spring Study Abroad and Exchange Courses

In these classes you will look at the key accounting standards, prescribed formats and accounting treatment required for limited company accounts. You will look at both the recognition and measurement of accounting standards for single entity accounts.

The aims of this course are:
- To look at the key accounting standards.
- To look at prescribed formats and accounting treatment required for limited company accounts.
- To look at both the recognition and measurement of accounting standards for single entity accounts.

Course Learning Outcomes:
-To be able to understand and apply key accounting standards
-IAS16 – PPE
-IASs – 20,23,40 and IFRS 5 other PPE related standards
-IAS 38 – intangible assets
-IFRS16 – leases
-IAS2 – inventories
-IFRS15 – revenue recognition

Assessment for this course is a 1,000 word response to a short essay question covering key accounting standards. (100%)

This course examines the evolution of the brand and assesses the significance of this method of marketing. Basic criteria are developed for the description and analysis of brand performance across the marketing domain. The nature of brand strategies is explored and cases illustrate the diversity of methods to achieve common goals.

Number of Contact hours: 2 x 1 hour lectures; 1 x 2 hour seminar a week.

Course Aims
The course aims to introduce the students to the concept of branding and to examine its importance in relation to issues such as brand loyalty, brand equity, etc.

Learning Outcomes
1. Demonstrate a thorough and comprehensive knowledge and understanding of Marketing theories and their application in a variety of organisations and settings.
2. Demonstrate knowledge and understanding of the role of contemporary marketing techniques and the potential impacts on society
3. Demonstrate a thorough and comprehensive knowledge and understanding of Business and the environments in which they operate.

Assessment
Branding report - 2,500 words for 100% of the mark

In these classes you will be introduced to the concept of consumer behaviour and the increasing effects of celebrities on our consumption patterns.

Course Learning Outcomes:
-Demonstrate a thorough and comprehensive knowledge and understanding of Marketing theories and their application in a variety of organisations and settings.
-Demonstrate knowledge and understanding of the role of contemporary marketing techniques and the potential impacts on society.
-Demonstrate an understanding of the ethics of marketing.

Course Curriculum Content:
-This course will examine a number of key aspects of consumer behaviour
-The study of individuals, groups, or organizations and all the activities associated with the purchase, use and disposal of goods and services, including the consumer's emotional, mental and behavioural responses that precede or follow these activities.
-The course will also analyse the impact that the phenomenon of celebrity has on people’s consumption of goods and services.

Assessment for this course is a written Consumer Behaviour Report (2,500 words) worth 100% of students final grade.

This module will give students an in-depth understanding of the marketing communication mix both from a theoretical and practical perspective.

The aims of this course are:
-To explore how companies can effectively blend a number of different forms of communication to strengthen their market position.
-The course will also acknowledge the development of the new media by which organisations may communicate with stakeholders and how such communications affect business and society.

Topics covered will include:
-Advertising
-Direct marketing
-Digital and interactive media
-Sales promotion, merchandising and point of sale
-Public relations and corporate identity
-Sponsorship
-Personal selling and sales management

Assessment for this course is a written Report setting out an Integrated Marketing Communications plan for a company of the student’s choosing, worth 100% of your final grade.

In these classes you will be introduced to Project Management and will explore a number of issues related to the identification, selection and execution of business-related projects.

Course Learning Outcomes:
-Demonstrate a thorough and comprehensive knowledge and understanding of Business functions and how they are managed.
-Demonstrate a comprehensive range of professional skills.
-Problem solve and be able to demonstrate critical analysis.
-Apply Business Management theories and/or practice to organisations in complex settings.

Brief Description Of Study Abroad Course Curriculum Content:
- Project strategy
- Project selection and Portfolio management
- Leadership and project manager
- Project Team building
- Scope management
-Risk management
- Cost estimation and budgeting
- Project scheduling
- Resource management
- Project evaluation and control
- Project closeout and termination (Knowledge management)

Assessment for this course is a written Project Management Report - 1,200 words equivalent for 100% of the marks.

Course Available both FALL and SPRING

Curriculum content: 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.

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.

Learning Outcomes: Students will be able to evidence an increased knowledge and critical understanding of the processes that shape and modify the surface of the Earth.

Assessment
Coursework- Essay - 2,000 words for 50% of the marks
Coursework - Case study - 2,000 words for 50% of the marks

This course will explore key events in the geological history of the Earth, the geological evolution of the UK, and significant events that have changed the Earth (for example, Phanerozoic climate change, origins of life on Earth and mass extinctions).

Teaching - one lecture per week on Monday

Assessment
Essay - 2,000 words for 100% of the mark

Description
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)

Course Aims
• An understanding of the underlying principles of human development through the lifespan
• A critical awareness of the influence of cognitive, language, social, and cultural perspectives on development
• Opportunities to evaluate those principles and perspectives in the context of typical and atypical development

Learning Outcomes - on successful completion of this course, students will be able to:

• Demonstrate knowledge of principles of human psychological development across the lifespan
• Formulate arguments using psychological theory accounting for cognitive, language, social, and cultural perspectives
• Evaluate the principles and perspectives in the context of typical and atypical development.

Brief description of curriculum content
Students will cover content related to the principles associated with development across the lifespan, this will include neural development; perceptual, memory and attention; language, literacy and emotion development; development of relationships, understanding perspective, the emergence and development of social cognition; development of prosocial thinking; attachment, bonding and affiliation in childhood, parental alienation and psychopathology; family structure and parenting style; cognitive aging and life events (note the some topics will be delivered after the Easter break)

Assessment
100% Essay (1000 words )

Students will cover content that builds on the principles associated with development psychology, this will include an understanding of the role of an educational psychologist and evidence-based practice; classroom behaviour and young people at risk; learning disabilities (dyslexia, developmental communication disorder; social communication disability (autism); trauma in childhood and trauma-informed treatment programmes; civic engagement and thriving neighbourhoods; and the lifelong consequences of challenges within the education system.

