Spring 2026

The AI Systems Engineering module provides you with a comprehensive understanding of the methodologies, frameworks, and best practices for designing, deploying, and managing AI systems at scale. This module equips students with the practical and theoretical knowledge required to build end-to-end AI solutions that are scalable, reliable, and reproducible across various industries.

Through a structured learning approach, students will explore key topics such as data engineering, AI development frameworks, model development, AI deployment strategies, monitoring, and MLOps. The module also incorporates real-world case studies in healthcare and agriculture, allowing students to apply AI system engineering principles to domain-specific challenges.

A strong emphasis is placed on Responsible AI, covering ethical considerations, transparency, fairness, and compliance with data privacy regulations. By the end of this module, students will have the technical expertise and critical thinking skills needed to develop and manage AI solutions that adhere to industry standards and best practices.

This module is essential for students pursuing careers in AI engineering, MLOps, data science, and AI system architecture, providing them with hands-on experience in tools such as DVC, MLflow, Kubernetes, Docker, TensorFlow Serving, and monitoring frameworks.

This module provides a comprehensive introduction to Artificial Intelligence (AI) and Machine Learning (ML), covering foundational theories, principles, and mathematical underpinnings. You will explore intelligent agents, problem-solving through search techniques, knowledge representation, probabilistic reasoning, and optimisation methods in AI. The second half of the module focuses on machine learning methodologies, including supervised and unsupervised learning, feature engineering, and model evaluation. Through practical implementations, students will develop skills in building intelligent systems, critically evaluating their effectiveness, and applying computational techniques to solve real-world challenges. This module is essential for students pursuing AI-related careers, as it lays the groundwork for more advanced studies in deep learning, generative AI, and Applied AI engineering.

This module provides an introduction to the fast-changing world of publishing, and different ways of working with words, anchored in an understanding of past and current trends. Through directed readings and practical assignments, it looks behind the public face of texts to understand the steps that occur after an author 'finishes' a text.

This module explores the dual paradigms of natural and computational intelligence by integrating theoretical insights with practical applications. It examines the biological inspirations behind intelligent behaviour and contrasts these with computational approaches based on algorithmic design and computability. Topics include the foundational paradigms of AI, cellular and developmental systems, evolutionary computation and algorithms, as well as behavioural, collective, and swarm intelligence, culminating in the study of hybrid systems that merge natural and computational methodologies. The course is designed to provide students with a comprehensive understanding of how bio-inspired techniques can be applied to solve complex, multidisciplinary challenges, while addressing issues of computational efficiency, system feasibility, and the trade-offs inherent in AI system design. This module is carefully structured to ensure that students not only gain theoretical insights but also develop practical and analytical skills necessary for advancing the field of AI through a synthesis of natural and computational approaches.

3D Animation introduces students to the tools and techniques to create 3D assets for different forms of media, for example, games, video, animation, etc. The module provides students with the experience of a modelling pipeline (as used in studios), by introducing core stages: modelling, texturing, and lighting and rendering. This module provides a foundation for many of the techniques used in BA Games Art and BA Games Animation. This module is hands-on, relying on continued definite practice through lab work and work outside of timetabled class time. Students will develop core 3D modelling skills through applied work via labs. The module will feature minimal presentation style delivery.

3D Modelling introduces you to the tools and techniques to create 3D assets for different forms of media, for example, games, video, animation, etc. The module provides you with the experience of a modelling pipeline (as used in studios), by introducing core stages: modelling, texturing, and lighting and rendering. This module provides a foundation for many of the techniques used in BSc Games Art and BSc Animation.
This module is hands-on, relying on continued definite practice through lab work and work outside of timetabled class time. You will develop core 3D modelling skills through applied work via labs. The module will feature minimal presentation style delivery.

Having your voice heard in decisions that affect your life and how the country is run can be argued to be an important right and responsibility within the democratic process. However, there are extensive inequalities in who exercises these rights that means that certain voices are heard much louder than others. In this module you will learn skills that will enable you to have your voice heard and to campaign for social change. This module will introduce you to the concepts of Citizenship and Political engagement, theories and evidence of how these qualities are learnt and enable you to critically reflect on how experiences of inequalities form a barrier to engagement.

In this module, students will build and launch a new digital journalism venture. Advanced Multimedia Project 2 will teach both media-specific and transferrable skills as it prepares students for a variety of jobs in the communications industries. Having developed and pitched proposals for new media ventures in Advanced Multimedia Project 1, students will have the chance to turn their ideas into reality, Working in teams or individually, students will deepen and broaden their creative and technical skills. Those working in teams will build and launch a new digital and print magazine brand, while individuals will create a content-rich website populated with original multimedia work. In both cases, the objective will be to produce professional-standard journalism that is audience-focused and commercially viable. The module is designed in line with a plan to obtain programme accreditation from the Professional Publishers Association. Each week will focus on a different aspect of the production process. This will include editorial planning, content creation across multiple platforms, audience engagement and social media. Each week will feature workshops aimed at creating the space for collaboration and peer-learning. As students execute their plans, they will gain valuable skills in project management, teamwork, and organisation, as well as media-specific skills in magazine and website design, audio-visual production, packaging and repurposing content, and social media-based promotion. Content formats, styles and platforms are constantly changing, and this module is designed to reflect these changes. The module will conclude with a launch presentation to a panel of media professionals and academic faculty as students unveil their new products.

This module is designed to provide students with practical experience working for an organization in the field relevant to their subject of study. Students can undertake a placement in various social, community, educational, archival, charitable, governmental, non-governmental, or campaigning organizations for a maximum of 120 hours of placement activity spread over the semester. The task of the students is to learn to serve the needs of the placement organization, and to reflect on their experience in light of their course as a whole. The students are expected to be put to work in a manner appropriate for Masters’ level students, to provide the placement provider with the benefit of their particular skills and experience. The actual tasks will be agreed between the student, the module convener and the organization.

To fully understand the nature and quality of human rights and/or criminology, students must have a clear and detailed understanding of the epistemological, methodological and ethical issues that shape the design and conduct of empirical research. Therefore, the purpose of this module is to provide students with a step-by-step theoretical and practical grounding in social research methods. The module covers key aspects of the research process, including research design, data collection, data analysis and write-up and aims to prepare students for the dissertation module and to become independent researchers of their own. This module will consider criminological and human rights research in a global context, and will encourage students to consider the theoretical and practical aspects of conducting such research.

Mathematics for Data Science teaches the underpinning mathematical aspects of data science in terms that are not only relevant to the successful and optimised implementation of solutions to problems in the field but also can be used as sole analytical tools. Students will be exposed to the topics of statistics, probabilities, calculus, linear algebra, vector and matrix operations as well as mathematical operations on series that are important for understanding and developing solutions. The aim of this module is to develop a strong foundation of mathematical concepts that are essential for understating data science and machine learning algorithms, data science oriented problem formulation, analysing data and deriving and understanding analytical outputs appropriately.

The purpose of this module is to teach you about carrying out social research. It is designed to introduce you to the processes involved in research design and their application to the social sciences, in particular sociology and criminology. It is a practical module, during which you will conduct empirical research, consider ethical issues and write research proposals. We will examine the theoretical, ethical, and practical dimensions of the research process and will look at the range of quantitative and qualitative methodologies for collecting and analysing social scientific data. By the end of the module, you will be competent in carrying out criminological and sociological research. You will also develop a range of transferable skills including quantitative and qualitative data analysis and using software such as SPSS.

Computer Systems introduces students to the fundamental concepts, methodologies, and techniques of computer systems and hardware. Understanding how a computer operates is key to understanding many aspects of computer science, and incorporates ideas of logic design, state machines, and network communications. Computer Systems introduces the fundamental principles of computer systems, including logic design, state machines, assembly level representation, performance evaluation, parallel systems, and network organisation. Students will investigate how computer systems operate, including writing small assembly language programmes and designing state machines. The aim of Computer Systems is to develop students’ fluency in systems understanding and design. The module will require students to both implement their own systems designs and understand existing systems designs.

Computing and Society examines the role computing takes in society. The module incorporates ideas from ethical practice, usability and accessibility, sustainability, and an introduction to the legal frameworks related to computing. Understanding people (users) and their needs is fundamental to the modern computer scientist, who develops systems for people. Furthermore, ethical concerns on computer use and the professional requirements surrounding these concerns are essential in the modern IT workplace. Computing and Society introduces computing in a social context, examining initially ethical arguments surrounding computer usage in modern society. Accessibility and sustainability of computer systems is also explored. Professionalism, and in particular professional conduct and interaction are examined via digital collaboration tools. Finally, an introduction to legal frameworks – specifically intellectual property – is undertaken. Computing in Society provides students with the legal, social, ethical, and professional frameworks that allow them to be responsible IT practitioners. The understanding delivered in this module is fundamental when working in areas of software engineering, artificial intelligence, data science, and cyber-security within computer science. The aim of Computing and Society is to develop students’ fluency in professional and ethical practice. The module will require students to examine various case studies of computing use to undertake ethical argumentation surrounding best practice.

This module examines the reception, appropriation and re-use of classical figures - mainly gods and heroes - in literature, history and the visual arts in the Middle Ages and Renaissance (broadly the period from 500 to 1500). While our primary geographic focus will be Italy, we will range widely across Europe and around the Mediterranean world. We will study visual depictions of classical figures in the works of artists such as Botticelli and Michelangelo alongside manuscript illuminations and jewellery. We will read works by a diverse array of authors including Dante, Geoffrey Chaucer, Christine de Pisan, Petrarch, Boccaccio and Boethius. The module will be multi-disciplinary, within a reception framework: offering opportunities to appreciate the continuing influence of classical antiquity in the early modern period, to deepen understanding of appropriate multi-disciplinary and interdisciplinary methods, and to understand the profound impact of the classical world on later periods.

Software Development 1 introduces students to the fundamental concepts, methodologies, and techniques of software development. Programming is a key component of computer science and is an in-demand skill for the workplace inside and outside of the IT industry. Software Development 1 introduces the fundamental principles of software development, including syntax and semantics, variables and primitive data, expressions and assignment, input-output, conditions, iteration, functions, recursion, and an introduction to algorithms. The module details how to build programs using these techniques and how to apply problem-solving strategies in the design and implementation of simple programs. Students will practise the skills of programming. They will work in a high-level language, using the tools to design, implement, build, execute, and test software applications. Software Development 1 provides students with core programming competencies. The aim of Software Development 1 is to develop students’ fluency in programming languages and software development. The module will require students to both implement their own programs and trace the behaviour of existing programs.

Software Development 2 builds on the foundation delivered in Software Development 1 by examining in detail the programming paradigms of object-oriented and event-driven. With regard to the object-oriented paradigm, students will examine object design, inheritance, and encapsulation. For event-driven programming, students will learn about event handlers and the development of Graphical User Interfaces (GUI) applications. The module has a thread of software design running through all blocks, including design paradigms and design patterns. In addition, as the module incorporates GUI programming, students will be introduced to fundamental concepts of graphics and visualisation. Due to the requirements of GUI programming, the students will gain in-depth knowledge of an industrial standard Integrated Development Environment such as Microsoft Visual Studio or JetBrains’ IntelliJ. Students will undertake the work in this module as a development team. They will work together in practical labs and deliver their coursework as a team. Elements of agile project management will be delivered to support this approach to assessment. The aim of Software Development 2 is to strengthen students’ capabilities in programming and software development. The module will require students to implement and debug their own programs, and utilise modern software development tools, such as Integrated Development Environments and debuggers.

This module provides an in-depth exploration of deep learning and generative AI, focusing on the theoretical foundations, state-of-the-art architectures, and practical implementations of advanced neural networks. Students will study the mathematical and computational principles underlying deep learning, including backpropagation, optimisation strategies, and regularisation techniques. They will gain hands-on experience with industry-standard frameworks such as TensorFlow and PyTorch to design, train, and optimise deep learning models. The second half of the module delves into generative AI, covering key architectures such as Variational Autoencoders (VAEs), Generative Adversarial Networks (GANs), and Diffusion Models. Special attention will be given to Transformers and Large Language Models (LLMs), which power state-of-the-art generative AI systems. Students will critically assess the impact, ethical implications, and computational challenges associated with deploying these models at scale. This module equips students with the theoretical knowledge and practical skills needed to innovate in the fields of computer vision, natural language processing, and creative AI applications.

The MSc Project allows students to explore a topic of their choosing based on their own interests as agreed and supported via a member of the academic team. The project provides an opportunity for students to research and deliver a significant piece of individual work that incorporates the practical and analytical skills presented in their programme. The Final-Year project will enable students to explore a topic of their choice. There are four project-types planned: •Student-defined. •Academic-defined (research-based). •Industry-defined. •Social enterprise. All projects will be signed-off by an academic supervisor. The students’ goal is to produce a product and supporting report.

This introductory module examines how state and non-state actors confront contemporary global problems, while investigating the role of individuals, bureaucracies, states and international organisations in international affairs. It also introduces students to the subfields of international relations: international security, international political economy, foreign policy, international relations theory, international organisations, international law and environmental issues among others. This introduction module explores the complexity of international affairs addressing both the theoretical and practical underpinnings of the theoretical concepts concerned and familiarising students with the history of International Relations as a discipline. During the lectures, discussions, readings and assignments the class will acquire knowledge and learn to analyse the main factors, dynamics, actors and processes which result in discord and cooperation in world politics. Emphasis is put on exploring the diversity of the discipline and different discourses within it, with a strong emphasis on applying theory to practice, in order to enable students to understand the main concepts which the discipline addresses and how they are relevant to the study of the political world around us.

Cyber-Security explores the risks and mitigations inherent to computer use. The module incorporates ideas from ethical practice, risk management, legal considerations, and technology-based solutions to address computer security issues. Cyber-Security begins by examining the concept of privacy from a philosophical, legal, and ethical stand-point, before exploring some of the technology used to protect an individual’s privacy. The module then continues by introducing foundational principles of computer security, including policies, legal frameworks, CIA (Confidentiality, Integrity, Availability), threats, and attacks. With these principles in place, the module explores secure design and the use of cryptography in computer systems. Finally, human-factors, including interface design and governance are explored. Cyber-Security brings together concepts covered in a range of modules throughout computing, including Computing and Society, Software Development 2, and Databases. Cyber-Security explores how the issues introduced in other modules fit within current computer security definitions. The module also explores the technology to support computer security throughout. The module will require students to undertake evaluation of systems to understand vulnerabilities and mitigations. This will best place students to understand the requirements of security as they enter the workplace.

Deep learning is a machine learning technique that teaches machines by example. Deep learning is a key technology behind driverless cars, voice control devices, disease early detection, investment modelling, among others. Deep learning achieves recognition accuracy at higher levels than ever before. This module will present students with a series of real-life deep learning applications. At the same time, it provides them with a solid foundation to start collaborating in related industries. This module recalls Machine Learning concepts to explain the fundamental models behind several deep learning applications. The deep learning applications module aims to remark the importance of this paradigm in our lives whilst providing students with the tools to understand its science.

This specialist and research-led module focuses on our relations with nonhuman animals and the environment. Human action and inaction are responsible for great damage to the planet and suffering in our fellow creatures. For instance, in various places across the globe, we are the cause of deforestation, desertification, pollution, climate change, species extinction, and ecosystem collapse. In this course, we explore what we owe to other animals and the environment and think about the kinds of laws and policies that might be introduced to protect the nonhuman world against harmful human activity. The module begins by providing students with the theoretical and analytical tools required to navigate central debates in animal and environmental ethics: in the first two weeks, we explore what it means for something to have moral status and investigate the difference between instrumental and intrinsic value. The subsequent eight topics will be selected by students from a wide range of possibilities. The research-led focus of the course will expose students to cutting-edge work on animal and environmental issues and give them the opportunity to develop their own positions on some of the most pressing moral, social, and political questions facing us today. This multidisciplinary module draws on research in philosophy, sociology, political science, law, critical animal studies, and animal and environmental science.

Data Analytics lays out the foundations to analyse diverse datasets to draw conclusions. Data analytics is the process of examining raw data to find trends and draw conclusions about the information they contain. This is important because it helps to optimise the performance of different processes in industry and academia. This module covers different programming algorithms, descriptive statistics, and decision-making strategies. In addition, the module emphasises data wrangling, data descriptions and data diagnostics. The data analytics module aims to outline the various data sources utilised within business and academia, exploring the suitability of analytical tools and tests available. The aim of this module is to develop a strong foundation in data analysis which is an essential skill for data science professionals. This module provides a foundation for how students apply data analysis processes in the rest of the degree programme.

Personal computers (e.g., desktops, laptops) and mobile devices, provide a common means for users to access online tools and services, typically via a web browser or locally installed applications. Online tools and services provide users with essential access to a diverse range of functionality and facilities (e.g., banking, health care, entertainment, social media, shopping, lifestyle options, business resources, media and much more). The ubiquity and popularity of applications, web apps and online services, makes them (and their users) a common target for adversaries. As a consequence, web and online security continues to be a high-profile concern. This module provides students with a broad insight to web and mobile security. Indicative topics include standards, practices, and ethics for security testing professionals, a practical introduction to pen testing procedures (e.g., Reconnaissance, Scanning, Enumeration, Exploitation, Maintaining Access); web browser security; mobile application security; passwords analysis, authentication and permissions exploits; OWASP top ten server-side attacks, OWASP tools and projects (e.g., Nettacker, Zed Attack Proxy, Juice Shop); CVE, CVSS; User vulnerabilities (e.g., social engineering, phishing, smishing, vishing attacks etc.); Kali Linux tools. Other tools, themes and apps include: HTTrack, GoogleDorks, whois, nmap, port scanning, packet interception, ARP poisoning; packet sniffing, Metasploit, John the Ripper, netcat, netbus, python scripting: file and directory search, scanning and management. Programme Context The Security Testing Module is complimentary to the Networking and Security Practice, Digital Forensics and Cyber Security Automation modules. Combined, these modules provide insights to “thinking like an attacker” in order to better understand and defend individuals, businesses, and assets. Professional Benefits On completion of this module, students will have acquired essential knowledge and skills, that will serve as a foundation for career pathways in security testing.

Data Visualisation explores the art and science of visual descriptive statistics. The module starts by introducing the principles of data visualisation and the process of visualisation design. Visualisation design then plays an important role throughout the module, as the students are introduced to the perceptual and cognitive foundations of visualisation, and the core visualisation techniques for different types of data. The module concludes by examining how visualisations can be evaluated via user studies and using the results the students gather from these studies in a further data reporting scenario. Data Visualisation also incorporates web development as the interactive visualisations developed will be presented via a web platform. Students will develop their visualisations using a suitable web framework and deploy their visualisations appropriately. The web development aspect will require students to apply both front-end and back-end development processes to present the data stored. Data Visualisation provides the capstone to the core Data theme in Computer Science. It builds on the statistical techniques and data presentation ideas provided in Data Science. The module allows students to present the results processes the techniques of Data Science, considering different delivery scenarios such as business reporting, data journalism, and scientific visualisation. The aim is to ensure students understand how to present their results in both a correct and engaging manner.

