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fall Study Abroad and Exchange Courses

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BUSINESS SCHOOL
STUDY LEVEL: Year 1
CREDITS: 15
CODE: ACFC006

Understand the key financial systems in a business.
Course Aims: Understand how accountants function in a business environment, what is accounting and users of accounts.
Course Learning Outcomes:
To understand the different accounting functions
To understand what is accounting and bookkeeping and
To understand and identify key stakeholders in accounting information.

Assessment
100% Short Essay (800 words)

STUDY LEVEL: Year 1
CREDITS: 15
CODE: MARC002

Students will be introduced to the underlying principles of the marketing field. Fundamental to an understanding of marketing is a clear understanding of the relationship between marketing and the global markets. As the global markets change and the wants and needs change with these markets, marketers need to be able to contextualise marketing theory and practice within a broad timeframe that encompasses past, present and future. In order to achieve this, the course focuses on the role of marketing in relation to customers, consumers and the micro and macro environments.

Structure of the course: 2 x 1 hour lectures, 1 x 2 hour seminar.

Assessment
100% A Report related to introducing a new product/good/service to a specific target market.

STUDY LEVEL: Year 3
CREDITS: 15
CODE: MARH009

Students will work with data sets and employ a broad range of qualitative and quantitative methods to analyse and make sense of complex information and to provide evidence–based marketing recommendations. Students will also engage with SPSS to learn how to conduct a range of hypothesis tests.
The course aims to introduce the students to the concept of marketing research and will explore both quantitative and qualitative methods of analysis.

Assessment
100% Marketing Analytics Assessment (2,500 words equivalent)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: MARI011

This course will demonstrate the critical importance of an organising establishing, understanding, executing and monitoring its marketing strategy. It will also explore the key components of a marketing plan and examine how to devise and implement a sustainable plan which contributes effectively to an organisations strategic goals and objectives.

Number Contact Hours: 2 x 1 hour lectures; 1 x 2hr seminar a week.

Assessment
100% Marketing Plan (2,500 words)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: ACFH001

To understand specialist cost and management accounting techniques, performance measurement and control techniques and contemporary decision making tools available to the management accountant.

Course Aims: Students will gain an understanding of methodologies which utilise non-financial data to assist in measuring business performance. In particular, this will include Balanced Scorecards. Consideration will also be given to performance in the not-for-profit sector.

Assessment
100% Written Report based on corporate scenario (1,500 words)

STUDY LEVEL: Year 1
CREDITS: 15
CODE: ACFC007

This course offers an introduction to Microeconomic Principles, including the workings of supply and demand with applications to analyse government intervention (price controls and taxes), along with an analysis of various types of market structure, from perfect competition to monopoly. Students will learn practical applications for microeconomics by using real-life examples.

The course will cover:
- The forces of supply and demand
- Elasticities
- Government policy
- Externalities
- Cost and revenue
- Public and merits goods
- Market structures: perfect competition, monopolistic competition, oligopoly and monopoly

Assessment
100% Microeconomics Report (1,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: MARI006

Social Marketing and Social Media course curriculum overview:
- Introduction to Social Media and Social Marketing
- Marketing Ethics
- Sales Concepts and Strategies
- Retail Marketing
- Relationship Marketing

Assessment
100% Social Media / Marketing Project (3000 words)

STUDY LEVEL: Year 1
CREDITS: 15
CODE: ACFC004

This course offers an introduction to Statistics, by studying charts and graphs, measures of central tendency and dispersion, basic probability theory, random variables, discrete and continuous probability distributions, and sampling techniques.
Course Aim: To provide a solid foundation of statistical knowledge and its various applications.

Assessment
100% in Class test (1 hour)

DEPARTMENT OF GEOGRAPHY AND ENVIRONMENTAL SCIENCE
STUDY LEVEL: Year 1
CREDITS: 15
CODE: GEOC007

This course will explore the formation and structure of the Earth, the dynamic geological processes that control the evolution of the Earth, and the Geological Structures and landscapes that form the Earth's surface.

Assessment
10% Coursework - Essay (2,000 words)

STUDY LEVEL: Year 1
CREDITS: 15
CODE: EVSC001

The course is delivered through a combination of lectures and workshops/laboratory practicals. The lectures will provide the necessary background information that is required to undertake the practical investigation of the geological materials within the workshops/laboratory practicals. The lectures will outline the major rock-forming mineral groups and minerals before considering the interrelationships between the internal and external processes of the Earth (including the role of plate tectonics) that give rise to the three major rock groups. Each rock group will be explored in turn in relation to their formation processes, locations, key features/characteristics and classifications of individual rock types.

The practicals are designed around the acquisition and development of the skills and techniques required to be able to classify rocks according to the three major groups of rock (igneous, metamorphic or sedimentary). This will include the ability to determine their mode of formation (process or product); where they are typically located or occur (setting or environment); and, identify individual rocks types based on their mineral composition and other diagnostic features (texture etc.).

A short field visit is proposed to the World Museum in Liverpool city centre to investigate their geological collections (minerals, rocks and fossils).
The assessment will comprise two components: a written assignment and a practical class test. The written assignment (essay) will demonstrate knowledge and understanding of the processes involved in the formation of the geological materials; and, the practical test will assess the ability to identify a selection of rocks based on the interpretation of the key diagnostic features of the individual rocks.

Assessment
50% Essay (2,000 words)
50% Practical class test (1.5 hours)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: GEOI021

Course Available both FALL and SPRING

FALL: This course considers selected processes that shape and modify the surface of the Earth, for example, weathering, mass movement. Students will explore and evaluate the diversity of geomorphological and/or biogeographical processes in operation on the Earth particularly with regard to their controlling factors, role in temporal and spatial patterns, and, landform/landscape development (including soil formation). This course may also include non-residential fieldwork.

SPRING: (Synopsis Pending)


Course aims: This course aims to develop students knowledge, understanding and interpretation of selected Earth surface processes (geomorphological and biogeographical processes) and their role in landform and landscape development.

Assessment
50% Coursework- Essay (2,000 words)
50% Coursework - Case study (2,000 words)

STUDY LEVEL: Year 1
CREDITS: 15
CODE: EVSC003

STUDY LEVEL: Year 3
CREDITS: 15
CODE: EVSH001

STUDY LEVEL: Year 2
CREDITS: 15
CODE: TORI003

Course Available both FALL and SPRING.

FALL: (Synopsis pending)
SPRING: This course will examine the increasing move by tourists towards seeking experimental and niche tourism products.

Course aims: To provide a detailed understanding of domestic and international tourism destinations, including an informed understanding of the different forms of new and alternative tourism.

Course learning outcomes:
To provide an informed understanding of the changing nature of tourism and tourists, and the rise in alternate forms of tourism.
To provide a detailed and informed understanding and appreciation of tourism within its wider social, economic and political context.

Assessment
100% Essay (2,000 words)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: EVSH002

DEPARTMENT OF PSYCHOLOGY
STUDY LEVEL: Year 3
CREDITS: 15
CODE: PSYH051

The content includes; why communication matters, the basic skills of communication (birth to Early Years), child directed speech, shared reading, home learning environment, bilingualism, investigating child language errors, immersive experience measuring psychometric performance, developmental disorders, development of complex narratives, the roles of peers in communication interaction. Please note that if students complete the course in December not all areas will be covered.

Assessment
100% Essay (1,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: PSYI045

This intense 6-week course provides an authoritative introduction to the field of health promotion, with a specific focus on proactive approaches in the normal population. Dr Cousins presents a series of teaching sessions that provide a critical overview of the field, its theories and applications. The programme includes contemporary examples, including her own research on managing work-related stress. Whilst Health Promotion is a ‘stand-alone’ course, it is strongly recommended that students should have taken an ‘Introductory Psychology’ course.

Assessment
100% Essay (1,000 words)

STUDY LEVEL: Year 1
CREDITS: 15
CODE: PSYC009

Psychology and Ethics
Course Aims:
Aim 1 - To provide students with a deeper understanding of scientific and philosophical underpinnings of Psychology.
Aim 2 – To gain a broader insight into the social, economic and ethical impact of psychological research and its applications.

