Education and Religious Education (MA) Study Liverpool Hope University,Study,Postgraduate Taught,Postgraduate Courses

Education and 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 Education and Religious Education takes an innovative approach to religious education issues, allowing students to develop strengths and interests by encouraging reflection and debate with like-minded professionals, supported by staff with experience and expertise in this area.

The programme has been designed to cater for the interests of professionals in all kinds of settings including primary, secondary and post-compulsory education; faith and non-faith schools and faith organisations.

This award could provide a progression route for those who have just completed their undergraduate degrees and intend to become teachers of Religious Education. Alternatively, it might also be taken by PGCE Primary and Secondary with a religious education specialism - who may have already gained 60 credits at Master's level. Currently qualified teachers may wish to engage with the programme to enhance existing subject knowledge and leadership skills.

The award is also available to graduates or teachers of other specialisms who are intending to apply for teaching programmes in Religious Education.

Studying for the award will require students to engage confidently with key debates in Religious Education in order to develop their personal philosophy through appropriate reflection, analysis, and research. A key aspect of the award is the flexibility to pursue individual interests, phase specialisms and other professional concerns. There will also be the opportunity to study alongside learning environments and drawing on a wide range of staff specialisms and expertise.

For more information about the modules you would study please see Curriculum.
 

MA Education and Religious Education Bursaries

Liverpool Hope have been granted a limited number of bursaries for the Masters in Education and Religious Education and Masters in Theology and Religious Education. The 3forRE bursary scheme is operated by Culham St Gabriel’s trust, a charity supporting research, development and innovation in Religious Education. The scheme offers teachers and TAs an annual scholarship towards fees amounting to 60% of the tuition fees or £1000 whichever is the smaller amount. It is conditional on being offered, and accepting, a place on the Hope MA, and on the teacher's employing school providing at least 10% of the fee. Full details of the scheme can be found on http://www.cstg.org.uk/grants/3forre

 

 

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.

Education in Action block

Term 1
Learning and Teaching (15 credits)

This course aims to introduce students to contemporary thinking in learning and teaching research. Starting from the eminent education researchers of the past, this module traverses the fundamental theory which underpins contemporary education and attempts to provide students with the critical skills necessary to understand and implement the best practises at the modern educators’ disposal. 

Assessment (15 credits)

This course aims to introduce students to contemporary thinking related to assessment practice. Students will be introduced to a range of assessment strategies and how they can be evaluated for effectiveness. Students are asked to consider the application of an assessment strategy theoretically or practically. Students will consider the impact of assessment on contemporary education in a variety of contexts and will be presented with evidence and insight into the multitude of factors which impact assessment and its application in contemporary learning contexts.

Term 2

Curriculum Theory (15 credits)

This module aims to enhance and develop participants' knowledge and understanding of curriculum theory from a range of perspectives. Participants will be guided in critiquing a range of policy documents and theoretical perspectives on curriculum relevant to professional practice and will uncover the social, political, cultural and technological influences on curriculum change.

Curriculum Development (15 credits)

This course aims to introduce students to the pragmatic and theoretical thinking behind curriculum development processes. Students will develop innovative curriculum elements in light of theoretical, practical and ethical considerations. Students present these elements to their peers and provide and receive critical scrutiny. Students will use this to reflect and further develop curriculum, with the aim of understanding the complexity and creativity needed to develop in today's evolving educational landscape.

OR

Education Theory block

Term 1
Core Philosophers of Education (15 credits)

This module examines the development of philosophy of education from a historical perspective.  The approach taken in this module is similar to that of 'history of ideas' modules in philosophy courses where a range of historical figures from philosophy of education will be discussed.  Students will engage with historical figures such as Plato, Hegel, Rousseau, Buber, Dewey and more modern thinkers such as Arendt and Freire.  In this module students will critically engage with these philosopher's views on education. 

History of British Education 1750 to the Present Day (15 credits)

This module explores the political, social and cultural factors that have helped shape reform processes in British education (primary, secondary and university-level) since the late 18th century. Throughout this module, seminars will focus on interactions between pupils, students, teachers, activists and state institutions in attempts to alter systems of education as well as forms of teaching and learning. In particular, students will have the opportunity to explore how significant social, economic and political shifts such as the industrial revolution, the introduction of universal suffrage and the creation of the welfare state shaped attempts to transform education in the United Kingdom over the last 250 years.