Course aims
• To encourage an understanding of the application of cognitive, social and emotional factors to learning and educational contexts
• To present opportunities to discuss the ambiguities of psychological theory and evidence to better inform our understanding of those factors
• To engage in evaluation of evidence-based treatments and interventions to improve life chances for young people in education settings

Learning outcomes
On successful completion of this course, students will be able to:

• Demonstrate understanding of the application of cognitive, social and emotional factors to learning and educational contexts
• Formulate arguments using psychological theory and evidence accounting for relative importance of those factors
• Evaluate evidence-based treatments and interventions to improve life chances for young people in education settings

Teaching - two lectures per week on Tuesday

Essay 1,000 words for 100% of the mark

Psychology will change in the coming years in response to the conditions in which people find themselves. Challenges to identity and wellbeing will arise from an aging population, an increasingly globalized and warming world, and the place of people alongside technology. In this series of lectures, we will pick up some important themes explored in the students’ studies and re-examine them in light of forthcoming challenges.

Assessment
100% Essay (2,000 words)

Course Description
This is an exploratory year where students will be introduced to the notion of conscious design and sustainability. Creative fashion based projects will encourage unconventional ways to approach and enrich the design process, combining new and existing techniques across various disciplines. These approaches will be extended through the use of a broad range of materials, including textile, metal, ceramics, plastics, wood and the digital process.
A series of thematic projects will explore shifting ‘making' mindsets from throw away and non reusable to lasting and precious. The emphasis will be on experimentation through material led investigation, exploring a range of making skills, relevant industry standard machinery and processes. At Level C, we will encourage fast paced and experimental approaches to build experience and confidence

Course Aims
• A critical understanding of sustainability and ethical practice within contemporary fashion.
• A rigorous understanding of design development underpinned by conceptual thinking, problem solving and risk taking for an evolving creative sector.
• The practical and theoretical skills associated with concepts and material investigation supported by digitally informed knowledge specific for industry expectations.
• An understanding of materiality and the confidence to use various material area applications with a focus on tactility and haptic technologies.
• The confidence to work collaboratively through interdisciplinary practice, and working with local partners and community.
• A critical understanding of visual culture, aesthetics and communication to inform creativity and future professional development.
• The ability to research, to work independently and collaboratively, to establish a bespoke portfolio which is professionally informed.

Learning Outcomes
• Demonstrate practical and technical competence with processes and techniques through exploration of materials underpinned by various digital technologies.
• Research and reflect on the historical, theoretical and/or contemporary contexts of their own and other making practices.
• Utilise a range of methods, including drawing, making and writing, to research, develop, reflect on and communicate ideas and concepts.
• Demonstrate an independent and creative approach to contemporary fashion design, researching and reflecting, informed by contextual and practical understanding.

A Portfolio for 100% of the mark

This course is for 15 credits - there is also a 30 credit version - see CFDC002

Course Description
This is an exploratory year where students will be introduced to the notion of conscious design and sustainability. Creative fashion based projects will encourage unconventional ways to approach and enrich the design process, combining new and existing techniques across various disciplines. These approaches will be extended through the use of a broad range of materials, including textile, metal, ceramics, plastics, wood and the digital process.

A series of thematic projects will explore shifting ‘making' mindsets from throw away and non reusable to lasting and precious. The emphasis will be on experimentation through material led investigation, exploring a range of making skills, relevant industry standard machinery and processes. Core themes will include eco - responsibility, the resurgence of the hand made in the current climate, re-use, make do and mend and the need to conserve energy and resources.

Methods such as reverse design, deconstruction and adaptation will be positioned alongside more traditional construction methods and skill development. At Level C, we will encourage fast paced and experimental approaches to build experience and confidence.


Course Aims
• A critical understanding of sustainability and ethical practice within contemporary fashion.
• A rigorous understanding of design development underpinned by conceptual thinking, problem solving and risk taking for an evolving creative sector.
• The practical and theoretical skills associated with concepts and material investigation supported by digitally informed knowledge specific for industry expectations.
• An understanding of materiality and the confidence to use various material area applications with a focus on tactility and haptic technologies.
• The confidence to work collaboratively through interdisciplinary practice, and working with local partners and community.
• A critical understanding of visual culture, aesthetics and communication to inform creativity and future professional development.
• The ability to research, to work independently and collaboratively, to establish a bespoke portfolio which is professionally informed.

Learning Outcomes
• Demonstrate practical and technical competence with processes and techniques through exploration of materials underpinned by various digital technologies.
• Research and reflect on the historical, theoretical and/or contemporary contexts of their own and other making practices.
• Utilise a range of methods, including drawing, making and writing, to research, develop, reflect on and communicate ideas and concepts.
• Demonstrate an independent and creative approach to contemporary fashion design, researching and reflecting, informed by contextual and practical understanding.

Portfolio for 75% of the mark
Fashion Research Diary (1,500 word count) for 25% of the mark

This is the 30 credit version - there is also a 15 credit version with a smaller assessment - see CFDC001

This course will provide students with a broad knowledge of a range of practices in contemporary approaches to art and design history. It is an interactive course based around interactive exploration of approaches to creative practice based on the study of contemporary examples

Learning outcomes:
-To demonstrate a basic understanding of contemporary approaches to art and design practice in relation to historical frameworks.
-To demonstrate an ability to write about art and design using relevant disciplinary language.