Week Lecture 1 Lecture 2
1 Overview of course What are ethics? How are they different from morals
2 Moral development 1 Moral development 2
3 Moral perspectives 1 Moral perspectives 2
4 Free Will Determinism
5 Rights Dignity
6 Ethical Principles: Researcher Ethical Principles: Practitioner
7 Risk 1 Risk 2
8 Consent Debrief

Assessment
100% Essay (2,000 words)

STUDY LEVEL: Year 1
CREDITS: 15
CODE: PSYC010

This course aims to provide an understanding of what psychology is and how it fits within a scientific framework thus enabling us to help students transition between their preconceptions of the subject and the reality of psychology as a discipline. A central part of this is to consider how psychology fits within the scientific method and the problems associated with this. The course also considers the history of psychology. Subsequently, the first part of the course aims to address the question ‘Is psychology a science?’ and if so, can we see evidence of this through the history of psychology. The second part of the course aims to encourage students to consider the issues related to the scientific study of psychology and the challenges associated with such an approach.

Assessment
100% Essay (2,000 words)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: PSYH052

At the intersection of Science and Art, the course in Psychology of Aesthetics and the Arts proposes a journey across theories and empirical work on the psychological processes involved in the aesthetic experience of visual art and design, music and dance, natural and urban settings. The course is organized in themes addressing the role of objects, contexts, states and individual differences on aesthetic experience. This will be accompanied by a series of short experimental demonstrations in which the students will take part. This course is an opportunity to reflect on the relevance of the psychological function of aesthetic appreciation for the individual and the society

Course topics include:
- Course Introduction. Science and Art
- Empirical aesthetics: theories and methods
- Visual preference for object properties
- Aesthetics, architecture and design
- Aesthetics and natural environments
- Aesthetics in the real context
- Embodiment in aesthetic experience
- Art and Eye movements

Assessment

100% Essay (2,000 words)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: PSYH046

This course aims to provide students with:
- A critical awareness of the application of psychological theories to the area of religion
- A developed understanding of the successes and limitations of the applications of these theories
- A greater sophistication in their skills of locating, reading, critically interpreting and analytically reviewing reports of psychological research into religion
- Developed and enhanced oral and written communication skills.

By the end of the course, students will be able to:
- Appraise the relevance and appropriateness of psychological theories and their application to religion.
- Effectively present oral and written evidence of a critical awareness and evaluation of psychological theories and their application to religion.
- Critically apply psychological theories and concepts to the area of religion.

The course will offer a critical scientific approach to the study of the psychology of religion, including the origins of religious belief, religious dimensions and orientations, the relationship between religion and physical and mental well-being, religion as a mechanism for coping with stress and trauma, and the relationship between religion and political violence / terrorism. Students will consider the application of a variety of psychological theories to the area of religion.

Assessment
100% Essay (2,000 words)

INTERNATIONAL HUB
STUDY LEVEL:
CREDITS: 0
CODE: BRLZ001

This course provides Study Abroad and Exchange students with an introduction to British Life. Firstly, it will help international students to understand the British Higher Education system and their university experiences. Secondly, it introduces them to different aspects of Liverpool and British society and culture. It is a compulsory course but is non-credit bearing; some partner institutions attach their own credits to it.

The course will include talks and workshops in the first week of the Programme, with off-campus trips relating to the content. Later in the Programme a series of themed weeks will include sessions looking at faith, values and beliefs or academic skills, leading to a poster conference based around self-development, impressions and experiences.

Attendance at all sessions is compulsory.

ASSESSMENT
In order to pass the course students are required to submit a Personal Reflection of their experience in Liverpool - several formats are acceptable.

SCHOOL OF CREATIVE & PERFORMING ARTS
STUDY LEVEL: Year 3
CREDITS: 30
CODE: ARTH016

Course Available FALL and SPRING

This is a studio-based course, which seeks to encourage you to actively engage in research that will form a continuum of your previously made work and research interests. The study of contemporary and art historical practices within Fine Art will be expected to underpin all students work. You should arrive on the course equipped with images of your previous work and documentation outlining your research interests. The work produced on the course will be guided by regular support and guidance in one-to-one tutorials from studio lecturers. All lecturers on the course are professional artists and skilled educationalists. Workshops are available in wood, metal, print, digital media and plaster. These facilities are available to you following a short technical induction. Group critiques with your peers and tutors alongside indicative and self-assessments will support you in developing a personal visual language in full knowledge of the Fine Art field of cultural production. You will keep a contextual journal, which should position your studio practice from an informed and knowledgeable perspective. This document will also evidence your knowledge of the wider Fine Art and cultural perspective. It is a requirement of the course that you actively engage with the vibrant exhibition programmes at Walker Art Gallery, The Bluecoat, FACT and other major art Institutions based in Liverpool. The early stages of your study and practice will be in an experimental format, which will enable you to test out ideas in a studio-based setting. The latter stages of production will realise you working in a more focussed mode towards a resolved body of work. The opportunity to discuss ideas and research with your peers and tutors is available during studio time and in various group critique sessions. The praxis of theoretical research and practical work will test your creativity through a wide range of media and methods before your final Level H Advanced Fine Art submission.

Contextual and Personal Journals and Sketchbooks- The supporting contextual and personal journals with documentation of your engagement with national and international contemporary art are an important part of the course. The journals should include critical reflection regarding at least three of the major museums and galleries based in Liverpool. This journal should outline and critically reflect upon all exhibitions visited and book based or academic journal research. The contextual journal can contain photographs and reproductions of the work of other artists with published text references combined with your own critical and analytical commentary.

The personal journal should contain a record of your methodologies employed within the studio practice as well as links to artists that have informed your practice. The artists documented can be from a contemporary or art historical setting and your written commentary should contain written reflections upon your studio processes and thinking, alongside visual documentation of your work in progress. There is a requirement to critically evaluate the work of related artists and the research should act as a place to reflect and think critically, not as a diary. Sketchbooks will document your initial ideas, musings and general practice.

Assessments
50% Coursework; Advanced Visual Research and Development.
50% Contextual and Personal journals containing visual imagery and written analysis of work from primary and secondary sources.

STUDY LEVEL: Year 3
CREDITS: 15
CODE: ARTH017

Course Available FALL and SPRING

This is a studio-based course, which seeks to encourage you to actively engage in research that will form a continuum of your previously made work and research interests. The study of contemporary and art historical practices within Fine Art will be expected to underpin all of the work made within studios. You should arrive on the course equipped with images of your previous work and documentation outlining your research interests. The work produced on the course will be guided by regular support and guidance in one-to-one tutorials from studio lecturers.
All lecturers on the course are professional artists and skilled educationalists. Workshops are available in wood, metal, print, digital media and plaster. These facilities are available to you following a short technical induction. Group critiques with your peers and tutors alongside indicative and self-assessments will support you in developing a personal visual language in full knowledge of the Fine Art field of cultural production.

You will keep a contextual journal, which should position your studio practice from an informed and knowledgeable perspective. This document will also evidence your knowledge of the wider Fine Art and cultural perspective. It is a requirement of the course that you actively engage with the vibrant exhibition programmes at Walker Art Gallery, The Bluecoat, FACT and other major art Institutions based in Liverpool. The contextual journal should include critical reflection regarding at least two of the major museums and galleries based in Liverpool. This journal will outline and critically reflect upon all exhibitions visited and book based or academic journal research. The journal can contain photographs and reproductions of the work of other artists with published text references combined with your own critical and analytical commentary. Sketchbooks will document your initial ideas, drawings, musings and notes. The early stages of your study and practice will be in an experimental format, which will enable you to test out ideas in a studio-based setting. The latter stages of production will realise you working in a more focused mode towards a resolved body of work. The opportunity to discuss ideas and research with your peers and tutors is available during studio time and in various group critique sessions. The praxis of theoretical research and practical work will test your creativity through a wide range of media and methods before your final Level H Advanced Fine Art submission.

Assessment
100% Advanced Visual Research and Development. Coursework including Contextual Journal.

STUDY LEVEL: Year 3
CREDITS: 30
CODE: DESH027

Course Available FALL and SPRING.

Innovation and creativity underpins this advanced year of study where students will theorise their own approaches to study within the material areas of Textiles, Metal and Ceramics. The year is comprised of planning and negotiating an independent project towards a body of work supported by ongoing advanced technical workshops and relevant market research. The application of materials and process is harnessed through ongoing testing and technical exploration.
The course at Level H consolidates robust understanding of the theoretical and practical principles of Design and Contemporary Crafts by enacting students’ knowledge in the formation of a high quality professional body of work and accompanying research. The research promotes contemporary, critical and historical awareness to inform studio development underpinned by the production of a detailed contextual journal and associated sketchbooks.

