University of Greater Manchester eLearning Portal

The overall aim of this module is to introduce how psychology is applied in legal and investigative settings. This module aims to promote an understanding of the application of psychological theory and practice to legal proceedings, the criminal investigation process, and the prosecution of offences. This will be facilitated by lectures, discussions and activities on substantive areas relating to the Criminal Justice System in the UK and abroad.

Aims of the Programme

The principal aims of the programme are to:

• Enable you to develop your prescribing practice within the legal, professional and ethical frameworks utlising the dedicated e-learning materials.
• Demonstrate the application of theory and up to date evidenced based prescribing practice to the context of your clinical area of practice.
• Enable you to apply the pharmacological principles of drug handling and knowledge of drug actions to your own clinical prescribing role.

Distinctive Features of the Programme

• The course consists of 50% theoretical learning in University and 50% supervised prescribing practice overseen by an approved Practice Assessor.
• This course is validated and approved by the Nursing and Midwifery Council, General Pharmaceutical Council and the Health Care Professions. Council
• The course is aligned with the Royal Pharmaceutical Society Competency Framework for Prescribers (2021)
• The e-learning materials are continually developed and updated to ensure high quality, standardised learning resources that meets both the professional / regulatory body requirements and the major funding / commissioning body requirements
• The modules within the programme can be combined with further modules to obtain a Post Graduate Certificate, Diploma, BSc (Hons) or Masters degree.
• The programme will focus on professional practice and therefore suits part time study.
• All tutors within the programme are qualified healthcare professionals to meet the professional / regulatory body requirements. It is also a mandatory requirement that tutors teaching on an NMC approved programme are on the same part or sub part of the register as the students and hold a teaching and prescribing qualification.
• Whilst in practice placement you will have supernumerary status and will be supported by a Practice Supervisor who will be responsible for facilitating your learning and supervising your practice. You also will be allocated a Practice Assessor and Academic Assessor with the suitable qualifications. Your Practice Assessor will work with your Academic Assessor to assess and confirm your achievement of the required proficiencies and programme outcomes in both theory and practice. Your Supervisors and assessors will help you to plan learning and suppor you in meeting the required competencies in both theory and practice.

This module provides a comprehensive exploration of Agile programming methodologies, with a particular emphasis on Scrum, one of the most widely adopted Agile frameworks. Students will develop a critical understanding of Scrum’s principles, practices, and processes, while gaining insight into the cultural values that underpin Agile approaches, including collaboration, transparency, and continuous improvement.

The module combines theory with practice. Students will engage in hands-on activities such as sprint planning, daily stand-ups, backlog refinement, and retrospectives, applying these within project-based learning contexts. Alongside this, students will develop software solutions using a high-level programming language, integrating Agile practices with technical implementation to deliver iterative, user-focused outcomes.

By the end of the module, students will be equipped with the knowledge and skills to participate effectively in Scrum teams, apply Agile methods to real-world software projects, and contribute to organisational agility in professional development environments.

• Aim

  To provide learners with an understanding of computer games development as an underpinning technological concept in the fields of computer gaming and systems development.

• Unit Abstract

  What makes a great game? Although it’s easy to say, “This is a great game” when your character has just cleared a zone and your friend’s voice buzzes in your headset letting you know that everybody is waiting for you to join the party – then another player interrupts suggesting tactics to take down the next objective. However, it is a completely different story when you (the designer) are sitting, staring at a blank sheet of paper and your producer is expecting you to present ‘The next big title’. This unit introduces students to an exploration of the practices, principles and skills needed to successfully design a game. Initially this unit establishes an overall history of games and reviews how they have (and are still) evolving. It also takes the opportunity to introduce and assess common game features and help the students identify the roles, responsibilities and challenges of game design. As part of this unit students will become familiar with a range of standard documents associated with games design including the ‘Game Design Document’. Before students embark on defining, designing and documenting their own game ideas they are given opportunities to work in groups to debate and review the elements of game design, introduced to the design process as well as the practices, principles, tools and techniques. As students progress they are given opportunities to evolve their ideas through peer-reviews before finally presenting a ‘High Concept’ pitch. To help maximise the student involvement, this unit should (where possible) simulate a realworld, design experience. Among the topics included in this unit are: design documentation, research, requirement gathering, idea generation, world design, storyboards, storytelling, characters, levels, gameplay, assets and asset management, tools and techniques, game engines and environments, genres, game mechanics, player motivation and challenge, rewards, game structure, game design vocabulary, and preparing and presenting a pitch. On successful completion of this unit students will be able to critically assess the types, practices, principles and skills used in the design of games, analyse the concepts and elements required for the production of a Games Design Document, evaluate the game design process with regards to game development and production and use game design practices and principles to create an original Game Design Document and present a High Concept pitch.

  Learning outcomes

  On successful completion of this unit a learner will:

  • LO1. Critically assess the types, practices, principles and skills used in the design of games.
  • LO2. Analyse the concepts and elements required for the production of a Games Design Document.
  • LO3. Evaluate the game design process with regards to game development and production.
  • LO4. Use game design practices and principles to create an original Game Design Document and present a High Concept pitch.

WELCOME TO GLOBAL COMMUNITY DEVELOPMENT, YOUTH WORK AND SUSTAINABILITY 

This module aims to give students an opportunity to consider theoretical models of global community development and youth work. They will also consider the economic and geo-political drivers underpinning global and local inequality, community development, governance, sustainability. The module will offer an opportunity to critically appraise the complex interaction of global history, colonialism and conflict and its relevance to current and future human development. Working with young people will be considered in all the themes included in this module.

Welcome to MA Educational Leadership: Global Perspectives 

This module will enable you to develop an independent approach to researching and producing a media led project of your choice. You will be asked to explore your interests and subject matter in depth within the context of your own discipline, making informed personal observations, exploring and interpreting themes, and making creative responses towards a clearly defined subject matter. You will be encouraged to experiment and investigate different ways to produce your work and apply critical review and feedback to inform its development. Taught sessions will develop frameworks for advanced research skills, including research processes within theoretical and practice-led frameworks, and current ethical debates in digital media. New developments and debates related to contemporary media: the social, political, and historical positions will be investigated throughout the module. The module will also develop your core understanding of legal, ethical and moral rights and laws which will support the professional aspects of producing work for public consumption and protect your own creative outputs. Throughout the module your creative development will be supported with guidance about appropriate outputs for your project, critical research and creative interests to understand your own practice within digital media. During the module, you will have opportunities to engage with industry professionals through study visits, guest speakers, lectures, or portfolio reviews. These experiences are designed to enrich your professional development and help prepare you for future study.