Curriculum Content:
-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 for this course is a 1,500 word essay worth 100% of final grade.

Course Available FALL and SPRING

HIGH LEVEL OF ENERGY 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%

HIGH LEVEL OF ENERGY REQUIRED

This 30 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.

Assessment
50% Essay (3,000 words equivalent)
50% Group Performance (25 minutes)

This Study Abroad course offers an advanced perspective on global cinemas after the 1950s. We will address representations of identity in relation to advanced key concepts in film studies, considering European, Arab, Latin American, and Asian cinemas after the 1950s. There will be an added focus on the relationship between representations of gender, sexuality, and social issues, and the socio-political context in which cinema becomes a national (and often transnational) cultural form.

Course structure: 2 x 1 hour lectures, 1 x 2 hour seminar a week.

Assessment
80% Essay in Global Cinemas (4,000 words)
20% Seminar Work (1,000 equivalent)

Our Graphic Design courses are constructed to promote the formation of critically aware individuals, with a technical competence in both physical and digital modes of working, and processing a robust professional awareness.
Covering the foundational principles of graphic design you will explore the fundamental relationship between word, image, colour, layout and composition. Through the application of digital graphic design skills and knowledge in a range of practical tasks, you will be asked to respond to briefs utilising a clear understanding of a range of approaches to Graphic Design.

Themes Include:
- Graphic design in the physical and digital domains
- The relationship of word and image
- The rules of colour
- Layout, and Composition
- Exploration Of Adobe Creative Cloud, including, Photoshop, Illustrator and InDesign

Course aims
In Level C, students will be introduced to the foundational principles of graphic design where they will explore the fundamental relationship between word, image, colour, layout and composition. Using this understanding they will begin to engage with Graphic Design as a creative field at the interface of digital and physical modes of working. They will do this synergistically with a developing theoretical knowledge of Art and Design History from Antiquity to the 21st Century. From the outset the course aims to inculcate students with collaborative modes of working, emulating the creative communicative community of Graphic Design in the real world.

Learning outcomes
Students will be able to demonstrate:
LO1:a well-rounded understanding of the fundamental principles of graphic design through the application of specific digital graphic design skills and knowledge in a range of practical tasks.

LO2:their understanding of the fundamental processes of graphic design by developing their ideas, adequately evaluating their work and realising their designs for screen and print using a range of digital and physical tools.

LO3: an experimental and conceptual awareness by responding to project briefs, utilising a clear understanding of a range of theoretical and technical approaches to Graphic Design to create a body of work that represents their developing design knowledge and awareness.

Teaching - all day Graphics studio session 9am - 5pm on Tuesday

Portfolio minimum 10 portfolio sheets for 75% of the marks
plus
A learning journal and research, 1,000 words equivalent for 25% of the marks

This Study Abroad course offers an exploration of major cinematic movements from post-World War II until the 1990s. We will address key moments from selected British, American and 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 British and French New Waves, British and American film of the 1960s and 1970s and filmmaking during Thatcher’s Britain.

Course structure: 1 Lecture, 1 Seminar and 1 tutorial a week.

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

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 for this course is a 1,500 word essay worth 100% of your final grade.

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)

Citizenship education plays an increasingly important role in the modern world and helps to educate responsible critical-thinkers who are able to participate effectively in a democratic community. In this 3-week course, you will have the opportunity to focus on citizenship education in a broad perspective and understand its influence in the wider learning community, particularly in relation to European, Global and multicultural contexts. Beginning with a field trip to the People's Museum of Justice and the re-enactment of a trial at Manchester Crown Court where you will take on roles such as judge, jury, barrister, witness and defense, you will be able to reflect on the value of citizenship within the wider, learning community.

The course then goes on to consider global citizenship education to help explore the benefits and limitations of existing international approaches. With reference to social psychology theory, the course then explores socialisation, social identities and stereotypes to understand how these contribute to ideas of community and belonging. After studying this block, you will be better equipped to understand the opportunities and challenges that affect the educational practice of citizenship lessons and how these may be affected in the future.

Assessment
100% Coursework (2,000 words)

Students will explore aspects of child development and attachment theory. They will explore developmental theories and concepts and the role of play. Students will develop the ability to plan for effective provision for children and families. Students will begin to acquire subject specific skills at this level which match the ECS benchmarks. For instance, they will be able to see multiple perspectives in relation to early childhood and start to analyse the relationship between them.
Key topics may include: child development; play; The role of the key person

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: Portfolio of reflective engagement in Early Childhood (2000 words)

This course supports you to closely examine the educational, cultural, psychological and social theories of learning. You will be provided with the opportunity to explore various theories that seek to explain children’s learning and thus you will be provided with the opportunity to develop investigative, explorative and problem- solving skills. You will use your developing knowledge as a basis to critique policy guidelines and practice in the UK and internationally. Key topics of the course may include: Key Learning Theorists; effective ways of learning; Researching Children; International approaches to early childhood education and care.
Delivery Pattern- Lectures, Seminars and Tutorials

• No. of Contact Hours - 5 hrs/week
• Students with some prior knowledge of learning theory will be able to engage in this course more effectively than if they have not studied this aspect previously.
• 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


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: Portfolio of reflective engagement in Early Childhood

Delivery Pattern- Lectures, Seminars and Tutorials

Students will begin to look at all aspects of children’s development which will draw on health, social and psychological disciplines.
Attachment theory and the importance of the strong emotional and physical bond of affection to primary and secondary caregivers will explored. Furthermore, links will be made with the role of play. There is an exploration of the role for the key person, the challenges of this role and ways to promote positive relationships in early years.
Students will begin to acquire subject specific skills at this level which match the ECS benchmarks. For instance, they will be able to see multiple perspectives in relation to early childhood and start to analyse the relationship between them. In this term, the reflective approach is developed in relation to attachment theory, and the child’s holistic development and learning.