75% Portfolio and Samples (minimum 20 portfolio sheets)
25% Contextual Journal and Sketchbook (2,000 words)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: DESH026

Course available Fall and Spring:

Innovation and creativity underpins this advanced year of study where students will respond to independent briefs and theorise their own approaches to study within the material areas of Textiles, Metal and Ceramics.
The year is comprised of planning and negotiating an independent project towards a body of work which is supported by advanced technical workshops and market research. The application and experimentation of materials and process are harnessed through ongoing testing and technical exploration.
Practice informed research promotes contemporary, critical and historical awareness to support studio development and is refenced through the production of a detailed contextual journal and associated sketchbooks.

75% Portfolio & Samples (minimum 10 portfolio sheets)
25% Contextual Journal & Sketchbook (1,000 words)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: ADHH009

The history of aesthetics is necessarily bound up with philosophical ideas about the nature and function of art and design, and how the past has influenced current theories of art. Given the extensive nature of this subject, the course aims to act as a catalyst to further study and thought rather than providing a comprehensive history of aesthetics. To that end, the seminars focus on the key aesthetic concepts such as beauty, taste, value, interpretation and creativity. Through intensive study of these concepts, students will be introduced to a range of writers and philosophers of art, design and wider culture, spanning centuries of Western history.

Assessment
100% Essay (1,500 words)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: DMAH002

This course explores the re-performance, re-interpretation, and re-making of classical plays, such as Euripides’ Alcestis and Shakespeare’s The Winter’s Tale (plays may change depending on the year). The course investigates the theatrical and political potentials of scenography, fragments, voice, storytelling, casting, and adaptation. The student will then have the opportunity to work towards creating their own adaptation of a classic text. This course will test and challenge assumptions about the ‘classical’ canon, and its importance for contemporary theatre-makers.

Assessment
Performance and Viva (10 minute performance and 10 minute Viva)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: DMAH003

The student will study Applied Theatre as a discipline and all the forms of practice that falls under that heading. They will acquire the skills to design, deliver and evaluate a series of bespoke workshops for a chosen constituency group. In semester one they will set up their own theatre company focusing on elements such as marketing, budgeting, ethics, workshop planning, group dynamics, etc. They will also research into the specific requirements of their chosen constituency group and formulate a practice referencing and taking influence from established models in the field. In both semesters they will learn facilitation skills, and in Semester 2 have the opportunity to run a workshop off-campus with their chosen community group (for example, schools, youth centres, nursing homes, prison, etc.)

Assessment
Workshop design and delivery, followed by a viva (45 min work-shop, 15min Viva)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: FVCH002

This study abroad course will look at Hollywood cinema of the new millennium. Through week-by-week analysis of key films, it will examine the political and industrial aspects of contemporary American cinema, including the boundaries between mainstream and independent film, the rise of multimedia convergence and transmedia, stardom, social issues (e.g. representations of race and gender), and commercial considerations (e.g. marketing and distribution).

Structure of teaching: 2 x 1 hour lectures, 1 x seminar a week.

Assessment
80% Essay on Contemporary Hollywood Cinema (4,000 words)
20% Seminar Work (1,000 words equivalent)

STUDY LEVEL: Year 1
CREDITS: 15
CODE: ADHC019

Course available Fall or Spring.

This element considers the diversity of practices and approaches in modern and contemporary visual practices, and the ways in which these are situated within a historical tradition of creative practice. The past is only ever accessed through the present; history is made by our interpretation of the traces left by those who lived before us, seen through contemporary eyes. Similarly, in negotiating the contemporary world, we consciously or unconsciously build on our understanding of what has gone before. This element takes a thematic approach to contemporary practice, with a focus on the complex and diverse relationships between past and present in art, architecture and design. It includes contributions from practitioners and historians, comprising both classroom-based lectures and seminars, interactive tasks investigations and study visits.

Assessment
100% Essay (1,500 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: DANI013

Course Available FALL and SPRING

REASONABLE LEVEL OF FITNESS REQUIRED

FALL : This 15 credit study abroad course offers visiting students the opportunity to develop dance practices based around digital media and screen based dance. Screen-based dance locates the body and site through the frame of media based technologies, video cameras, and also immediate technologies such as mobile phones. The student will develop their understanding of choreography and composition through practical sessions delivered throughout the course and will explore issues that emerge in the interface of live and digitised dance performance, such as representation, mediatisation and the role of the audience.
Accompanying your explorations in practical dance making, a lecture series will reflect on how both current and historic makers may respond to social, political and cultural climates to adapt their individual choreographic approaches and styles.

SPRING: This 15 credit study abroad course offers visiting students will focus on dance from a postmodern context, looking at current influential choreographers across the globe whose work challenges definitions of the dancing body in today’s society. We will explore choreographers whose work fuses different techniques and cultural styles, exploring definitions of fusion and hybridity in dance to look at areas of cross-disciplinary and cross-cultural practice. You will undertake a short placement with a professional dance organisation which will be mentored by your tutors.

Assessments

FALL:
50% Group Performance (10 minutes)
50% Essay(3000 words equivalent)

SPRING:
Placement report (10minutes) 50%
Presentation (3000 words equivalent) 50%

STUDY LEVEL: Year 2
CREDITS: 15
CODE: FVCI003

This Study Abroad course offers a comprehensive exploration of major cinematic movements in the interwar years. We will address key moments for selected European cinemas, from post WWI silent film to sound, with a central focus on the relationship between key aesthetic innovations and the socio-political context in which films existed. Areas covered in this course will include the avant-gardes, montage theory, and realism, with case studies from German, French, and Soviet cinema

Course structure: 1 x 1 hour lecture, 1 x 90 minute seminar, and 1 x 1 hour tutorial a week.

Assessment
85% Essay on European Cinema (2,500 words)
15% Tutorial Work (500 equivalent)

STUDY LEVEL: Year 2
CREDITS: 30
CODE: ARTI024

Course Available Fall and SPRING
This course of study is initially project-led with you being encouraged and guided by tutors towards an eventual self-directed thematic choice and area of study within contemporary Fine Art. The first project is an engaging and broad-based brief, which is open to a wide scope of interpretation and is intended to serve as a starting point for the forming of a student-led thematic approach to practice. There is scope for experimentation with methods and materials in order to aid the development of a personal visual language.

You will be encouraged to establish and develop an autonomous method of inquiry and practice. Activities will include the visual research of ideas and methodologies in a choice of either painting, sculpture, print, drawing, photography, video or any other relevant media. There is a requirement to research both contemporary and historical Fine Art practice which will be documented in a contextual journal format. The contextual journal serves to record and critically reflect upon your progress and cultural experiences. This journal should also record the evaluation of gallery visits within Liverpool using the major art institutions based in Liverpool such as The Walker Art Gallery, Bluecoat, FACT and The Lady Lever Gallery.

Both the contextual research and practice-based aspects of the course are guided by regular contact time with specialist tutors of the related disciplines. A sketchbook should be produced and this forms the documentation and testing out of ideas, processes and studio development. Inductions are offered in areas such as wood, metal, print, plaster and laser cutting. An emphasis upon drawing is present from the outset of the course and tutor-led drawing from a life model is an optional activity for all students. You will be supported by tutors in the development of an informed practical and theoretical stance in relation to Fine Art practice. All tutors on the course are professional artists and skilled educationalists.

Assessment
50% Portfolio of developmental drawings, experimentation with materials and processes with outcomes in 2D/3D dimensions with supporting contextual 50% Supporting journals and sketchbooks, equivalent to 30 credits worth of study.

STUDY LEVEL: Year 2
CREDITS: 15
CODE: ARTI027

Course Available FALL

This course of study is initially project-led with you being encouraged and guided by tutors towards an eventual self-directed thematic choice and area of study within contemporary Fine Art. The first project is an engaging and broad-based brief, which is open to a wide scope of interpretation and is intended to serve as a starting point for the forming of a student-led thematic approach to practice.
There is scope for experimentation with methods and materials in order to aid the development of a personal visual language. You will be encouraged to establish and develop an autonomous method of inquiry and practice. Activities will include the visual research of ideas and methodologies in a choice of either painting, sculpture, print, drawing, photography, video or any other relevant media.
There is a requirement to research both contemporary and historical Fine Art practice which will be documented in a contextual journal format. The contextual journal serves to record and critically reflect upon your progress and cultural experiences. This journal should also record the evaluation of gallery visits within Liverpool using the major art institutions based in Liverpool such as The Walker Art Gallery, Bluecoat, FACT and The Lady Lever Gallery.

