Early Childhood & Religious Education (MA) Study Liverpool Hope University,Study,Postgraduate Taught,Postgraduate Courses

Early Childhood & Religious Education (MA)

Duration: 12 months (full-time); 27 months (part-time)

Overview

* This course qualifies for the New £10,000 Postgraduate Loan Scheme (PGL)

The MA Early Childhood & Religious Education programme is designed for practising teachers, educators and others with a personal or professional interest in the field of education. The programme aims to provide opportunities for engagement with the key theories, concepts and ideas in education.

This programme is part of the ‘Interdisciplinary Studies in Education’ suite of research-informed Masters provision. It offers each student a choice of awards that means they can tailor the available provision to their own research interests.

By studying at Liverpool Hope University, you will be joining an academic community with a strong record in educational research. You will study in a supportive learning environment and be encouraged to develop your own research profile.

Curriculum

The full Masters award requires you to gain 180 credits, including a dissertation. The curriculum is constructed from 60-credit ‘Blocks’ of provision, from which students will choose two of the combinations permitted. Each 60-credit Block comprises either two 30-credit or four 15-credit modules.

Early Childhood block

Term 1

The Development of Young Children’s Thinking and Learning in Socio-Cultural Context (30 credits)

This module studies a range of theories relating to young children’s learning. It briefly visits traditional learning theories of Vygotsky, Bruner, and modern theorists. The majority of the module expands on the traditional aspects by examining attitudes and practices which provide for optimal learning. This examination includes social, cultural, historical and political influences on learning in national and international contexts. There are opportunities for students to engage with international literature and to benefit from the breadth of experiences brought to the debate by students from a variety of backgrounds.

Term 2

Children’s Rights and Participation (30 credits)

This module will develop an understanding of children’s rights, starting with the UNCRC. It will examine the implications of the convention in national and international contexts, both politically and practically. This course will examine the contemporary meanings of children’s rights and participation. It will analyse the concept of participation in relation to listening and consultation.  Through Shier’s (2001) model of participation, it will consider how participation is facilitated in practice. It will enable to students to examine their own ability to facilitate participation through critical reflection. It will also examine the wider implications of facilitation in the context of the children, welfare and the state.

Religious Education block
Term 1

Controversial Issues in Religious Education (30 credits)

This module examines a range of controversial issues associated with the teaching of RE in academies, primary and secondary schools. Through contemporary contexts issues are explored regarding accurate representations of religious traditions, challenging stereotypes, and the role of textual interpretation for framing religious worldviews. Students will critically analyse teaching methodologies and resources used for exploring sensitive issues in the RE classroom.

Term 2

Context, Curriculum and Purposes of Religious Education (30 credits)

This module examines the curriculum and purposes of RE and its place within a range of contexts including primary, secondary and post-compulsory education; faith and non-faith schools .Attention will be given to issues inherent in the contemporary RE classroom. The impact of different pedagogies for the teaching of Religious Education will be explored along with a contextual analysis of curriculum design, assessment and the contributions of Religious Education to spiritual, moral, social and cultural development.

 

After completion of the taught phase (when both Blocks are completed and 120 credits has been successfully gained) then students will begin the research phase, whereby they will study a Research Methods module and then embark on a Dissertation that synthesises the two Blocks that they have studied. 

Entry Requirements

Normally a First Class or Upper Second Class Honours Degree in a relevant discipline.

Applications from students who do not hold a 1st or 2:1 Honours Degree (or equivalent) will be asked to demonstrate potential to achieve a Masters award via a sample of academic writing and interview before an offer is made.

You will also need adequate experience within the children’s workforce. It is expected that applicants can demonstrate engagement in CPD and provide a reference confirming their suitability to work at MA level.

Please note that a satisfactory Enhanced Disclosure from the Disclosure and Barring Service (formally the Criminal Records Bureau – CRB) is required for students where they are required to visit settings other than their own.

For students whose first language is not English there is a language requirement of IELTS 6.5 overall (reading 6, writing 6), TOEFL ibt 87, or other equivalent recognised English language qualification. For additional information including entry requirements from your country, fees and scholarships go to the International section of the website.

Teaching & Research

Research in the Faculty of Education is organised around two centres and research fora / groups: 

Students taking a Masters in the Education Faculty may find their work aligns with any or several of these groups, as the award is designed to allow individuals to study areas of education and teaching and learning in a wide variety of settings and contexts.

Employability

You will be able to structure your award to enhance your personal interests, career specific opportunities and potential for promotion to senior management and leadership. It will enable you to evaluate adults' and children's learning through research and postgraduate study. For teachers, this course will enhance opportunities to move beyond the threshold and become an 'excellent teacher'.

Students completing the MA will also be well placed to go on to a doctorate (EdD or PhD) at Liverpool Hope.

