, education technology conferences and webinars. This will provide you with the opportunity to pitch a proposal to an education audience for critically constructive feedback. |
| EDUC40618 |
THE EMERGENT GRADUATE PROFESSIONAL |
4 |
20 |
Health, Education, Policing and Sciences |
This module sets the thermostat for future study and career potential. It provides the foundation to build and achieve an understanding of the digitally skilled educational professional with opportunities to showcase yourself. It provides the catalyst for traditional and academic skills sets to flourish, this will help you study today, in preparation for jobs of tomorrow. The module equips learners with theoretical and practical skills they can use for themselves and with the future learners. This module is the first step towards your career, it broadens your horizons in terms of your social capital, and the types of jobs and journey your degree can afford for you. |
| EDUC40626 |
THE EMERGENT GRADUATE PROFESSIONAL (I) |
4 |
20 |
Health, Education, Policing and Sciences |
This module sets the thermostat for future study and career potential, it provides the foundation to build and achieve from and provides an opportunity to showcase yourself. It provides the catalyst for traditional and academic skills sets to flourish, this will help you study today, in preparation for jobs of tomorrow. |
| EDUC40627 |
THE EMERGENT GRADUATE PROFESSIONAL (II) |
4 |
20 |
Health, Education, Policing and Sciences |
The module equips learners with theoretical and practical skills they can use for themselves and with the future learners. This module is the first step towards your career, it broadens your horizons in terms of your social capital, and the types of jobs and journeys your degree can afford for you. |
| PPDE60401 |
THE EMPLOYABLE GRADUATE |
6 |
30 |
Health, Education, Policing and Sciences |
This module will enable you to reflect upon your own skills and knowledge gained from University study and from your own life experiences in order to identify how this knowledge and skill can be utilised to optimise employment opportunities.Topics to be explored will be: Personal assessment and career goalsHow to look for employment opportunitiesCompleting the application formWriting your CVInterview techniques & communication skillsWorking with othersPersonal development plans and goal planningDeveloping a personal portfolio |
| MIDW60702 |
THE EVIDENCE BASE FOR PRACTICE |
6 |
40 |
Health, Education, Policing and Sciences |
This module will equip you with the knowledge and skills needed to engage with, interpret, evaluate and apply healthcare research to practice. Through this module you will develop the ability to critically review the evidence base of a topic of your choice. |
| EDUC40619 |
THE EVOLUTION OF EDUCATION |
4 |
40 |
Health, Education, Policing and Sciences |
This module provides an opportunity to explore how and why we have schooling, and our current compulsory education system. You will reflect on your own experiences of education and how education policies and approaches provide potential or opportunity. We will also explore limitations and societal, social, political and economic challenges in educational contexts. This introductory module will enable you to have a broad understanding of educational contexts so that you can start to consider your potential role in the many possible and exciting future educational opportunities. |
| EDUC40629 |
THE EVOLUTION OF EDUCATION (I) |
4 |
20 |
Health, Education, Policing and Sciences |
This module provides an opportunity to explore how and why we have schooling, and our current compulsory education system. You will reflect on your own experiences of education and how education policies and approaches provide potential or opportunity. We will also explore limitations and societal, social, political and economic challenges in educational contexts. This introductory module will enable you to have a broad understanding of educational contexts so that you can start to consider your potential role in the many possible and exciting future educational opportunities. |
| EDUC40630 |
THE EVOLUTION OF EDUCATION (II) |
4 |
20 |
Health, Education, Policing and Sciences |
This module provides an opportunity to explore how and why we have schooling, and our current compulsory education system. You will reflect on your own experiences of education and how education policies and approaches provide potential or opportunity. We will also explore limitations and societal, social, political and economic challenges in educational contexts. This introductory module will enable you to have a broad understanding of educational contexts so that you can start to consider your potential role in the many possible and exciting future educational opportunities. |
| PSYC70694 |
THE IMPACT AND EXPERIENCE OF LONG-TERM CONDITIONS |
7 |
15 |
Health, Education, Policing and Sciences |
This module aims to provide a thorough introduction to the literature that assesses the psychological impact and experiences of people who have been diagnosed with long-term conditions. Students will be encouraged to appraise and evaluate evidence relating to the impact of long term conditions on psychological functioning and will compare and contrast a range of interventions applicable to the management of long term conditions. Sessions will cover the critical evaluation of theoretical models relating to health-related behaviour and cognitions including: health enhancing and compromising behaviours, efficacy and control beliefs, attributions, health beliefs and attitudes, social and individual representations of health and illness, symptom and risk perception, and adherence in relation to a number of long term conditions. The module will also cover - issues relevant to the epidemiology of long term conditions, and the design and evaluation of a range of interventions for patients with long term conditions. |
| PSYC70851 |
THE IMPACT AND EXPERIENCE OF PHYSICAL HEALTH CONDITIONS |
7 |
20 |
Health, Education, Policing and Sciences |
In this module you will explore the psychology of physical health conditions. This will involve examination of key moments in the patient journey for a range of conditions. You will be introduced to psychological theory relating to experiences such as help seeking, diagnosis and self-management and develop a critical understanding of Health Psychology interventions for supporting patients. |
| SOWK50325 |
THE IMPACT OF THEORETICAL PERSPECTIVES ON SOCIAL WORK INTERVENTION |
5 |
40 |
Health, Education, Policing and Sciences |
This module provides innovative teaching approaches to enable tangible learning of theoretical perspectives. You will engage with peers, professionals, service users and carers to consider the impact of theories and approaches on interventions. Taking a lifespan approach to learning, you will consider how experiences influence individual and systemic thinking for service users, social workers and other professionals. |
| LAWS31304 |
THE LANGUAGE OF LAW |
3 |
30 |
Health, Education, Policing and Sciences |
An excellent starting point for users of legal English for whom this will be essential for getting a graduate job in the legal sector. You develop your practical skills with writing English and acquire the specific vocabulary for legal English. The module also introduces you to legal citations and the OSCOLA referencing system. Your learning will include practical engagement with letter writing, chairing a meeting, internal communications, correct telephone use, and making presentations. |
| SOWK40509 |
THE LAW IN PRACTICE |
4 |
20 |
Health, Education, Policing and Sciences |
Legislation is the legal foundation for Social Work practice. It is critical that social workers understand the way in which the contemporary social, political and legal context underpins practice and how this have evolved over time. The Law in Practice module will build on the Foundations of Law module to provide you with the knowledge required to apply the legislative framework to practice and begin to critically consider the ethical dilemmas this can present. |
| SOCY60570 |
THE LIFE COURSE: THE EARLY YEARS |
6 |
15 |
Health, Education, Policing and Sciences |
The Life Course explores the various transitions and age related phases that people pass through as they move through their respective life courses in Britain. Individuals life courses are not universal, instead they are subject to processes of social construction, influenced by the socio-cultural and historical contexts we live in, the relationships we have with significant others and the material circumstances of peoples everyday lives. The Early Years begins with different theoretical approaches to constructing the concept of the life course including the role that various factors such as diverse backgrounds (e.g. the interplay of social class, race, gender, ethnicity, sexual orientation and disability) and relationships with others (e.g. family and friends) play in shaping our life courses. The module then proceeds to examine key aspects of the life Course covering the early phases of the life course through to young adulthood. Topics covered include contemporary experiences of parenthood (e.g. motherhood, fatherhood and same-sex parenting), contemporary childhoods, the risky transitions inherent in teenagers experiences of the life course, the apparent postponement of adulthood by the boomerang generation and an exploration of the characteristics of modern intimate relationships, questioning whether they operate on a good till further notice basis. |