Key topics may include: Holistic development; Attachment theory; The role of the key person; 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

Assessment

100% Reflective Portfolio (4,000 words) Submission: March

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

Politics, Economics and Educational Research connects trends in educational policy over the past 30 years with wider trends in public policy, and explores the implications for educational research, measurement and impact. Beginning with an understanding of the fundamentals of public choice economics and their influence on contemporary education policy and practice in the UK, the course goes on to explore the impacts of choice and measurement for governance of education. With reference to key policy reports on educational research, the course helps students understand the benefits and limitations of measures of efficacy designed for a public choice environment. If you are interested in the role of politics and economics on education, or how to design valid and rigorous research within a culture of measurement, then you will find this course both provides those skills, and raises deeper questions about the limitations of measurement. After studying this course, you will be able to understand the impact of measurement and metrics on educational research and practice. It will also help you to consider your own positioning in the 'marketplace' in which educators increasingly find themselves.

Assessment
100% Coursework (2,000 words)

This course explores different disciplinary perspectives in education policy, including Philosophy, Psychology, and History, as well as examining trends in policy making around topics such as the knowledge economy, diversity and inclusion, and early years and families. We will consider a range of policy problems and solutions from literacy in the 19th Century to current approaches around parenting, truancy and absenteeism, tuition fees, and positive discrimination. This course offers an exciting window into understanding the education system and the broader society within which they operate – and which they influence. Our emphasis is on the different perspectives – both political and practical – that face the people and organisations who influence and make policy, as well those who put it into practice, from local governments to teachers and parents. As we will see, policies are invariably imperfect in that the issues they are seeking to address are complex and cannot be solved by education alone. This course also includes a supported debate where the class is divided into two groups who are expected to promote and defend a particular position around how policies are implemented.

The intention is to help you to develop a critical understanding of policy and education policy in particular. The focus is largely on UK policies but there will also be some focus on international contexts. Also, many of the issues we will be considering are part of discussions around education in most countries, and it is the solutions that differ, influenced through the particular national combination of a given country’s cultural, economic and political conditions.

Assessment
100% Coursework (2,000 words )

Course Description
This module examines the multidisciplinary application of principles of sport science to evaluate, promote and optimise sports performance and exercise for health. Optimisation of sports performance is examined by understanding of training programme design such as the study of training periodisation, quantification of training load, athlete monitoring and programming training for specific performance requirements. The objective evaluation of training load is supported by exploring the analysis of sport performance via notational and qualitative means. This module includes fieldwork (in Strength & Conditioning and other fitness parameters) and also dedicated IT work for data analysis.

Course Aims
1. A multidisciplinary understanding of the application of sport science to enhance outcome in contexts such as sport performance and health
2. The ability to quantify outcome parameters from exercise-interventions and explain their basis as they relate to sport performance and / or health
3. The ability to utilise evidence as a basis for evaluating the outcome of interventions designed to promote sport performance and / or health

Learning Outcomes
By the end of the module, students should be able to:
1. Explain how sport and exercise -related interventions can enhance outcome in contexts such as sport performance and health
2. Quantify outcome parameters from exercise-interventions and explain their basis as they relate to sport performance and / or health
3. Utilise evidence to evaluate the outcome of interventions designed to promote sport performance and / or health

Assessment
Applies Sport Science Report (3,000 words) for 100% of the mark

This module examines the fundamentals of coaching science and teaching physical education, ranging from studying the principles of training and applied physiology, to the impact of government policy on the development of the National Curriculum. You will be introduced to a range of events through the practical sessions to allow you to develop an understanding of what makes an effective coaching session. The module will be taught via weekly lectures, supported by weekly tutorials to consolidate your understanding and further develop your knowledge on the lecture content. Seminars will take a more interactive approach focusing on practical sessions across a number of events, with the opportunity to conduct the coaching of an event as part of the assessment.

Assessment:
Case study essay: Sport Coaching - 2,000 words (50%)
Athletics coaching practical delivery - 1,000 words equivalent (50%)

This course examines and engages with key aspects of American democracy, focusing on the effect of constitutional structures, voter behaviour, electoral strategy as well as key movements and issues that impact on electoral politics. As part of the course you will examine case studies of key presidential elections since 2000 and carry out a critical report based on documentary and other forms of analysis.

Learning Outcomes:
• Demonstrate knowledge of the main methods of enquiry in the subject
• Ability to deploy key techniques of the discipline effectively to initiate and undertake critical analysis and propose solutions to problems
• Ability to evaluate different approaches and how the limits of their knowledge influences analysis and interpretation
• Understanding of how to apply underlying concepts and principles outside the subject context
• Effectively communicate information, arguments and analysis

Topics covered include the US Constitutional Framework and electoral process, political parties, third party politics, electoral strategy, voting behaviour in the US, case studies of presidential elections 2000-2020.

Timetable - 2 lectures + 1 seminar

Critical Analysis Project - 2000 words - 100%

Topics will be drawn from a range that may include:

- Power and resistance,
- Security and Securitisation,
- Discourse analysis,
- Participation and Politics,
- Research and Power,
- Ethical challenges.