This specialist and research-led module focuses on our relations with nonhuman animals and the environment. Human action and inaction are responsible for a great deal of damage to the planet and suffering in our fellow creatures. For instance, in various places across the globe, we are the cause of deforestation, desertification, pollution, climate change, species extinction, and ecosystem collapse. In this course, we explore what we owe to other animals and the environment and think about the kinds of laws and policies that might be introduced to protect the nonhuman world against harmful human activity. The module begins by providing students with the philosophical and analytical tools required to navigate central debates in animal and environmental ethics: in the first two weeks we explore the notion of moral considerability, moral status, and instrumental and intrinsic value. The subsequent eight topics will be selected by students from a wide range of possibilities. The research-led focus of the course will expose students to cutting edge work on animal and environmental issues and give them the opportunity to develop their own positions on some of the most pressing moral and political questions facing us today.

The module provides students with the opportunity to explore a specific area of interest within a relevant context aligned with their programme of study, fostering the integration of theoretical knowledge and practical application. This module is designed to contribute significantly to their professional, intellectual, and personal development by promoting independent thinking, learning, and critical reflection. Students will design and execute an in-depth investigation into an approved topic addressing a real-world problem related to their field of study. Projects may be undertaken individually or completed as part of an approved team-based project, where collaborating students will each have discrete contributions that are assessed individually.
The capstone project emphasises equality, diversity and inclusion by encouraging students to consider diverse perspectives, societal impacts, and accessibility requirements throughout their work. It integrates principles of sustainability by promoting solutions that address environmental, social, or economic challenges. These considerations should be embedded in all aspects of the project, from initial design to final delivery, ensuring inclusivity in both process and outcome. Projects typically have an interdisciplinary focus, requiring students to apply research methodologies, ethical data collection, robust analytical techniques, and the synthesis of complex information.
Students will engage with intellectual property considerations appropriate to their project context, whether working on client-based projects, academia-specified initiatives, or self-defined projects. This includes understanding rights, permissions, attribution requirements, and potential commercialisation pathways relevant to their work. The capstone experience provides valuable insights into how intellectual property operates within different professional environments.
The capstone project also highlights global engagement by encouraging students to connect their work to international challenges and solutions, enhancing cultural and professional competencies. Throughout the project, students demonstrate their readiness for professional practice by aligning their work with industry standards and showcasing transferable skills, such as problem-solving, project management, and effective communication. Projects are supported by the guidance of a dedicated supervisor or supervision team, who provide mentorship throughout the process.
The capstone project represents the culmination of the student's learning journey, allowing them to address complex, real-world challenges while contributing meaningful and impactful insights to their discipline.

Data Science has dominated almost all the industries of the world today. Various sectors like banking, finance, manufacturing, transport, e-commerce, education, etc., use data science. As a result, there are several Data Science Applications related to it. This module will review different applications where data science has had a tremendous impact in the last decade. Students will benefit by knowing how some of the leading frameworks in Data Science work while at the same time they test them over real-life datasets. The aim of this module is to develop students’ awareness of the application areas of data science techniques. It enables students to understand the breadth of the area they are studying and thereby the breadth of the area they can be employed into.

This module introduces students to Web application design. Students have the opportunity to engage closely with methodologies and programming techniques for app design. They learn how to develop a Web app from ideation to designing, developing, testing, debugging and publishing the app. The ecology of contemporary cross-platform communication is also addressed in this module in order to frame web app design within the broader context of advertisement and campaigning. Students are given the opportunity to experiment with interactive media creation, to work with industry-standard software including Augmented and Virtual Reality tools and to develop an awareness of the economic, social and cultural forces that shape the development and uses of cross-platform communication technologies.

Computing and Society examines the role computing takes in society. The module incorporates ideas from ethical practice, usability and accessibility, sustainability, and an introduction to the legal frameworks related to computing. The module provides the foundation skills in research analysis and design used in later modules in artificial intelligence and data science. Understanding people (users) and their needs is fundamental to the modern computer scientist, where they develop systems for people. Furthermore, ethical concerns on computer use and the professional requirements surrounding these concerns are essential in the modern IT workplace. Computing and Society introduces computing in a social context, examining initially ethical arguments surrounding computer usage in modern society. Accessibility and sustainability of computer systems is also explored. Professionalism, and in particular professional conduct and interaction are examined via digital collaboration tools. Finally, an introduction to legal frameworks – specifically intellectual property – is undertaken. Computing in Society provides students with the legal, social, ethical, and professional frameworks that allow then to be responsible IT practitioners. The understanding delivered in this module is fundamental when working in areas of software engineering, artificial intelligence, data science, and cyber-security within computer science. The aim of Computing and Society is to develop students’ fluency in professional and ethical practice. The module will require students to examine various case studies of computing use to undertake ethical argumentation surrounding best practice. Computing and Society provides the fourth of five views (societal view) delivered in Year 1 of Computer Science, following the software view, hardware view, and formal view delivered in Semester 1, in conjunction with the data view provided by Databases in Semester 2.

Machine Learning explores how machines can learn from existing data to provide stochastic systems that perform tasks based on patterns and inference. The module first introduces what machine learning is, and then examines different approaches to machine learning, including decision trees and neural-networks. The main body of the module focuses on building learning systems from existing data sets, as well as evaluating the performance of the systems developed. Finally, the module examines the use of machine learning in data mining, the ethical concerns related to machine learning, and how biased data sets can lead to biased systems. Machine Learning focuses on tools, algorithms, and libraries that can be applied to data sets to build systems that can perform tasks in an intelligent manner. Students will work with a variety of tools based on the type of technique being explored that week. Students will work in programming languages best suited for the tool being used. The aim is for students to have fluency in the modern tools used in a variety of industries to perform automation tasks. Students will also understand the ethical concerns of using such systems.

Having an extensive understanding of how a computer and its operating system works, is essential in order to understand its vulnerabilities. Through such knowledge, a cyber security professional can: anticipate types of security threats and work towards mitigating them. configure an operating system so that it is security hardened and more secure. better maintain, manage and track activities on a computer and its operating system. control and mitigate issues pertaining to user accounts, processes, log files, privileges, firewall configuration, passwords, antivirus software, and access controls. The Computer and Operating Systems module introduces students to concepts, methodologies, and practical technologies of computer systems, hardware and the operating systems that run on them. This module provides opportunities for students to acquire essential knowledge and practical insights of: how a computer operates concepts of logic design state machines assembly level representation system performance evaluation parallel systems operating system design operating system processes different types of operating system file systems operating system management OS hardening and other related security practices

Software Development 2 will be delivered in a blended manner. Lecture content will be made available via videos on Moodle. Several videos will support a unit-week: one for each topic covered. Tutorials will allow students to apply the principles of problem solving and program tracing in a group-working environment using problem-based learning. Practical labs will provide students with hands-on practice of developing software using the principles described in the lectures and tutorials. In the labs, students will work with a partner (pair programming) to enhance their learning. Students will deliver one part of the assessment in a pair. This is to ensure students undertake the benefits of pair programming. The aim is for students to develop their abilities in collaboration and support. The material will be delivered in a manner so students can build on the learning provided in Software Development 1. There is an expectation that the students will feel comfortable with programming when they join the module. The module will still use initial examples which students follow how to complete a program step-by-step to gain practice and feedback, but the aim is for students to gain confidence in writing software from the start so they can deliver more sophisticated software solutions later in the programme.

Our students go on to successful careers in industries, professions, and vocations of all kinds. Many of the skills students develop in their first year are learned in the abstract, alongside the knowledge and understanding of their discipline. In the second year, this module will provide students with an opportunity to apply these skills in hands-on experiences. This module ensures students are equipped with a knowledge of the jobs that Humanities graduates have traditionally taken up, inculcating an awareness of, and preparedness for, life after university. Consequently, the module also considers the skills that employers desire, such as teamwork, effective planning and the ability to prioritize, networking, and problem-solving. Some lectures will be delivered by guest speakers, namely graduates with exciting career pathways and unique skill sets, as well as employers and volunteer organisations from the London area. Other sessions will prepare students for careers through CV-building, self-auditing, and planning for a placement. The second part of the module will put a student's skills and aptitudes to the test in a placement. At the end of the module, students will have a clear idea of the job market, as well as some work experience that can be used to enhance their CV, making the chances of employment all the more likely. It is appropriate for this module to be situated in the second year of their studies, as they will have had a chance to acquire transferable skills, and will be well placed to reflect on them, while they should also be starting to think about their post-university life.

This module provides students with an opportunity to link between international relations theoretical underpinnings acquired in other modules and their relevance and applicability in the daily work of practitioners in the complex environment of international affairs. It therefore builds on from compulsory modules in the Autumn (Foundations of International Relations and International Relations: History and Methods). The objective of the module is to enhance students’ understanding of the challenges practitioners of international relations face in different sectors of society, including government departments, the diplomatic service, the security forces, civil society, the business world, and traditional and new media. Throughout the course emphasis will be placed on understanding how applying theories and concepts enhances practitioners’ performance. Students will have the opportunity to practice multiple real-world roles of international professionals, whether desk or field jobs, and hone a wide range of essential skills relevant to the field of international relations.

Databases builds foundational knowledge in the modelling, access, and modification of data. The module examines how database systems function in the general case, as well as providing specific topics focused on relational data storage. Databases will examine data modelling using concept models (e.g., entity relationship), spreadsheet models, relational data models, and object-oriented models. SQL will be the core language used throughout the module, with content covering selection, joining, and grouping queries. The Databases module will also examine the legal, social, and ethical context of data storage. Considering information systems as socio-technical systems, ideas of GDPR and Freedom of Information shall be introduced. Furthermore, the module will examine how database systems can be secured from attack, such as from SQL injections. The aim of Databases is to develop students’ fluency in data. The module will require students to specify, access, and modify data stored in relational databases. Databases provides the fifth of five views (data view) delivered in Year 1 of Computer Science, following the software view, hardware view, and formal view delivered in Semester 1, in conjunction with the societal view provided in Computing and Society in Semester 2.

This is a flexible, engaging and practical module designed to work alongside and support a wide range of research projects. Archives and Research examines the many and varied roles that archives (defined in broad terms) play in literary and textual culture, not only as sites for research but as arenas for debate, discovery, meaning-making and the shaping of identities. The module explores the archives of individual writers and publishers, oral history archives, and born-digital archives; and teaches the skills necessary for engaging with them, along with other research concepts and methods. Students will identify particular sources related to their interests and use them as a springboard into the dissertation.

This module introduces you to research using archival sources across a range of formats, genres, and methodological and disciplinary approaches. It also examines the many and varied roles that archives play, not only as sites for research but as arenas for debate, discovery, meaning-making and the shaping of identities. Over the course of this module we will explore and expand the traditional idea of what constitutes archival material by exploring examples ranging from medieval manuscripts to 21st-century social media, recorded interviews to urban architecture, numerical datasets to human bodies. To interrogate these sources you will learn skills ranging from conservation, handling and cataloguing to research methods and project design. In seminars, workshops and tutorials you will be supported in identifying particular archival sources related to your interests and carrying out research that will serve as the basis for your dissertation or other creative and/or critical projects.

Digitally connected societies can take advantage of extensive benefits. For example, 24-hour banking, personalised entertainment, live travel information, instant global communications and so much more. However, most digital interactions and transactions leave a digital footprint, trail or artefact that can serve as evidence in corporate and criminal investigation scenarios. This module provides an introductory insight into digital forensics in both criminal and corporate case settings. Indicative topics include A history of cyber-crime and digital forensics, code of conduct, processes, procedures, expert witness testimony; securing evidence, preserving the scene and chain of custody; acquisition, examination, analysis, and reporting; storage, network, operating system, application, website, and web browser forensics; hexadecimal, binary, octal and decimal conversions; hex editors, Python, Autopsy; digital signatures, data carving; anti-forensic techniques (e.g., steganography, cryptography).

Societies depend on communication networks that are used to exchange vast quantities of data and information, across many sectors (e.g., government, industry, academia, health care etc.) on a global scale. This module introduces students to the fundamentals of networking and will provide an expansive insight into essential concepts, technologies, protocols, services, and practices that enable societies and infrastructure across the globe, to be digitally connected 24 hours a day, 365 days a year. This module also introduces students to the foundations of network security and promotes the concepts of networks that aim to be "secure-by-design". Indicative topics include an introduction to CyBOK, an introduction to laws, regulations, professional standards, practices and ethics for the cyber security profession; an introduction to networking and security concepts, security goals; examining equality, diversity and inclusion in cyber security; exploring themes of sustainability in cyber security; the OSI reference model, infrastructure and topologies, wireless networking security, protocols (e.g., TCP, IP, UDP IP4, IP6, ICMP, ARP), routers, routing, network segmentation, network services (e.g., firewalls, ftp, DHCP, DNS), tools & applications (e.g., ping, whois, nmap, nslookup, netcat, tracert, packet tracer, Wireshark), logs, network monitoring, firewalls, BYOD.

Game Prototyping allows students from different programmes to collaborate on a project using their diverse skills. Students will work within a team of other students from Computer Games Programming, Games Design, and Games Art to prototype a game-based project. The module will focus on using industry standard tools – such as Unity or Unreal Engine – so that students can quickly prototype a game. The aim is to introduce students to collaborative cross-disciplinary working practices that are essential when working within the games industry. The module will also support students with core employability skills in team working and cross-disciplinary working.

This module provides an integrated approach to religions, cultures and ethics of Asia focusing on South Asia (particularly India) and East Asia (particularly China). The course will provide a historical overview of how and when different religions began and developed so that students understand how Sikhism relates to Hinduism, the role of Islam in medieval South Asia, and when Buddhism spread from India to China and Japan. The course will consider different contexts of Empire – from early Greek invasions in South India, to the establishing of the Mughal Empire in South Asia, to British colonialism in the Indian subcontinent and the independence struggle. Sessions will examine how key thinkers in Asian philosophy have looked at the world – From LaoTzu to Confucius, from the Buddha to Gandhi - and consider how their worldviews are relevant to contemporary culture and ethics. Can the theory of ‘karma’ help us to understand life and death? What is ‘the Way’ in Daoism or ‘social harmony’ in Confucian thought? How do Asian ethics affect issues such as social inequality and activism in the contemporary world? These and other questions will be explored by looking at passages from classical Indian and Chinese texts. We will also review how religious and literary ideas have transferred into popular culture e.g. through films, animation, and graphic novels.

The module will be mostly practical with some conceptual elements. It explores the development of radio and podcasting as an audio format for storytelling. Students will gain and/ or will build on skills by producing their own audio pieces. Throughout the module, students will be encouraged to develop their critical appreciation and understanding of the radio and podcast industry, their history, different genres and related practice. The module will focus on audio storytelling skills, allowing students space to develop their understanding of its associated practices and forms and will reflect on how this relates to other forms of journalism. Approximately 30% of the class time will focus on more understanding the development of the radio podcast industry, from radio broadcasts to streaming and beyond. The rest of the class time will be more practice focused, such as producing audio pieces and creating blog pages. Sessions will comprise a one-hour lecture and a two-hour interactive workshop.

This module equips you with the skills to create visual projects (photos and videos) for storytelling purposes. We encourage you to explore and experiment with a wide range of practices and techniques, including DSLR camera operation, lighting, composition, digital editing and post-production using industry-standard Adobe software.

The module introduces you to the languages, grammar, conventions, and techniques of digital video and stills production for online media. It provides the knowledge and skills required to work independently, creatively, and efficiently, either individually or as part of a small, budget-conscious crew on a short video project or photo shoot.

In this shared module, you may produce photos and videos from a journalism, media marketing, or creative perspective.

This module offers students a broad understanding of approaches to the perennial question of what it means to be human, using methodologies drawn from Christian and Islamic Theology as well as Hindu and Buddhist thought. It explores how the Christian metanarrative developed and shifted through the patristic, medieval and reformation eras, and how this impacted on the theological anthropology that was articulated in those different historical contexts. Topics that are viewed principally through this theological lens may typically include: creation, the Fall and the effects of sin on human action, the role of Jesus in enabling Christians to be truly human and the possibilities of union with God. In studying Hinduism and Buddhism we will consider theories of self and not-self, the notion of karma in relation to moral responsibility and both dual and nondual metaphysics. We will also learn about Islamic scriptural accounts and understandings of creation, free will, determinism, as well as Sufism as one expression of Islamic spirituality. The ideas of key philosophers such as Ibn Sina (Avicenna) will be introduced to be further developed in year 2.

Beyond Prison

Software Architecture and Design explores the key element of software architecture and describes how software architecture aids different stages of the software lifecycle. The module focuses on students advancing their technical career path. As part of this module, students will learn and understand the role of a software architect, in creating an extensible and maintainable software solution by applying abstract knowledge and well-known patterns to software architecture design. In this module, students will learn about the principles of software architecture and design and how and when to apply software design and architecture patterns to solve common problems when designing and developing software with the goal of creating an extensible and maintainable solution.

Artificial Intelligence explores how computers can make intelligent decisions based on the information that they are given. The module introduces AI as a concept, including how intelligent behaviour is defined and how AI problems are defined, including stochastic problems and agent-based systems. Artificial Intelligence then explores AI problem spaces, including how these can be searched simply and using heuristic methods. These problem spaces will include two-player games and constraint satisfaction problems. The module then explores probabilistic reasoning in more detail, before ending by examining the role of ethics in AI. Artificial Intelligence builds on the foundational knowledge provided in Algorithms to continue the Algorithms and Artificial Intelligence theme of the Computer Science programme. The aim of Artificial Intelligence is to develop students understanding of the principles, methods, and culture considerations of AI and automation. The module specifically builds on the searching and sorting ideas presented in Algorithms and prepares students for the learning ideas presented in the Machine Learning module.

This module identifies crises and conflicts when the Cold War risked boiling over into direct warfare. It offers students a deeper understanding of the nuances of the political climate in the late twentieth-century, as well as an opportunity to consider how legacies of the Cold War linger today.

Data Science explores the areas of statistics, data analysis, and data mining to identify phenomena within data. The module begins by teaching students core skills in statistics and probability, building on ideas initially introduced in Mathematics for Computer Science and the Algorithms module. Statistics and probability are then explored within the concept of computational modelling and simulation, applying stochastic tools so students can simulate data that matches real-world observations. The second half of the module applies the principles from the first half of the module to undertake data science tasks. Students walk through the process of undertaking data analysis. First, data sourcing, cleaning, and initial processing is undertaken, building on ideas presented in the Databases module. Students then apply tools to transform and analyse the data, allowing them to make decisions based on their observations. This is undertaken mainly in a business context, although other examples will be utilised as appropriate. Students then examine correct ethical practice as a data science, before finalising the module in an exploration of data mining and results presentation. Data Science continues the work of the Data theme in Computer Science, building on ideas initially introduced in the Databases module, and combining these ideas with concepts from the Mathematics for Computer Science and Algorithms modules. The aim is to ensure students have fluency in data analysis so they can undertake tasks involving data later in the programme. Specifically, data analysis plays an important role in Data Visualisation, Machine Learning, and Data Engineering, and will likely play an important role in most students’ Final-Year Project.