| HIPO50533 |
THE MIDDLE EAST AND EUROPE: ENCOUNTERS AND CONFLICTS FROM NAPOLEON TO THE SUEZ CRISIS |
5 |
20 |
Health, Education, Policing and Sciences |
This module delivers a history of the modern Middle East and the regions relationship with Europe from c.1800 to the late 1950s. This involves a broad discussion of historiographical themes such as Orientalism and colonialism and historical themes such as the expansion of Western imperialism, Christian-Islamic relations, and the impacts of WWI and WWII and anti-colonial movements. Major topics within the module include: the final century of the Ottoman Empire, Egypt and debates about modernisation, the Iranian Qajar dynasty, secularisation in Iran and Turkey, the idea of the Holy Land in Western discourse and its relationship to the rise of political Zionism and the Mandates order post-WWI, processes of resistance to empire in Iraq, Syria and North Africa, and the rise of the Cold War as a shaper of international relations in the Middle East. Big-picture accounts of international patterns and dynamics will be complemented by primary sources and works from social and cultural history in order to highlight the roles of individual experiences and agency, especially from colonised peoples. |
| MIDW40137 |
THE MIDWIFE AS A SKILLED PRACTITIONER 1 |
4 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to the foundational elements of midwifery practice. It highlights the pivotal role of midwives as skilled and autonomous practitioners dedicated to optimising outcomes for women and newborn infants. Through interactive learning experiences, you will explore the safe and effective application of knowledge, emphasising the integration of clinical expertise, understanding, skills, interpersonal and cultural competence. The module reinforces the importance of delivering quality care tailored to individual circumstances through collaborative partnerships with women. Additionally, you will gain insight into the significance of collaborating with other health and social care professionals when necessary. Furthermore, the module instils in you the value of ongoing enhancement of midwifery practice, highlighting its positive impact on women, newborn infants, partners, and families. |
| MIDW53099 |
THE MIDWIFE AS A SKILLED PRACTITIONER 2 |
5 |
20 |
Health, Education, Policing and Sciences |
This module builds on The Midwife as a Skilled Practitioner 1 and you will begin to examine midwifery practice more closely, refining your skills and autonomy as practitioners. You will expand your understanding of applying knowledge to enhance outcomes for women and newborn infants by integrating clinical expertise, understanding, skills, and interpersonal and cultural competence into your practice. You will hone your ability to assess, plan, provide, and evaluate care in collaboration with women, while also acquiring proficiency in effective collaboration with other health and social care professionals as required. Furthermore, you will actively seek opportunities to elevate your midwifery practice, acknowledging its continuous evolution for the benefit of women, newborn infants, partners, and families. |
| MIDW60708 |
THE MIDWIFE AS A SKILLED PRACTITIONER 3 |
6 |
20 |
Health, Education, Policing and Sciences |
This module builds on the skills acquired in The Midwife as a Skilled Practitioner 2 and you will elevate your expertise to become a highly skilled and autonomous midwifery practitioner. You will demonstrate mastery in the safe and effective application of knowledge to optimise outcomes for women and newborn infants. You will adeptly integrate clinical knowledge, understanding, skills, and interpersonal and cultural competence to deliver tailored, high-quality care to individual circumstances. You will be supported to excel in every aspect of care provision, including assessment, planning, provision, and evaluation, all conducted in close partnership with women. Furthermore, you will demonstrate seamless collaboration with other health and social care professionals when necessary. You will exhibit a steadfast commitment to continuously enhancing your midwifery practice into your career as a registered midwife, recognising its dynamic nature and profound impact on women, newborn infants, partners, and families. |
| MIDW60703 |
THE MIDWIFE AS A SKILLED PRACTITIONER MODULE 7 |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to consolidate your clinical midwifery skills and academic evidence-based knowledge. It will ensure that by registration you are a fully accountable, autonomous, professional midwife who can effectively and safety plan and deliver women- centred, holistic care. We will continue to focus on complex clinical skills but also focus on decision making and leading care to ensure you are prepared for the contemporary midwifery healthcare setting. |
| MIDW60704 |
THE MIDWIFE AS A SKILLED PRACTITIONER MODULE 8 |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to consolidate your clinical midwifery skills and academic evidence-based knowledge. It will ensure that by registration you are a fully accountable, autonomous, professional midwife who can effectively and safely plan and deliver women-centred, holistic care. We will continue to focus on complex clinical skills but also focus on decision making and leading care to ensure you are prepared for the contemporary midwifery healthcare setting. |
| MIDW60705 |
THE MIDWIFE AS A SKILLED PRACTITIONER MODULE 9 |
6 |
20 |
Health, Education, Policing and Sciences |
This module aims to consolidate your clinical midwifery skills and academic evidence-based knowledge. It will ensure that by registration you are a fully accountable, autonomous, professional midwife who can effectively and safely plan and deliver women-centred, holistic care. We will continue to focus on complex clinical skills but also focus on decision making and leading care to ensure you are prepared for the contemporary midwifery healthcare setting. |
| HIPO70498 |
THE NATION STATE AND BEYOND |
7 |
20 |
Health, Education, Policing and Sciences |
This module takes you on a journey through the many scales on which historians have understood human societies, ranging from the individual and local to the national, international and global. We often think of history within the bounds of the nation and the nation-state British, French, Chinese, Indian or Australian history, as if these categories and their borders have always existed. Using primary and secondary materials, including images, audio and video, you will explore the ways in which nations are constructed, and how the states which give them political form have emerged and developed over historical time. You will also explore approaches to history which challenge and transcend the nation and nation-state, at the smaller and greater levels, and which emphasise the entangled nature of human relations. |
| HIPO70494 |
THE NATION-STATE AND BEYOND |
7 |
40 |
Health, Education, Policing and Sciences |
This module takes you on a journey through the many scales on which historians have understood human societies, ranging from the individual and local to the national, international and global. We often think of history within the bounds of the nation and the nation-state British, French, Chinese, Indian or Australian history, as if these categories and their borders have always existed. Using primary and secondary materials, including images, audio and video, you will explore the ways in which nations are constructed, and how the states which give them political form have emerged and developed over historical time. You will also explore approaches to history which challenge and transcend the nation and nation-state, at the smaller and greater levels, and which emphasise the entangled nature of human relations. |
| SPOR70759 |
THE ORIGINS AND PRINCIPLES OF BIOMECHANICS |
7 |
30 |
Health, Education, Policing and Sciences |
This module will examine the biomechanical concepts of the body, particularly the lower limb and link these to the laws of physics, and of motion. Studying this module will enable you to define and explain the relationship of kinematics to anatomy and physiology of the human musculo-skeletal system. You will: - study the relationship of anatomy to mechanics and explore the differing perspectives of the descriptive anatomist to that of the clinical biomechanist who requires an understanding of th dynamics of functional anatomy of human movement.- explore the concepts of joint axes and their fluidity of position in space and time during gait and relate these concepts to those of joint neutral and joint congruency positions and core stability.- use understanding of the mechanical effectiveness of such structures to interpret positional relationship of joint axes and timing of action with respect to locomotion and other functional activities.- explore the relationship between developmental processes and observed clinical pathology, since many biomechanical abnormalities, originate during embryological and / or post natal development.- be expected to demonstrate practical application and debate on the origins of the clinical biomechanical evaluation process.The clinical course of biomechanical based disorders is commonly influenced by various environment and activity related factors. After studing this module you will be expected to identify and appropriately adjust those factors so as to minimise their adverse impact on treatment outcomes. In this module you will therefore explore the embryological and developmental origins of various structural deformities. |