The course aims to provide students with:

a) A theoretical, conceptual and practical understanding of IR concepts
b) Critical awareness of the concepts, approaches and methods associated with IR
c) Capacity to think critically and independently about events, ideas and institutions
d) A range of cognitive and social skills relevant to their intellectual, vocational and personal development

By the end of the course, students will be able to:
1. critically analyse political theory and its practical application to IR
2. understand and critique subtle variations in analyses of IR
3. argue confidently and with sophisticated insight when exploring political issues
4. show a sophisticated awareness of the breadth and depth involved in political analysis

Assessment
Essay - 3,000 words analysing concepts in internal relations for 100% of the mark

Updated April 2021

This course examines theological responses to challenges facing Christianity with the rise of modernity. In particular, the course will focus on theological engagement with the Enlightenment and the apparent tensions between Faith and Reason. Students will examine such themes as arguments for the existence of God, the turn to Romanticism, the Atheism controversies, the Jesus of History/Christ of Faith debate, and the apparent conflicts between Science, Philosophy, and Religion.

The course will enable you to:

1. become proficient in confident, accurate and appropriate location, comprehension and critical handling of sources; the ability to argue a case; the presentation of written material in accordance with expected standards;

2. engage in a sophisticated manner with the academic disciplines of theology and philosophy of religion, and with key scholars and developments in the fields;

Learning outcomes
- To articulate an analytical understanding of key movements in Christian history between 1700 and 1900;

- To critically evaluate a range of theological responses to the relationships and tensions between history and salvation, reason and faith, morality and ‘feeling’, consciousness of God and consciousness of God in the post-Reformation and Enlightenment periods.


Course structure: 1 x 1 hour lecture and 1 x 1 hour seminar a week (Mondays 9-10am and 10-11am).

Essay - 2,500 words for 100% of the mark

Course Description
Through an interdisciplinary framework, the Contemporary Britain course offers visiting students the opportunity to deepen their understanding of Contemporary Britain. Liverpool is a unique city in UK. As the students accclimatise to their new surroundings in England, they will discover a sense of disconnect between Liverpool and the wider UK. Through engagement with this course, they will garner a deeper understanding of Contemporary Britain, which will enable them to better grasp Liverpool’s unique culture and identity as they interact with its peoples, institutions, and spaces. Additionally, this course will provide them with knowledge that will support them in developing personal (and even professional) relationships with British people from across the Union.

Learning Outcomes
1.Demonstrate an understanding of the University context in which they are studying.
2.Demonstrate a knowledge of key cultural characteristics, and social developments in contemporary Britain
3.Be able to contextualise and critique Liverpool’s experience relative to other parts of the UK
4. Demonstrate an interest in engaging with life in and around Liverpool and/or beyond
5. Develop and demonstrate skills in teambuilding and teamworking skills

Curriculum Content (can change from year to year)
Week 1: Liverpool and Britain: An overview
Week 2: Languages, dialects, and cultures in contemporary Britain
Week 3: British Public Policy and Responses from Liverpool
Week 4: Fiction and Reality: Deconstructing British stereotypes in TV and Film
Week 5: Breaking the Mould: British pop-culture and the Postmodern Age
Week 6: The global impact of the British Music Industry
Week 7: British sports: the ‘Religion’ of Football
Week 8: Optional related trips

Group presentation
Students will work in groups of between 3 and 6 members to research a topic given by the course Lead. Students can decide how to present this information to an audience of Tutors (assessors), students and staff. The presentation will typically be a poster with verbal presentations by all members of the group. The poster can be in hard copy with a personalised design, or a digital poster. Guidance will be provided.

Students should collaborate outside of the classroom to develop ideas and carry out research.

Marks are given for to individual students, not the group as a whole, for research effort, depth of knowledge and presentation skills, using a marking framework.

Course Description/aims:
Through an interdisciplinary framework, the Contemporary Britain course offers visiting students the opportunity to deepen their understanding of Contemporary Britain. Liverpool is a unique city in UK. As they climatize to their new surroundings in England, they will discover a sense of disconnect between Liverpool and the wider UK. Through engagement with this course, they will garner a deeper understanding of Contemporary Britain, which will enable them to better grasp Liverpool’s unique culture and identity as they interact with its peoples, institutions, and spaces. Additionally, this course will provide them with knowledge that will support them in developing personal (and even professional) relationships with British people from across the Union.

Learning Outcomes:
1. Demonstrate an understanding of the University context in which they are studying.
2. Demonstrate a knowledge of key cultural characteristics, and social developments in contemporary Britain
3. Be able to contextualise and critique Liverpool’s experience relative to other parts of the UK
4. Demonstrate an interest in engaging with life in and around Liverpool and/or beyond
5. Develop and demonstrate skills in teambuilding and teamworking skills

Brief description of curriculum content:
Week 1: Liverpool and Britain: An overview
Week2: Languages, dialects, and cultures in contemporary Britain
Week 3: British Public Policy and responses from Liverpool
Week 4: Fiction and Reality: Deconstructing British stereotypes in TV and Film
Week 5: Breaking the Mould: British pop-culture and the Postmodern Age
Week 6: The global impact of the British Music Industry, including a trip to the British Music Experience
Week 7: British sports: The Religion of Football, including a trip to Anfield Football Club.
Week 8: Guided tours of Croxteth Hall, and the Williamson Tunnels

Group Presentation
15-30 minutes
100%

SHORT COURSE - This module will normally begin in the third or fourth week of the second semester.

The course will explore the nature and impact of the reign of Henry VIII, focusing on the longer-term consequences of the Reformation. It will look at the images of royal power deployed in this period, the debate on the mid Tudor 'crisis', and female monarchs' handling of challenges.

Study Abroad Course Aims
1. Explore the nature and impact of the reign of Henry VIII, focusing on the longer-term consequences of the Reformation;
2. Analyse the use of images of royal power deployed in this period;
3. Debate on the mid Tudor 'crisis'
4. Analyse the female monarchs' handling of challenges.