Overview

* This course qualifies for the New £10,000 Postgraduate Loan Scheme (PGL)

The MA Early Childhood & Religious Education programme is designed for practising teachers, educators and others with a personal or professional interest in the field of education. The programme aims to provide opportunities for engagement with the key theories, concepts and ideas in education.

This programme is part of the ‘Interdisciplinary Studies in Education’ suite of research-informed Masters provision. It offers each student a choice of awards that means they can tailor the available provision to their own research interests.

By studying at Liverpool Hope University, you will be joining an academic community with a strong record in educational research. You will study in a supportive learning environment and be encouraged to develop your own research profile.

Curriculum

The full Masters award requires you to gain 180 credits, including a dissertation. The curriculum is constructed from 60-credit ‘Blocks’ of provision, from which students will choose two of the combinations permitted. Each 60-credit Block comprises either two 30-credit or four 15-credit modules.

Early Childhood block

Term 1

The Development of Young Children’s Thinking and Learning in Socio-Cultural Context (30 credits)

This module studies a range of theories relating to young children’s learning. It briefly visits traditional learning theories of Vygotsky, Bruner, and modern theorists. The majority of the module expands on the traditional aspects by examining attitudes and practices which provide for optimal learning. This examination includes social, cultural, historical and political influences on learning in national and international contexts. There are opportunities for students to engage with international literature and to benefit from the breadth of experiences brought to the debate by students from a variety of backgrounds.

Term 2

Children’s Rights and Participation (30 credits)

This module will develop an understanding of children’s rights, starting with the UNCRC. It will examine the implications of the convention in national and international contexts, both politically and practically. This course will examine the contemporary meanings of children’s rights and participation. It will analyse the concept of participation in relation to listening and consultation.  Through Shier’s (2001) model of participation, it will consider how participation is facilitated in practice. It will enable to students to examine their own ability to facilitate participation through critical reflection. It will also examine the wider implications of facilitation in the context of the children, welfare and the state.

Religious Education block
Term 1

Controversial Issues in Religious Education (30 credits)

This module examines a range of controversial issues associated with the teaching of RE in academies, primary and secondary schools. Through contemporary contexts issues are explored regarding accurate representations of religious traditions, challenging stereotypes, and the role of textual interpretation for framing religious worldviews. Students will critically analyse teaching methodologies and resources used for exploring sensitive issues in the RE classroom.

Term 2

Context, Curriculum and Purposes of Religious Education (30 credits)

This module examines the curriculum and purposes of RE and its place within a range of contexts including primary, secondary and post-compulsory education; faith and non-faith schools .Attention will be given to issues inherent in the contemporary RE classroom. The impact of different pedagogies for the teaching of Religious Education will be explored along with a contextual analysis of curriculum design, assessment and the contributions of Religious Education to spiritual, moral, social and cultural development.

 

After completion of the taught phase (when both Blocks are completed and 120 credits has been successfully gained) then students will begin the research phase, whereby they will study a Research Methods module and then embark on a Dissertation that synthesises the two Blocks that they have studied. 

Entry Requirements

Normally a First Class or Upper Second Class Honours Degree in a relevant discipline.

Applications from students who do not hold a 1st or 2:1 Honours Degree (or equivalent) will be asked to demonstrate potential to achieve a Masters award via a sample of academic writing and interview before an offer is made.

You will also need adequate experience within the children’s workforce. It is expected that applicants can demonstrate engagement in CPD and provide a reference confirming their suitability to work at MA level.

Please note that a satisfactory Enhanced Disclosure from the Disclosure and Barring Service (formally the Criminal Records Bureau – CRB) is required for students where they are required to visit settings other than their own.

For students whose first language is not English there is a language requirement of IELTS 6.5 overall (reading 6, writing 6), TOEFL ibt 87, or other equivalent recognised English language qualification. For additional information including entry requirements from your country, fees and scholarships go to the International section of the website.

Teaching & Research

Research in the Faculty of Education is organised around two centres and research fora / groups: 

Students taking a Masters in the Education Faculty may find their work aligns with any or several of these groups, as the award is designed to allow individuals to study areas of education and teaching and learning in a wide variety of settings and contexts.

Employability

You will be able to structure your award to enhance your personal interests, career specific opportunities and potential for promotion to senior management and leadership. It will enable you to evaluate adults' and children's learning through research and postgraduate study. For teachers, this course will enhance opportunities to move beyond the threshold and become an 'excellent teacher'.

Students completing the MA will also be well placed to go on to a doctorate (EdD or PhD) at Liverpool Hope.

Course Contact Details

Student Recruitment Team

t: +44 (0) 151 291 3111

e: enquiry@hope.ac.uk

Faculty: Education

t: +44 (0) 151 291 3410

e: educationpgt@hope.ac.uk

Start date: September & January

How to Apply