| SPOR70953 |
THE ORIGINS AND PRINCIPLES OF BIOMECHANICS |
7 |
20 |
Health, Education, Policing and Sciences |
This module focuses on the biomechanical based disorders which are commonly influenced by various environment and activity related factors. After studying this module, you will be expected to identify and appropriately adjust for those factors so as to minimise their adverse impact on treatment outcomes. There will be particular focus on the origins of dysfunction with reflection on development, genetics and evolution. |
| EDUC40622 |
THE PRIMARY CORE CURRICULUM - KNOWLEDGE AND PRINCIPLES |
4 |
40 |
Health, Education, Policing and Sciences |
This module will provide you with a solid knowledge and understanding of the core curriculum subjects (English, Mathematics and Science) and prime and specific areas of the Early Years Foundation Stage (EYFS) in the context of learning and teaching in the primary school and early years settings. This module provides a strong philosophical underpinning to the importance of student teachers' subject knowledge in the primary and EYFS curriculum. By studying this module, you will begin to develop your own rationale for your approach to the teaching of the core subjects and to meet the needs of all learners. The module will provide you with a good understanding of creative approaches to the delivery of the core curriculum in schools and provides substantial support for your professional teaching practice. |
| EDUC60648 |
THE PRIMARY CORE CURRICULUM - SYSTEMATIC AND CONCEPTUAL UNDERSTANDING |
6 |
20 |
Health, Education, Policing and Sciences |
This module will build on the previous two years study to ensure that you have an excellent knowledge and understanding of the core curriculum subjects (English, Mathematics and Science) and prime and specific areas of the Early Years Foundation Stage (EYFS) in the context of learning and teaching in the primary school and early years settings. This module provides a strong philosophical underpinning to the importance of your subject knowledge in the primary school and EYFS curriculum. By studying this module, you will cement your own rationale for your approach to the teaching of the core subjects and meet the needs of all learners. The module will provide you with an extensive understanding of teaching and assessment approaches within the core curriculum in schools and provides substantial support for your professional teaching practice. |
| EDUC50624 |
THE PRIMARY FOUNDATION CURRICULUM - CRITICAL UNDERSTANDING AND APPLICATION |
5 |
40 |
Health, Education, Policing and Sciences |
This module explores how teachers can develop creative approaches to teaching the Foundation Subjects at Key stage 2 and how these progress at Key Stage 3. You will be develop your knowledge of key areas of learning for each of the subjects and supported to understand the statutory and non-statutory curriculum guidance, and theoretical perspectives and resources used by schools to deliver these subjects. The importance of schools achieving a broad and balanced curriculum is reflected here as the relevance of each subject within the National Curriculum and how they support one another and can be linked through cross-curricular themes is considered. This module builds on the level 4 work and continues to engage student teachers with a diverse and dynamic range of strategies to motivate and inspire children in their learning of the foundation subjects. Moreover, it is characterised by being highly practical with sessions exploring hands-on activities which students can use and adapt in their own teaching. You will understand how teachers can support pupils to make progress in their learning within each subject. Opportunities are provided for students to apply their learning to their own planning and delivery of lessons through peer-to-peer teaching episodes and school practice placements. |
| EDUC40624 |
THE PRIMARY FOUNDATION CURRICULUM - KNOWLEDGE AND PRINCIPLES |
4 |
20 |
Health, Education, Policing and Sciences |
This module explores how teachers can develop creative approaches to teaching the Foundation Subjects at Key stages 1 & 2 and in the Early Years. You will be introduced to key areas of learning for each of the subjects and supported to understand the statutory and non-statutory curriculum guidance, and theoretical perspectives and resources used by schools to deliver these subjects. The importance of schools achieving a broad and balanced curriculum is reflected here as the relevance of each subject within the National Curriculum and how they support one another and can be linked through cross-curricular themes is considered. This module engages students with a diverse and dynamic range of strategies to motivate and inspire children in their learning of the foundation subjects. Moreover, it is characterised by being highly practical with sessions exploring hands-on activities which student teachers can use and adapt in their own teaching. You will understand how teachers can support pupils to make progress in their learning within each subject. Opportunities are provided for students to apply their learning to their own planning and delivery of lessons through peer-to-peer teaching episodes and school practice placements. |
| NURS60023 |
THE PRINCIPLES AND PRACTICE OF PALLIATIVE AND END OF LIFE CARE |
6 |
15 |
Health, Education, Policing and Sciences |
Social Care provision for children and young people who are unable to live within their own families |
| NURS60794 |
THE PRINCIPLES AND PRACTICE OF PALLIATIVE AND END OF LIFE CARE |
6 |
20 |
Health, Education, Policing and Sciences |
This module will be taught at St Giles Hospice. Get the concepts and definitions of palliative and end of life care that you need to provide the best service in your career as a health professional and gain an understanding of the nature and relief of suffering from physical, emotional, psychological and spiritual perspectives. In this module, you will explore current policy development in palliative and end of life care both locally and nationally and current legal, ethical, and professional issues in palliative and end of life care. You will be given the tools to acknowledge the physical and psychological responses to loss and bereavement, as well as the decision making and techniques to converse with patients of all ages sensitively and thoughtfully on topics including end of life decisions. The module will also address the common core principles for holistic palliative and end of life care through effective holistic assessment, planning, implementation, and evaluation of care for patients in a variety of practice settings. |
| NURS70778 |
THE PRINCIPLES AND PRACTICE OF PALLIATIVE AND END OF LIFE CARE |
7 |
20 |
Health, Education, Policing and Sciences |
This module will be taught at St Giles Hospice. Get the concepts and definitions of palliative and end of life care that you need to provide the best service in your career as a health professional and gain an understanding of the nature and relief of suffering from physical, emotional, psychological and spiritual perspectives. In this module, you will explore current policy development in palliative and end of life care both locally and nationally and current legal, ethical, and professional issues in palliative and end of life care. You will be given the tools to acknowledge the physical and psychological responses to loss and bereavement, as well as the decision making and techniques to converse with patients of all ages sensitively and thoughtfully on topics including end of life decisions. The module will also address the common core principles for holistic palliative and end of life care through effective holistic assessment, planning, implementation, and evaluation of care for patients in a variety of practice settings. |
| SPOR60803 |
THE PSYCHOLOGY OF COMPETITIVE PERFORMANCE: THEORY AND PRACTICE |
6 |
30 |
Health, Education, Policing and Sciences |
You will explore how individuals respond and function in competitive performance settings, such as sport. Historical (e.g., Drive Theory, Inverted-U hypothesis) and current (e.g., Catastrophe Theory, Theory of Challenge and Threat States in Athletes) approaches to performance psychology will be outlined. Key issues pertinent to the practice of psychologists in performance settings will be covered including, ethical concerns, adherence issues, and methods of evaluating intervention effectiveness. Finally, the module will explore a range of psychological strategies (e.g., imagery, self-talk and hypnosis) commonly used to maintain and enhance performance in competitive performance. |