Software Engineering explores the modern methods, tools, and culture of the software development industry. The module focuses on students forming agile teams that work together to deliver a software product using iterative methods. The module begins by examining software lifecycle models, focusing on agile and forming of Scrum teams. The methods are continued with exploration of lean software development, DevOps, and Kanban. The module requires students to deliver software using modern tools, such as an Integrated Development Environment (IDE) such as Visual Studio or IntelliJ, containerisation tools such as Docker, and cloud delivery platforms such as Google Cloud Engine, Amazon Web Services, and Azure. These tools provide a technology stack from which students will deliver their software solution, using appropriate requirements analysis via UML and user stories, and testing methods built into a continuous integration tool. Software Engineering is completed with an examination of ethical and professional issues of software engineering, including legal and security considerations. Software Engineering blends the tools, methods, and cultural ideals of modern software engineering to deliver a cohesive experience aimed at emulating how a modern software development team works. Although the tools are necessary to allow students to gain experience in delivering software, the core learning is in team-working methods and managing how to deliver a project. The technology is interchangeable based on different tool preferences. Software Engineering builds on the cooperative technique of pair-programming used throughout the Software Development theme. Software Engineering introduces team-working practices to the students, which are used in the second module of the Software Engineering theme: Data Engineering. Software Engineering also continues the tools learning from the Software Development theme, expanding what an IDE can do, and exploring how cloud-based solutions are delivered. The idea of a technology stack is continued into the Data Engineering module.

Data Engineering examines how software engineering practices are applied to the development of modern data pipeline solutions that drive data driven decisions and businesses. The module begins by exploring parallelism concepts which allow students to understand the benefits of building distributed data platforms. Data Engineering then moves into concepts of dealing with large sources of data, including distributed databases, data warehousing, and data lakes. With a thorough understanding of how distribution and large-scale data operates, the module moves to examining data streaming and transaction processing. Finally, the module ends by considering data pipeline solutions in the cloud and how these enable the delivery of data-to-data scientists. Data Engineering blends the tools and methods of data management and processing with software engineering principles. The module will continue the experience provided in Software Engineering, so students can further experience working in agile development teams. The tools used in the module will enable students to build more sophisticated solutions that those in Software Engineering, focusing on technology that allows data to be managed and processed at scale. Data Engineering continues the team-working and system development via a technology-stack approach of Software Engineering. Students are expected to feel comfortable applying the team-working techniques provided in Software Engineering. Data Engineering provides a capstone to the Software Engineering theme and in many regards the software development work students undertake in Computer Science. On completion of this module, students will have delivered at least two significant software solutions as members of a team.

17 auditing students added to this module on the request of Jerome Maunsell

Communications campaigns come in many guises. This module will focus on purpose-driven campaigns and other communications intended for a social benefit. Examples can include international organisations such as Unicef, issues-based campaign organisations such as Amnesty International, charities, and humanitarian organisations. We also look towards examples of smallerscale organisations and specialist communications agencies that serve charities, social enterprises and third sector clients (e.g., Good Agency, Purpose, and Mother London's “make our children proud”). Students will research and draft communications strategies, plans and content. The curriculum is international by design, to develop an understanding of the cultural contexts that must be considered when creating materials for global audiences. Real-life case studies of effective campaigning will enable students to develop professional skills including the selection and use of metrics for evaluating campaigns (e.g., engagement, reach), use of formats (e.g., persuasive writing, speechwriting, presentations), and the ethics of campaign communications.

Character Animation introduces students to the tools and techniques to animate 3D character models using rigging techniques. The module provides students with insights into the world of movement, understanding how characters move and how that can be imitated in 3D tools. Students will animate a scene aimed at a specific industry, for example games or film. The module will cover animation themes, acting, and facial animation. This module is hands-on, relying on continued definite practice through lab work and work outside of timetabled class time. Students will develop core character animation skills through applied work in study-style workshop sessions.

Personal computers (e.g., desktops, laptops) and mobile devices, provide a common means for users to access online applications and services, typically via a web browser or, in the case of mobile devices, a locally installed App. Online applications and services provide users with essential access to a diverse range of functionality and facilities (e.g., banking, health care, entertainment, social media, shopping, lifestyle options, business resources, media and much more). The ubiquity of and popularity of Apps, Web Apps and online services makes them (and their users) a common target for adversaries, and as consequence web and online security continues to be a high-profile concern. This module provides students with a broad insight to web browser, mobile application, and web site security. Indicative topics include Professional standards, practices and ethics for the cyber security professional, introduction to pen testing concepts and practical applications e.g. (Reconnaissance, Scanning, Enumeration, Exploitation, Maintaining Access); web browser security fundamentals; mobile application security fundamentals; passwords analysis, authentication and permissions exploits; OWASP top ten server-side attacks, OWASP tools and projects (e.g., nettacker, Zed Attack Proxy, Burp Suite); CVE, CVSS; User vulnerabilities (e.g., social engineering, phishing, smishing, vishing attacks etc); Kali Linux tools. Other tools, themes and apps include: HTTrack, GoogleDorks, whois, nmap, port scanning, packet interception, ARP poisoning; packet sniffing, Metasploit, John the Ripper, netcat, netbus, python scripting: file and directory search, scanning and management; Metasploitable.

Cyber-Security explores the risks and mitigations inherent to computer use. The module incorporates ideas from ethical practice, risk management, legal considerations, and technology-based solutions to address computer security issues. Cyber-Security begins by examining the concept of privacy from a philosophical, legal, and ethical standpoint, before exploring some of the technology used to protect an individual's privacy. The module then continues by introducing foundational principles of computer security, including policies, legal frameworks, CIA (Confidentiality, Integrity, Availability), threats, and attacks. With these principles in place, the Cyber-Security explores secure design and the use of cryptography in computer systems. Finally, human-factors, including interface design and governance are explored. Cyber-Security brings together concepts covered in a range of modules throughout Computer Science, including Computing and Society, Software Development 2, Databases, Operating Systems, and Software Engineering. Cyber-Security explores how the issues introduced in other modules fit within current computer security definitions. The module also explores the technology to support computer security throughout. The aim of Cyber-Security is to develop students' fluency in computer security. The module capstones the Systems and Cyber-Security theme of Computer Science, insofar that an understanding of the system is required to fully appreciate issues of computer security. The module will require students to undertake evaluation of systems to understand vulnerabilities and mitigations. This will best place students to understand the requirements of security as they enter the workplace.

Cyber security is often perceived as an exclusively technical discipline. However, Governance, Risk Management, and Compliance (GRC) all generally non-technical, are extremely important factors in the cyber security domain and comprise the core themes covered in this module. In this module students will explore GRC and the many challenges regarding its successful implementation. Indicative topics include professional standards, practices, and ethics for organisations, an introduction to GRC, risk assessment methodologies, risk management objectives, roles, and responsibilities, qualitative and quantitative analysis, ISO 27001, NIST Cybersecurity Framework, OCTAVE Allegro, Risk treatment and controls, Statement of Applicability (SoA).

This module is designed to help students to explore and shape their identity as a choreographer, director, and performer. In a collaborative and constructive laboratory environment, the content of the module encourages participants to interrogate existing choreographic practice and enables them to investigate choreographic interests within a framework of contemporary dance-making.

Weekly questions, tasks and assignments encourage students to investigate choreographic identity and to question the shifting roles of ‘a choreographer’. Through a range of encounters, tasks and provocations, the module aims to provide students with tools and resources to develop their choreographic skills and versatility. The creative laboratory environment supports continuing research to find the issues, practices and processes which are of interest to the group as a whole and the individuals which constitute the group.

Due to the safe movement of bodies in space and specific scheduling requirements of each programme, the module is delivered to 2nd year students on the MFA Dance and Embodied Practice programme in the autumn term, and MA Dance Practice and Performance students in the spring.

This module sets out to help students to develop further skills, competence and versatility in the practice of choreography and introduces aspects of production and lighting for dance. They will work on the generation, definition and refinement of their own choreographic ideas through short compositional studies and work towards a final choreographic project. Alongside this, the safe use of the theatre and its technical equipment and the laying of foundations for understanding lighting design and production are trained.

This module provides students with the knowledge, understanding and critical perspectives to participate in contemporary dialogue on issue and themes in Christian apologetics. As a perennial and fundamental aspect of Christian theology, students will be introduced to key figures in the history and development of apologetics from various traditions. They will get an opportunity to study and reflect upon ways in which the New Testament injunction to ‘always be ready to give a reasoned defense’ (apologia) of the Christian faith has been conducted in different historical periods. Through the study of key texts from secular and Christian sources, students will be able to compare and contrast the various approaches adopted by those defending the Christian faith and its detractors. Particular emphasis will be placed upon contemporary apologetics and the role of religious convictions in a scientific age, as well as exploring some of the methodological, linguistic and philosophical issues in our understanding of concepts such as ‘worldview’ ‘truth’, ‘science’ ‘objectivity’ and ‘revelation’ in the grammar of Christian apologetics. Students will get opportunities to engage in and reflect upon their own understanding and approaches to ‘apologetics’, using the message and resources of the Christian faith to answer contemporary questions.

The module examines the relation between Christian doctrine and practice. It provides students with an examination of some of the classical doctrines in the Christian tradition and encourages them to think through the implications of these doctrine reflecting on the way practice shapes and expresses Christian doctrine, and the possibilities and limitations of such a model of Christian doctrine. As well as exploring individual doctrines, the module considers a variety of different approaches to the nature and task of Christian doctrine as a discipline, making particular connections to the role of Christian doctrine in the life of churches and the contribution Christian doctrine might make to address some of the critical issues facing society.

In our intricate world of technological advancements and their applications, competing values and human rights, and their complex ethical implications for communities, this module aims to assist students in developing their skills as reflective practitioners by relating ethical principles and theological insights to complex and opposing ethical demands within workplaces and mission contexts. The module builds upon knowledge gained in each of the modules at HE1. The module enables students to engage in contextual analysis through developing critical understanding of these ethical questions, how they are framed and various Christian responses and their implications for human rights, governmental policies, and ministry.

This module is mainly taught by practitioners (VLs) and builds on term one practical and storytelling skills to gain a more in-depth working knowledge of camera, lighting and sound design.
You will work collaboratively to produce a cinematic example of subjective representation according to a brief (such as ‘a moment of tension’), produced in two parts focusing first on camera and lighting, and secondly on sound design. The camera and sound workshops will be delivered in small groups of in the studios, to allow for full attention to your work at this early stage of your practical learning. You will be introduced to camera controls and set up, camera movement, framing, composition, basic lighting techniques and colour temperature, as well as sound recording, foley techniques and sound design using specific sound design software such as Audition. Alongside the practical teaching, you will learn about and analyse the use of audio and visual relationships in storytelling, as well as explore significant and varied film case studies, which will help them to contextualise their work and develop their creative voices.

This module offers a global history of cities, ancient to modern. We will consider how to ‘read’ the urban landscape as a historical source, and trace the practical transformation of organising communities, including the emergence of city states, and cities as a part of a larger empire. The module will cover important themes such as trade and craftsmanship, city planning, civil defence, administration, urbanisation and how cities function as spaces for cultural encounters and nodes of migration. Across time, cities have been the origin of empire, as well as important points of connectivity for facilitating imperial rule. Uniquely for Level 4, this module introduces students to new modes of historical enquiry, namely the ability to explore the history of cities and empires either from a comparative or entangled historical perspective. This means, they will learn how to compare and contrast historical developments across time and space. To facilitate this approach, students will be introduced to new digital humanities tools such as GIS mapping and other visualisation aids. This reflects a wider commitment within the BA History programme to embed digital literacy as a key employability skill into Level 4 teaching. Other academic and professional benefits include practising transferable oral presentation skills that will be applicable to a wide variety of career paths.

The Communications Challenge module equips you with foundational knowledge and practical experience in strategic communication. The core focus is on addressing real-world communication problems using live briefs from industry clients or simulated business scenarios. By engaging with these live briefs, you will develop key communication strategies, create compelling content, and refine their collaboration and presentation skills. You will also critically reflect on their learning process, building essential skills for their future professional careers in communication and/or design. Throughout the module, you will work in teams on in-class mini briefs, while working individually on their own solution to the assessed live brief. Your presentations will receive industry-relevant feedback and ultimately present a comprehensive communication campaign solution that includes strategy, messaging, media selection and design materials. By applying communication theory to real-world situations, you will gain both academic and professional insights into the dynamic and evolving field of communication.

Through this module, students will understand the importance of engaging communities, and the need to properly gather and utilise information and intelligence. The aims and benefits of community policing will be discussed, as well as historical events and trauma which have made effective communication with Black and minority communities difficult. Attempts to improve relationships with Black and minority communities will also be explored. The proper and effective gathering and utilisation of information and intelligence will be considered, both in the context of engaging communities and beyond. Relevant legislation and regulations for handling data, and the importance of sticking to them, will be highlighted.

In this module students will be introduced to the structures of governments, the variations in state organisation, governmental forms and party systems. It will examine the main elements of the modern democratic state in a comparative manner, stressing both the commonalities and differences between systems around the world. Students will also be introduced to the methodology and practice of comparative politics. It does so by engaging in a systematic examination of some of the main issues, both thematic and methodological, involved in the study of comparative political systems today, and then by applying the insights gained to leading political systems.

In this module students will learn how to research and reach audiences through digital platforms (social media, messaging, etc.), considering the specifics of social media platforms. We will use mixed quantitative and qualitative methods such as digital ethnography or netnography, use large social media datasets to analyse characteristics of discourse on specific platforms or around particular topics. Examples of practical applications include network analysis, topic modeling, and sentiment analysis. A particular challenge presented by social media is the abundance of unstructured data (e.g., comments, tweets, posts, messages). Therefore, we will examine published research, case studies and “how-to” guidance on accessing, analysing and presenting findings from un- or semi-structured datasets (e.g., how to measure sentiment in a large collection of written comments). Alongside standard tools (e.g., spreadsheets, visualisation software, programming environments like Python or R) we will consider commercial entreprise-platforms for social media monitoring (e.g., HootSuite, Brandwatch and similar systems).

With an emphasis on enhancing students’ final year film portfolio to include critical knowledge of the issues and challenges facing practitioners in the contemporary screen industries, this module is designed to lead students to a personal research project, which may reflect on their Autumn ‘POV Film Project’. In doing so it will build on the research skills advanced in ‘Films Forms and Styles, equipping students to become informed and engaged practitioners with an innovative, critical, confident and singular critical voice. Students will further debate issues surrounding race, gender, class, decolonisation, migration and climate with particular regard to how these pertain to the screen industries today and the close future, and their impact on current creative practices. At the end of this module, students will be able to promote themselves and their work and be confident in entering the sector(s) of the film industry they want to engage with, professionally and/or as a postgraduate.

The module provides an introductory overview of policing. You will learn about the historical, political, and legal development of policing in England and Wales. The structure, function, and key roles of the police service will be examined, as well as different policing agencies, including some which locate policing more internationally e.g. the National Crime Agency and Interpol. Students will be introduced to some key police powers. Students will learn about the concepts of police legitimacy and culture, and issues surrounding them. They will learn about the controversies the police have faced and continue to face, as regards institutional racism, misogyny etc. They will also learn about the importance of ethics in policing, and the ideals of upholding equality, diversity and human rights – as well as instances of when the police fall short of meeting these ideals. Important policing models on how to police effectively will be introduced, as well as the professionalization of the police.

This module introduces students to a range of specialisms including, mainly, travel, sport, fashion, and lifestyle, although other subjects such as film, music, food and video games might also receive some attention. Students will learn about the traditions and conventions of these subjects and appraise the relationship of journalists and other content creators working on them with their respective industries. They will examine the role of journalists at the centre of debates now taking place within each of these industries, from the environmental impact of the tourism or fashion industries to corruption and inequality in international sport. Students will discuss the social and cultural value of travel, sport, fashion and lifestyle journalism, and the way they influence people’s understanding of themselves and their ways of living. Throughout the module, students will produce journalistic and non-journalistic content in various genres and formats, including reviews, features, profiles, using skills gained in previous modules of the programme. This will prepare them for jobs in these sections of the industry, which are extremely competitive. Many of our students want to become sport or fashion or travel journalists, or create content related to those subjects for other media platforms, and this module will help them start building a portfolio of work on their chosen subject.

This module examines some of the central thinkers in the related traditions of phenomenology and existentialism, beginning with Husserl, and focusing on Heidegger, Sartre, and Levinas. What is phenomenology, and what constraints does it place upon the task of philosophy? How are we to understand Heidegger's question of being? And is he right to say that philosophers have forgotten how to ask this question? How are we to understand the question of human being? And why is this question so important to these figures? How are we to understand Sartre’s claim that we contain nothingness? Is he right to say that man is a ‘useless passion’? And how are we to assess his take on choice, freedom, and bad faith? Sartre is an atheist, but he thinks that we have a fundamental desire to be God? Is he right about this? And where does this leave someone like Levinas who thinks that there can be a phenomenology of God? All of these questions and issues will be addressed on the unit.

This module introduces students to some of the core features of a police constable’s role. It examines the extent of police powers in key areas of policing e.g. powers of arrest, and how these are regulated. Students will understand important legislation in the exercise of police powers.

Students will discuss through workshops and seminars how police should go about their duties in a professional way and without bias. This includes discussing the role of the police officer within the wider criminal justice e.g. as regards recording incidents, detaining people in police custody etc.

.

Counselling Skills

Craft of Animation builds upon the foundational knowledge and skills acquired in the Fundamentals of Animation. Delving deeper into the art and science of animation, this module emphasises working techniques and industry working practices. Highlights of this module include:  Animation Techniques: This module will introduce students to more complex animation techniques, such as 3D modelling, rigging, and character animation.  Industry Practices: Students will learn about the workflows and pipelines used in professional animation studios, and how to apply these practices to their own work.  Specialized Software: The module will cover the use of specialized animation software beyond what was introduced in the “Fundamentals of Animation” module. This may include software also relevant for 3D animation, visual effects, and post-production.

Creative Writing programmes in the UK grew out of English Literature programmes. You can’t be a good writer unless you are a good reader, and so it was natural for English Literature to develop Creative Writing strands. Creative Writing always demands consciousness of literary choice and so English Literature students, even if they have no intention of becoming professional creative writers, benefit enormously from engaging with the creative process. Creative Writing is practice as research. It’s learning by doing—and that’s one of the best way of making things stick. A Creative Writing strand is an attractive strand to offer English Literature students because many students who have not been able to do very much Creative Writing at school feel that taking a stand-alone Creative Writing BA is too large or risky a commitment in university. The ability to explore creative writing within an English Literature degree, with the additional safeguard of picking the balance between assessed creative and critical writing, makes the development of such a strand an entirely positive development. This module serves as an introduction to the creative processes and forms that beginners need. It is, of course, also about writing well, and this foregrounding of the need to communicate with perfect, clear grammar, and to think of one’s writing as going into the marketplace, is a professional as well as a creative skill. Weekly topics foreground stimulating, safe and straightforward, ways into creative writing. Weekly assignments and workshops provide positive and supportive forums for students to share work and learn how to give and receive positive and supportive feedback. Assessment is flexible (see below) and presents the appropriate level of challenge for students beginning their journey upon, or exploration of, what it means to be a creative writer.

All students who are enrolled onto the following Moodle site should have access to this site via meta link enrolment.
Course meta link (Summer 2026 Creative Attention: Seeing, Doing and Being - CRW020C104H)

The aim of this module is for students build on term one practical and storytelling skills to gain a more in-depth working knowledge of camera, lighting and sound design. Supported by additional extracurricular practical training and exercises, students apply a range of techniques, approaches, and effects to apply these key elements of film language to engage audiences, and support and enhance meaning. Technical standards are aligned to industry practice to support employability and provide the basis for high production values. Students work collaboratively to produce a cinematic, non-narrative example of subjective representation, produced in two parts focussing first on camera and lighting, and secondly on sound design. These assessments will allow students to demonstrate more specifically their specialist skillsets and how they have explored camera framing, composition and movement; sound design; and lighting techniques to support creative and technically competent visualisation and representation. The written reflection will require students to start to evaluate and contextualise their creative methods, burgeoning identities, and individual and collective craft skills. The ethos is that of the ‘total filmmaker’ as an alternative to traditional hierarchical practices. This acknowledges the growing demand for multi-skilled filmmakers with industry-standard practical skills, and the opportunities arising from the democratisation of technology. It also continues to support the burgeoning filmmaker’s individual identity alongside important elements of collaboration.