Both the contextual research and practice-based aspects of the course are guided by regular contact time with specialist tutors of the related disciplines. A sketchbook should be produced and this forms the documentation and testing out of ideas, processes and studio development. Inductions are offered in areas such as wood, metal, print, plaster and laser cutting. An emphasis upon drawing is present from the outset of the course and tutor-led drawing sessions which look at differing approaches to drawing are offered to study abroad students.
You will be supported by tutors in the development of an informed practical and theoretical stance in relation to Fine Art practice. All tutors on the course are professional artists and skilled educationalists.

Course structure: delivery is via 1 x 3 hour studio session and 1 x 1 hour small group tutorial.

Assessment
100% Coursework: A portfolio of developmental drawings, experimentation with materials and processes with outcomes in 2D/3D dimensions, supported by a contextual journal

STUDY LEVEL: Year 2
CREDITS: 15
CODE: DESI024

STUDY LEVEL: Year 1
CREDITS: 30
CODE: ARTC007

Course Available FALL and SPRING.

This is a project-led course. The projects draw on a choice of activities which include painting, sculpture, installation, sound and collage. An emphasis upon drawing is present from the outset of the course and tutor-led drawing sessions which look at differing approaches to drawing are offered to study abroad students. There is a requirement to research both contemporary and historical Fine Art practice which will be documented in a contextual journal format. This journal would also record the evaluation of study and gallery visits undertaken within Liverpool or other venues in the UK. There is scope within this course for experimentation with a range of materials and processes in order for experiential learning to contribute to the forming of a personal visual language. Both the contextual research and practice-based aspects of the course are guided by regular contact time with specialist tutors of the related disciplines. A sketchbook will be produced and this forms the documentation and testing out of ideas, processes and studio development. All lecturers on the course are professional artists and skilled educationalists.

Assessment
50% A portfolio of project-led drawings with evidence of material experimentation and outcomes in two and/or three dimensions
50% A Supporting contextual journal and sketchbooks containing visual imagery and written analysis of work from primary and secondary sources equivalent to 30 credits worth of study.

STUDY LEVEL: Year 1
CREDITS: 15
CODE: ARTC006

Course Available FALL and SPRING.

FALL and SPRING synopsis:
This is a studio-based and project-led course which leads you through a variety of approaches to contemporary art practice in two and three dimensions. Inductions in the use of workshop equipment allows you to explore your ideas in a variety of media within the disciplines of painting, drawing, printmaking and sculpture. Activities will include the visual research of ideas and methodologies in a choice of either painting, sculpture, print, drawing, photography, video or any other relevant media. An emphasis upon drawing is present from the outset of the course and tutor-led drawing sessions which look at differing approaches to drawing are offered to study abroad students. Contextual research and regular gallery visits to venues in Liverpool provide a broader level of understanding of the subject. The cultural venues in the city offer an exciting learning environment, particularly to international students as Liverpool has more museums and galleries than any other UK city outside of London. You are encouraged to bring examples of your previous work (in photographic form). Course delivery is a three hour studio practical session and a one hour group tutorial each week. All lecturers on the course are professional artists and skilled educationalists.

Course delivery is a three hour studio practical session and a one hour group tutorial each week. All lecturers on the course are professional artists and skilled educationalists.

Assessment
100% Coursework -A portfolio of drawings and related experiments in 2D and 3D (1,500 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: MUSI038

Course Available for FALL and SPRING

Students will study compositional devices in their choice of genre and style. They will be guided to develop their work through the use of extended structures, using given examples to explore new ways to approach the creation of musical forms. Classes will focus on a blend of guided tutor input and individual feedback on the work produced. Students will be able to explore a variety of technology- based approaches using the ‘state of the art’
equipment in the music area.

Assessment
100% Coursework: Two or three original and linked compositions of approximately 15 minutes in duration for 6-8 instruments.

STUDY LEVEL: Year 2
CREDITS: 15
CODE: MUSI039

STUDY LEVEL: Year 2
CREDITS: 15
CODE: MUSI040

Students will be guided in the use of a variety of music production equipment.
Students will be guided in the management of producing live and audio sound in a variety of
contexts.
Students will be guided in the production of specific musical projects working closely with
performers and/or technology based provision.

Coursework: Two practical, production projects incorporating live and studio sound of approximately 15 minutes duration.

STUDY LEVEL: Year 1
CREDITS: 15
CODE: ADHC012

Course Available both FALL and SPRING.
This course will be the first part of our thematic overview, starting in Antiquity and moving up to Renaissance Art at
the end of the 15th century.

Course aims:
1) An introduction to the history of art and design
2) The necessary critical skills of reading, interpretation and writing for art and design history
3) An understanding of the role played by place and location, in the production of art and design
4) An understanding of art and design as social production, related to social and historical contexts

The course structure will consists of two lectures and one seminar per week.
For more information, please contact the course tutor on wagnerk@hope.ac.uk

Assessment
Essay (1,500 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: DMAI002

Course Available FALL and SPRING

This course invites learners to explore some of the major theories that inform the study and practice of theatre and performance, through focused discussion of a series of key topics in contemporary arts and society. These may (indicatively) include disability, ecology, race, family, gender and feminism identity - and more.

Course structure is a mix of lectures, seminar and tutorials.

Assessment
100% Essay (1,500 words)

SCHOOL OF EDUCATION
STUDY LEVEL: Year 3
CREDITS: 30
CODE: EDAH004

Final year students continue to develop their understanding of all of the discipline of Education through lecture series focused on each discipline. The particular interests and expertise of students are personalised through the seminars, in which students can explore two of the four Discipline in more depth (details in additional information)

Assessments
100% Coursework ( 2x Essay 2,500 words)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: EACH003

Students will explore social, historical, cultural and global development of attitudes, policies, legislation and practices in the field of early childhood. There is a particular focus on how the evolution of social policy in the UK. The interdisciplinary nature of work with children and their families is central to study. Students have an opportunity to select an area of social policy of their choice.

Key topics may include: poverty, historical and political development of constructs of childhood, historical and social development of policy and legislation, global contexts for the child and family, interdisciplinary workforce.

Assessment
100% Exploratory essay (2000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: EACI012

Students will go through learning theories that explain how young children learn effectively. Theorists from constructivism, social constructivism and behaviourism are explored and students will use their developing knowledge to make connections between, culture and learning, barriers to learning, aspects of learning and development. Critical awareness of policy guidelines and practice in the UK and internationally are applied.

Key topics include: classical and contemporary learning theories; personal characteristics and socio-cultural influences on learning; national and international provision.

Delivery Pattern- Lectures, Seminars and Tutorials

ADDITIONAL INFORMATION
Special Features of the provision
• Early Childhood Studies provides breadth of knowledge and understanding in the field of young children and families. Its interdisciplinary nature and possible application to many curriculum areas, makes it a suitable subject for students who are interested in young children.
• There are many aspects of work with children and families that graduates could pursue, depending on their combined study and interests. Examples include social therapy, music therapy, mental health, family support work, charity, local authority work, child and family health, special educational needs and advocacy.

Indicative Reading:
- Powell, S. and Smith K. (2017). An Introduction to Early Childhood Studies (4TH ed).
London: Sage

Assessment
100% E-Portfolio

STUDY LEVEL: Year 1
CREDITS: 15
CODE: EDAC014

This course encourages students to critically evaluate some of the seemingly benign foundations of Western education: who is the teacher, who is the student, what are their roles, what is taught, what is the ‘canon’, how is it taught, where does learning take place? When interrogating these conventions, we will consider who they serve, who they hinder, what forces keep them in place, what forces challenge them and how? Our thinking on these basic questions will result in complex discussions on learning & teaching, power, values, citizenship and social justice. The course will approach these issues through a combination of theory (for instance: Ivan Illich's, Paulo Freire's, bell hooks' and Henri Giroux's thinking on critical pedagogy) and an examination of community and classroom-based practice (for instance: EAL teaching, Supplementary Schooling, and Philosophy for Children). Lectures will be delivered by both Dr. Bagelman (who specialises in refugee and Indigenous education) and experts in education from a range of organisations and academic disciplines. This aims to give students a well-rounded, interdisciplinary view of the field and a deep understanding of the ways in which education is socially and culturally constituted

Assessment
100% Coursework (2,000 words)

STUDY LEVEL: Year 1
CREDITS: 15
CODE: EDAC013

In this block we consider the many ways that children and adults are educated outside of schools, such as through the newspapers, film, TV, exhibitions, and the family. We consider how rituals such as Balinese cock fighting are passed from one generation to the next, how influential the BBC is in the UK and has been in the past, and how film offers the opportunity for marginalised voices to be heard, but can also perpetuate racial, gender, and class stereotypes. On a field trip to the International Slavery Museum, we consider how well the exhibition educates about race and the educational opportunities that the exhibition affords that a classroom does not.