Study Abroad Course Learning Outcomes
1. Gain a critical understanding of the nature and impact of the reign of Henry VIII, focusing on the longer-term consequences of the Reformation;
2. Gain a critical understanding of the use of images of royal power deployed in this period;
3. Gain a critical understanding of the debate in relation to the mid Tudor 'crisis'

Assessment
Essay (2,000 words) for 100% of the mark

Course aims:
The course aims to provide students with:

1. A wide-ranging, stimulating and challenging curriculum that is underpinned by research and scholarship;
2. The opportunity to increase the range, depth and sophistication of their historical knowledge;
3. Guidance and support in developing their understanding and application of historical thinking;
4. Guidance and support in developing intellectual skills and aptitudes which can be applied to further study, training and employment;
5. The opportunity to work with a wide range of primary source material.

Learning Outcomes:
By the end of the course students should be able to:

1. Understand the concepts of ‘patriarchy’ and ‘separate spheres’ and critically discuss them in a historical context;
2. Critically discuss gender roles in relation to political movements c. 1900;
3. Discuss gender roles in relation to war and civil conflict;
4. Demonstrate the ability to select, read, analyse and reflect critically upon a range of secondary material and some forms of primary evidence;
5. Demonstrate a critical appreciation and awareness of historiographical debate.

Brief description of curriculum:
The course will discuss the evolution of gender roles in relation to political movements in Europe and the United States from the late nineteenth century to the interwar period. The course begins by introducing concepts such as ‘patriarchy’ and ‘gender roles’ and the scholarship that has incorporated them into historical research. It then looks at: women reformers in the late-nineteenth century and their cultural and political context; the struggle for women’s suffrage in domestic and imperial contexts; alternative lifestyles and bohemianism; the gender politics of anarchism; the impact of the First World War on gender roles; gender roles in revolutionary Russia; gender and fascism.

Timetable: 2 x 1hour lectures + 1 x 2hour seminar

1,500 words essay - 100%

This course provides a broad and deep introduction to Buddhism. To do so it will explore the following topics: The Buddha, The Four Noble Truths, No-Self, Liberation, Schisms and Theravada, Mahayana and Vajrayana, Emptiness, and finally Zen.

Course aims
• A deepened enthusiasm for thinking critically on the big questions of life’s meaning, goal and value.
• An approach to study which is questioning and holistic, able to identify and articulate the connections, harmonies and tensions between religion and philosophy in a variety of contexts.
• Immersion in the deep-rooted religious and philosophical texts and traditions which continue to shape worldviews and debates today.
• The ability to explore and evaluate complex and challenging issues and communicate their views to others.
• The confidence to reflect critically and sensitively on their own basic beliefs and values.
• A willingness to engage with a diversity of viewpoints with empathy and critical respect.

Learning outcomes
The ability to analyse and evaluate some of the central methods, theories, concepts, and arguments in Buddhism and the relationship between religious and philosophical perspectives.

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

Assessment
Essay - 2,000 words for 100% of the marks

Course aims:
The course aims to provide students with:
1. A stimulating and challenging course on Irish history that is underpinned by research and scholarship;
2. The opportunity to increase the range, depth and sophistication of their historical knowledge;
3. Guidance and support in developing their understanding and application of historical thinking;
4. Guidance and support in developing intellectual skills and aptitudes which can be applied to further study, training and employment.

Learning Outcomes:
By the end of the course students should be able to:
1. Demonstrate knowledge and understanding of important developments in early modern and nineteenth-century Ireland;
2. Demonstrate knowledge and understanding of the historical process and a greater awareness of the complexity of reconstructing the past;
3. Demonstrate the ability to select, read, analyse and reflect critically upon a range of secondary material;
4. Demonstrate a critical appreciation and awareness of historiographical issues.

Brief description of curriculum content:
The course will explore the history of Ireland from the Cromwellian ‘conquest’ of the 1640s to Home Rule. It will include an analysis of how the British government treated Ireland in the eighteenth century and the causes and nature of the 1798 Rising; the Famine of the 1840s; the role of the Church in Irish society; Physical Force Nationalism; Liberal and Conservative policy towards Ireland on the issue of Home Rule.

Timetable: 2 x 1 hour lectures + 1 x 2 hour seminar

1,500 words essay - 100%

We will explore key thinkers and themes in Jewish responses to the holocaust (the Shoah), particularly in relation to the emergence of ‘post-holocaust theology’. In doing so, we will explore the potential relationship between this field and the field of Kabbalah Studies, thereby considering the possible synergies between Jewish mysticism and theological responses to the holocaust.

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

Assessment
Essay - 3,000 words for 100% of the marks

Description
In small tutorial groups, this course focuses upon one Major Author of the literary canon. This course provides students with the opportunity to engage in the careful study of selected texts to enhance an understanding of the historical, intellectual and cultural contexts within which texts were written. In
addition, the course will also provide tutorials about publishing history.

In the past the course involved an analysis of both early reviews and recent critical perspectives on the set texts and allowed students to explore publishing practices in historical context from various sources. Also, students examined issues related to the production, publication, and reception of texts, examining the demands of serialised publication and their effects on form and narrative structure, editorial interventions, the reception of instalments as they were published and the subsequent reception of the text under analysis.

Course Aims
- The opportunity to compare and contrast various literary texts;
- An awareness of the role of critical traditions in shaping literary history and of the literary, cultural and socio-historical contexts in which literature is
written and read;
- The opportunity to compare the way key themes are represented and explored within different texts of the period;
- Critical skills in close reading and analysis and the communication skills necessary to articulate coherent interpretations, analyses, and arguments.