Digital technology has changed the way news is produced, packaged, distributed, consumed and used by readers and audiences. This module will help prepare students for a fast-changing media environment by considering the forces altering the foundations of the creative industries. The module is designed both for students who plan to work in the creative and communication industries as well as those interested in post-graduate studies. The demands to produce and distribute news faster via more speedy mobile networks and more powerful mobile devices have reshaped journalism and the creative industries. Artificial Intelligence (AI) and social media are among the developments transforming content production. News organisations are reaching out to audiences through a widening range of platforms, and creators are required to create new forms of content at an ever-faster pace. The future is predicted to include greater use of AI and algorithms, while media further converge. Media organisations may soon have to adapt to automated journalism as these new digital technologies develop algorithms to interpret source information and distribute news. However, not all the past predictions of journalism and digital technology have come to fruition. And the digital divide may widen. These issues will be addressed at the start of the module. Given that technology is changing all the time, we will be updating the module regularly to keep abreast of the industry-changing developments. The module is geared towards providing a deeper awareness of the changing media industry from both an academic and professional viewpoint. It is focused towards educating students in an understanding that is required to thrive in their chosen workplace.

The Creative Project is intended to enable students to plan and implement a thoughtful, carefully edited and well-organised literary project. As a mode of independent study, it affords students the opportunity and time to work on self-determined tasks, reflecting on quality control and time management as well as building an awareness of their particular writing strengths and skills. The project consists of a carefully planned and executed work of original creative writing in a single genre. It must be a complete, finished work (or extract of a longer work) that reflects the student’s process of drafting and editing, and it should demonstrate such qualities as technical craft, an awareness of literary and theoretical issues, and an awareness of its literary context. Students will receive comprehensive feedback and support from their tutor during the process of planning and completing the dissertation. The accompanying Reflective Essay is a substantive and specific reflection on how the student’s creative writing has been affected by theoretical and literary contextual issues. It should use the creative writing component of the dissertation as its primary illustrative tool and provide the student an opportunity to reflect on writing, the creative choices and challenges faced, as well as insights gained.

The aim of this module is to encourage students to explore critically the interdisciplinary interface between crime and disorder, culture and the city. As such it combines insights from three disciplines: criminology, cultural studies and urban studies. Key concerns of the module involve uses of public space, transgression, consumption practices, night-time economies, the city spectacle, youth subcultures, graffiti, urban governance and technologies of social control. This module fits within an emerging area of investigation called cultural criminology.

This compulsory module builds from the knowledge gained in the Autumn term of the programme through other modules, by equipping students with a critical and theoretical understanding of the limits of traditional criminology and the conceptual parameters of the discipline with a crime as social harm/zemiological approach.

The module will have two key overarching themes: social harm and social justice. The first half of the module will focus on theoretical considerations of social harm and apply this to topics relevant to criminology such as: transnational crime, internet harms, colonialism and state harms, poverty and marginalisation, risk and securitisation, and youth crime and culture.

The second half of the module will focus on notions of social justice as a response to social harms through four key pillars: access, equity, participation and human rights. Each of these pillars will be explored alongside key topics (e.g. gender-based violence, intersectionality, victimology) relevant to criminology. This will enable students to consider notions of social justice alongside policy, activism, and practitioner work (through the addition of guest speakers where possible).

The scrutiny of crimes committed by powerful individuals and organisations has been largely neglected in criminology. Traditionally, criminology has focused on crimes committed by the most disadvantaged and powerless members of society, while crimes committed by powerful individuals or organisations have not attracted the same level of attention. This is despite the fact that these crimes contribute to more financial loss, injuries, deaths and social harm than ‘conventional’ crimes. This module will consider the range of crimes committed by the powerful, such as white-collar, state, corporate and environmental crime and the level of harm they cause to society. The module also explores the difficulties experienced when trying to regulate, investigate and research these crimes. The module blends theoretical perspectives on crimes of the powerful and draws on a variety of case studies and official evidence.

This module will provide you with an overview of the institutions and philosophies of the current UK criminal justice system, with some comparisons for you to see justice is constructed not rigid. Sessions will engage in discussion of CJS structures and principles, including the police, CPS, the court system, penal system / prisons, alternatives to prison, the probation system and consider the experiences of victims in the CJS. Beyond the agencies, the module will also explore some of the core principles underpinning the CJS, including justice, access to justice, bias and diversity, and equality before the law.

Cyber security is a continuously evolving and increasingly complex field, that is global in scope, is active 24 hours per day, 7 days per week, 365 days per year, across all time zones. Securing computer systems, networks, and applications from cyber threats, in a manner that is cost effective, responsive and resilient, can only be achieved by implementing strategic network architecture, asset and software automation techniques and processes. In this module, students will build their practical cyber security automation skills, based on a foundation of theoretical knowledge contextualised against key areas of the NIST Cyber Security Framework, and the Cyber Body of Knowledge (CyBOK). Indicative topics include automated: network threat monitoring, detection, alerting and analytics incident response (e.g., isolating infected machines, disabling compromised accounts, blocking malicious network traffic) vulnerability testing and management that can be used to identify and prioritise patching or security mitigation processes. compliance monitoring that can be used to monitor systems and applications to ensure that they comply with industry regulations and security standards. microservices architectures that include authentication, deployment, activation, and update techniques. Programme Context The Cyber Security Automation module is complementary to the Networking and Security Practice, Digital Forensics, and Security Testing modules in the MSc Cyber Security programme. Professional Benefits On completion of this module, students will have acquired essential knowledge and skills, that will serve as a broad foundation for cyber security careers (e.g., networking, security operations centre and cloud architect career pathways).

Cyber security is a continuously evolving field. This is particularly evident in terms of Tactics, Techniques and Procedures (TTPs) exhibited by adversaries and the subsequent response strategies employed by defending organisations. The consequences of a security breach or exploit can be extreme, particularly when attacks involve successful ransomware deployments. In this module students will acquire an overview of defensive cyber security strategies that have been modelled on, or utilise, widely recognised frameworks and knowledge bases (e.g., NIST, MITRE ATT&CK). Indicative topics include vulnerability management, network monitoring, log file analysis, firewalls, IDS, IPS, SIEM, data and intelligence analytics, incident response, network forensics, incident management, orchestration strategies.

This module will introduce you to cybercrimes and the foundations of digital forensic investigation. You will learn about the foundation of digital crimes, their definitions and classifications as a new social phenomenon. You will also gradually start building the computing knowledge, skills and processes that you will deploy throughout your degree. You will be introduced to the fundamentals of digital evidence and principles, addressing legal, professional, and ethical issues. You will explore the nature of digital crime, the role of forensic investigators, and practical technical aspects such as data investigation using basic tools, such as HxD to investigate and understand metadata and data in computer systems. The module will take place in a computer lab where students will learn through a mixture of lecture delivery and practical exercises.  

The module explores socially engaged participatory dance. Its aims are to equip students with the understanding of the principles and practices of community dance, both practically and theoretically, as well as the political and social contexts from which socially engaged participatory dance emerges. The module takes a broad perspective looking at this work internationally, as well as focusing in on each student’s individual approach to facilitating dance with non-professionals. Students will have a greater understanding of how to facilitate dance in various contexts, as well as how and why dancing can become a meaningful activity for non-professionals. The module particularly speaks to students who want to use their skills and knowledge of dance to bring people to movement in various contexts, to facilitate dancing with non-professionals. It will be attractive to those who would like to situate their study of dance politically and socially.

This module enables students to build dance performance skills through regular practice. Classes will be offered in style-based and experiential techniques focusing on the expressive body. Through an introduction to Movement Analysis, an awareness of movement principles and the development of the ‘dancing self’ is encouraged. This process is aided by guided movement observation and (digital) tools for reflection. Students will interrogate their technical knowledge of dancing and deepen their awareness of communicating movement. Focus will be on performative qualities alongside essential technical practice. Rehearsal and presentation of a final performance will offer an introduction to professional theatre practices, such as studio rehearsals, technical and dress rehearsals, and performance to a live audience.

This module follows on from Dance Practice 2 in order that students can extend their practical dance skills into performance. Approaches will be drawn from various cultural backgrounds, including codified dance techniques, improvisation and other contemporary and commercial dance styles appropriate to recent developments in choreographic practice. The emphasis of the module is on the development of performance skills and the problems and possibilities of ‘being seen’ (Deborah Hay) considering the performer-audience relationship in a range of potential performance spaces, such as the theatre, sites-specific, digital and commercial contexts. There is a focus on professional practice including the preparation of material, rehearsal skills and daily practice to support the final project of the module. The value of concentration and resilience will be revealed as ongoing tools of practice, so that students can develop the confidence to perform and to communicate in a group. Students will form groups to work on publicity material to promote their performance, such as posters, programmes and social media platforms as well as tools for reflection and documentation. Classes will be accompanied by music, acknowledging dance and its potential within an interdisciplinary context. Dancers will gain a developed understanding and confidence of working with music.

In this module students will work on a live brief of a tutor-led choreography commission to develop a dance performance project. Cross-pollinating the practical and contextual skills and knowledge acquired from previous modules The Dance Profession in Social Contexts, Applied Choreography, Lighting and Production: From Process to Product, and Dance Practice 3, students will envisage, organize and develop a performance with all its accompanying aspects from digital and/or live, site-specific content creation, rehearsal and production. Working in groups, students will apply methods of devising and collaboration, exploring strategies of shared authorship and co-creation. Performance is approached in relation to trends and industry practices and can be realized either as a live event in a traditional theatre setting or an installation or a site-specific performance, or a digital event with outcomes of mediated choreography, on screen and on other digital platforms. Attention will be given to aspects of access and inclusivity, considering diverse audiences and media. Professional practice and performance will be reinforced through technique classes, increasingly establishing an independent working attitude enabling the transition into the field after graduation. Students will identify roles, and plan, curate and organize all relevant activities, such as rehearsal schedules, curation of the sharing event, promotion and documentation including programme notes, curator statements, social media content production and publicity, digital images, video content and post-performance reflections. The module offers an opportunity to gather material to develop a personal performance portfolio including a showreel, visual identity design (web presentation), and other related material.

This module develops the work studied in Dance Practice 1. Dance Practice 2 will deepen technical and artistic understanding and their exploration of movement potential using a range of practices. Students will critically interrogate their technical knowledge of dancing and deepen their awareness of communicating movement. Students will be involved in expressive and interpretative tasks in response to music, sound accompaniment or text and work with other dancers to locate synergies and sensitivity in their danced relationships. Focus will be on performative qualities alongside essential technical practice. Via a performative presentation students can demonstrate advanced performance skills and the problems and possibilities of ‘being seen’ (Deborah Hay) considering ‘dancing as an ensemble’ as well as the performer-audience relationship. Students will experience a variety of practices as part of the portfolio. The approach and demands of each class will vary according to the interests and expertise of each tutor offering a range of experiences from within the professional field.

The module will develop students’ understanding of decision-making in policing. Students will be introduced to the National Decision Model (NDM): the main decision model for the police in this country. They will understand the different stages of its applications and how ethical principles seek to guide it. They will examine the role of discretion in police decision-making. They will also explore how effective decision-making can be impeded by issues of risk and bias and attempts to overcome these. The module will also look at the practical application of decision-making in policing using case-studies. Theories of decision-making in the context of policing will underpin the module, and the students will be encouraged to critically reflect on the practical application of decision-making in policing. In doing this, the students will gain knowledge of an important component of police practice, to help them pursue careers in the police and the wider CJS. The module’s focus on real-life professional practice will also equip the students with transferable skills.

How do museums use exhibits as historical records to tell stories about the past and the present? How does the visiting public navigate and understand these displays? What are the challenges of modern museums as they reinvent themselves to engage with diverse stakeholders and aspire to reach out to global audiences? In this module, we shall examine museum collections by following an inter-disciplinary approach that draws from the fields of Modern History, Public History, Museum Studies and Art History. Students will have the opportunity to discuss critically artefacts on display, in storage, and online in multiple museums. These include, but are not limited, to the British Museum, Imperial War Museum, Tate Britain, the Victoria & Albert Museum, the Louvre in Paris, the State Collections of Antiquities in Munich, and the Metropolitan Museum of Art in New York. In addition to a critical evaluation of museum operations, students will build skills in practical and digital humanities. Through case studies, we shall cover the history of collecting from the Renaissance onwards, colonial and post-colonial legacies (with a focus on Berlin's Humboldt Forum), museum and memorial architecture (including a critical appraisal of Berlin’s “Memorial to the Murdered Jews of Europe” and coming to terms with the past), the organization of material in galleries, curatorial practices (such as cataloguing, recording, and digitizing), object-based education, virtual tours, exhibitions, commercialization, funding, and public engagement.

In this module, students will learn to critically reflect on the role of design as a creative technique for self-expression. Centring on critical reflection, personal aesthetics, and authentic, original design strategies, this module firmly anchors design as a societal practice. A strong social design focus situates digital design within a human-centred context as professional practice across diverse industries. Building on technical skills acquired in modules ‘Graphic Design’ and ‘Creative Coding’, students will learn about concepts such as branding, communication strategies and Design Thinking as problem solving strategy. Specific emphasis will be given to core concepts such as user experience design, universal design principles, inclusivity, aesthetics, and multi-sensory design. A cultural perspective will connect the themes of digital design with the ideas of design as a force of change. Students will learn how to critically analyse design challenges, to prototype solutions and to develop their own digital design artefact. Students will be introduced to academic writing techniques, digital design standards and presentation techniques. Creative industry-specific design briefs will invite students to reflect on their role as digital creatives, to prototype first design solutions and to evaluate their own progress through a research report.

Design for Change is a professional practice module, that focuses on career advice and career support. Students will be encouraged to develop their portfolios and showreels and to participate in national design competitions such as the RSA design briefs. A range of industry speakers will support this module with knowledge from within the creative industry on professional practice. Students are supported in preparing public facing online portfolios, and to actively consider their role as contributors to social change through digital design. This module will offer additional career advice and support, with guest talks by our careers team, and graduates’ guest visits as well as field trips to the Design Museum and/or the RSA. The remit of this particular unit is to prepare students for professional practice, through a series of vocational and skills focused workshops, seminars and lectures.

Digitally connected societies can take advantage of extensive benefits. For example, 24-hour banking, personalised entertainment, live travel information, instant global communications and so much more. However, most digital interactions and transactions leave a digital footprint, trail or artefact that can serve as evidence in corporate and criminal investigation scenarios. This module provides an introductory insight into digital forensics in both criminal and corporate case settings. Indicative topics include A history of cyber-crime and digital forensics, code of conduct, processes, procedures, expert witness testimony; securing evidence, preserving the scene and chain of custody; acquisition, examination, analysis, and reporting; storage, network, operating system, application, website, and web browser forensics; hexadecimal, binary, octal and decimal conversions; hex editors, Python, Autopsy; digital signatures, data carving; anti-forensic techniques (e.g., steganography, cryptography). Programme Context The Digital Forensics module is complimentary to the Networking and Security Practice, and Security Testing module. Many of the techniques and themes covered in this module are foundational to threat hunting and incident response practices. Particularly those that aim to identify perpetrators or actors who are responsible for an act that is under investigation (i.e., attribution). Professional Benefits On completion of this module, students will have acquired essential knowledge and skills, that will serve as a foundation for career pathways in digital forensics, threat hunting and incident response.

This module introduces students to the fundamental concepts, methods and techniques to conduct online research. Online research methods are dynamic and fast-changing, and they are a sought-after skill in the digital media and creative industries. This module offers an overview of the main approaches, methods and tools used by researchers who want to gather information in online environments. It shows how traditional social and business research methods have been modified for effective online research and it identifies and discusses the critical issues, limitations and dilemmas encountered in the process. Students can practice skills such as online surveys, online interviews and focus groups, digital ethnography, and data collection on social media. Students explore a range of tools and platforms associated with these methods and are exposed to ongoing debates and creative ideas about a still relatively unregulated area of research. This module pays particular attention to netnography, which adapts traditional in-person participant observation techniques to the study of digital interactions and experiences. Students analyse and discuss the relevance of research in an industry context (for example, for UX design, media research or trend analysis).

The Dissertation module is the capstone of the MA in Children's Literature, offering students the valuable opportunity to develop their own project on an aspect of children's literature, childhood and literature, or children reading that has inspired them during their studies. Each student is supported by an expert supervisor, who guides them through stages of planning, methodology, research and writing. The Dissertation allows students to demonstrate their advanced skills in critical thinking, analysis, academic writing, and scholarly presentation. It also provides crucial evidence of the ability to undertake sustained research, which is of interest to employers and doctoral programmes.

This module will provide students with the skills and opportunity to independently and creatively carry out advanced and scientifically based studies. Students will immerse themselves in a chosen research question related to human rights and receive supervision from academic staff based at one of the four partner universities. The main assignment consists of writing an extended scientific paper in the field of human rights. The research conducted for this dissertation may be desk-based, empirical and/or theoretically driven. In this paper, the students should demonstrate their in-depth ability to analyse social phenomena related to human rights, with the help of social science theories and analytical tools.

This module offers a broad overview of dreams and visions in the cultures and religions of the Mediterranean from their common roots in the Ancient Near East through Archaic and Classic Greece into the Hellenistic and Roman periods. It will explore methodological tensions over the terminology and phenomenology of dreaming, the relationship between experience, culture and rhetoric, literary representation, genre, form and purpose and the relationship between ancient dream theory and contemporary understandings. Consideration will be given to the political, popular, religious and therapeutic contexts for dream reception and interpretation and the specialised personnel involved in such tasks, as well as the forms and functions of dream accounts in inscriptions and literary settings. Key themes will be illustrated using examples from a variety of texts including ANE, Greek and Rabbinic “dream books”, epic literature such as Gilgamesh, the Hebrew Bible and Homer, Classical philosophy and drama, Hellenistic and Roman literature; apocalyptic and other revelatory genres and dreams in Jewish, Christian and other Middle Eastern traditions. Brief consideration will be given to contemporary theory and cultural reception. The assessment will allow the exploration of both of broad themes in the field as well as the opportunity to comment in detail on one or more dream texts of the student’s choice.

This module explores longstanding links between environmental discourse, youth cultures, and constructions of childhood. Its relevance is confirmed by recent developments in youth activism that respond to environmental crises or climate change and emphasize experiential and imagined affinities between childhood and the natural world. The history of children's literature heaves with books that draw children into environmentally orientated relationships and many of these convey some sort of ecological message or imperative. The image of the child in nature persists, partly due to the conceptual affinity between childhood and a natural world that is imaginatively rendered as benign, instructive, inspirational, comedic, diverting and physically nourishing. This module explores the socio-historic, ethical, and ontological conditions of eco-critical or environmental development in youth cultures, primarily as played out children's literature since the early twentieth century.