We also look at how cultural and social factors external to the school affect educational performance within it. The types of cultural factors we consider include the persistence of stereotypes of different social groups in the media, particularly in the British tabloid, The Sun. We also look at race-relations in Liverpool and East London, and how this has affected the educational experiences of British African Caribbeans. We draw comparisons with race-relations in America, showing how stereotypes of blackness, concocted by American whites to entrench white power in the past, continue to affect African-American educational experiences today.

Assessment
100% Coursework (2,000 words)

STUDY LEVEL: Year 2
CREDITS: 30
CODE: EACI014

This course closely examines the impacts and influences on a young child's physical, emotional and mental health and wellbeing. From conception to 8 years, students will consider personal, societal, environmental factors that shape children’s wellbeing and have opportunities to investigative factors and consequences on the young baby’s, child's and family’s quality of life.

Delivery Pattern- Lectures, Seminars and Tutorials

ADDITIONAL INFORMATION

Special Features of the provision
• Early Childhood Studies provides breadth of knowledge and understanding in the field of young children and families. Its interdisciplinary nature and possible application to many curriculum areas, makes it a suitable subject for students who are interested in young children.
• There are many aspects of work with children and families that graduates could pursue, depending on their combined study and interests. Examples include social therapy, music therapy, mental health, family support work, charity, local authority work, child and family health, special educational needs and advocacy.

Indicative Reading:
Fitzgerald, D. and Kay, J. (2016) Implementing Early Years Policy In Understanding Early years Policy. London: Sage
Waller T and Davis, G (2014). An Introduction to Early Childhood. London: Sage


Assessment
50% Annotated Bibliography (2,000 words)
50% Critical Essay (2,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: EDAI016

Explorations into the History of Education explores the key ideas and concepts of history of education, both internationally and in particular national contexts. You will undertake an in depth exploration of the history and development of the key levels and types of education in Britain, focusing on the development of state education in Britain from 1870-1945. You will examine the history of higher education and universities, primary and secondary education, adult, technical and popular education. In addition, you will be introduced to a detailed, source based treatment of important themes in the social and cultural history of education including the shifting constructions of gender, ‘race’, class and childhood within an educational context.

The course offers you the opportunity to study the individual, social and political forces that shape education, no matter where it is found or how it is delivered. This is an exciting and eclectic course that will increase your understanding of what education is and has been, and where education may go in the future. After studying with us you may never see the education process in the same way again. We aim to foster a love of learning for its own sake, and a desire to develop your potential as a future educator. We will help you develop a critical perspective on the fundamental questions concerning the aims and values of education and its relationship to societies in the UK and overseas.
Number of contact hours: 4hrs.

Assessment
100% Essay (2,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: EDAI017

This course explores education as a social institution and its relationship with social inequity and social structures in contemporary societies. The course looks at policy in Britain across all levels of education. Education policy is examined in relation to the historical, cultural, social, and political context while the dialectical relationship between economy and ideology lies at the core of the course. The aim of the course is to enable students to acquire a deep awareness of the social factors shaping education policy so as to be able to understand any future developments in education as professionals/ practitioners/ citizens.

The course offers you the opportunity to study the individual, social and political forces that shape education and is an exciting and eclectic course that will increase your understanding of what education is, has been may go in the future. We will help you develop a critical perspective on the fundamental questions concerning the aims and values of education and its relationship to societies in the UK and overseas.

Assessment
Essay (2000 words)

STUDY LEVEL: Year 1
CREDITS: 30
CODE: EACC010

This course supports students to explore the broad concept of childhood, both globally and nationally, from historical sociological and philosophical perspectives. What it is to be a child today is investigated and the implications of this experience are debated. This course covers significant pioneers and figures within the field of early childhood, for example Rousseau, Froebel, Steiner, and Montessori. Their work is explored emphasising their long-lasting legacies in practice today. You are also introduced to play drawing upon a disciplined, as well as holistic, focus on children’s psychological, health and social growth. This is in keeping with the QAA benchmarks for Early Childhood Studies subject knowledge.

Key topics of the course may include: Constructs of Childhood; The Early Childhood Pioneers; The Value of Play
• No. of Contact Hours - 6 hrs/week
• ECS at Liverpool Hope University is an interdisciplinary subject. It incorporates the psychology, history, sociology and philosophy of education as well as the health, social policy, law, politics and economics of early childhood.
• ECS aims to produce an understanding of the ecology of early childhood, encompassing time and geographical space, and family contexts.
• ECS situates children in the lives and practices of families, societies and cultures that proceed and succeed them.
• ECS studies the changing nature of the concept of childhood, ethical principles and children’s rights.
• Students will learn about pedagogy and professionalism required for those working in settings or services that engage with children and families. Throughout the course students will develop knowledge and understanding of the interdisciplinary nature of studying children in context.


ADDITIONAL INFORMATION

Special Features of the provision
- Early Childhood Studies provides breadth of knowledge and understanding in the field of young children and families. Its interdisciplinary nature and possible application to many curriculum areas, makes it a suitable subject for students who are interested in young children.
- There are many aspects of work with children and families that graduates could pursue, depending on their combined study and interests. Examples include social therapy, music therapy, mental health, family support work, charity, local authority work, child and family health, special educational needs and advocacy.

Indicative Reading:
- Powell, S. and Smith K. (2017). An Introduction to Early Childhood Studies (4TH ed).
London: Sage
- Giardiello, P (2014). Pioneers in Early Childhood Education: The roots and legacies of Rachel and Margaret McMillan, Maria Montessori and Susan Isaacs. London: Routledge
- Paige-Smith, A. and Craft, A. (2008) Developing Reflective Practice in the Early Years. Maidenhead: OUP.
- Pound , L. (2011) Influencing Early Childhood Education: Key Figures, Philosophies and Ideas Maidenhead : Open University Press.
- Reed, M. and Canning, N. (2010) Reflective Practice in the Early Years. London: Sage.


Assessment

Type Word count/hours) Date of Submission
100% Reflective Portfolio: 4,000 words December

STUDY LEVEL: Year 2
CREDITS: 30
CODE: PRQI001

Available for Fall and Spring terms.
The curriculum specialist course has been designed by lead practitioners to support those with a passion and interest in developing innovative curriculum pedagogies and leadership within the primary school.
This course encourages you to shape your values and attitudes in order to develop you as an effective primary school curriculum leader. It supports students to explore the broad concept of primary curriculum leadership both nationally and globally. What it is to be a primary school curriculum leader today is investigated and the implications of this experience are debated. This course covers significant pedagogical principles of the primary national curriculum and how it can be interpreted in a variety of settings.

Students will have the opportunity to choose from one of seven primary specialist areas including; English, Maths, Science, Special Educational Needs, Early Years, Physical Education and Modern Foreign Languages.
This course also offers opportunities to work with primary school curriculum leaders reviewing and evaluating current practice in the classroom.
Professional Placement Block ( up to four weeks according to availability )
Students will be able to complete up to four weeks block placement in a partnership school setting. This professional placement will be in a primary school and will enable students to enact their learning from their taught block. Professional mentors will support your training in school and university tutors will support and quality assure you placement.

Assessment
50% Portfolio of reflective engagement in the Primary Curriculum (2,000 words)
50% Reflective Essay on the pedagogical principles of curriculum design (2,000 words)

STUDY LEVEL: Year 1
CREDITS: 15
CODE: EACC008

This course covers the construct of childhood based on historical and socio-cultural perspectives and goes through significant pioneers and figures within the field of early childhood (i.e Rousseau, Pestalozzi, Steiner, Froebel, Montessori, McMillan Sisters, Isaacs) and their lasting legacies. You will begin to acquire subject-specific skills at this level, which match the ECS benchmarks. For instance, you will be able to see multiple perspectives in relation to early childhood and start to analyse the relationship between them.