| SPOR60970 |
THE PSYCHOLOGY OF COMPETITIVE PERFORMANCE: THEORY AND PRACTICE |
6 |
20 |
Health, Education, Policing and Sciences |
How to maximise your chances to perform at your optimum!In this module, you will consider issues pertinent to the competitive world of performance psychology. You will explore how individuals respond to and function across various competitive situations, such as sport, business, military, and exercise. Key issues regarding the application of psychology will include ethics, adherence issues, methods of evaluation, and measuring effectiveness. During the module, you will also explore and practice the use of a range of psychological strategies (e.g., imagery, self-talk) to maintain and enhance performance. |
| PSYC50790 |
THE PSYCHOLOGY OF SOCIAL PERCEPTION |
5 |
15 |
Health, Education, Policing and Sciences |
Several key areas and effects which have been studied using experimental social psychological methods will be considered. The theories and research pertaining to these areas will be examined and evaluated. The main areas covered will be impression formation, impression management, self-perception, social norms, attribution, social influence, and intergroup perception. For example, you will be introduced to various research techniques utilised in experimental social psychology and the key theories of impression formation and attribution. You will also learn about the importance of the information we convey to others about ourselves and how we believe we are perceived by others. |
| ECST60297 |
THE REFLECTIVE PRACTITIONER |
6 |
30 |
Health, Education, Policing and Sciences |
This module enables you to reflect upon your work-based development throughout your course. The course VLE will be used extensively which will guide your reflections upon work based learning.This module will cover the following topics:A proposal for your individual research projectReflections on your professional development and effectiveness of workplace practice. |
| EDUC60612 |
THE REFLECTIVE PRACTITIONER |
6 |
30 |
Health, Education, Policing and Sciences |
This module enables you to reflect upon your work-based development throughout your course. The course VLE will be used extensively which will guide your reflections upon work based learning.This module will cover the following topics:A proposal for your individual research projectReflections on your professional development and effectiveness of workplace practice. |
| EDUC60638 |
THE REFLECTIVE PRACTITIONER |
6 |
40 |
Health, Education, Policing and Sciences |
This module enables you to reflect upon your work-based development throughout your course. The course VLE will be used extensively which will guide your reflections upon work-based learning. This module will cover the following topics:- A proposal for your individual research project- Reflections on your professional learning and development and effectiveness of workplace practice. |
| EDUC60645 |
THE REFLECTIVE PRACTITIONER D/L |
6 |
40 |
Health, Education, Policing and Sciences |
This module enables you to reflect upon your work-based development throughout your course. The course VLE will be used extensively which will guide your reflections upon work-based learning. This module will cover the following topics: A proposal for your individual research project Reflections on your professional learning and development and effectiveness of workplace practice. |
| EDUC60656 |
THE REFLECTIVE PRACTITIONER D/L |
6 |
40 |
Health, Education, Policing and Sciences |
This module enables you to reflect upon your work-based development throughout your course. The course VLE will be used extensively which will guide your reflections upon work-based learning. This module will cover the following topics: A proposal for your individual research project Reflections on your professional learning and development and effectiveness of workplace practice. |
| NURS50115 |
THE ROLE OF HEALTH PROMOTION IN THE PATIENT JOURNEY |
5 |
15 |
Health, Education, Policing and Sciences |
The relationship between legislation, policy and social work practice to promote and safeguard the wellbeing of children |
| SPOR30760 |
THE ROLE OF SPORTS SCIENCE IN MODERN SPORTS PERFORMANCE |
3 |
40 |
Health, Education, Policing and Sciences |
BASES endorsed elements of sport science are covered within the module. Students will look at how these disciplines affect both health and performance participants. Accessing a range of industry leading facilities makes this module exciting and innovative with students getting hands on experience that develops a range of employability skills. Sport Science underpins all elements of sport and exercise so having a fundamental understanding will assist with developing students holistic knowledge. |
| NURS30465 |
THE ROLE OF THE HEALTH CARE ASSISTANT IN THE COMMUNITY |
3 |
15 |
Health, Education, Policing and Sciences |
- Practice: 100 day placement and production of a professional portfolio evidencing knowledge, theory and skills mapped into the Professional Capabilities Framework (PCF) and Knowledge and Skills Statements (KSS). Each student will have a Practice Educator and Academic Link who will support the student through the placement via formal and informal meetings and tutorials. |
| NURS30515 |
THE ROLE OF THE HEALTH CARE ASSISTANT IN THE COMMUNITY |
3 |
20 |
Health, Education, Policing and Sciences |
The module will provide opportunity to develop the fundamental knowledge and skills pertinent to the HCA role in primary care or in the community in a safe and patient-focussed manner. Theoretical and practical learning will offer opportunity to develop confidence and competency around the HCA role within a primary care/community-based setting. As well as developing understanding around professional, legal and ethical considerations, you will also develop skills such as venepuncture, blood pressure monitoring, record keeping and health promotion. This will all be consolidated through production of a professional portfolio evidencing knowledge, theory and skills mapped into the Professional Capabilities Framework (PCF) and Knowledge and Skills Statements (KSS). You will have a Practice Educator and Academic Link who will support the student through the placement via formal and informal meetings and tutorials. |
| PSYC30621 |
THE SCIENCE OF HUMAN BEHAVIOUR |
3 |
40 |
Health, Education, Policing and Sciences |
On this module you will learn the basic concepts within cognitive and social psychology. You will study topics such as conformity, obedience, prejudice and models of memory. To illustrate these concepts, you will be introduced to classic and contemporary research studies within cognitive and social psychology, alongside current issues and debates, including ethnocentrism and whether psychology should be considered a science. You will apply the knowledge you have learnt to issues within criminal and forensic psychology, such as the accuracy of eyewitness testimony, jury-decision making and strategies for crime prevention and reducing re-offending. On this module you will also learn the basic concepts of experimental research methods, including experiments, experimental design and self-report methods. In order to support your study skills within this module you will undertake sessions on conducting literature reviews, referencing, IT systems and an introduction to statistics. |
| SOWK70432 |
THE SOCIAL WORK PRACTICE EDUCATOR (STAGE 1 AND 2) |
7 |
40 |
Health, Education, Policing and Sciences |
This module is designed for social workers who wish to consider Practice Education as the next step in their Continuous Professional Development. The module is aimed at those social workers who have at least two years post-qualifying experience and provides a unique and timely opportunity to reflect on social work practice with a view to supporting others into this rewarding yet complex career. This course provides reflective space to consider your own professional development while utilising the skills and knowledge that you have acquired in practice to support and assess others. Students enrolled on the course will also benefit from exploring international perspectives on social work and social work education. |
| SOCY50580 |
THEORIES OF CRIME AND JUSTICE |
5 |
15 |
Health, Education, Policing and Sciences |
Theories of Crime and Justice: This module provides you with a comprehensive grounding in the varieties of criminological theory; familiarises you with the different assumptions, explanations and proposed solutions embedded within these theories and sensitises you to the importance of the social contexts in which theories are produced. The module is also designed to develop your learning about 'crime' and 'criminal justice', so you learn that they are not fixed and settled entities but complex and shifting processes whose different characteristics are revealed (and concealed) when viewed through the lenses of different theories. |
| SOCY40528 |
THEORIES OF CRIME AND JUSTICE |
4 |
20 |
Health, Education, Policing and Sciences |