This module builds on learning in Foundations of International Relations, International Development and Economic Justice and Genocide, Atrocities, and International Justice to study state and organizational instigation of and responses to crises. It begins by questioning what constitutes a crisis at domestic and international levels. This approach encourages students to examine the complex intersectional antecedents of poverty, war, and disease as well as the role of state, global institutions and media responses in the construction and perpetuation of such crises. In so doing, students critically analyse the successes and failures of state, legal and organizational actions during and after complex emergencies and global challenges through a series of case studies. Some examples include peacekeeping missions in Sub-Saharan Africa, environmental summits to tackle climate change, implications of the vaccine rollout during the Covid-19 pandemic, state responses to revolutions and uprisings and the ongoing attacks in the Gaza Strip. The structure of this module is flexible in nature in line with staff expertise and with an emphasis on workshop-style teaching and student-led activities.

Ethical Issues and Decision Making

This module will introduce students to the study of ethics - one of the core sub-disciplines of philosophy. Ethics, at its most basic, is the study of what is right and wrong; the study of what we ought to do and how we ought to live. The module familiarizes students with the major normative theories in moral philosophy through looking at both at historical figures and contemporary debates. Topics may include: virtue ethics; deontology; utilitarianism; hedonism; relativism; freedom and moral responsibility; care ethics; existentialism and second-personal ethics. The module will equip students with the concepts and argumentative abilities to think deeply and critically about their own moral responsibilities as well as about the rich tradition of philosophical ethics. As such, it will develop student's skills in philosophical analysis and argumentation, whilst preparing them to do more advanced work in practical philosophy.

The Extended Essay is the final part of the Dissertation. It is a research-based module in which MA Choreomundus students, having taken Dissertation 1 & 2, design and conduct a research project on a topic of their own choosing. Their findings are presented, contextualised and critically discussed in a thesis. The thesis also locates the research in relation to current issues, developments and perspectives in dance studies. This module thus provides an opportunity for students to pursue a particular interest, related to the material covered on the taught programme, but which also extends beyond or significantly deepens the knowledge acquired in other modules. It promotes independent thinking and originality in the application of existing paradigms and/or the development of new knowledge. It develops and tests students' understanding of research methods, their cognitive skills in synthesising and evaluating data, and practical skills in information searching, data handling and research management.

This module is intended as a rescue option for exceptional/urgent circumstances only. It provides an opportunity for students to undertake an extended essay or some other equivalent creative piece of work on an area of study undertaken at level 5 or 6. The aim is that the skills, knowledge and methodologies acquired by the student over the course of their degree study are applied and extended in a substantive piece of research, analysis or creativity. The subject, scope and approach of the research/creativity will be formulated by the student in negotiation with their tutor. A suitable reading list will also be developed by the student with the support of their tutor in order to develop and complete the project.

This module introduces the role and responsibilities of an interaction designer to the course: Critically reflecting on best practices for effective interface and interaction design, this module builds on ‘User Experience’ and ‘Web Design’ to provide deeper insights into networked environments, design solutions for the internet of things, and novel online interfaces. With an emphasis on data transfer, data manipulation and user interaction design, this module balances theory and practice with a focus on interaction design for diverse platforms such as AR, VR, Mixed reality) with a wide variety of applications. Students will be familiarised with new concepts such as simulation and immersion, connected devices, cloud-based architectures, open data protocols. From data visualisation to data manipulation, this practice-based module applies existing skills (UX / UI design) to new contexts including connected devices and/or XR. This unit synthesises knowledge of previous strands (Web Design & UX Design) to arrive at innovative solutions for a connected society. Particular emphasis will be given to original control mechanism, usability and inclusive design strategies.

Fantasy fiction now occupies a central role in our culture. The 21st Century has seen the genre become a site for explorations of gender, sexuality, and contemporary issues around the environment, belonging, and identity. As with Fantasy writing, Dystopian fiction has left an indelible mark on the literary, cultural, and linguistic landscape: readers have been gripped by the imagining of a totalitarian future in which the individual is no longer free, citizens are under 24-hour surveillance, the natural world has been decimated, pandemics have wreaked havoc on the population, women are reduced to reproductive machines, and social relations have been depersonalised. This module will explore the contextual origins, structure, and narrative facets – as well as the political and thematic underpinnings – of fantasy and dystopian literatures as distinctly literary genres. Focussing on both theory and praxis, the module will include both creative and critical options (thus allowing you choice in how they are to be assessed) and will position ECW at the forefront of contemporary UK university offerings in fantasy and dystopian literatures at undergraduate level.

Fashion Cultures explores how clothing and style express and shape identity, power, and belonging. You’ll examine fashion’s relationship with politics, gender, ethnicity, and class, analysing how subcultures, media, and global systems influence what we wear and why. Through visual analysis, theoretical readings, and case studies, the module helps you develop critical thinking and cultural awareness, preparing you to engage with fashion as a site of social meaning and creative expression. It provides a foundation for more advanced cultural and industry analysis later in your studies.

This module examines the practice and theory of writing novels. While the internet provides increasing opportunities for novelists to self-publish, the traditional publishing industry, usually facilitated by agents, offers writers unparalleled quality-control and access to marketing. The module introduces students to professional practice and industry expectations, with specific reference to the production of long-form fiction. Novels such as Buki Papillon's An Ordinary Wonder and Isabel Waidner's Sterling Karat Gold will enable students to think about classic narrative structure, literary experimentation, and fiction and culture. Students will develop their practice and engagement with the novel form and be encouraged to reflect on their own social and cultural experiences and identities.

This module introduces you to the key areas or ‘building blocks’ of fiction storytelling for the screen. You will work in groups and be part of a film crew to prepare, film and deliver a key scene or a short drama. Conceptual and critical discussion of fiction film form with a diverse, global range of texts and case studies will ground your first efforts in selecting, justifying and executing a coherent aesthetic plan appropriate to a given film narrative, using developmental and preparatory documentation like references, storyboards and floorplans. You will take turns covering key roles (producer, cinematographer, sound designer, editor, director) and doing so, you will learn industry crewing practice, be introduced to medium-size group work and its demands and come to understand best practice workflow. Principles of visual storytelling, ideas of genre and audience reception including popular film culture and contemporary genres, will all be covered as a matter of course integrated into the development and preparation for the shoot and post-production period. Critically for a practical course with accreditation, teaching will be buttressed by separate technical training supporting essential skills in camera, lighting, sound and sound post, and editing.

This module will introduce students to the key areas or ‘building blocks’ of fiction storytelling for the screen. They will come to understand that the ‘story’ is most important foundation stone upon which all good films are built – and how a variety of creative styles and approaches can be implemented to produce that story. They will be shown examples of cinematography, sound, directing and editing – as well as the common pitfalls to avoid - in order that ‘good practice’ and awareness is instilled from the outset, and crucially, how each of the individual craft areas combine to tell the story in the best way. During this process they will apply their acquired knowledge in Understanding Film Language (term 1) in a practical way. The embedding of professional practice introduced in term 1 in the form of considering industry crewing practice, health and safety, and risk assessment continues to form a basis for project management in this module.

Form and Genre is an innovative team-taught module, introducing students to some of the most important forms and genres in the field of children's literature, such as: the picturebook; graphic novels; YA fiction; verse novels; poetry; school-stories; adventure narratives and yarns; the Robinsonade; historical novels; or dystopian fiction. This module consists of two teaching units of five weeks, so across Form and Genre we will offer 2 specialist units. For example, Form and Genre might include 5 weeks on short form fiction (e.g. ghost stories, fables, or YA romance), followed by 5 weeks on adventure stories; or 5 weeks on picturebooks, followed by 5 weeks on time-slip narratives. Students on this module will have a thorough understanding of some of the most innovative, progressive and specialized aspects of children's literature and will be given the opportunity to interrogate its literary, social, cultural, and political contexts. All students will be encouraged to make use of print archives, digital media, and e-learning resources in formative assignments that require them to engage creatively with archival materials, blogging tools, Moodle and electronic resources in the library.

This module introduces you to principles and techniques of animation, such as storyboarding, sequential image making, narrative storytelling, character development, animating, sound, and editing. The emphasis will be on hands-on practice, bringing together creative and technical skills with industry-standard software (e.g., ToonBoom, Adobe Animate and other Creative Cloud tools). Students’ understanding and skills will be assessed through a series of practical assignments and projects. Feedback will be provided to help students improve their work and deepen their understanding of animation, which sets the foundation for more advanced projects in subsequent years of the programme. By the end of this module, students will have a solid understanding of the animation process and will be able to create their own short-form animated work.

Game Prototyping 1 allows students from different programmes to collaborate on a project using their diverse skills. You will work within a team of students from Computer Games Programming, Games Design, and Games Art to prototype a game-based project. The module will focus on using industry standard tools – such as Unity or Unreal Engine – so that you can quickly prototype a game. The aim is to introduce you to collaborative cross-disciplinary working practices that are essential when working within the games industry. The module will also support you with core employability skills in team working and cross-disciplinary working.

Genre Fictions develops the study of genre that was begun in your first year in the “Reading and Writing Fantasy Worlds” module, exploring theoretical approaches to the study of a range of different genres (e.g. horror fiction, spy fiction, social issue fiction, speculative fiction, superhero narratives, wuxia narratives) across a number of forms (e.g. prose narrative, graphic novel, film). Focusing on the development of cross-genre fiction from the mid twentieth century onwards, the module examines the ways in which genre is used as a means of literary classification and explores the political ideation behind a number of popular generic forms. This module asks such questions as: “What are the uses of genre?”, “How does genre fiction enable us to read the world around us?”, and “What do some of the most popular generic forms say about our culture?”. This module helps students explore research?specialisms?and helps them to prepare for the Dissertation and Professional Development module. The module helps to mature?a number of?skills sets, including study skills, critical thinking, terminology and methodology, research skills, writing skills, and Careers goals.?

The twentieth century was an ‘age of genocide’ with ‘ethnic cleansing’ and state-sanctioned mass murder taking place all around the globe. The effects of many of these events are still felt today through ongoing war crimes investigations, campaigns for victim compensation and highly politicised debates as to which atrocities should, in fact, be officially recognised as ‘genocide’. Students are thus encouraged to make connections between the events of the past and contemporary political and social issues. The module begins with an introduction to scholarly debates about the causes and stages of genocide, and a close analysis of the prevailing definition of ‘genocide’ within international law. Thereafter, students will explore examples of violence and forced displacement pre-1900 (e.g. the Trail of Tears, the ’Black War’ in Tasmania etc) before moving into a series of twentieth century case studies ranging from the 1904-07 Herero massacre in German South-West Africa through to the Srebrenica genocide of the 1990s. In the process, students will consider the value of undertaking comparative genocide studies and reflect critically upon the responses of the international community to such crises. Drawing upon the tutor’s research specialisms in memory and perpetrator studies, the module also examines the politics of commemoration and efforts towards restorative justice. The module enhances the global history provision within the BA History programme, and provides a pathway to the more specialised Level 6 option on the Holocaust.

This module explores the emergence, role, and organisation of global governance. This is the concept of dealing with cross-national issues at the international level. Students will be introduced to a range of global governance institutions (including the UN, IMF, and others), with a view to assessing their role and relevance in the modern world. Issue-specific case studies are used to introduce the global governance debates to be explored. The assessment for the module encourages students to develop their research and analytical skills in an employability-relevant format.

If you are registered on our Study Abroad Programme, there is no charge for tuition of this module. Students on the International Exchange or Erasmus Programme are welcome to register for this module for a standard 20 credit module fee of £2250. All students registered for this module - Study Abroad, Exchange or Erasmus - must pay a small supplemental charge of around £50-£150 to cover the costs of field trips. This module works in close cooperation with Discovering Literature in building key skills for the study of English Literature, such as critical analysis and independent research. We will look at how writers have represented London, and sought to understand the nature of city life, from 1600 to the present. The capital is a place of constant change, of joy and dynamism, as well as of alienation and fear. It has been a zone of inequality and violence, as well as a refuge for political radicals, racial minorities and sexual 'deviants'. It has been the venue for some of the most significant events in British history, and it was also one of the places where the modern, industrial mass society (with its many longstanding problems) first appeared. On the module we will see how the city's writers imaginatively responded to these complexities, in the Early Modern, Restoration, Victorian, Modernist and Postmodern periods. We will focus on the historical, cultural and political backgrounds to the texts, and this will include discussions about Victorian London, imperialism, the post-war settlement and the influx of new cultures, immigration, ethnicity, gender, the construction of public transport and the impact of new technologies. The multicultural diversity of London is reflected in the syllabus. An important activity is a field trip to the City of London, during which we will explore locations associated with Charles Dickens and with T.S. Eliot's poem The Waste Land.

There is student choice of assessment between group-based Fiction short film production, smaller-group Documentary film production, solo-made Audiovisual Essay, or solo-written Screenplay. The brief is open, but it is very much expected that notions of social and cultural impact from prior teaching will infuse project selection, development and delivery, and it is encouraged but not demanded that the MA’s opening Creative Research and Film Development module feeds into or lays the ground for this graduation project. Bringing to bear all prior learning in story development and filmmaking towards a recognised cultural impact, the graduation project will see you emerge with a high-quality film or screenplay project suitable to take forward into industry contexts.

You will form small crews to produce short films using industry working models with the aim of making socially relevant and engaging work. There is a particular emphasis both conceptually and practically on exploring co-creation and the involvement of communities and stakeholders, be that during narrative development or as actors, technicians or audience partners. With inclusivity, diversity and equality as its core ethos, Group Filmmaking encourages multiple modes of collaboration, representation and participation in line with industry practice and the driving forces of production within today’s creative sector. This project, distinct from the Graduation project, is strategically placed within the programme to introduce and embed the disciplines and benefits of group work within the cohort. This module will form the basis of your future creative relationships and allow you to explore and gain confidence in crew roles in preparation for the final project. You will be supported to build skills, reflect your interests and develop your unique creative voice, while aligning to the cultural impact requirements of different industry subsectors. Adhering to high production values, this wide variety of options includes short narrative dramas, commercials with a social remit, small crew observational documentaries and hybrid or docufictional projects. An intensive storytelling development lab introduces the module, continuing to build the degree’s inbuilt strand of story development and screenwriting, and providing vital strategies in preparation for this module’s production brief, which requires story research and development skills to be practically applied with reference to multiple genres, key contemporary global and local issues, social and cultural impact, and under-represented groups. It also integrates vital technical workshops to support skills learning and best practice delivery. Learning outcomes and course content are based on specific and transferable skills to increase employability and maximise audience engagement, distribution opportunities and impact.

This module is designed to consolidate all the film craft skills and creative processes learned so far, and to further empower students with the techniques and qualities required to make them employable in today’s industry. By now they will have identified the specific film craft discipline (cinematography, editing, directing, producing, etc) that they have genuine aptitude for, and be pursuing a more confident, informed and innovative approach to their project. They will work in groups with a greater understanding for each other’s roles and contributions to the collective effort and bring out the best in each other. Students form groups around original project proposals and work towards a common goal to launch a feasible, engaging and robust project proposal. This then is picked up in Group Production 2 and realised in the form of a thoroughly researched, considered and rigorously produced film. The focus in this module is on finding a story; and defining an audience and a style and approach to support artistic and creative intentions. The film craft and technical skills delivered throughout the programme, alongside intensive research and development into technical strategies and subject matter underpin the key outcomes of this pre-production module. Students will be encouraged to develop and represent more innovative and diverse voices as a group, enriching and widening their narrative scope, and the editorials skills acquired in year one and two. Year three shifts from the insular to a wider-world awareness, and the social, political and environmental topics that inevitably infuse films and filmmaking today. Therefore, students will develop their understanding of a variety of available broadcasting and streaming platforms, and learn to be more strategic in their approach to delivering content that finds its intended audience.

Health Promotion

The city of London has a fascinating history of engagement with the Scriptures. It is home to major Biblical artefacts and manuscripts, famous works of biblical art, and spectacular architecture. The Cyrus Cylinder, the Siege of Lachish relief, Shalmaneser's Black Obelisk, the Rosetta Stone, Codex Sinaiticus (the world's oldest Bible), Tyndale's Bible, Belshazzar's Feast (Rembrandt), Mond Crucifixion (Raphael), St Pauls' Cathedral, Westminster Abbey: no other city in the world can illuminate the Bible AND tell the story of its reception like London. And among the vibrant and diverse congregations that worship here, the story of the Bible's impact continues. In this module, students will see how the relationship between the people of London and the Bible has shaped (and continues to shape) both the identity of this city, and the global conceptualization of the Christian faith. Working from Gadamer's framework of reception history, students will see how our present understanding of the Scriptures has come to us through archeology, art, architecture, politics, hermeneutics, and culture.

This module focuses on the skills necessary to support human rights advocacy and campaigning. It is designed to prepare students for the world of international human rights law in action as a practitioner in the field. The module traces the journey from individual experiences of injustice to collective empowerment and mobilization for human rights protection. The lectures in this module critically examine what drives individuals and collectives to mobilize, challenge existing structures of power. This module will prepare students to act as catalysts for meaningful social change in their future professional activities.

Human Rights Defenders (HRDs) have an important role in the promotion and defence of human rights, and there is growing interest in their work as it takes place in a variety of contexts, pursuing different objectives and through diverse means. HRDs and their protection is, furthermore, a top priority in the human rights agendas of both the EU and the UN. However, HRDs' work is not always well understood and remains under-theorised and under-studied. This module aims at providing in-depth knowledge of and a critical approach to the role of HRDs, the international, regional and national frameworks applicable for the defence of human rights, as well as the practice of HRDs in specific hostile contexts.

This module is designed to introduce students to the complex debates concerning human rights. The hitherto abstract and theoretical discourse on human rights has developed substantially since the 1948 Universal Declaration of Human Rights grounded it in international law. Attention will therefore be paid to human rights both in theory and in practice, and to the interrelationship between the two. Human rights are an important area of social life, and underpin many political, legal, and moral decisions; as such they are of crucial importance to our understanding of sociology and social theory. This module aims: • to familiarise students with the theoretical debates concerning human rights and how they enable us to better understand historical and contemporary human rights concerns; • to encourage students to take an interest in current and historical affairs from countries around the globe; • to introduce students to the ways in which campaigning groups and individual persons seek to raise awareness of matters of human rights; • to develop in students the confidence and skills required to develop practical campaigns on real life issues; • to develop in students the confidence and skills required to engage in debates on complex issues; • to expose students to the opportunities for employment in the civil society / campaigning sector.

International Human Rights Law is specifically concerned with the protection of groups of individuals who are not in a position to fully enjoy human rights on the basis of equality with other members of society. In the human rights discourse these groups are labeled as 'vulnerable groups'. Factors that account for their vulnerability are many and include, inter alia, age, ethnic origin, race, gender, gender identity and sexual orientation, health status, and poverty. When violations of human rights take place usually it is the most 'vulnerable' that suffer: children, members of minority groups, women, or other groups in vulnerable positions (disable, migrant workers, refugees), the module examines what legal regime of protection international human rights has put in place for their protection. This module aims to expose students to the complexity of the protection of vulnerable groups at the international and regional levels, its achievements and gaps. Protection of vulnerable groups at the domestic level will also come under examination.

This module is intended as a rescue option for exceptional/urgent circumstances only. It provides an opportunity for students to undertake an independent creative project on an area of study undertaken at level 4 or 5. The project is a site in which students can apply their expertise to an area of interest. The subject, scope, approach and form of the work will be formulated by the student in negotiation with their programme convener/tutor building on that programme's aims and learning outcomes. Appropriate reading will be compiled by the student with support from their tutor as part of this work.