Term 2

Educational Inequalities in the Global Age (15 credits)

This module examines education and inequality in a global age. This module will look at the role education plays in reinforcing and/or equalising societal hierarchies with a particular focus on social class, gender and ethnicity/race. The impact of wider social developments, such as marketisation of education and globalisation will be examined. The theories taught on this module will include critical and emancipatory theories, drawing on the work of sociologists such as Pierre Bourdieu and Basil Bernstein, as well as approaches of feminist and critical race theory. Drawing on these theories, students will analyse and evaluate the potential of education for social justice. 

Developmental Psychology (Childhood) - (15 credits)

The module will explore contemporary theoretical approaches within developmental psychology. It will be covering biological, cognitive, social cognitive, neuro-cognitive, social and emotional areas development. The module will also be both research informed with a specific focus on the inter-relationships with classic and contemporary research paradigms within early and mid-childhood development and current theorising. A range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of child development will be central to this module.

AND

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.

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.

This degree is available as a full time course for all international students. 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.

 

MA Education and Religious Education Bursaries

Liverpool Hope have been granted a limited number of bursaries for the Masters in Education and Religious Education and Masters in Theology and Religious Education. The 3forRE bursary scheme is operated by Culham St Gabriel’s trust, a charity supporting research, development and innovation in Religious Education. The scheme offers teachers and TAs an annual scholarship towards fees amounting to 60% of the tuition fees or £1000 whichever is the smaller amount. It is conditional on being offered, and accepting, a place on the Hope MA, and on the teacher's employing school providing at least 10% of the fee. Full details of the scheme can be found on http://www.cstg.org.uk/grants/3forre

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

An MA Education and Religious Education will allow you to enhance your personal interests, career specific opportunities and show potential for promotion to senior leadership. For practising teachers it can be a good way to enhance your opportunities to move beyond threshold, or simply become an ‘outstanding’ practitioner.

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 Education and Religious Education takes an innovative approach to religious education issues, allowing students to develop strengths and interests by encouraging reflection and debate with like-minded professionals, supported by staff with experience and expertise in this area.

The programme has been designed to cater for the interests of professionals in all kinds of settings including primary, secondary and post-compulsory education; faith and non-faith schools and faith organisations.

This award could provide a progression route for those who have just completed their undergraduate degrees and intend to become teachers of Religious Education. Alternatively, it might also be taken by PGCE Primary and Secondary with a religious education specialism - who may have already gained 60 credits at Master's level. Currently qualified teachers may wish to engage with the programme to enhance existing subject knowledge and leadership skills.

The award is also available to graduates or teachers of other specialisms who are intending to apply for teaching programmes in Religious Education.

Studying for the award will require students to engage confidently with key debates in Religious Education in order to develop their personal philosophy through appropriate reflection, analysis, and research. A key aspect of the award is the flexibility to pursue individual interests, phase specialisms and other professional concerns. There will also be the opportunity to study alongside learning environments and drawing on a wide range of staff specialisms and expertise.

For more information about the modules you would study please see Curriculum.
 

MA Education and Religious Education Bursaries

Liverpool Hope have been granted a limited number of bursaries for the Masters in Education and Religious Education and Masters in Theology and Religious Education. The 3forRE bursary scheme is operated by Culham St Gabriel’s trust, a charity supporting research, development and innovation in Religious Education. The scheme offers teachers and TAs an annual scholarship towards fees amounting to 60% of the tuition fees or £1000 whichever is the smaller amount. It is conditional on being offered, and accepting, a place on the Hope MA, and on the teacher's employing school providing at least 10% of the fee. Full details of the scheme can be found on http://www.cstg.org.uk/grants/3forre

 

 

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.

Education in Action block

Term 1
Learning and Teaching (15 credits)

This course aims to introduce students to contemporary thinking in learning and teaching research. Starting from the eminent education researchers of the past, this module traverses the fundamental theory which underpins contemporary education and attempts to provide students with the critical skills necessary to understand and implement the best practises at the modern educators’ disposal. 