Theories of Crime and Justice provides you with a comprehensive grounding in the area of criminological theory. This module familiarises you with the different assumptions, explanations and proposed solutions embedded within these theories and sensitises you to the importance of the social contexts in which theories are produced. The module is also designed to develop your learning about 'crime' and 'criminal justice', so you learn that they are not fixed and settled entities but complex and shifting processes whose different characteristics are revealed (and concealed) when viewed through the lenses of different theories. |
| CRIM43002 |
THEORIES OF CRIME AND JUSTICE |
4 |
20 |
Health, Education, Policing and Sciences |
Theories of Crime and Justice provides you with a comprehensive grounding in the area of criminological theory. This module familiarises you with the different assumptions, explanations and proposed solutions embedded within these theories and sensitises you to the importance of the social contexts in which theories are produced. The module is also designed to develop your learning about 'crime' and 'criminal justice', so you learn that they are not fixed and settled entities but complex and shifting processes whose different characteristics are revealed (and concealed) when viewed through the lenses of different theories. |
| LAWS31317 |
THEORIES OF CRIMINALITY |
3 |
30 |
Health, Education, Policing and Sciences |
This module aims to provide students with an introduction to the theories of crime, including biological and individualistic theories of criminality. Students will then apply these theories to a range of scenarios to critically evaluate responses to controlling crime and criminal behaviour. This module will also introduce students to the process of criminal investigation, including crime scene practices, investigative processes, trial processes and appeal procedures. This module aims to enable students to gain a coherent understanding of the criminal justice process, from the causes of criminal behaviour to the management of offenders. |
| PSYC50806 |
THEORIES OF HUMAN DEVELOPMENT |
5 |
20 |
Health, Education, Policing and Sciences |
This module introduces you to the major theories of development across the lifespan. You will have the opportunity to explore the main physical and psychological factors affecting human growth and development, including cultural influences and how they need to be understood in a counselling context. |
| EDUC50501 |
THEORIES, PRINCIPLES AND MODELS IN PCET |
5 |
30 |
Health, Education, Policing and Sciences |
The purpose of the unit is to develop your knowledge and understanding of theories, principles and models applied to education and training. It includes application of theories, principles and models of learning, communication and assessment in education and training, the application of theories and models of curriculum development within own area of specialism, and the application of theories and models of reflection and evaluation to the evaluation of own practice. |
| PSYC70830 |
THEORY AND APPLICATION OF QUALITATIVE RESEARCH METHODS |
7 |
20 |
Health, Education, Policing and Sciences |
This module will introduce you to the theoretical underpinnings of qualitative research approaches and provide you with experience of conducting and analysing qualitative research. |
| PSYC50820 |
THEORY AND APPLICATION OF QUALITATIVE RESEARCH METHODS |
5 |
20 |
Health, Education, Policing and Sciences |
This module will introduce you to the theoretical underpinnings of qualitative research approaches and provide you with experience of conducting and analysing qualitative research. |
| PSYC50833 |
THEORY AND APPLICATION OF QUALITATIVE RESEARCH METHODS |
5 |
20 |
Health, Education, Policing and Sciences |
This module will introduce you to the theoretical underpinnings of qualitative research approaches and provide you with experience of conducting and analysing qualitative research. |
| PPDE70835 |
THEORY AND MANAGEMENT OF SEXUAL OFFENCES DISCLOSURES |
7 |
20 |
Health, Education, Policing and Sciences |
Approximately 17% of the population have been victims/are survivors of sexual offences. As healthcare professionals, you are undoubtedly meeting and caring for people who have been affected by such crimes, and you may be the professional a victim/survivor turns to for help and advice. This module will explore sexual offences and develop your understanding of the crime. It will clarify your safeguarding responsibilities, enhance your clinical practice and empower you to respond to disclosures with confidence. |
| SOCY50558 |
THEORY AND PRACTICE OF MENTORING |
5 |
15 |
Health, Education, Policing and Sciences |
This module explores the key theoretical perspectives which inform and underpin the practice of mentoring. We consider the distinctions between mentoring and other helping professions including performance coaching and counselling. Through a series of structured exercises and case study materials we develop a critical understanding of the core skills and competencies necessary to the mentoring role. We explore the application of mentoring skills in various settings and consider the role of reflection in developing professional competence in the field. Issues to be considered include the mentor/mentee relationship, effective communication, contracting and time management, ethical issues and confidentiality, evaluation and review of the mentoring outcomes. We also explore the stages of the mentoring relationship and relating interventions as well as complexities of the emotional and psychological contract and exchange between mentor and mentee. |
| SOCY40527 |
THEORY AND PRACTICE OF MENTORING (POLICE TUTORS) |
4 |
20 |
Health, Education, Policing and Sciences |
This module makes up a short course qualification explores the key theoretical perspectives which inform and underpin the practice of mentoring. We will consider the distinctions between mentoring and other helping practices including performance coaching and counselling. Building upon your prior knowledge, we will develop an understanding of the core skills and competencies necessary to the mentoring role. We will also explore models that you can utilise to host your mentoring conversations. We will consider the developmental phases of a mentoring relationship and what skill set is utilised at each phase. We will explore the application of mentoring skills in various settings and consider the role of reflection in developing professional competence in the field. Issues to be considered include aims and objectives of mentoring schemes; the mentoring/mentee relationship; effective communication; contracting and time management; ethical issues and confidentiality; evaluation and review of mentoring outcomes. |
| EDUC70471 |
THEORY IN EDUCATIONAL RESEARCH |
7 |
30 |
Health, Education, Policing and Sciences |
This module will enable you to develop and demonstrate in-depth knowledge and understanding of key theories and conceptual frameworks that are used to interpret and make sense of current educational research, policy and practice, which you can then apply to your chosen context of education and developing research questions. It will allow you to develop systematic knowledge of key theoretical literature which is currently applied in your chosen area of study and enable you to further develop your potential research questions in the light of issues raised by the theory. |
| EDUC77835 |
THEORY IN EDUCATIONAL RESEARCH |
7 |
40 |
Health, Education, Policing and Sciences |
This module will enable you to develop and demonstrate in-depth knowledge and understanding of key theories and conceptual frameworks that are used to interpret and make sense of current educational research, policy and practice, which you can then apply to your chosen context of education and developing research questions. It will allow you to develop systematic knowledge of key theoretical literature which is currently applied in your chosen area of study and enable you to further develop your potential research questions in the light of issues raised by the theory. |
| PSYC70509 |
THEORY, RESEARCH & PROFESSIONAL ISSUES IN COUNSELLING 1 |
7 |
30 |
Health, Education, Policing and Sciences |
This module provides an in-depth knowledge of the main theoretical approaches to counselling. Theories studied include Humanistic, Cognitive Behavioural and Psychodynamic, as well as social constructionist and systemic approaches. Theories are grounded within a historical context and with current research and practice. There will be significant evaluation of the similarities and differences between theories, the implications for practice and the case for and against integration of approaches.A second element of this module will focus on professional issues within counselling. This will include ethical, moral and legal issues which are central to professional counselling training and practice. You will have the opportunity to ground your practical and theoretical knowledge and skills within the British Association for Counselling and Psychotherapy (BACP) ethical framework. Other professional frameworks (such as British Psychological Society regulations) and legal requirements will be evaluated, in terms of theory, research and practice. You are encouraged to develop your own moral and ethical principles based on reviews of principles and issues including confidentiality, therapeutic boundaries, ethical dilemmas and clinical supervision. |