This independent study module is the main exit module of the MA Dance Practice and Performance programme: the project is a summative capture of the students learning through the programme and a presentation of where they see themselves as a dance artist ready to embark or re-embark into their career. The module provides opportunities for students to undertake independent practice research in order to produce a personal performance practice manifesto which fulfils their research interests and extrapolates the dance practice and performance discourse which they have encountered through their programme. Students will be encouraged to develop professional, outward-facing projects in order to engage with a unique vision for the development of their practice. The module will support the students’ exploration and planning of performances, training schemes, dance workshops and rehearsal techniques, for example. Students will be encouraged to criticise, re-examine, re-invent or disrupt the artistic aims and perspectives of dance performance and to consider their implications for performers, training methods, institutions, and what we recognise as the ‘workforce’, labour and ethos of the dance ‘industry’. Students develop original research which is supported by tutorials, peer review and open classes and workshops. The module operates as a series of practical workshops, laboratory tasks, offsite visits, feedback sessions, seminars and tutorials. Key feedback points are allocated during the year; these will be negotiated events with students making choices about the aims and structure of feedback processes.

This module gives students a valuable opportunity to showcase the knowledge and skills they will have acquired in the course of the programme, demonstrating how they can put into practice their analytical, critical and implementational skills to develop and produce a capstone project appropriate to their degree specialism. Students develop and build on their skills and experience (e.g., project design, research skills, coding, user experience, web design and technical and production skills), as well as their ability to conceptualise, manage and bring to completion a project to a professional standard. This module is designed to follow directly on from Project Proposal and to demonstrate the students’ capacity to engage with, and successfully resolve, a sustained programme of independent study. Students will be expected to initiate and develop their own programme of study using the practical skills and theoretical reflection they will have developed during their programme of study. The module will develop the student’s ability to pursue a rigorous and sustained practice-based project, which will be informed by a considered engagement with theoretical discourse. It will demand initiative and an ability to set and meet realistic goals and targets. Students will be expected to build on the work done throughout their programmes of study, utilising appropriate facilities as provided by the School of Arts and Digital Industries, in order to draw their studies to a successful resolution and prepare them for future professional development.

This module aims to provide students with an overview of the basic principles of international law that are essential for further study, research and effective practice in the fields of international human rights law and international criminal law. By the end of the course, students should feel comfortable analysing legal materials (legal instruments, jurisprudence and commentaries), constructing legal arguments and engaging in legal research pertaining to human rights. During this term students will gain knowledge of the international and regional human rights institutions and processes. Students will also be provided with an analytical, critical and contextual introduction to international human rights law. The module is designed to provide a solid legal foundation on the basis of which students will pursue their more specialised human rights research. While the scope and depth of the subject does not permit the International Human Rights and Criminal Law module to cover all relevant issues, it aims to familiarise students with the major contemporary features and debates within international human rights and criminal law. Further, it also provides students with an opportunity to develop their analytical skills in relation to the international law of human rights and gain competence in applying legal approaches to human rights as a complement to their other, interdisciplinary studies.

The module aims to provide students with a critical perspective on the relationship between the political and economic aspects of globalization, the state and market, and the political economy of "North-South' relations. Students will examine a range of theoretical perspectives on international political economy and globalization, social justice and development. Specific attention is given to consideration of the evolving global economic system (identifying the drivers of economic change and likely future rise of major economic powers) and the governance structures (including the array of regimes on trade and other issues) that are integral to it, and the way such changes have influenced development outcomes. Structured into the approach to these themes will be a critical awareness of the global social justice agenda. The module will consider a range of analytical issues on this theme including whether globalization hinders or helps the possibility of a fairer and sustainable world, how multilateral institutions can better foster a more just (re)distribution of global resources, and what might be the most effective road out of poverty.

This module provides an opportunity for students to develop initial understanding of the ancient classical world, through a diachronic study of Greek and Roman history from fifth-century Athens to the early Roman Principate. The module will look at the main political, military, social, cultural, religious and economic events, developments and changes during seven centuries and will supply comparative insights of Greek and Roman civilizations. The module will also introduce students to the study of ancient evidence (from written to archaeological and iconographical sources) and to methods of historical analysis.

The module aims to provide students with an introductory overview of Christian doctrine at a foundation level. It seeks to help students explore some of the underlying concepts, figures, methods, and questions in historical and contemporary expressions of Christianity. Throughout the module these underlying concerns will be considered in dialogue with various forms of Christian practice and in dialogue with the doctrinal context of students’ own traditions as well as displaying an awareness of the breadth and diversity of Christian doctrine as it is understood and practiced in the world today, including post-colonial engagements with Christian doctrine. This module will act as an introduction to the more in-depth study of later doctrinal/theological modules in the programme.

Introduction to Professional Practice

This module provides students with an in-depth level of understanding of selected theoretical and methodological issues related to the study of gender and Islam, inclusive of feminist, modernist/reformist and revivalist/traditionalist perspectives. In addition to a critically rigorous and hermeneutically informed analysis of the Qur'an, Hadith and the Tafsir genre, there will be a variety of sources to critically engage with, from specific academic secondary sources to visual sources such as films and TV documentaries which will be ideal means to discuss stereotypes related to Muslim women and men, as well as legal rulings, political platforms, human rights reports, biographies and literary texts. Students will critically engage with Islam in its diversity and developments by focusing on its cultural and social contexts both within Islamic countries and among Muslim communities in non-Islamic countries. Case studies and selected scholarly voices will be drawn from Sunni as well as Shi'i, Sufi and other expressions of Islam. Complex questions will be critically discussed relating to gender and identity, religious and political authority, female agency, ethics, social justice and human rights, inter-religious dialogue and diversity, and the interface between religion and culture. Key themes will be critically addressed, among which are: classical and modern exegesis of Quranic verses about gender roles, their legal implications and application in some Islamic countries; the role of culture in practices such as arranged and forced marriages, female circumcision, attitudes towards homosexuality and interreligious marriages. Other themes may include the uses of the "normative" past in modern debates (the Prophet's wives and Companions as role models for Muslim women today), Muslim women in religious/ ritual political leadership roles, jihadi movements' understanding of gender roles and sexuality as well as their attitudes towards non-Muslims or Muslim minority groups. Special emphasis will be given to Muslim voices in academic and general debates and approaches to the issues and how they compare to outsiders' perceptions.

Digital technology has changed the way news is produced, packaged, distributed, consumed and used by readers and audiences. This module will introduce students to that media environment by letting them start to address the implications of some of the forces altering the foundations of some of the creative industries, while providing a grounding in some analyses of news media. The module will introduce students to contemporary debates about the possibilities and challenges, and cultural and political impact, of online news and social media. It will situate this in an introduction to some basic issues concerning the mass media in Britain, both offline and online. It introduces and demonstrates varying commercial, structural and cultural differences between different news media and the products they generate, who owns and controls them, how they are regulated and how these factors have influenced their content, impact and reception. This module fits into the context of the programme by helping students recognise the relationships between journalistic production, media consumption and social media. It also introduces students to key analytical study skills. The module is geared towards providing an awareness of the changing media industry from both an academic and professional viewpoint. It is focused towards educating students in an understanding that is required for them to start to understand their potential place in the changing creative industries.

In Journalism Project, you will deepen and broaden your creative and technical skills as you develop an original media product. This is a follow-up to Multimedia Production, a module that calls on you to design, plan and pitch a new product proposal.

You will have the option of working individually or in teams. Those working in teams will build and launch a new digital and print magazine brand. Students working individually will create a content-rich website populated with original multimedia work. In both cases, the objective will be to produce professional-standard journalism that is audience-focused and commercially viable.

Each week will focus on a different aspect of the production process. This will include editorial planning, content creation across multiple platforms, audience engagement and social media. Each week will feature workshops aimed at creating the space for collaboration. As the weeks unfold, you will gain valuable skills in project management, teamwork and organisation, as well as media-specific skills in magazine and website design, audio-visual production, packaging and repurposing content, and social media-based promotion. Content formats, styles and platforms are constantly changing, and this module is designed to reflect these changes.

The module will conclude with a launch presentation to a panel of media professionals and staff, where you unveil your new products.

The Lab is an opportunity for students to work in a different discipline from their own, to work alongside students from a variety of disciplines and work with expert tutors in that field. One lab-module at each level of study will offer multiple options for students to choose one out of a selection of thematically distinct, cross-disciplinary project-focused labs. Selecting from a pool of projects, students spend the semester focusing on a brief, through which they develop practical and intellectual skills and create outputs to add to their larger portfolio of work across their programme of study. Students will be guided to select their first project before the Winter Break and will be assigned to the appropriate project group accordingly. Students will be expected to attend weekly workshops to immerse themselves in the subject specific content needed to execute their brief. This content will be delivered using the most appropriate means (e.g., workshop, demonstration, discussion, lecture etc.) and will be supported by on-line material to enrich class interaction. Group/individual tutorial support will be available each week to ensure that students are fully supported and making steady progress.

Lab 2 is an opportunity for students to work in a different discipline from their own, to work alongside students from a variety of disciplines and work with expert tutors in that field. Choosing a topic from a set list of project titles (see below), students work on a project brief over the second semester (as in Lab 1). This will enable them to consolidate skills and techniques encountered in year 1 and, crucially, develop additional practical and intellectual skills as they create the second output to add to their larger portfolio of work. This portfolio is intended to allow them to showcase their talents to prospective employers, clients, or investors. Students will be guided to select their second project before the Winter Break and will be assigned to the appropriate project group accordingly.

The Lab is an opportunity for students to work in a different discipline from their own, to work alongside students from a variety of disciplines and work with expert tutors in that field. As in Labs 1 and 2, students select a project brief which they work on over the second semester. This will enable them to put skills and techniques encountered in Years 1 and 2 into practice at an advanced standard and, crucially, develop additional practical and intellectual skills as they create the final output to add to their portfolio of work. This portfolio is intended to allow them to showcase their talents to prospective employers, clients, or investors.

Can you love nature, and can it love you back? Can we enter into meaningful relationships with plants and animals? What, if anything, do we owe future generations, and can we prevent mass extinctions, including our own? Environmentalist thinkers, writers, activists, and artists were grappling with these questions long before the climate crisis thrust them into the public consciousness. Environmental literature and philosophy can help us contend with the environmental damage that we, and the systems we have built, have wrought. “Literature, Ethics, and the Environment” offers you the opportunity to study topics as varied as animal-human relationships, the ethics of activism, eco-feminism, landfill art, Indigenous worldviews, and environmentalist children’s literature. It will also enable you to explore the relationship between philosophy, literature, and ethics, and the ways in which these can complement and challenge each other. And you will be guided throughout by experts from across disciplines who are engaged with cutting-edge environmental research.

This module places literature within twentieth and twenty-first century media and popular culture ecologies, mapping a trajectory from the impact of the second industrial age and the birth of cinema, to the?rapidly changing experience and nature of human character in the digital age and the age of mass media.?In this module, we will investigate the interrelations between literature and media by exploring how writing alludes to?and appropriates the forms and techniques of visual and/or digital media.?From literature’s borrowing of cinematic techniques to the impact of media receptions on literary works, this module asks questions about the mediation of writing and experience through media technologies, and explores how media has transformed literature on the level of form and content.? The module will serve as a pathway from and into a range of English Literature, Creative Writing and Film modules at level 4, 5 and 6. This module helps students explore research?specialisms?and helps them to prepare for the Dissertation and Professional Development module. The module helps to mature?a number of?skills sets, including study skills, critical thinking, terminology and methodology, research skills, writing skills, and Careers goals.?

This module offers an in-depth study of the social and cultural history of the Third Reich, 1933-1945. While consideration is, necessarily, given to the NSDAP's rise to power and the workings of the Nazi state, the primary focus rests with the experiences of 'ordinary' Germans during this period. In particular, the module analyses Nazi efforts to construct a Volksgemeinschaft - a classless 'People's Community' based upon blood ties and loyalty to the regime. It does this through 4 key strands: 1. The impact of key social policies aimed at improving working and living conditions in Germany (including healthcare and welfare initiatives); 2. Nazi ambitions to foster a new 'political religion' to unite the people (including the appropriation of Christian fete days and the creation of an elaborate 'cult of the dead' around fallen heroes); 3. Cultural expressions of the National Socialist message (including music, literature, film and 'everyday' objects); 4. Assessments of public consensus, dissent and resistance, as compiled by both Nazi and opposition sources. At the same time, the module examines the fate of those who were excluded from membership of the Volksgemeinschaft, including the persecution of German Jews, Sinti and Roma, Black Germans, homosexuals, political opponents and so-called 'asocials', i.e. vagrants, alcoholics and petty criminals. A final session on the execution of Nazi war criminals in 1946 draws upon the tutor's latest research to consider the lingering traces of the Third Reich - and reflect upon the postwar struggle to come to terms with this devastating chapter of German history.

If you are registered on our Study Abroad Programme, there is no charge for tuition of this module. Students on the International Exchange or Erasmus Programme are welcome to register for this module for a standard 20 credit module fee of £2250. All students registered for this module - Study Abroad, Exchange or Erasmus - must pay a small supplemental charge of around £50-£150 to cover the costs of fields trips. This module provides an opportunity for students to develop a deeper understanding of the history of London and of some of its most celebrated monuments, heritage and art-historical sites. In past years, this module has only been available to study abroad students, but there is no reason this module should not be available to home students. In opening the module to UK/EU and non-EU students the programme achieves two things: first, it offers a pathway for students from first year to study London's history in greater depth, and second, it internationalizes the learning experience. The module puts students in touch with various types of historical artefacts - architecture, sculpture, painting and archaeological objects - and to various types of historical sources and approaches to them. Students will develop a meaningful awareness of the particular character and challenges of London history through these visual and material sources as well as texts, both factual and fictional. The syllabus will include visits to London's museums and heritage sites such as Westminster Abbey, the Tower of London and less well-known sites, off the 'tourist trail'.

If you are registered on our Study Abroad Programme, there is no charge for tuition of this module. Students on the International Exchange or Erasmus Programme are welcome to register for this module for a standard 20 credit module fee of £2250. All students registered for this module - Study Abroad, Exchange or Erasmus - must pay a small supplemental charge of around £50-£150 to cover the costs of fields trips. This module provides an opportunity for students to develop a deeper understanding of the history of London and of some of its most celebrated monuments, heritage and art-historical sites. In past years, this module has only been available to study abroad students, but there is no reason this module should not be available to home students. In opening the module to UK/EU and non-EU students the programme achieves two things: first, it offers a pathway for students from first year to study London's history in greater depth, and second, it internationalizes the learning experience. The module puts students in touch with various types of historical artefacts - architecture, sculpture, painting and archaeological objects - and to various types of historical sources and approaches to them. Students will develop a meaningful awareness of the particular character and challenges of London history through these visual and material sources as well as texts, both factual and fictional. The syllabus will include visits to London's museums and heritage sites such as Westminster Abbey, the Tower of London and less well-known sites, off the 'tourist trail'.

This module provides an opportunity for students to develop an understanding of the history of London and of some of its most celebrated monuments, heritage and cultural sites. It will introduce students to various types of artefacts be they architecture, sculpture, painting and archaeological objects. It also explores various types of historical sources and approaches to the past through London’s urban spaces. You will develop a meaningful awareness of the particular character and challenges of London history through these visual and material sources as well as texts, both factual and fictional. The syllabus includes several visits to London’s museums and heritage sites such as the Tower of London, St. Paul’s Cathedral, the Royal Albert Hall, V&A Museum, and less well-known sites off the 'tourist trail' such as Dr. Johnson’s House, the ancient amphitheatre, and Brixton’s Black Culture Archives.

Numerous philosophers have claimed that the capacity to love is fundamentally human, and within the Christian tradition this goes hand in hand with the idea that we relate to God in this way (God is love). We shall look at the origins of some of these ideas in Plato’s Symposium, and make explicit their relevance to an understanding of desire, sex and death. This module operates at the intersection of philosophy and theology, but the focus is primarily philosophical, and some of the thinkers we consider operate from within a resolutely secular framework. We shall consider the relation between different kinds of love (eros, agape, and philia), and how, if at all, these loves relate us to goodness, God, and other human beings. Other questions include: what is the metaphysical and religious significance of love? Where do desire and sex come into the picture? What is a science of sex, and can it tell us anything important about love and desire? What do I desire when I desire another person? What of my desire for goodness or God? Can my desire for another person lead me to goodness or God? Or can it lead me astray?

This module begins with improvisation as a basis for movement generation through shared and individual workshop tasks and movement problem solving. Students investigate a variety of situations in order to start thinking about their unique movement identity and to begin developing a broader dance vocabulary through their practice. The concepts of movement initiation and movement development are explored using imagery; kinaesthetic feedback and the key foundations of body-form, dynamics, space and time are addressed. Making compositional decisions in real-time through the use of scores and collaboration skills are also explored. Crafting skills are introduced to structure short spontaneous movement studies to create a platform for longer choreographic works. This module provides opportunities for students to generate, define and refine ideas in movement and realise these in performance. Students are encouraged to recognise the importance of feedback from peers and from tutors and to utilise this effectively. Strong links are made in the module to students’ work in other modules across the programme. Dance Performance for example requires the insights and skills acquired here in improvisation and devising that apply directly to performance making and performance itself. It lays the foundational compositional skills in the use of space and time to be developed in 2nd and 3rd year choreography and performance modules. Compositional thinking and decisions making supports learning across the programme.

Managing Services in Health Care

.

This module is built around explorations of choreography and media where the concept of media is framed in two interrelated ways. First, 'media' is taken to mobilise questions of intermediality and transdisciplinarity in dance, questions which concern the variety of fields in which choreography is practised and experienced including the visual arts, performance arts, architecture and design. Second, 'media' is taken to imply questions of technological mediation and the new devices and environments which transform the making of dance including screen media, computers, online spaces. Focusing on the ways in which choreography is made outside of theatre auditoria by artists and audiences, the module invites students to conceive of the critical and design possibilities of art that works both at the edges of disciplines and with bodies in mediated spaces.

.

This module introduces students to a broad range of material and themes relevant to the history of medicine, highlighting changes and continuities in medical practice and theory. It is organized around a ‘thematic case study’ model in which, each week, students will be introduced to a broad theme with one half of the lecture/seminar dedicated to a case study drawn from the societies of ancient Greece and Rome and the second half dedicated to a case study drawn from eighteenth- and nineteenth-century Europe and North America. This 'thematic case study' model will enable students to see the similarities and differences in the ways in which people have managed disease and bodily health across the western world over the longue durée, as well as the lasting influence of the Hippocratic and Galenic traditions. It will also allow students from Classics to study subject matter relevant to their interests throughout the course of the module, rather than confining such topics to the first few weeks of the module, as would be the case if it was organized on a strictly chronological basis.

Immigration driven processes affect us all, especially students and those studying in London. This module combines urban sociology and migration studies with specific focus on race and racialization processes while making these issues personally relatable, timely, and relevant for future of young graduates – whether in research, social work or business. This module aims at offering students a comprehensive, multidisciplinary introduction to the social scientific study of migration, exploring its social, economic, cultural outcomes, with particular attention to racism. To do so, students will be equipped with understanding of relevant theoretical debates, contemporary empirical research and given opportunities to interpret these issues with attention to fine ethnographic detail focusing on urban space. Building on module of sociology of the everyday, and sociological imagination this module offers a unique and innovative learning environment to help students apply theories and concepts to real life – their own or observed during immersive fieldtrip which forms an integral part of the module. The personalized assessments (visual ethnography and an essay on students’ own experiences of urban space) allow students to creatively and innovatively connect theory and data at the same time building confidence and intellectual foundations for 3rd ISM and future study or employment plans.