Learning Outcomes
- Demonstrate an awareness of key intellectual debates and social issues that are represented within the literature of a particular era;
- Demonstrate an understanding of important literary movements of the era as exemplified by a key writer of the period;
- Demonstrate knowledge of relevant textual and contextual criticism and show an ability to apply this to particular texts;
- Demonstrate an ability to compare and contrast the treatment of particular ideas and issues within different texts from the period;
- Demonstrate the ability to identify and discuss the formal conventions, narrative strategies, and textual dynamics employed in particular texts and/or
groups of texts.

The authors being researched from September 2023/4 are: Thomas Hardy and Edward Thomas

Assessment
Two Essay (both 1,500 words) weighted 50% each.

Description:
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 look at African and South East Asian contexts to assess the relevance of engaging religion for the coherence of societies and pursuit of peace even when conflict is associated with religious sensitivities.

Course Aims:
An understanding of the relationship between religion and context, culture, and politics in debates on political philosophy and mystical traditions in Islam
An ability to read and evaluate sacred texts, and to assess their importance to lived religion
An ability to evaluate and use in research and oral presentations a variety of primary and secondary texts
The capacity to give a clear and accurate account of a subject, marshal arguments in a mature way and engage in independent research.


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

Essay (3,000 words)

Human security, global poverty, migration, humanitarian aid, environmental justice, critical approaches to security

Course aims
This course exposes students to multiple topical issues and ideas in International Security. Issues such as Human security, global poverty, migration, humanitarian aid, environmental justice, critical approaches to security. In essence, the course expands the understanding of the contemporary global order and the issues that are at the heart of it by showing how IR theories undergird and explain some of the thorny security issues that we face in the world.

Learning outcomes
By the end of this course, you should be able to:
1. An advanced understanding of IR theories
2. Developed a complex understanding of global politics and its critical fault lines
3. Show clear competence in applying theory to contemporary international affairs
4. Ability to form opinions, and clearly articulate these in the face of strong contrary ideas.
5. Display a wider theoretical range using a more nuanced academic vocabulary and adherence to analytical structure – in textual and oral communication - when evaluating both theoretical and empirical problems in IR.
At Level H, students should have the following key transferable skills:
• An advanced capacity for abstraction and empirical analysis;
• A well-developed academic vocabulary with awareness of academic structure and key challenges of theoretical, conceptual and methodological coherence;
• Capacity for independent enquiry, formulating questions and bringing together ideas from a range of theoretical perspectives.

Teaching Lectures and seminars on Monday and Thursday

Essay on International Security Issues - 2,000 words for 100% of the marks

Course Aims: To enable the students to gain a critical awareness of the basic issues in the academic study of the Bible as well as equip them with the necessary research skills at introductory level.

Learning Outcomes: By the end of this course the students will be able to research at an introductory level the historical background, setting and purpose of biblical texts using biblical commentaries, dictionaries and biblical software.

Brief description of Curriculum content: In this course students are introduced to an academic study of the Bible (both Old and New Testaments), including an overview of its contents, the historical, literary, and theological aspects, as well as the major interpretive methods and approaches. Textual workshops accompanying lectures and seminars are aimed at enhancing students’ interpretative skills and providing space for a close reading of select passages.

Assessment
100% Biblical Studies Viva - 15 minutes (equivalent to 1,500 words)

From Advanced Studies in Sociology (Year 3 - final year)

This course will have broad appeal to students from across the social sciences. Using death and dying to illustrate a range of social issues, it will highlight how the experiences surrounding death and dying do not exist in a social vacuum but are themselves socially influenced and subject to social variation. Indicative themes include:

Death and social divisions
Funeral poverty and social policy
Bereavement and social work
Death and disaster
Assisted dying/palliative care in health and social care
Complicated grief and its implications
Death and culture
Identity, illness and loss
Public mourning/dying
Is death still taboo?

In short, the course will ask how an appreciation of human mortality might promote better self-understanding, greater concern for others, and a more compassionate society.

Course Aims
Course lead completion required
The aims of this ARC are chiefly two-fold: 1) to encourage students to think critically - using sociology - about a range of issues related to death, dying and bereavement; and 2) to encourage reflection on issues of death, dying and bereavement as a means of enriching life, fostering social change, and enhancing social care/support in ways that have applications in both professional practice and everyday life. An overriding aim is to encourage students to consider the societal implications of death, dying and bereavement as an inescapable aspect of human existence.

By the end of this ARC learners will be expected to be able to:
1. Demonstrate an appreciation of the significance that an understanding of death, dying and bereavement provides in enhancing the personal and professional care of self, others and society;
2. Apply their sociological knowledge to the study of death, dying and bereavement, making links across and between various aspects of both sociology and the sociology of DDB;
3. Think critically and reflectively about the significance (and administration) of death, dying and bereavement in contemporary society

This course is research-led but has a seminar on Thursdays from 1-3pm

2,000 word poster presentation
1,000 word write up

3,000 words total equivalent, for 100% of the mark

Course Aims:
To provide an overview of health inequalities both nationally and locally within the UK
To provide students with an understanding of approaches to health inequalities
To assist students to develop independent research and presentation skills

Learning Outcomes:
Students will have a grasp of health inequalities both nationally and in localities
Students will develop a deeper understanding of a particular form of health inequality
Students will undertake some independent research, analyse and present appropriate public health data

Brief Description of Course Curriculum Content:
Introduction to health inequalities, Marmot Review 2010 and 2020, Approaches to health inequalities. Local health inequalities, local health profiles & examples of interventions, the impact of Covid-19 on health inequalities plus 2 workshops for support

100%: Coursework - poster presentation equivalent to 2,500 words

Contemporary areas of sociological interest, for example:
- Poverty, Exclusion & Welfare
- Cities & Urban Life
- Interaction & Everyday Life
- Nations, War & Terrorism
- Religion & Society
- Health & Illness
- The Life Course
- Work, Employment & Society

Course aims
- To introduce and examine key areas of contemporary sociological interest;
- To apply the key principles of sociological thinking to help understand (and provide solutions) to issues with which we are confronted as a society;
- To examine social factors as central to understanding the relationship between the individual and society.