| PSYC70511 |
THEORY, RESEARCH & PROFESSIONAL ISSUES IN COUNSELLING 2 |
7 |
30 |
Health, Education, Policing and Sciences |
Theory and research knowledge will be further informed by an in-depth study of client issues and psychopathology. The theories will be explored in greater depth whilst continually being grounded in historical context and current research and practice. You will be encouraged to develop your own integrated model of counselling theory and practice to prepare you for your practice post-qualification.The professional, legal and ethical element will provide you with continued opportunities to ground skills practice and theoretical knowledge on a professional ethico-legal foundation, working within the BACP Ethical Framework. You are encouraged to critically evaluate your own moral and ethical principles in relation to issues such as confidentiality, therapeutic boundaries, ethical dilemmas and clinical supervision. |
| EDUC80478 |
THESIS RESEARCH PROPOSAL |
8 |
60 |
Health, Education, Policing and Sciences |
The content of the module will include:-What makes an effective research proposal?-Evaluating example research proposals-Designing research questions-The role of the literature review in developing a research proposal-What makes an effective literature review?-Communicating research design in relation to specific research questions. |
| EDUC80483 |
THESIS RESEARCH PROPOSAL |
8 |
60 |
Health, Education, Policing and Sciences |
The content of the module will include: - What makes an effective research proposal? - Evaluating example research proposals - Designing research questions - The role of the literature review in developing a research proposal - What makes an effective literature review? - Communicating research design in relation to specific research questions. |
| EDUC77098 |
THINKING CRITICALLY |
7 |
20 |
Health, Education, Policing and Sciences |
This module will enable students to critically evaluate contemporary and historical theory, policy, and research in a selected area of education. The module will explore contemporary and critical issues relating to a selected field of education and consider the implications for professional practice. The content of the module will be relevant to a range of contexts and professional situations. |
| EDUC77807 |
THINKING CRITICALLY (DL) |
7 |
20 |
Health, Education, Policing and Sciences |
This module will enable students to critically evaluate contemporary and historical theory, policy, and research in a selected area of education. The module will explore contemporary and critical issues relating to a selected field of education and consider the implications for professional practice. The content of the module will be relevant to a range of contexts and professional situations. |
| SPOR70756 |
TISSUE STRESS |
7 |
15 |
Health, Education, Policing and Sciences |
In this module you will study the effect of the stresses that act upon the tissues of the human body. You will assess the differing characteristics of human tissues and they cope with all types of stress and the factors that effect the coping mechanisms, both medical and physical. In the study you will be introduced to available equipment and techniques for assessing these stresses and evaluate their effectiveness and usefulness in the clinical setting. In this module you will start to draw links between the mechanical properties of tissue, the factors that affect the functional adaptation under load and their relevance to clinical practice. |
| SPOR70951 |
TISSUE STRESS |
7 |
20 |
Health, Education, Policing and Sciences |
This module specifically looks at the effect of mechanical stresses upon the tissues of the human body. During the module there will be exploration of the differing characteristics of human tissues and investigation of how they cope with medical and physical load. Application to the functional adaptation under load will be studied with relevance to clinical practice. |
| LAWS43736 |
TORT LAW |
4 |
20 |
Health, Education, Policing and Sciences |
Tort Law covers a variety of different actions including negligence, occupiers liability, trespass to the person and land and nuisance claims (which often arise between neighbouring properties). The subject matter of the module is relevant for both prospective solicitors and barristers as tortious problems are often litigated. The module will also be enjoyed by students who are looking to go on to postgraduate Masters or PhD study. From an employability perspective, students will also develop problem solving skills which are transferable to a wide variety of career paths. |
| LAWS41721 |
TORT LAW (DL) |
4 |
20 |
Health, Education, Policing and Sciences |
Tort Law covers a variety of different actions including: negligence, occupiers liability, and nuisance claims (which often arise between neighbouring properties). ¿The subject matter of the module is relevant for both prospective solicitors and barristers as tortious problems are often litigated. ¿The module will also be enjoyed by students who are looking to go on to postgraduate¿Masters¿or PhD study.¿From an employability perspective, students will also develop problem solving skills which are transferable |
| LAWS51941 |
TORT LAW AND CIVIL REMEDIES |
5 |
30 |
Health, Education, Policing and Sciences |
You will find that Tort is a fast-moving area of civil law, one influenced by the Human Rights Act. You will explore many ethical dilemmas about the way in which society deals with accident compensation and loss distribution. The module is designed to provide you with an understanding of the main torts in English law, including negligence, trespass and defamation. Tort Law is also a module which embeds various important skills such as legal research, problem-solving, interviewing and the ability to apply the law to a range of scenarios. |
| LAWS41501 |
TORT LAW AND CIVIL REMEDIES |
4 |
30 |
Health, Education, Policing and Sciences |
You will find that Tort is a fast-moving area of civil law, one influenced by the Human Rights Act. You will explore many ethical dilemmas about the way in which society deals with accident compensation and loss distribution. The module is designed to provide you with an understanding of the main torts in English law, including negligence, trespass and defamation. Tort Law is also a module which embeds various important skills such as legal research, problem-solving, interviewing and the ability to apply the law to a range of scenarios. |
| BIOL60620 |
TOXICOLOGY |
6 |
15 |
Health, Education, Policing and Sciences |
This module is designed to provide you with a thorough grounding in the essential principles of modern toxicology. These principles will be extended and explored through a series of specific studies designed to appeal to a varied range of scientists. It is envisaged these will include areas such as behaviour altering drugs, agrochemicals, food additives, various air pollutants, organ specific toxins, endocrine disrupting substances, weaponised toxins, poisons/poisoning and post-mortem toxicology.echniques for assessing toxicity within the laboratory and field will be critically evaluated including some of the standard analytical approaches. In addition, the module will include data-handling techniques used in the analysis and statistical treatment of toxicological data. |
| SOCY70502 |
TRAFFICKING THE ILLEGAL TRADE IN PEOPLE GOODS AND SERVICES |
7 |
15 |
Health, Education, Policing and Sciences |
This module provides a comparative and transnational analysis of the historical development and recent growth of trafficking at the transnational level of people, goods and services. In historical terms, it will examine the historical precedents for transnational trafficking in the form, for example, of international state and non-state criminal activities such as piracy, slavery and drug trafficking during the colonial period.It will look at a number of relevant historical and contemporary in-depth case studies of illegal trafficking such as trafficking in drugs, sex, arms, nuclear materials, labour, body parts, stolen antiquities and protected animals.Accompanying this will be a critical analysis of the recent response of national and international agencies to the growth of transnational trafficking and the effectiveness at the global level of policies such as the US 'war on drugs'. In particular, the role of policy makers, security services, international law and law enforcement agencies will be examined in detail as well as the increasing involvement of non-governmental agencies in combating and ameliorating the effects of illegal trafficking.The context for this will be the global division of labour which has emerged in the post-1945 period, the increasing differentiation of societies, the growth of international cooperation in security terms, the deregulation of the global economy as a result of neo-liberalism and the social inequalities within and between societies.In preparation for the dissertation the module will focus upon the issues, problems and methodologies involved in researching and analysing trafficking at the transnational level and, in particular, the interpretation of international crime statistics, the difficulties of covert research and the relationship between qualitative and quantitative approaches to criminological research. |