This module examines successful and ill-fated attempts at regime change during the modern period. We explore the political, social, economic and cultural conditions that can spark revolution, and consider the changing methods by which revolutionary ideas are spread - from seventeenth century broadsides through to twentieth century newspapers and broadcasting media, and contemporary social media. Crucially, this module adopts a global perspective, not only drawing upon case studies of revolutions in Europe, the Americas and the Middle East, but also considering connections between them. We will consider how geographically distant events were framed by domestic commentators, often informing rhetoric (and state responses) to subsequent acts of mass protest. The Declaration of Independence at the end of the American Revolution, for instance, influenced the National Assembly's Declaration of the Rights of Man and the Citizen during the French Revolution. The French Revolution, in turn, would inspire the Haitian Revolution. The module also reflects critically on how we interpret different uprisings. The Chinese Revolution of 1911, for example, was as much an anti-colonial uprising as a nation-building project. The October Revolution of 1917, in contrast, sparked an internationalist Communist revolutionary project with global implications. The module introduces students to historians’ debates, and how to analyse the actions and philosophies of revolutionary leaders, and how we might recover the lived experiences of ‘ordinary’ people. Students will work with a wide range of primary sources including revolutionary tracts, propaganda, policy documents, oral testimony, social media videos etc.?By utilizing changing media (newspapers, television, social media), this module thus examines the importance of global publics for influencing the success or failure of revolutions such as the Iranian Revolution in 1979, the peaceful revolutions of 1989, and the Arab Spring in the 2010s.

In this module, students will apply their knowledge of theories, skills and techniques acquired in ‘Graphic Design’ (autumn term) to the moving image. The module will focus of image creation and processing for sound and moving image such as editing, post-production, motion graphics and animation. From video formats and codecs, to animation techniques, this module covers a wide range of different techniques. Students will learn basic modelling techniques such as boundary representation, sculpting, and nurbs modelling, as well as principles of animation. Introducing production pipelines, students will be able to model, texture, and render their own animations, and will understands fundamental principles of motion design such as compositing, key framing, and masking. This module leads towards gamification principles, real-time game engines and their applications taught in the Year 5 modules User Experience and Interaction Design.

This module is devised so that students deepen their understanding of relations between music and dance through choreomusical analysis. Given that nearly all dance is performed with music alongside it, the module provides an opportunity to integrate this central component into a fuller understanding of dance. The module is designed to suit dance students with or without musical training. It provides a model for interdisciplinary work across the arts, whilst drawing from historical, analytical and practical methodologies. The aim is to develop understanding of the musical choices and theories of musical function in dance, of formal considerations, issues of meaning, and cultural implications relating to the interaction of choreography and music, and of notions of musicality in choreographer and performer. Different modes of enquiry and delivery during the module are expected to benefit students in reciprocal fashion: i.e. the embodiment of theory and viewing of student experiment will develop theoretical ideas in tandem with the convention of theory informing practice.

Computer networks are a foundation of modern societies that interconnect countries, cities, towns, and communities across the globe. Networks are expected to operate continuously and flawlessly, 365 days per year, 24 hours per day as they transfer vast quantities of information (e.g., financial, medical, entertainment, business, governmental etc.) that is crucial to virtually every aspect of modern life. Without appropriate and relevant knowledge, practical and professional skills, such networks would be difficult to deploy, expand, develop, and maintain. This module introduces students to the domain of networking, based on principles of "secure-by-design", and to the professional expectations that they must recognise and adhere to, as emerging practitioners in the field. Indicative topics include an introduction to CyBOK, an introduction to laws, regulations, professional standards, practices and ethics for the cyber security profession; an introduction to networking and security concepts, security goals; examining equality, diversity and inclusion in cyber security; exploring themes of sustainability in cyber security; the OSI reference model, infrastructure and topologies, wireless networking security, protocols (e.g., TCP, IP, UDP IP4, IP6, ICMP, ARP), routers, routing, network segmentation, network services (e.g., firewalls, ftp, DHCP, DNS), tools & applications (e.g., ping, whois, nmap, nslookup, netcat, tracert, packet tracer, Wireshark), logs, network monitoring, firewalls, BYOD. Programme Context The Networking and Security Practice module is a prerequisite to Security Testing, Digital Forensics and Cyber Security Automation modules. Professional Benefits On completion of this module, students will have acquired essential knowledge and skills, that will serve as a foundation for career pathways in network security.

You will develop your news writing and reporting skills, starting with finding out how to identify newsworthy events. You will gain a working knowledge of Britain's most important institutions, so you can make use of them for sources. You will learn how to write stories that deliver the critical information that readers need.

In Newsmaking, you learn about the traditions, conventions and narrative strategies of news writing and reporting, and develop the ability to identify newsworthy events and facts. You locate, contact and interview relevant sources, and obtain facts, figures and contextual information from public reports, press releases, media stories and databases. You research, write, edit and proof-read your own news stories. At the same time, the module provides you with a basic working knowledge of Britain’s most important institutions at national and local level as sources for stories. You will also discuss current affairs.

In Newsmaking, students learn about the traditions, conventions and narrative strategies of news writing and reporting, and develop the ability to identify newsworthy events and facts. They locate, contact and interview relevant sources, and obtain facts, figures and contextual information from public reports, press releases, media stories and databases. They research, write, edit and proof-read their own news stories. At the same time, the module provides students with a basic working knowledge of Britain’s most important institutions at national and local level as sources for stories and encourages discussions about current affairs.

This practice-based module is designed to introduce students to the basic languages, grammars, conventions and techniques of digital video production for online media. It provides students with the knowledge and skills to work independently, creatively and efficiently, on their own or as part of a micro-budget, mini-crew short video project whilst in charge of at least one key production element within a team. Students will have the opportunity to familiarize themselves and experiment with standard studio equipment for video and sound recording and with lab postproduction environments and technologies.

This module is for students to engage with, develop and demonstrate their performance practice. It rests on one of the core understandings that underpins this programme: that through performance the dancer can engage with intellectual, imaginative, physical and kinaesthetic challenges in order to develop their learning. This is supported and enhanced by the Practice-as-Research and Dance Practice modules. It draws insights from each of these modules and encourages students to demonstrate through performance, the links between technique, choreography and theoretical strands of study. Students will have timetabled sessions with commissioned choreographers as well as the opportunity to work with student choreographers from both undergraduate and postgraduate programmes. They will experience a variety of working methods – e.g. improvisation, learned repertoire, diverse devising processes – and styles depending on the commissioning process each year. Rehearsals, workshops and working with a variety of choreographers provide the context for learning to develop according to each students interests and challenges.

What is young adult fiction? Is it a description of a type of story, or is it a genre in itself? What distinguishes it from fiction for children and fiction for adults? And why do we need it?

In The Invention of YA we’ll explore the development of the ‘young adult’ genre by reading widely and internationally. We’ll think about YA tropes and how they’re subverted in the best YA fiction. We’ll remember all those characters in children’s literature we wanted more from, and imagine their after- lives. We’ll explore the history of YA literature in myth and wonder tale, and look at how these stories invite us to cross borders and inhabit liminal spaces. We’ll join gold-blooded warriors in a fictionalised West Africa, return to Narnia with innocence lost, and visit chilling dystopias on the brink of revolution. We’ll ride a magical train across the galaxy. We’ll listen to The Smiths with a 90s high school freshman.

In the module summary, the set text for the week is in bold—that’s our compulsory reading. There’s also a companion piece, which I strongly encourage you to look at as well. I’ve tried to make these fun and interesting — films, songs, short stories, or shorter novels you’re likely to know something about already.

If you have any questions, don't hesitate to contact me at joanna.gilar@roehampton.ac.uk

This module introduces students to some of the core features of a police constable’s role. It examines the extent of police powers in key areas of policing e.g. powers of arrest, and how these are regulated. Students will understand important legislation in the exercise of police powers. Students will discuss through workshops and seminars how police should go about their duties in a professional way and without bias. This includes discussing the role of the police officer within the wider criminal justice e.g. as regards recording incidents, detaining people in police custody etc.

Political parties are at the heart of government and key to understanding the exercise of power in society. At election time, votes pick candidates standing for parties with a range of policies shaped by different interests and views about society. The result determines who gets to make decisions that impact all our lives. Joining a party and campaigning in elections is also a well-trodden route into politics for those who want to get active. But as this module will explore, drawing on cases from across the world, much has changed in electoral politics. Parties today are no longer the mass organisations they once were. Political campaigns and communications have been transformed. At the same time, the political attachments of voters have shifted, and the public’s view of politics dimmed. Elections have become more fluid and fragmented – and levels of political engagement fallen. And while political action has long existing beyond the ballot box - through trade unions and other interest and pressure groups – the intensity and influence of these political forms has in many ways grown. Some students taking this module will have an eye on being a political activist. For others, an understanding of political action – and the techniques of political campaigning and communication - will be vital for a wide range of professional roles. Whatever students go on and do, this module will enable them to explore how we do politics today – and how we experience politics in our everyday lives.

The module provides a significant opportunity for independent project-based learning for final-year students at a greater length and depth than is possible in an ordinary module. The project will focus on a significant question, practical, professional or creative challenge in Politics of particular interest to the student. In dialogue with a designated supervisor, students will not only design a suitable project, but further develop the skills they will need for the progress and completion of the work. All of the following require a formal proposal to be accepted before the project may commence. The final version of the proposal after required revisions is an assessed component, as detailed further below. Four types of projects are envisaged as follows: (1) Traditional: This will consist of a single 8,000 word dissertation addressing, via a sustained and critical argument, a significant and challenging problem in Politics in dialogue with appropriate sources. Students wishing to take this option will normally be required to have achieved a particular level in their level 5 study, typically 55% or above. (2) Structured: This will consist of a body of work centred on a significant and challenging problem in Politics, in dialogue with appropriate sources. Students will submit: (a) A portfolio of 4,000 words (equiv.) typically containing a selection of critical reviews of relevant literature (e.g. 4 x 500 plus 2 x 1,000 word reviews) (b) A 4,000 word project essay engaging with these and other sources in addressing, via a sustained and critical argument, a significant and challenging problem in the field. Note: Students taking either the traditional or structured option will be encouraged to conclude with a brief reflection on the experience of working on the project. (3) Professional: This will entail the student developing, delivering and evaluating a professional project, equivalent to 20 credits of study. This may be within a public or private institution, or HE context and will need the approval and support of a suitable “field supervisor”, similar to a placement, who will submit a brief supervisor report on completion. Students will submit: (a) A portfolio of evidence including a brief description, notes, photographs, participant feedback (as appropriate), together with the field supervisor’s report. (b) A critical analysis of 4,000 words expounding the context, aims, design and execution of the project together with a personal and professional reflection on what has been learned from the experience. (4) Creative: This will allow students to engage in creative writing, the production of artefacts, photographic, audio, multi-media installations or educational resources, equivalent to 20 credits of study. Students will submit: (a) A portfolio or virtual exhibition of their work (b) A 4,000-word critical introduction and commentary setting their portfolio in context and reflecting theoretically and creatively on their audience and their approach to the work. Other types of project work may be possible with the approval of the module tutor.

In this module, you will explore the complex and dynamic interplay between popular culture and society. You will encounter a wide range of media, including television, film, music, literature, fashion, and social media, among others. You will examine how popular culture both reflects and shapes societal norms, values, and power dynamics, and how it can be used as a tool for social and cultural change. The relationship between popular culture and society is a complex and multifaceted one. Popular culture both reflects and shapes societal attitudes, beliefs, and behaviours.

This module provides an introduction to practical ethics. It aims to give students the theoretical tools to think through the normative and conceptual dimensions of actual moral problems in personal, social, legal, and political life. Topics may include meat-eating, immigration, euthanasia, drugs, defensive harm, abortion, living organ donation, pornography, and poverty. The module helps students to begin to develop their initial skills in the identification and construction of argumentation in ethical thought, with a focus on developing a critical analysis of a range of responses to ethical and political problems within analytical philosophy. The module exposes students to a range of arguments from different moral perspectives, with students being asked to interrogate their own ethical commitments and provide a reasoned defense of their views and a critique of competing ethical positions.

This module will give student producers an opportunity for hands-on experience in the logistical, financial, creative, and people management aspects of the film making process. They will learn that whilst every film involves a series of routine processes, each film is also unique, with its own set of challenges to overcome. Activities will include location scouting and agreement, project development, risk assessment, crew scheduling, production workflow, and sign-off at the end of post-production. Students will also be required to pinpoint potential audiences and markets, and put together either a confident and engaging teaser, pitch-deck or a trailer for their practical project. By the end of the module, they will have an elevated level of understanding of each and every creative and technical process that film production entails, how much it costs, and what the ideal professional approach should be in managing the crew. Moving forward, the module will prepare the students for their group production in year 3 and for all film activities and professional opportunities that they pursue in the future.

Professional Evidence Based Practice

The scope of this module is to teach students the pragmatic rules governing the job recruitment world through interactive weekly workshops. The module teaches life-long knowledge and strategies for identifying or changing career paths, by guiding each student through a personal reflection of their values and other practical life’s needs. It will teach students the importance of switching their mentality from “service receivers” to “service providers”. The module uses Social Sciences concepts and knowledge learnt so far as a tool to help students develop the “commercial awareness” needed to excel in job applications, interviews and their career. It will teach students what recruiters are looking for in job candidates’ curriculum vitae (CV) and covering letters. The module will also teach students how to prepare and walk into job interviews with self-confidence, and how to negotiate employment terms with employers and recruiters. During the semester, external speakers will join the sessions to talk about their life-long job seeking experiences and outcomes, and to provide personal suggestions

Vikings contributed to economic growth and in areas which they took over fully - such as medieval Iceland - provided security and order, but kingdoms and monasteries which stood in their path were destroyed, and they divided the loyalties of long-established communities. This course investigates the impact of the Vikings upon north-west Europe, with special reference to England between the ages of King Alfred the Great and King AEthelred the ill-advised. It draws upon heroic literature, archaeology and art history, as well historical records, to provide insight into the lives of heroes, traders, holy men across the North Sea world. It considers themes such as blood feud, exchange and propaganda, and offers an inter-disciplinary approach to medieval history.

This module will build upon the skills and knowledge developed in Discovering Literature by introducing literary history and notions of literary value and subjecting them to critical scrutiny. It specifically focuses on pre-20th-century literature in order to challenge the idea of the canon at source. Students will be introduced to key texts exemplifying the major literary periods: teaching blocks will discuss texts from early medieval through to the early twentieth century, establishing a dialogue between landmark ‘canonical’ texts and texts written by or representing people marginalised from traditional histories and judgements of literary value (judgements often shaped by power relations based on social class, race and ethnicity, nationality, religion, gender, and/or sexuality). The module will empower students to ask vital questions about literature and literary criticism: Who gets to decide what literary value is, and how do traditional notions of literary history and value marginalise and silence other kinds of writers and writing? How can writers ‘write back’ from the margins and challenge dominant power structures and social practices? What approaches and techniques do literary critics and historians use to recover different voices from the past? How do contemporary appropriations and adaptations of classic texts make them relevant to present day readers and audiences?

This module aims to critically analyse the operation of race, ethnicity, criminalisation, identity, power, coloniality, immigration within the context of criminal justice. The module acknowledges that racialised inequalities in the criminal justice system cannot be properly understood, analysed, or addressed without considering how they are affected by historical and contemporary issues of, race and racism in Britain and elsewhere. It takes an intersectional view of race, ethnicity, and justice, considering how experiences of the criminal justice system are affected by socioeconomic and political structures in British society.

The module addresses crucial issues in the study of contemporary religions in their cultural, political and social contexts and in relation to the environment. Religions can be regarded as transformative cultures in their capacity to transform the larger socio-political cultures within which they belong, and as cultures they can be in need of transformation in how they engage with changing ecological and political paradigms – including gender, class and race. To recognize this means addressing complex issues to do with tradition and modernity, faith and politics, science and religion, and gender and sexuality. In the contemporary world, environmental degradation is among the most urgent issues facing humankind, and it requires responses that encompass the political as well as the personal, the religious as well as the scientific. This course asks what resources are available within historical and contemporary religious texts and practices to respond to these challenges. Bringing ecology and political theories and debates into dialogue with theology and religious studies, the course explores critical, ethical and constructive approaches to religions within the contexts of modern cultures and politics.

The module addresses crucial issues in the study of contemporary religions in their cultural, political and social contexts and in relation to the environment. Religions can be regarded as transformative cultures in their capacity to transform the larger socio-political cultures within which they belong, and as cultures they can be in need of transformation in how they engage with changing ecological and political paradigms – including gender, class and race. To recognize this means addressing complex issues to do with tradition and modernity, faith and politics, science and religion, and gender and sexuality. In the contemporary world, environmental degradation is among the most urgent issues facing humankind, and it requires responses that encompass the political as well as the personal, the religious as well as the scientific. This course asks what resources are available within historical and contemporary religious texts and practices to respond to these challenges. Bringing ecology and political theories and debates into dialogue with theology and religious studies, the course explores critical, ethical and constructive approaches to religions within the contexts of modern cultures and politics.

This module addresses the representation of the Holocaust in literature, art, drama and film. Students will be encouraged to discover and discuss the connections between these art forms and other media and to see their relevance to contemporary society and to their own lives. Historical fact, religious faith and human agency will be explored through written autobiography and a variety of creative works. The module will promote an understanding of the difficulty of creating appropriate artistic responses to the experience and effects of one of the most catastrophic events of the twentieth century. It is also concerned with the analysis and critical discussion of authenticity, the role of authorship and the nature of cultural representation; the tensions between truth and fiction; the ethics and aesthetics of memorialization and also the misappropriation of tragic events for commercial or political gain. The module will examine the responsibility of individuals to remember, record and commemorate events of the Holocaust and other genocides. We shall also consider the personal responsibility that comes with the privileges of cultural freedom.

This module aims to equip students to identify, access and engage critically with a significant quantity of appropriate literature and current research in their proposed area of study, and identify significant gaps, uncertainties, or new possibilities that might reasonably suggest key research questions and inform the design of their doctoral projects. The module will explore the value and significance of a literature review to a wider project, and the different ways such material may be presented and/or be woven into the sustained argument of a thesis. Students may also be introduced to search engines, knowledge representation packages, bibliographic databases and other software tools by which a modern large scale literature survey may be effectively managed. Together with DPT030D004S, this module will form part of the basis for the student’s RDCom2 process. The RDCom2 form will be introduced, especially focusing on Section A, and relating the literature review to this part of the research design. Students will begin to explore possibilities for empirical research in their projects, and be directed to appropriate Graduate School resources.

This module enables students to construct a final stage project proposal for their doctoral research. This will involve the key elements of research design including: (1) the posing of an overall research question emerging from relevant problems int a defined area of their particular faith practice and based on the latest research literature; (2) the adoption of a clear and scholarly methodological, philosophical or critical stance; (3) the selection of appropriate methods; (4) the identification of ethical issues and the completion of any clearance required; and (5) the elements of project planning and the construction of a realistic and achievable timetable of study and writing. This module will form part of the basis for the RDCom2 process.