Key topics may include: the construct of childhood; The early childhood pioneers; Value of play, Play and holistic development.

ADDITIONAL INFORMATION
Special Features of the provision
• Early Childhood Studies provides breadth of knowledge and understanding in the field of young children and families. Its interdisciplinary nature and possible application to many curriculum areas, makes it a suitable subject for students who are interested in young children.
• There are many aspects of work with children and families that graduates could pursue, depending on their combined study and interests. Examples include social therapy, music therapy, mental health, family support work, charity, local authority work, child and family health, special educational needs and advocacy.

Indicative Reading:
- Powell, S. and Smith K. (2017). An Introduction to Early Childhood Studies (4TH ed).
London: Sage
- Giardiello, P (2014). Pioneers in Early Childhood Education: The roots and legacies of Rachel and Margaret McMillan, Maria Montessori and Susan Isaacs. London: Routledge



Assessment
100% E-Portfolio: Portfolio of reflective engagement in Early Childhood

SCHOOL OF HEALTH AND SPORT SCIENCES
STUDY LEVEL: Year 2
CREDITS: 30
CODE: NUTI008

The course is a combination of two key areas in nutrition: assessment of nutritional status and lifestyle nutrition. The course will therefore begin by covering assessment of nutritional status (including anthropometry, dietary, clinical and laboratory assessments) and considerations of nutritional deficiencies and toxicities, moving on to the nutrition and lifestyle with focus on the nutrition in early stages, adolescence, pregnancy, lactation and old age. Overall, the context of applied nutrition encompassing those two key areas will be delivered with research (evidence)- informed approach, that is, research and evidence based practice in nutrition will be explored including development of understanding of the rigour of evidence in the process of decision-making in relation with nutrition.

In addition to a range of pedagogical approaches for teaching and learning, the development of independent learning for students draws particular attention. The theoretical perspectives will be delivered through two 1-hour lectures. The weekly 2-hour seminar will provide an opportunity for putting theory into practice. Students can actively learn and practice via taking part in laboratory practicals of assessment of nutritional status. Other seminars provide case studies and scenarios focusing on the relationship between nutrition and life cycle.

Assessment
75% Essay in applied Nutrition (3,000 words)
25% Practical assessment in a VIVA format (0.5 hours)

STUDY LEVEL: Year 1
CREDITS: 30
CODE: SPHC003

The curriculum builds on foundation knowledge of Sport and Physical education. Students will study foundations of theories and concepts in sport, in line with the level of study. Here, topics will cover a range of contemporary and historical issues and the students will be introduced to the use of secondary sources to support their ideas. The next theme will be Foundations of participation and well-being and will focus on participation trends and the benefits of engaging in physical activity at all ages. Further, specific focus on physical activity within a youth population (including within a coaching / school environment) will be covered.

Course Structure: 3 x 1 hour lectures, 1 x 2 hour seminar and 1 x 1 hour tutorial per week.

Assessment
Coursework:
50% Theories and Concepts in Sport Essay (1,500 words)
50% Portfolio of evidence (1,500 words)

STUDY LEVEL: Year 1
CREDITS: 30
CODE: NUTC002

The course will begin by covering what is meant by nutrition as a science and a profession and more importantly what food means to use, moving on to the historical perspectives in nutrition, foundations of nutritional sciences and principles of human nutrition including macronutrients, electrolytes and fluid balance and metabolism.
The overarching aim of these topics is to focus on the development and modification of diet in line with healthy eating.

Assessment
50% In Class test / online quiz (1 hour)
50% Essay (1,500 equivalent words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: HSSI001

This module examines the physiological adaptations to chronic exercise (exercise training) alongside laboratory and / or field measures for quantifying fitness and training status. You will study system-wide effects of exercise training such as cardiac, vascular, respiratory, muscular and metabolic adaptations. The module is based on lecture content that is supported by weekly tutorials which will consolidate your fundamental knowledge in the field via examination of the primary evidence in the field. Moreover, seminars will take a largely practical approach where you will learn laboratory and/or field techniques for the assessment of physiological function and training status, such as the lactate threshold and assessment of maximal oxygen uptake.

Assessment
40% Case study (2000 words)
60% Laboratory Report (3,000 words + Laboratory work)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: SPHI002

SCHOOL OF HUMANITIES
STUDY LEVEL: Year 3
CREDITS: 15
CODE: MACH023

This study abroad course is subject to Advanced Studies in Journalism running as a Level H Media and Communication seminar option. Students who wish to undertake this course will need prior experience of InDesign, Photoshop and Animate. They should also have experience of journalistic writing.

The course will offer students the opportunity to develop advanced news writing and publishing skills. Students will have the opportunity to develop professional media writing and editing skills, with a particular emphasis on feature writing for digital platforms. Students will also have the opportunity to develop their technical and design skills with the Adobe Creative Cloud, specifically InDesign. Students will develop a critical awareness of wider developments in digital publishing.

Assessment
100% Portfolio including 1,500 words of journalistic content; ten pages of digital interactive design (3,000 equivalent).

STUDY LEVEL: Year 3
CREDITS: 15
CODE: THOH003

We will explore key thinkers and themes in C20th-C21st Theology as they respond to a century of unprecedented conflict. Specifically, we will examine the challenges arising on the wake of evil and suffering, feminism, postmodernism, the Holocaust, and the revival of interest in the mystical. Key to this is the question of how theological ideas about ‘God’ might be (re-)interpreted in the light of these new horizons.

Course Structure: 1 x lecture and 1 x Seminar a week.

Assessment
100% Essay (3,000 words)

STUDY LEVEL: Year 2
CREDITS: 30
CODE: CRWI002

This course will explore the theme of ‘Writing Values’. Indicative lecture titles are Writing and Reading Intermediate Poetry, Writing and the Body, Writing and Gender, Creative Nonfiction, Writing and the Self, and Writing and Conflict. Students will be encouraged to connect their writing practice to contemporary intellectual concerns and use these questions as inspiration for original writing in a variety of modes.
Students will attend one lecture and a linked seminar/practical writing workshop.

Assessment
100% Coursework: Creative writing portfolio ( 2 x 2,500 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: PLII020

This course aims to provide students with a strong understanding of the theory and practice of key aspects of democracy in theory and in practice. It considers the role of the state and the attitudes of those who help shape democracy on an individual and an institutional bass, and explores the history and evolution of democracy.

Assessment
100% Coursework: Debating Democracy essay (3,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: PLII023

The course will look at the British political system. It will include consideration of democratic institutions in the UK such as the Houses of Parliament, the Government and the electoral system. It will consider the extent to which Britain can be considered a ‘party democracy’. It will also examine challenges of democracy in the UK, including debates over devolution of power and over the role of the European Union.

Assessment
100% Coursework: Democracy in Britain Essay (3,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: PHEI008

This course will explore the relationship between faith and reason and questions about the nature and limits of language about God. It will include focused investigation of negative theology and analogy.

Course Structure: 1 x 1 hour lecture, 1 x 1 hour seminar , 1 x 1 hour tutorial.

Assessment
100% Textual analysis (2,000 words)

STUDY LEVEL: Year 1
CREDITS: 15
CODE: RSSC001

The course aims to introduce students to the contemporary study of Islam. It begins by covering matters to do with the origins of Islam, the Quran and tradition-literature. It goes on to consider Sunni and Shi'i traditions, and the institution of Sufism, theology and jurisprudence. Throughout, consideration is given to contemporary relevance of the early articulations of Islam.

Assessment
100% Essay (1,500 words)

STUDY LEVEL: Year 1
CREDITS: 15
CODE: ELIC015

While this course can change year to year, the course focuses on poetry in relation to historical developments and different critical perspectives from a range of different time periods up to the present day. The seminars are supported by a lecture strand that focuses on these same texts, providing students with background information and historical context, suggesting ways that such information can be used to enrich their reading. Students are also challenged to consider a range of critical perspectives and the implications that their application would have on the interpretation of the texts studied, suggesting how different critical perspectives highlight some areas of a text while minimising the importance or visibility of others.