| SOCY70351 |
TRAFFICKING: THE ILLEGAL TRADE IN PEOPLE, GOODS AND SERVICES |
7 |
30 |
Health, Education, Policing and Sciences |
This module provides a comparative and transnational analysis of the historical development and recent growth of trafficking at the transnational level of people, goods and services. In historical terms, it will examine the historical precedents for transnational trafficking in the form, for example, of international state and non-state criminal activities such as piracy, slavery and drug trafficking during the colonial period. It will look at a number of relevant historical and contemporary in-depth case studies of illegal trafficking such as trafficking in drugs, sex, arms, nuclear materials, labour, body parts, stolen antiquities and protected animals. Accompanying this will be a critical analysis of the recent response of national and international agencies to the growth of transnational trafficking and the effectiveness at the global level of policies such as the US 'war on drugs'. In particular, the role of policy makers, security services, international law and law enforcement agencies will be examined in detail as well as the increasing involvement of non-governmental agencies in combating and ameliorating the effects of illegal trafficking. The context for this will be the global division of labour which has emerged in the post-1945 period, the increasing differentiation of societies, the growth of international cooperation in security terms, the deregulation of the global economy as a result of neo-liberalism and the social inequalities within and between societies. In preparation for the dissertation the module will focus upon the issues, problems and methodologies involved in researching and analysing trafficking at the transnational level and, in particular, the interpretation of international crime statistics, the difficulties of covert research and the relationship between qualitative and quantitative approaches to criminological research. |
| SPOR60978 |
TRAINING FOR PERFORMANCE |
6 |
20 |
Health, Education, Policing and Sciences |
This module further develops your understanding of the principles of Strength and Conditioning and your ability to perform advanced practical elements of Strength and Conditioning Sport Science. You will build upon prior learning from previous modules and develop advanced level coaching strategies utilising applied coaching science for specific components of performance for individual athletes. You will develop your own managed self development and professional experience through the delivery of a high quality teaching presentation. The development and delivery of such a presentation will allow you to demonstrate life wide learning skills transferable in a global context within the vocational profession and beyond. |
| SPOR50909 |
TRAINING PRINCIPLES FOR FOOTBALL |
5 |
30 |
Health, Education, Policing and Sciences |
This module aims to develop your knowledge and understanding of training principles, specifically those surrounding practice design through a series of lectures and practical sessions. You are required to participate in a series of sessions, which are both tutor and student-led (where appropriate), with a specific focus on training principles, periodising training, position specific training, and practices appropriate for differing ages, maturity, ability and experience levels. You need to be able to understand age and maturation, unopposed and opposed practice development, dealing with talented players, methods and techniques of observing and analysing performance, and issues in planning and evaluating performance. |
| ODPR60028 |
TRANSITION TO AN AUTONOMOUS PRACTITIONER |
6 |
20 |
Health, Education, Policing and Sciences |
This module will assist in the transition from student to qualified Allied Health Professional. Undertaking this module will equip you with the skills to support and assess Allied Health students. It will also provide you with the skills to recognise your own learning and teaching style and the impact this has on you as a future Practice Educator. You will explore key themes of transition to becoming a registered professional and consider the professional responsibility you have towards yourself, colleagues, service users and the general public. You will also undertake practical preparation for employment and ongoing professional development. |
| MIDW40060 |
TRANSITION TO PARENTHOOD |
4 |
30 |
Health, Education, Policing and Sciences |
Skills needed to give a Presentation plus Giving a Presentation |
| SOCY60370 |
TRANSNATIONAL ORGANISED CRIME |
6 |
15 |
Health, Education, Policing and Sciences |
This module examines the forms of transnational organised crime in the contemporary world, paying particular attention to forms of organisation, the Mafia, drugs, people and arms trade, states and illegal practices, transnational corporations and illegal practices and academic approaches to understanding these phenomena.. You will consider consider case studies in depth. Module Code: SOCY60370 |
| SOCY60579 |
TRANSNATIONAL ORGANISED CRIME |
6 |
20 |
Health, Education, Policing and Sciences |
Progressing from the activities of organised crime groups previously covered (the who), this module examines numerous thematic processes associated with organised crime (the what). Crucially, the organised crime paradigm itself will be critically interrogated in order to examine how crime develops and thrives in otherwise legitimate structures, markets, and businesses. Throughout the module, a focus will be maintained on transnational issues and potential interventions. A core aim of the module is to situate organised crime within its various historical, political-economic, legal, and socio-cultural settings, thereby critiquing the value of an organised crime framework in explaining the phenomena under consideration. In turn, this critique will enable students to develop rigorous assessments concerning the nature, organisation, and governance of organised crime within contemporary settings. Some of the subject content may change from year to year due to continuous developments in the field. |
| CYPF60004 |
TRAUMA INFORMED PRACTICE WITH CHILDREN, YOUNG PEOPLE AND FAMILIES |
6 |
20 |
Health, Education, Policing and Sciences |
This module will introduce learners to the issue of complex trauma and adverse childhood experiences, their immediate impact on the individual and their impact on later life outcomes. Learners will learn models of trauma recovery and how families can be supported to overcome the impact of cyclical advers. |
| PSYC30622 |
TYPICAL AND ATYPICAL BEHAVIOUR |
3 |
40 |
Health, Education, Policing and Sciences |
On this module you will learn the basic concepts concerning individual differences, Humanism, Behaviourism and the Psychodynamic approach. You will study topics including understanding and treating disorders such as phobias and OCD, and measuring differences between individuals for example in their personality. To illustrate these concepts, you will be introduced to classic and contemporary research studies, alongside current issues and debates, including the history of mental health and the ethics of human and animal research. You will apply the knowledge you have learnt in this area to real-life situations including behaviour modification techniques, treatment for phobias, and counselling and clinical psychology. You will learn the basic concepts of qualitative research methods, study skills and the professional skills required to be a psychologist and you will demonstrate an awareness of the development of your own personal and professional skills. |
| PSYC60830 |
TYPICAL AND ATYPICAL DEVELOPMENT |
6 |
20 |
Health, Education, Policing and Sciences |
This module takes a life-span perspective covering a range of typical and atypical developments (e.g., physical, biological, cognitive, social, emotional, health and clinical) within the following periods of development : pre-natal, infancy, childhood, adolescence, adulthood, and older people. Core content will consider atypical variants to typical patterns, with exception of childhood onset disorders that will focus on the atypical. Furthermore, historical and conceptual issues relating to development will be addressed. You will learn through a combination of a flipped classroom approach, with core content being delivered by a watch party lecture, and interactive sessions where you will have the opportunity to develop and extend your knowledge to help prepare you for the assessments. |
| PSYC70805 |
TYPICAL AND ATYPICAL DEVELOPMENT |
7 |
15 |
Health, Education, Policing and Sciences |