This module develops both the skills students need in order to undertake research (including for the dissertation and, more broadly, in the workplace) and for the purposes of employability. Students will be encouraged to think about the inter-relationship between their studies and their potential future careers, alongside identifying skills they need for entry-level jobs and higher. The assessments used reflect the dual nature of the module. The first half of the assessment encourages students to consider what they may wish to write an extended piece about during the Third Year, whilst the second half helps to prepare them for the employment market.

This module develops both the skills students need in order to undertake research (including for the dissertation and, more broadly, in the workplace) and for the purposes of employability. Students will be encouraged to think about the inter-relationship between their studies and their potential future careers, alongside identifying skills they need for entry-level jobs and higher. The assessments used reflect the dual nature of the module. The first half of the assessment encourages students to consider what they may wish to write an extended piece about during the Third Year, whilst the second half helps to prepare them for the employment market.

Whether students are heading for a job in human rights local organisations, in the organisms of the international protection system, in national public administrations, in the academia, or in the private sector, taking action on human rights requires the production of evidence on which public agencies and private actors alike base their interventions. This module aims at providing both theoretical knowledge and practical skills concerning the methodologies and tools involved in human rights research, data collection and evidence production, as well as the forms of presenting such research and evidence to different audiences and through different means.

Risk Assessment in Health Care

This module aims to introduce students to the collection of writings known as the New Testament. This will include a thorough discussion of the historical, literary, religious and cultural background in both Jewish and Graeco-Roman contexts, as well as focused explorations of the Gospels, Acts, Paul, other epistles and the book of Revelation. The approach throughout is to help students capture something of the developing, contingent, and often diverse perspectives of the texts; what they tell us not only about both Christianity’s founding figures and ideas, but also the communities within which the texts were written, their beliefs, experiences, challenges and visions.

This module examines the basic questions of metaphysics in the history of modern philosophy from the seventeenth-century to the present day, and builds on the philosophical themes and concepts introduced in Level 4 Early Modern Thought. The module will examine early modern, modern and contemporary approaches to fundamental issues such as substance, God, the nature of the self, time and space, causation, human freedom and knowledge of the physical world. It will critically analyse the arguments of thinkers from the early modern period (for instance, Locke, Berkeley, Spinoza, Leibniz, Hume), the modern period (for example, Kant and Bergson) the twentieth century (Ayer, Quine, McTaggart, Frankfurt and Davidson, for instance) and introduce contemporary work in metaphysics.

If you are registered on our Study Abroad Programme, there is no charge for tuition of this module. Students on the International Exchange or Erasmus Programme are welcome to register for this module for a standard 20 credit module fee of £2250. All students registered for this module - Study Abroad, Exchange or Erasmus - must pay a small supplemental charge of around £50-£150 to cover the costs of fields trips. Shakespeare has often been taken as the playwright of England, of Britain and of empire, but what can productions of his plays tell us about the relationship between Shakespeare, other playwrights of his time, and the London stage today? Reading Shakespeare and seeing Shakespearean plays in performance, we will investigate how the Renaissance is played on today's London stages. We will analyse performances, read texts and explore the performance history of three plays, to investigate the London theatre's energetic and often irreverent response to Shakespeare and Renaissance dramatists. In this way, we'll get to know the plays deeply, and you will be equipped to analyse these productions and the way that they comment on questions like nationhood, multicultural London, and Shakespeare on the metropolitan stage. You will have the chance to see very different kinds of production, as we sample the state-of-play of Shakespeare in 21st-century London. The productions we see will be chosen from the repertory for the spring London season. In 2014, for example, we went backstage at a West End theatre to get an inside glimpse of Michael Grandage's Henry V and had a brush with fame as we bumped into Jude Law behind the scenes. We also Sam Mendes's production of the high tragedy King Lear at the National Theatre and the energetically irreverent production of A Midsummer Night's Dream by the Propeller Theatre Company, who gave us an exclusive workshop on their performance. The cost of your tickets is included in the price of this module.

This module engages you in taking principles from sociological thinking to understand how social justice and activism can be enacted in communities. You will engage with a diverse range of social movements drawing on examples to define social movements and social change. You will understand how social movements relating to social justice are formed, and the key actors involved in such movements. You will explore theories of social movements, drawing on the work of Les Back and other theories to understand change, and consider the impact of social movements. Social Movements discussed will be local, national or international/global movements and students will engage with these on these. You will study a range of topics including theorising social movements beyond a Global North/Global South dichotomy; mobilisation and politics of race, ethnicity and migration; feminist movements and feminist theory; grassroots movements and DIY activism, and online social movements and digital activism.

This module aims to critically introduce students to the main facets of the Popular Music from a sociological perspective; including social construction of popular music, meaning and music creation. It will also encourage students to critically examine the large amount of knowledge relating to the critical nature of music consumption, musicology, and role of music organisations, the audience and fans. The topics studied are designed to stress the integral nature of music in contemporary society, taking into consideration decolonising the curriculum. A sociological understanding of music has much to contribute to an understanding of contemporary culture as a whole. Teaching will be based on the principles of Scale-Up and will focus on the increase in conceptual understanding and the ability to solve problems in groups. Through the use of Flipped Learning students will be able to engage, in a facilitative environment, with the subject through a mixture of student activities, focused presentations and self-directed formative in-class learning.

Previously ELA020N223A

Across media platforms, stories pull us in and keep us coming back for more. In this module, students will bring together research, analysis and production skills to create and present narratives. Emphasising interactive storytelling on digital platforms, students will learn to develop and shape stories, factual and fictional, and to share their stories with an audience. Using approaches ranging from creative and nonfiction writing to filmmaking and games, students will apply the fundamentals of narrative to their own projects, for example in “data storytelling”. The focus of the module is on connecting theories and examples to practice: Students will work with short “challenge briefs” to build confidence using media production tools (e.g., Adobe CC), before progressing to developing an independent storytelling project, accompanied by a “pitch” presentation.

This module equips you with the understanding, knowledge, and skills needed to craft and edit compelling fictional and non-fictional stories across various forms and media. It covers the cultural significance of storytelling from premodern societies to today’s digital age, emphasizing the importance of strong narratives in digital media content creation. Through a diverse range of expressions and formats including fiction, journalism, digital storytelling, blog posts, podcasts, and vlogs, you will explore global, multicultural, and inclusive materials and ideas.

Weekly topics offer stimulating ways into storytelling, with a formative assignment and workshops providing supportive forums for feedback. You will gain critical, professional, and creative skills through flexible assessments, analyse core narrative structures, and participate in a live workshop with a professional storyteller.

The module combines critical thinking and practical application, equipping you with the foundational skills which you will need to progress to the higher level of study in the disciplines of media, journalism and English. The ability to generate and shape strong narratives – and to reflect on their uses and meanings – is key to all content creation, from writing and the printed word in its many manifestations, including literary and journalistic, to online and media forms of storytelling. It is also key to a successful professional trajectory.

This module teaches students how to create effective multiplatform and mobile campaigns within the contemporary ecology of mobile participatory media. It introduces students to a range of topics associated with creating and managing the online presence of an organization, from content creation to the effective incorporation of responsive Websites and apps, from search engine optimization to social media integration and security issues. Students are encouraged to critically explore and analyse the concept of 'customer experience' and to develop effective narratives that achieve market impact and convey strategic meanings on a given topic. Students develop campaign planning and production skills, including the uses of digital and social media for marketing and advertising, social media management and different approaches to digital media content creation, sharing and curation. This module gives them the opportunity to apply digital media production skills to the implementation of a cross-platform campaign.

In this module, we explore, through a series of case studies, how High School and College students’ protests have helped to shape the modern United States over the past century, engaging with themes including youth rights, the African American Civil Rights struggle, the Mexican American Civil Rights Struggle, radicalism, LGBTQ+ rights, environmental justice, and the theory of protest in itself. We will also consider how the state and society has attempted to restrict children, teenagers, and young adults’ rights to political protest and protest movements and concepts including Black Power and Brown Power.

This module seeks to examine the multi-layered meanings of depicting the body in art through time, from Greco-Roman and Late Antiquity (6th cent. BCE to 10th cent. CE) to the Renaissance (1200 to 1600 CE) and more recent periods (18th-20th centuries). Drawing from the fields of Modern History, Public History, and Art History we shall discuss two-dimensional and three-dimensional representations of the body and relevant discourses, e.g., about power and politics. Through case studies in sculpture and canvas painting, we shall cover historical processes that gave rise to naturalism, humanism, religious, and secular art. With a strong emphasis on the European Renaissance (including the Italian and Northern Renaissances), we shall learn about the rise of self-conscious individuals, artistic geniuses, patrons, and other consumers / collectors. Moreover, we shall cover the birth and intellectualisation of Art History by focusing on the legacy of Johann Joachim Winckelmann and the Enlightenment more broadly. We shall discuss themes across different time periods, including but not limited to the gaze, pictorial narrative, identity, sensuality, embodiment, and material encounters, as well as race, aesthetics, disability, morals, and ethnic art. Developing skills in historical and visual analysis, students will interrogate the historical value of bodies in art for contemporary and later audiences. Students will learn to question a linear evolution of western art. Also, students will build familiarity with non-Western art, given our focus on African art. Students will be encouraged to engage with and interpret primary visual sources in museum collections, with fieldtrips planned to Tate Britain and the British Museum.

This module will give students a wide ranging introduction to how media and communication work to influence society as a whole: it will deliver an overview of the media eco-system, the inter-relationship between different media, media consumption patterns and the impact of technology on media and by extension on contemporary culture. This module will lay the groundwork for the more detailed exploration of different aspects of the media environment, which is the focus of the subsequent modules, providing a secure foundation for students to build on. Each week will feature discussion of a case study from contemporary media

The Dance Industry: Current Directions exposes students to the key aspects of the dance industry and its infrastructure – teaching, community dance, festivals, dance organisations, the freelance dance artist, researching. It will offer them a rounded picture of these aspects through giving an overview of the scholarly research on the topic and analysis of the real-life contexts and issues that currently challenge the sector. The module will propose several case studies from the dance industry for students to engage with through research, problem solving or creative imagining. The module is designed to provide tools to think widely and deeply about professional scenarios and to learn more about the dance infrastructure in the UK and internationally. The module content draws on first year module Contemporary and Commercial Dance Trends and second year module The Dance Profession in Social Contexts, and these modules should be seen as contributing to students’ understanding and knowledge in The Dance Industry: Current Directions.

This module will give you the opportunity to acquire hands-on experience in the logistical, financial, creative, and people management aspects of the film making process. The module will help you to understand how the industry is organized, from the conception of an idea to the distribution of the finalized film, notably regarding the national and international film festival scene, and its potential impact on the public. Based around BFI Production Fund, Doc Society Feature Fund or Impact/Audience Fund you will develop a real project and will learn how to construct and write convincing and appropriate story outlines and creative statements, how to schedule and how to create a budget, how to market and sell, what the legal requirements are, and what the remits of the industry are in terms of EDI, social messaging and sustainability. Alongside the main project you will be trained to obtain the albert BAFTA professional qualification, and work on their professional profile and presence, as well as their professional networking skills. You will submit individual project but will be encouraged to share ideas, participate in each other’s projects and work in groups to brainstorm ideas and how to maximise good practice. This module is ideally situated in the Spring term, as it is built upon the technical skills taught in the module Filmmaking Craft and works hand-in-hand with the Group Filmmaking module.

Performance including dance, storytelling, participatory art, choreography and music has now become a key part of contemporary curatorial practices in the context of museums, gallery exhibitions and historic sites. Museums have shifted from being collection-oriented to being Centres for the Arts, where Public Art, funded for and by the community, is considered as part of the ecology of cultural engagement. A more inclusive and broader understanding of curatorial interpretation has led to a more widespread focus on dance and use of dance performance as an interpretive tool, as well as a part of heritage. Institutional practices and (trans)cultural heritages of museums, galleries and historic sites will also be critically investigated, including decentering and anti-colonial approaches.

This module will investigate recent conceptualisations of dance as heritage, and of dance as an instrument for performance in heritage sites. It will discuss the impact of dance as a medium of learning in museums and at historic sites as spaces where cultural heritage is ‘safe-kept’ and hosted, sometimes as part of problematic colonial legacies.

The aim of the module is twofold. By acknowledging dance makers and performers as primary agents of interpretation and theorisation, the module will explore how and why new performance contexts are created and recreated in today’s arts institutions outside dance-specific spaces (e.g. white cube, a museum). To this end, students will explore how contemporary dance performance can bring valuable interpretations of past contexts of what we call heritage. How does this affect dance, and are there aspects to be gained or lost? The second core aim of the module is to prepare students to create tangible proposals for heritage sites or gallery spaces, and develop them for presentation in professional fora such as performance art festivals, cultural exchange series, educational outreach workshops or gallery open calls for social engagement.

The module will be structured through a combination of lectures, seminars, and workshops aimed at fostering critical discussion. Students will engage in analytical practice-based research to map out and devise a range of dance-focused content for curatorial spaces. The module will enable them to develop a number of institutional case studies for investigation and propose their own content creation.

One of the most fascinating, and troubled, regions in the world, the Middle East is the subject of this module. This introductory module for the politics of the Middle East sets out to address some of the major factors/phenomena that formed the region, continue to define it and impact its present and potentially its future. Throughout the term students will familiarise themselves with the transition that the region has gone through from colonialism to independence, and with it the evolution of nationalism and the nation-state. Themes such as the geo-politics, geo-economics, democratic vs. authoritarian regimes, religion vs. secularism, war and conflict, human rights, gender, and environmentalism—in an area that is a major producer of oil and natural gas—will be critically analysed through applying a range of theories and comparative methods. It is the aim of this module to introduce the students to the complexity of the Middle East in terms of challenges and opportunities it faces, while critically examining the domestic and regional dynamics and how they impact relations with the rest of the world. Strong emphasis will be placed on exposing the students to the diversity and heterogeneity of the Middle East in terms of its people, rich culture, political systems, religion, political economies, geography and climate.

Whenever a consumer uses a digital device to perform any action, it leaves a trace and produces data of some kind. Understanding this data, what it comprises, how it is used by a range of stakeholders (social media platforms, media, governments, mobile phone operators, business and other organisations), is critical to seeing how the modern media economy works and how it may develop in the future. This module prepares students for an increasingly complex data-driven world both as consumers and as future media practitioners. The purpose of this module is to enable students to understand how and to what extent the modern economy is built on and powered by data, together with the growing impact of data on the broader economy, and society as a whole. This module takes a non-technical approach, intended to give as broad a range of students as possible an accessible introduction to data, data sources and uses, and the issues raised by its use. The moral and ethical dimensions of data use will also be covered, including privacy, politics and electioneering, cyber bullying, civic engagement and citizenship, theft and hacking, and the meaning and significance of data as a mechanism of personalisation.

This module will take students to deeper understanding and execution of more advanced storytelling techniques and film characters - and their motivations - within a given story. This begins with an analytical interpretation and breakdown of the screenplay into story beats, scenes and shots - so that the creative options pursued maximise the story’s potential, while at the same time keeping the production realistically achievable within the ever-present constraints of time, budget, location(s) and available talent. The key areas to analyse, understand and unleash at this stage are the layers that exist in both plot and characters – and how best to capture them – so that the key objective of delivering conflict and drama on the screen is fulfilled. Students will be guided to develop their own scripted stories and focus on subtexts to demonstrate not only an elevated understanding of visual and sonic film craft, but also the layers of emotion and audience engagement specific to fiction short film.

This module studies a number of important methodologies employed in modern theology by considering them as they are used by key thinkers of the twentieth century. The module is framed by raising a contemporary question in theological methodology, whether the age of ‘classical theism’ is over and a new panentheistic structure is needed for theology today. The module then falls into two halves, the first of which looks at doctrinal themes and the way that these have been reconfigured by twentieth century theologians in response to the challenges, needs and developments of their century. The second half turns to consider more practical and existential issues, considering how to speak about salvation in modernity, the use of drama as a methodological principle, and the practical outworking of these theological trends in different cultural contexts. Two mediaeval authors are included, noting the ways that their methodological contributions have been reassessed in the twentieth century, and how this can make a contribution to addressing the overarching question of the module.

This module aims to develop the student’s understanding of Christian mission. Foundationally, Mission is presented as the church’s participation in the “reconciliation of all things” through Christ (Col 1:19 -20; 2 Cor 5:18-20). In both theology and practice, our aim is to explore three dimensions of reconciliation: reconciliation between God and humanity; reconciliation with our fellow humans; and reconciliation between humanity and the Creation. We will assess the breadth of mission, how mission relates to evangelism, the relation of the church to God’s mission initiative, ways in which culture shapes mission, and the critique of cross-cultural mission alongside claims to ‘reverse mission’ from diaspora churches. Students will also reflect on how a broad range of evolving strategies may inform their own mission practice.

This module provides you with a foundational overview of a wide range of important criminological theories in the study of crime, deviance and criminal justice and introduces the purpose of theory in criminology. You will examine both classic and modern criminological theories by investigating their origins, principal ideas, and practical implications. You will explore the complexities of definitions of crime, pointing to the importance of historical, social, and political contexts. In doing so you will situate theories in contemporary debates and controversies whilst considering their application to policy and work. This module also advances your core skills such as reading, writing and communication which provides a critical foundation as you progress through your programme and consider future employability.

.

Dark and transgressive fiction no longer occupies a niche role in our culture. Novels which once occupied small corners of bookshops and publishing fairs now occupy central roles. This appetite for such writing is not only evidenced in the general public’s reading habits: the number of students at BA level (and who are therefore candidates for our MA) that are writing on these themes has grown enormously in recent years. The subject matter of MA dissertations is also more weighted towards such writing with every year. Very few MAs offer a specialisation in this area and this exciting new module will appeal to all writers who are keen to explore or develop their writing practice in this area.

Caravanning in Bognor Regis, a visit to the pyramids in Egypt, or a weekend shopping in New York City. Tourism has grown to be the world's largest industry, employing more people around the world than any other. Travel journalism has mirrored this growth and we now encounter many forms of it, from newspaper articles to magazines, blogs and radio and television programmes. This module aims to introduce students to some of the key issues and debates in this field. It will consider how travel journalism represents 'other' people and 'other' places and how the media influence how we experience and practice travel. Students will also engage in the practice of writing and producing travel journalism themselves.

In recent years, there has been an increasing awareness of and attention to victim's experiences of crime and criminal justice system. The module will introduce students to issues surrounding the nature and extent of victimisation, historical and political perspectives ad how this affects social and professional attitudes. Key areas the module will explore include theoretical perspectives on victimisation, development of national and international policy and societal fear of crime. Students will identify social and political factors that place victims at the forefront of academic and professional discourses. There will be a focus on types of victimisation across the social spectrum and the responses in the media and in the criminal justice system. Students will be expected to focus on issues such as accountability and fairness.

Visualisation for Cultural Heritage is a group-based module where students will work collectively to create a realistic 3D rendering related to cultural heritage. The module enables students to apply their skills from across the BA Animation degree in an applied project. Students will be exposed to cultural heritage ideas from across the university and beyond and use these inputs to determine a suitable visualisation that presents information or realistic scene related to cultural heritage. This module is driven by students working as a team and to their own brief. It provides students the opportunity to work on a piece of high-quality portfolio work that they can use to further develop their career.