Assessment
80% Essay (2,000 words)
20% Analysis (500 words)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: RSSH001

Even before the time that European expansion started to exert pressure on the regions with predominantly Muslim populations, and even more after the beginning of invasion and control by the metropolitan powers, Islam and the ways it is observed have been assessed by intellectuals as possible factors in the relative economic and military weakness of those regions. This course will examine various genres in Islamic political writings to assess whether such claims are true.

Course Structure: 1 x 1 hour lecture and 1 x 1 hour Seminar a week.

Assessment
100% Textual Analysis ( 3,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: RSSI002

We will explore the ethical foundations and particular challenges within Jewish and Christian traditions. This will involve particular engagement with Jewish and Christian spirituality, considering to what extent mystical ideas align with ethics. As well as examining fundamental questions concerning the relationship between religion and ethics, we will examine specific issues pertaining to Judaism (the holocaust) and Christianity (feminist theory).

Assessment
100% Essay (3,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: ENLI022

STUDY LEVEL: Year 1
CREDITS: 15
CODE: ENLC007

This course will introduce students with key issues on societal multilingualism covering topics like pidgins and creoles, codeswitching, diglossia, language maintenance, shift and death, language policy and planning, etc.

Course structure: 1 x 1 hour lecture, 1 x 1 hour seminar a week.

Assessment
100% Essay (1,500 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: ELII043

STUDY LEVEL: Year 3
CREDITS: 30
CODE: ELIH039

This English Literature course will examine the impact of modernism in literature and related arts through a range of modernist texts from the first half of the twentieth century, including British and American primary texts in different genres. In addition, students will be introduced to relevant critical and theoretical ideas. The component aims to develop specific skills in close-reading, bibliographic research, and in applied critical and theoretical interpretations of modernism. Selected texts will vary each year, but have included Franz Kafka, Metamorphosis; James Joyce, Dubliners; Virginia Woolf, Mrs Dalloway; and F. Scott Fitzgerald, Tender is the Night.
Students will explore key features of modernism through different literary genres and national contexts. A parallel lecture series will foreground historical, scientific, aesthetic, and intellectual aspects of modernism and modernity. Seminars will examine the work of key modernist authors and explore major critical issues and theoretical debates.

Assessment
80% Essay (2,500 words)
20% Annotated Bibliography (500 words)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: PHEH007

This course will explore questions concerning the concepts of truth, reality and religion in the wake of the Enlightenment, with a particular focus on contemporary philosophical responses to the fact of religious diversity.

Course structure: 1 x 1 hour lecture and 1 x seminar a week.

Assessment
100% Essay (3,000 words)

STUDY LEVEL: Year 1
CREDITS: 30
CODE: PHEC006

This course will introduce students to the main ethical theories in western philosophy, focusing particularly on the question of the moral treatment of animals. The course also explores metaethics, which addresses questions such as: Why be moral? Are ethical principles and values relative or universal? What is the meaning of ‘good’?

Assessment
40% Ethical Dilemma exercise (1,200 words)
60% Essay on Moral philosophy (1,500 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: PHEI010

Incorporating examples from a range of the arts, including: painting, poetry, sculpture, architecture, drama, music and film, and focusing on major themes such as: beauty, inspiration, expression, poetics, symbolism, phenomenology, hermeneutics, and the imagination, this course critically examines the theories and perspectives of key figures and movements within the field of philosophical aesthetics.

Course Structure: 1 x lecture and 1 x Seminar a week.

Assessment
100% Essay (2,000 words)

STUDY LEVEL: Year 1
CREDITS: 15
CODE: ENLC006

The course will include an introduction to articulatory phonetics focusing particularly on the phonetics and phonology of English. We will examine the speech sounds of English and look at how sounds are organised in the language. Students will also learn to produce and describe the sounds using the correct terminology and they will learn how to read the International Phonetic Alphabet and to use it to transcribe different accents/languages.

Course structure: 1 x 1 hour lecture, 1 x seminar and 1 x 1 hour tutorial a week.

Assessment
100% A take home assignment on Phonetics and Phonology (1,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: PHEI009

This course examines the nature of democracy as it is formulated by philosophers such as Plato, Thomas Hobbes, Jean-Jacques Rousseau and J.S. Mill. It also explores problems and criticisms of democracy as it is conceived in the liberal tradition, focusing on thinkers such Karl Marx, John Rawls and feminist philosophers such as Anne Phillips.

Course Structure: 1 x Lecture and 1 x Seminar a week.

Assessment
100% Essay (2,000 words)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: RSSH002

Religion was often held up as a vessel of peace, inner (A protestant emphasis) and social. Given an uneven trend over the centuries toward cultural pluralism and ‘freedom’, modern theorists optimistically concluded that religion would either decline in significance or become a pillar of universalistic culture promoting a form of humanism. So, as a flash point of violence from the past, religion did not warrant attention in the overall narrative of the modern world. YET, such a reading of historical development is far too optimistic, as events of September 11, 2001, all too vividly demonstrate. A moment’s reflection attests that religion and violence are often woven together in history’s tapestries. Any number of religions have justified violence under certain circumstances, and others have become caught up in its processes. The course in the Lent term will focus on theoretical and practical implications for religion’s contribution both to violence and to reconciliation looking at theological/theoretical reflections as well as the Middle Eastern lived reality today.

Course Structure: 1 x lecture and 1 x Seminar a week.

Assessment
100% Essay (3,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: THOI003

This course studies the developments in Christian theology during the Protestant Reformation. We start with an overview of the late mediaeval scholastic theologies and the Renaissance Humanism of Erasmus of Rotterdam which creates the background for the understanding of the theologies of the Protestant Reformers, among others that of Martin Luther, Huldrych Zwingli and John Calvin. During the seminars, we analyse primary source readings from the era. We also make use of the rich material in the Special Collections of the Library.

Assessment
100% Essay

STUDY LEVEL: Year 3
CREDITS: 15
CODE: CHTH004

This course aims to enable students to:
- critically evaluate the relationship between spiritual practices and social and broader cultural developments both within and outside Eastern Christian Churches across a number of different contexts;
- engage critically with the academic discipline of theology and with key contemporary Eastern Christian thinkers and developments;
- critically evaluate the impact of political and social developments since 1900 upon Eastern Christian theology and contextual praxis.

Course structure: 1 x 1 hour lecture and 1 x 1 hour seminar.

Assessment
100% Essay (3,000 words)

STUDY LEVEL: Year 1
CREDITS: 30
CODE: HISC006

This course explores key developments in European history including the origins and nature of the First World War; the Russian Revolution; the political and economic developments of the interwar years; the rise of Fascism and Nazism; the Spanish Civil War; the Second World War; the Cold War; political and social developments in Western Europe, 1960s-80s, and the revival of Nationalism in the 1990s.

Assessment
30% Short essay on Europe in 1900 (800 words)
70% Twentieth-Century Europe essay (2000 words)

STUDY LEVEL: Year 2
CREDITS: 30
CODE: HISI035

This course surveys the development witchcraft and witch beliefs in early modern England and colonial America. Within the broader context of the European 'witch-craze', it explores the character of English witchcraft, including its gendered aspects. It examines the transfer of these beliefs to the English colonies in North America, culminating in the witch panic at Salem in 1692. During the course a range of different source extracts will be analysed, in a weekly seminar, to illuminate and illustrate key aspects of the subjects.

Assessment
50% each, two pieces of coursework (4,000 words in total)

SCHOOL OF LAW
STUDY LEVEL: Year 3
CREDITS: 15
CODE: LAWH007

After an introduction that centers on the historical development of negligence (primarily on the importance of Donoghue v Stevenson) we concentrate on the four main topics that make up this area of law- duty of care, breach of duty, causation and remoteness. These areas are studied by placing them in relevant, practical and economic context whilst at the same time determining the policy considerations that underpin the judges approach to negligence. The other topics that are studied include defenses, occupiers' liability and employers' liability.
The seminars and tutorials concentrate on such related topics as medical negligence and the duties owed to the public by the authorities such as the police, the ambulance service and the fire brigade. Students explore how these matters relate to our present society as the judiciary respond to the changing standards and attitudes of a modern world.