This module takes a life-span perspective covering a range of typical and atypical developments (e.g., physical, biological, cognitive, social, emotional, health and clinical) within the following periods of development: pre-natal, infancy, childhood, adolescence, adulthood, and older people. Each lecture will consider atypical variants to typical patterns, with exception of childhood onset disorders that will focus on the atypical. Furthermore, historical and conceptual issues relating to development will be addressed. |
| SPOR60974 |
UK AND GLOBAL SPORT IN DEVELOPMENT |
6 |
40 |
Health, Education, Policing and Sciences |
The module will critically examine sport as a tool for development in both the UK and Global environments. An in-depth knowledge will be gained of domestic sports development and the process and models that underpin the use of sport as a vehicle for promoting and facilitating a wide range of social and welfare needs. Sports development plans will be studied in the context of academic research, enabling an examination of the subject of sports development as well as acquiring key vocational skills. In recent years the use of sport as a social tool has extended to include international development objectives. Critical consideration will be given to the concept and function of global sport in development in selected countries. Research methodologies will be applied to analyse international comparative sports development. Domestic and global government motives for involvement in sport in development will be considered and the aims and effectiveness of contemporary sports development schemes will also be evaluated in the context of organisational structures and policy. |
| SPOR60929 |
UK SPORT IN DEVELOPMENT |
6 |
15 |
Health, Education, Policing and Sciences |
The module will provide you with an in depth knowledge of sports development and the process and models that underpin the rationale of this growing area of both sport policy and practice. Sports development plans and programmes will be studied in the context of academic research, enabling you to both examine the subject of sports development, as well as acquire some key vocational skills. Previous and current national projects will be reviewed, providing examples of the changing nature and impacts upon sports development and the inter relationships of organisations concerned. Government motives for involvement in sports development will be considered and the aims and effectiveness of contemporary sports development schemes will also be evaluated in the context of trends in participation, organisational structures and government policy. In essence, the primary aim of this module is to enable you to present an evidence based sports development plan. |
| SPOR60929 |
UK SPORT IN DEVELOPMENT |
6 |
15 |
Health, Education, Policing and Sciences |
The module will provide you with an in depth knowledge of sports development and the process and models that underpin the rationale of this growing area of both sport policy and practice. Sports development plans and programmes will be studied in the context of academic research, enabling you to both examine the subject of sports development, as well as acquire some key vocational skills. Previous and current national projects will be reviewed, providing examples of the changing nature and impacts upon sports development and the inter relationships of organisations concerned. Government motives for involvement in sports development will be considered and the aims and effectiveness of contemporary sports development schemes will also be evaluated in the context of trends in participation, organisational structures and government policy. In essence, the primary aim of this module is to enable you to present an evidence based sports development plan. |
| SOCYP0002 |
UNDERGRADUATE CRIMINOLOGY PLACEMENT |
5 |
120 |
Health, Education, Policing and Sciences |
This module offers the opportunity to experience the professional world of work in a public, voluntary or community organisation or a registered charity. Particular attention is paid to an appreciation of the ethical, practical, technical, and financial (resource) issues involved in working with and for these sectors in the audit-driven culture of the twenty-first century. Students will typically be working with professional staff in the support of clients who experience some form of social disadvantage and require support and/or may be working in a profession related to their prospective career. Students may wish to seek a placement with the probation service or a charity supporting people who have been released from prison or a local service supporting people with drug or alcohol mis-use problems. Alternatively, students might be required to contribute towards or conduct a small-scale research/evaluation project for the organisation or profession. Students are supported in choosing their placement, supported to secure that placement, and then they are supported throughout that placement. |
| SOCY70521 |
UNDERSTANDING AND TACKLING DOMESTIC ORGANISED CRIME |
7 |
30 |
Health, Education, Policing and Sciences |
The following is an indication of the topics that would be studied on this module; the exact content can be subject to change to ensure that the material remains current and contemporary and reflective of developments within domestic organised crime. Using case studies, this module seeks to develop students ability to understand some of the key issues involved in understanding domestic organised crimes which is a highly sensitive, controversial and continually evolving subject. It will look at a number of relevant historical and contemporary in-depth case studies of domestic organised criminal groups. A range of domestic organised criminal activities will be explored; weapons of choice and use of instrumental/serious violence, child sexual exploitation (recruitment of vulnerable victims) and sexual violence and drug trafficking (county lines).Counterbalancing and interconnecting with this will be an examination and analysis of the growth, development and effectiveness of law enforcement systems in relation to the problem of dealing with domestic organised crime as well as the difficulties in addressing the transnational nature of organised crime groups and the relational difficulties of international cooperation between national legal, political and law enforcement bodies. Through close engagement with case studies, students will be supported to develop a realistic assessment of what the main threats of domestic organised crime are whilst critically reflecting on the ways in which these have and could be tackled. |
| ENVI40006 |
UNDERSTANDING CLIMATE CHANGE |
4 |
20 |
Health, Education, Policing and Sciences |
Human activities are changing the world and environment that we live in. An understanding of the complex interactions between our planet and human activities is imperative to the quality of life of future generations. This module: (i) explores the complexity of the crisis that climate change poses to the environment and society at both the global and local levels; (ii) introduces you to the strategies and initiatives that can be used to respond to climate change; and (iii) provides you with the opportunity to develop your carbon literacy skills. |
| FORE40346 |
UNDERSTANDING COMMUNITIES |
4 |
15 |
Health, Education, Policing and Sciences |
This module will focus on the core principles of community policing and explain how community policing fits within the wider policing context. The historical developments informing the current delivery of community policing will be considered including how neighbourhoods and communities can be defined. The module will also explore the real and aspirational relationships between police, partners and the public and consider the importance and practicalities of community engagement and community-based problem solving.This module will cover:Functions and key issues of community policingPolice communication and engagement with individuals, groups and communitiesProblem solving with communities and partnersCore principles of ethics, equality, diversity and human rights in professional policing |
| ADVC50211 |
UNDERSTANDING COMMUNITY |
5 |
15 |
Health, Education, Policing and Sciences |
This module will introduce concepts of 'community' and 'neighbourhood', including geographical communities and communities of interest. It explores key theories that now underpin our understanding of community, in particular the theory of social capital and concepts of capacity building.It will enable you to understand the function of social networks in underpinning community and consider how collaborative partnerships are formed in developing community oriented services. |
| ADVI60026 |
UNDERSTANDING COMMUNITY 2 |
6 |
15 |
Health, Education, Policing and Sciences |
This module will introduce concepts of 'community' and 'neighbourhood', including geographical communities and communities of interest. It explores key theories that now underpin our understanding of community, in particular the theory of social capital and concepts of capacity building. The module will enable you to understand the function ofsocial networks in underpinning community, how collaborative partnerships are formed in developing community oriented services and the role of voluntary organisations and advice agencies in particular in local partnerships. |