Assessment (15 credits)

This course aims to introduce students to contemporary thinking related to assessment practice. Students will be introduced to a range of assessment strategies and how they can be evaluated for effectiveness. Students are asked to consider the application of an assessment strategy theoretically or practically. Students will consider the impact of assessment on contemporary education in a variety of contexts and will be presented with evidence and insight into the multitude of factors which impact assessment and its application in contemporary learning contexts.

Term 2

Curriculum Theory (15 credits)

This module aims to enhance and develop participants' knowledge and understanding of curriculum theory from a range of perspectives. Participants will be guided in critiquing a range of policy documents and theoretical perspectives on curriculum relevant to professional practice and will uncover the social, political, cultural and technological influences on curriculum change.

Curriculum Development (15 credits)

This course aims to introduce students to the pragmatic and theoretical thinking behind curriculum development processes. Students will develop innovative curriculum elements in light of theoretical, practical and ethical considerations. Students present these elements to their peers and provide and receive critical scrutiny. Students will use this to reflect and further develop curriculum, with the aim of understanding the complexity and creativity needed to develop in today's evolving educational landscape.

OR

Education Theory block

Term 1
Core Philosophers of Education (15 credits)

This module examines the development of philosophy of education from a historical perspective.  The approach taken in this module is similar to that of 'history of ideas' modules in philosophy courses where a range of historical figures from philosophy of education will be discussed.  Students will engage with historical figures such as Plato, Hegel, Rousseau, Buber, Dewey and more modern thinkers such as Arendt and Freire.  In this module students will critically engage with these philosopher's views on education. 

History of British Education 1750 to the Present Day (15 credits)

This module explores the political, social and cultural factors that have helped shape reform processes in British education (primary, secondary and university-level) since the late 18th century. Throughout this module, seminars will focus on interactions between pupils, students, teachers, activists and state institutions in attempts to alter systems of education as well as forms of teaching and learning. In particular, students will have the opportunity to explore how significant social, economic and political shifts such as the industrial revolution, the introduction of universal suffrage and the creation of the welfare state shaped attempts to transform education in the United Kingdom over the last 250 years.

Term 2

Educational Inequalities in the Global Age (15 credits)

This module examines education and inequality in a global age. This module will look at the role education plays in reinforcing and/or equalising societal hierarchies with a particular focus on social class, gender and ethnicity/race. The impact of wider social developments, such as marketisation of education and globalisation will be examined. The theories taught on this module will include critical and emancipatory theories, drawing on the work of sociologists such as Pierre Bourdieu and Basil Bernstein, as well as approaches of feminist and critical race theory. Drawing on these theories, students will analyse and evaluate the potential of education for social justice. 

Developmental Psychology (Childhood) - (15 credits)

The module will explore contemporary theoretical approaches within developmental psychology. It will be covering biological, cognitive, social cognitive, neuro-cognitive, social and emotional areas development. The module will also be both research informed with a specific focus on the inter-relationships with classic and contemporary research paradigms within early and mid-childhood development and current theorising. A range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of child development will be central to this module.

AND

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.

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.

This degree is available as a full time course for all international students. 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.

 

MA Education and Religious Education Bursaries

Liverpool Hope have been granted a limited number of bursaries for the Masters in Education and Religious Education and Masters in Theology and Religious Education. The 3forRE bursary scheme is operated by Culham St Gabriel’s trust, a charity supporting research, development and innovation in Religious Education. The scheme offers teachers and TAs an annual scholarship towards fees amounting to 60% of the tuition fees or £1000 whichever is the smaller amount. It is conditional on being offered, and accepting, a place on the Hope MA, and on the teacher's employing school providing at least 10% of the fee. Full details of the scheme can be found on http://www.cstg.org.uk/grants/3forre

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

An MA Education and Religious Education will allow you to enhance your personal interests, career specific opportunities and show potential for promotion to senior leadership. For practising teachers it can be a good way to enhance your opportunities to move beyond threshold, or simply become an ‘outstanding’ practitioner.

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