Learning outcomes
Following the successful completion of this course, students will be able to:
- Describe the key features of sociology, its distinctiveness from other disciplines, and its capacity to explain the relationship between the individual and society;
- Apply sociological thinking to ‘real world’ settings and contemporary issues by critically engaging with key concepts and skills central to sociology;
- Search for appropriate sources of sociological information, drawing upon a variety of study skills and academic literacies in order to answer sociological questions and enrich understanding of the social world.

Teaching - three lectures and a seminar on Tuesday and a Tutorial on Wednesday

Essay 1,500 words for 100% of the mark

*Students will complete portfolio tasks that provide the basis for tutorials (4,000 words over 8 weeks) but they are not credit-bearing and students will not submit the portfolio for assessment

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

Course Learning Outcomes:
By the successful completion of this course, students will be able to:
- Describe the key contributions of sociological thinkers from the 20th century;
- Evaluate the relevance of sociological thinkers from the contemporary tradition in understanding contemporary social issues;
- Apply the ideas to a range of issues in contemporary society

Assessment

100% Essay (2,500 words)

Course Description/aims
A critical awareness of philosophical debates and issues relating to children and young people’s rights and responsibilities
Knowledge and understanding of, and an ability to engage in, a range of research methods as they relate to research on, with and by children and young people.

Learning Outcomes
By the end of this course, students will be able to:
¿ Demonstrate knowledge and understanding of a variety of research methodologies, ethical issues and the appropriateness of various methods of
data generation as applied to researching children and young people;
¿ Demonstrate an ability to design a small-scale independent research project

Brief description of curriculum content
This course involves an exploration of what research in the field of children and young people looks like. This involves exploring:
¿ The contribution that research concerned with children and young people offers;
¿ The role that children and young people can/should play in research that is focused on their lives;
¿ The role adults can/should play in this research;
¿ The strengths and weaknesses of the types of research;
¿ The (inter)connection with children’s rights;
¿ The ethical considerations that need to be taken into account for this type of research.

Essay 2,000 words for 100% of the mark

Students will learn about the role disability studies has in promoting critically informed responses to the representation of diversity in popular culture, and will explore connections between disability studies and cultural studies. Students will have the opportunity to consider the relevance of cultural disability studies theory and concepts to popular culture by identifying a key issue that is relevant to disability and an aspect of popular culture, exploring examples that illustrate this issue, and discussing how cultural disability studies researchers can respond to this issue.

Course aims
This seminar series explores the use of cultural disability studies theory, concepts and methods in research surrounding disability and popular culture. Students will develop in-depth knowledge of key issues relating to the portrayal of disability in various forms of popular culture (such as television, advertising, film and popular music) and ways of examining these issues within research.

Learning outcomes
Use systematic understanding of key aspects of the fields of SEN, disability and inclusion to critically evaluate theory and practice within those fields.
- Apply appropriate techniques of analysis and enquiry in order to critically evaluate, initiate, conduct and communicate research projects.
- Consolidate, extend and apply your knowledge of SEN, disability and inclusion in order to devise and sustain arguments in relation to ideas at the forefront of these fields.
- Develop a critical awareness of advanced learning in the social sciences

Teaching - One seminar per week 11am - 1pm on Monday

Presentation - 2,500 words for 100% of the mark

Students will explore how ‘ways of knowing’ childhood & youth vary, both historically and culturally. Students will explore how understandings of childhood and youth in the UK have changed since the medieval period and consider the implications of this for how we view children and young people today. Comparisons will also be made with cross-cultural constructions of childhood and youth.

Course aims
This course aims to:
- Introduce students to the ways in which childhood and youth can be understood as being socially constructed;
- Explore how childhood and youth are understood in different ways across history and in different cultures.

Learning outcomes
At the end of the course students will be able to:
- Demonstrate knowledge and understanding of the concept of ‘social construction’ and how this applies to childhood and youth;
- Demonstrate how understandings of childhood and youth have altered from the Middle Ages to the present day;
- Demonstrate knowledge and understanding of the cultural variability of childhood and youth.

Teaching - Three Lectures on Thursday and Friday plus one and Seminar on Thursday

Essay - 1,500 words for 100% of the mark

In these research seminars, you will learn about how sociologists can study stories in society. We will examine a variety of different ways that stories can be told, such as autobiographical stories as well as looking at fictional stories like novels and films. This is an exciting and creative course that will encourage you to explore the personal and political nature of stories and narratives in a range of different contexts.

The aims of this ARC are to:
• Develop a critical approach to the sociologies of stories;
• Consider how stories can be seen as social phenomena that both shape and are shaped by social life.
• Critically explore a range of ways of approaching stories with a sociological imagination

Learning outcomes:
At the end of this seminar series student should:
• Be able to demonstrate knowledge of recent theorizing about the significance of stories in the social world.
• Be able to conceptualize stories as social and cultural products.
• Understand the relationships between social inequalities, social identities, and stories of self
• Be able to apply their understanding of stories to empirical phenomena, including cultural texts
• Be able to critically reflect on, and engage with, the relevant literature

Zine - 1,500 words for 100% of the mark