Assessment
50% Individual Power Point Presentation (15 minutes)
50% Essay (2,000 words)

STUDY LEVEL: Year 1
CREDITS: 30
CODE: LAWC012

Full Year Course Only

Fall semester synopsis:
This is a legal skills course. In essence, the word ‘praxis’ describes the process by which a theory, lesson, or skill is enacted, embodied, or realised. ‘Praxis’ may also refer to the act of engaging, applying, exercising, realizing, or practising ideas. It therefore involves putting the theory of legal skills into practice by doing exercises that are designed to develop those skills.
On this course, for international students, we will focus on two of these skills:
(1) The skill of negotiation;
(2) Interviewing skills;
The assessments on this course, for international students, will be assessments in negotiation skills.

STUDY LEVEL: Year 1
CREDITS: 30
CODE: LAWC011

FULL YEAR COURSE ONLY
Introduction to Public Law explores the dynamic nature of constitutional and administrative law in the United Kingdom. Although the U.K. lacks a constitution expressed via one document, or even via several documents, there is much to study. The class pays particular attention to the legislation, case law, treaties, history, politics, values, and related phenomena that have shaped and continue to shape the British Constitution. Along the way, students will encounter key subjects such as parliamentary supremacy, separation of powers, the rule of law, judicial review, and human rights, all of which are essential to understanding constitutional and administrative law in the U.K. today. The course also considers select issues from a comparative law angle.

Assessment
(10%) Early Stakes Assessment
(90%) Portfolio made up of 3 components

SCHOOL OF MATHEMATICS, COMPUTER SCIENCE AND ENGINEERING
STUDY LEVEL: Year 3
CREDITS: 15
CODE: MATH011

The student will choose two of the following topics:
1. Chaos Theory - Discrete dynamical systems; Lyapunov exponents; cyclic behaviour of solutions; systems of equations and chaotic solutions therein; fractals.
2. Linear & Nonlinear Waves - First order PDEs and waves, applications to traffic, dispersion waves and nonlinear equations
3. Group Theory - Group Axioms, Subgroups, Groups: Symmetric-, cyclic-, alternating-, dihedral- and matrix-groups, Isomorphisms, cosets, Lagrange’s Theorem, external direct product and Smith Normal Forms.
4. Statistics & Data Modelling - Probability and statistics, discrete and continuous probabilities density functions, fitting data using ¿2, uncertainties and confidence levels.

The aim of the course is to give the student a deeper understanding of some of the many topics within mathematics and to develop their knowledge further of the pure and applied side of mathematics. The course is designed to give the student the opportunity to choose from a list of four topics, and will enhance their appreciation of the depth of mathematics.

Assessment
100% Coursework.

STUDY LEVEL: Year 1
CREDITS: 15
CODE: MATC009

The course will cover the following topics:
Sequences, Difference equations, modelling with difference equations, solution techniques, dynamical systems.
Graph Theory: Paths and Cycles, connectivity of graphs, Eulerian graphs, Hamiltonian graphs, algorithms, colourings, planar graphs, directed graphs.

Assessment
67% Portfolio
33% Coursework

STUDY LEVEL: Year 2
CREDITS: 15
CODE: MATI010

The aim of the course is to enable the students to understand the techniques needed to solve ordinary differential equations both numerically and analytically. The student will also learn other numerical methods to solve systems of ordinary differential equations.

Systems of ODEs, Linear systems, Nonlinear systems and phase portrait, Lotka-Volterra systems and population dynamics, Numerical methods for initial value problems.

Assessment
50% Portfolio
50% Coursework

SCHOOL OF SOCIAL SCIENCE
STUDY LEVEL: Year 3
CREDITS: 15
CODE: SCSH006

STUDY LEVEL: Year 3
CREDITS: 15
CODE: SCSH001

STUDY LEVEL: Year 3
CREDITS: 15
CODE: SCSH004

STUDY LEVEL: Year 3
CREDITS: 15
CODE: SCSH005

STUDY LEVEL: Year 2
CREDITS: 15
CODE: CHYI003

Introduction to the UNCRC and children’s rights
Exploration of the concept of social justice
Exploration of key contemporary issues relating children and young people

Course Learning Outcomes:
Exhibit detailed knowledge and understanding of key theoretical debates relating to children and young people’s everyday lives

Assessment

100% - Essay of 1500 words

STUDY LEVEL: Year 2
CREDITS: 15
CODE: SOCI017

STUDY LEVEL: Year 3
CREDITS: 15
CODE: SOPH006

STUDY LEVEL: Year 3
CREDITS: 15
CODE: SOPH007

STUDY LEVEL: Year 1
CREDITS: 15
CODE: CHYC003

STUDY LEVEL: Year 3
CREDITS: 15
CODE: DSEH007

STUDY LEVEL: Year 1
CREDITS: 15
CODE: SENC007

STUDY LEVEL: Year 3
CREDITS: 15
CODE: DSEH002

STUDY LEVEL: Year 3
CREDITS: 15
CODE: DSEH009

STUDY LEVEL: Year 2
CREDITS: 15
CODE: SENI011

This 15-credit course in SEN will enable you examine current legislation relating to the identification of and provision for children with so-called special educational needs. You will be introduced to medical and social models of disability and will reflect on your understanding of these models in relation to current policy and legislation.

This course draws more specifically on cognition and learning as one of the four broad areas of need from the SEN Code of Practice. You will explore dominant ideas about impairment and the implications for learners. This course will enable you to explore Special Educational Needs in the UK. Seminar and tutorial sessions will offer an opportunity for you to make comparisons with your home context.

Assessment
100% Essay (2,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: SENI012

This 15-credit course in SEN will enable you examine current legislation relating to the identification of and provision for children with so-called special educational needs. You will be introduced to medical and social models of disability and will reflect on your understanding of these models in relation to current policy and legislation.

This course will enable you to explore key themes of diversity and inclusion from UK and international perspectives. It encourages you to explore the ways in which we conceptualise difference through the identification and use of labelling and interventions for children. This course encourages you to explore recent and relevant literature in order to explore the relationship between disability and education in the UK and beyond. This course will enable you to explore Special Educational Needs in the UK and offers an opportunity for you to make comparisons with your home context through group discussion and participation in seminars.

Assessment
Annotated Bibliography (1,500 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: SOCI018

STUDY LEVEL: Year 1
CREDITS: 15
CODE: SOPC004

STUDY LEVEL: Year 1
CREDITS: 15
CODE: SENC003

This course will enable you to examine the historical context for the emergence of certain attitudes and beliefs about disability and we expect you to consider the influence that these can have on education.

Throughout this course you will study key events in British history that have influenced the way that we conceptualise disability today. While the focus is on British history, many of the events have occurred in other countries across the world.

The course will run for 5 weeks, each week consisting of 3 lectures (each 1 hour), a tutorial (1 hour) and a seminar (2 hours)

Assessment
100% Coursework: Disability History Essay (2,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: SOPI006

STUDY LEVEL: Year 1
CREDITS: 15
CODE: SOCC007

Synopsis pending.

Assessment
100% Essay (2,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: SOCI016

This course exams the key concepts and ideas of sociological thinkers from the classical tradition. It places their ideas in social and historical context and assesses the continued relevance of these thinkers in the 21st century.

Course aims:
1. To introduce students to the key concepts and theoretical ideas of sociological thinkers from the classical tradition;
2. To encourage students to engage critically (and evaluatively) with the work of sociological thinkers from the classical era;
3. To enable students to apply the key concepts and theoretical ideas of sociological thinkers from the classical tradition in order to aid our understanding of social issues in the 21st century.

Assessment
100% Essay (2,500 words)

STUDY LEVEL: Year 3
CREDITS: 15
CODE: DSEH001

STUDY LEVEL: Year 3
CREDITS: 15
CODE: SOCH014

STUDY LEVEL: Year 3
CREDITS: 15
CODE: CRMH009

Course available FALL and SPRING

FALL: (Synopsis Pending)

SPRING: Psychology in the CJS, FBI offender profiling and Investigative psychology, Lie detection and polygraph tests, Eyewitness testimony, Children as witnesses Psychology in rehabilitation and parole
Psychological treatments for sex offenders, Incarcerating the criminally insane Risk Assessment and Recidivism

Assessment
100% Essay (3,000 words)

STUDY LEVEL: Year 2
CREDITS: 15
CODE: SCRI006

STUDY LEVEL: Year 3
CREDITS: 15
CODE: DSEH005

STUDY LEVEL: Year 1
CREDITS: 15
CODE: SCRC003

STUDY LEVEL: Year 1
CREDITS: 15
CODE: SCRC002

STUDY LEVEL: Year 1
CREDITS: 15
CODE: SCRC004