This module is compulsory to students taking the BA Greek/Latin and English programmes.

The module aims to give students an acquaintance with a selection of...

Intellectual and Cultural Sources (ENGL0052)

This module is compulsory to students taking the BA Greek/Latin and English programmes.
The module aims to give students an acquaintance with a selection of works – not necessarily ‘literary’ or originally written in English – which have been either influential in the formation of English literary and intellectual history, or articulate ideas important in that formation. A knowledge of these works is essential for all three years of the degree course. The module suggests some of the main features of the history of European ideas, and encourages students to acquire some capacity for handling conceptual argument. In addition, some, but not all, of the works in this module either actually influenced, or provide interesting comparisons and contrasts with, some of the texts in the Narrative Texts and Introduction to Medieval Language and Literature modules.

This module provides the student with an advanced understanding of the physical layer of optical transmission systems and networks on different time- and...

Optical Transmission and Networks (ELEC0049)

Teaching practice is one of the fundamental elements of the  PGCE programme.  This is not just a programme about teaching in the further education sector, it...

Teaching Practice (Post Compulsory) (EDPS0129)

Teaching practice is one of the fundamental elements of the  PGCE programme.  This is not just a programme about teaching in the further education sector, it aims to prepare students to work in the sector as teachers, so that they can demonstrate to employers in the sector that they will be successful employees of those organisations: to that extent the PGCE is a vocational training programme, and one in which practical expertise is paramount.  By the end of the course, you should be able to plan, prepare schemes of work and individual sessions for groups of students in your subject at a range of levels, to teach and lead programmes and individual sessions, to give formative feedback to individuals and groups on their work, and to reflect on and evaluate your own work.  You should also know something about what it is like to actually work in the sector – though clearly you will only have practical experience of a small proportion of what is a very diverse sector indeed.

We do not expect that by the end of the course you will have become an expert teacher, because that generally takes many years’ length and breadth of experience and reflection.  But we aim to provide students with the intellectual and practical tools and knowledge with which they can develop and increase their own expertise continually throughout their careers.