the common awards - The Church of England

Transcription

THE COMMON AWARDS
Draft Module Outlines
April 2013
TABLE OF CONTENTS
What’s in a module outline?
3
List of module titles by subject area
4
List of module titles by level
10
THE DRAFT MODULE OUTLINES *
Biblical Studies
17
Doctrine and History
61
Ecclesiology
79
Education and Learning Church
83
Environmental Theology
91
Ethics and Moral Theology
99
Homiletics and Communication
113
Integrated Learning
123
Inter Faith Engagement
129
Ministry
153
Mission and Evangelism
183
Practical and Pastoral Theology
197
Spirituality
233
Worship and Liturgy
241
Interdisciplinary
255
*
Please note: the level number in bold is the level of the learning outcomes in the summary
version.
2
WHAT’S IN A MODULE OUTLINE?
Some elements of module outlines will be in common for all institutions adopting the module as part of its programmes.
For other elements, institutions may choose from a range that will be specified in the module outline, while still others will
be entirely for the institution to specify. It will be important, therefore, to ensure that a full range of certain elements (and
their pedagogical rationale) is incorporated in each module outline. These are proposed as follows:
Element of module outline
Common
TITLE, CREDITS, LEVEL
ü
AIMS
ü
CONTENT
ü
LEARNING OUTCOMES
ü
TEI chooses from
range in module
outline
MODES OF LEARNING AND TEACHING
ü
FORMATIVE ASSESSMENT
ü
SUMMATIVE ASSESSMENT
ü
TEI specifies
independently
ü
TEACHING METHODS & CONTACT HOURS
ü
INDICATIVE BIBLIOGRAPHY
By including a range of modes of learning and teaching, formative and summative assessments in the module outlines at
this stage, the work of
•
ensuring parity across the modules
•
articulating the pedagogical rationale for each of these elements
should ease the task for TEIs as they will not need to “reinvent the wheel” each time they customise the module for their
own use.
Please survey the module outlines of modules that are likely to be offered by your institutions from the following angles
• coverage (gaps and overlaps)
•
interdisciplinarity
•
integration of knowledge, skills and dispositions
•
pathways (for example, two- and three-year ordinands, other ministerial students, Reader training, IME 4-7,
independent students…)
•
progression and parity
•
assessment (innovative practice, range of assessments through a pathway…)
•
mapping module learning outcomes to programme and ministerial learning outcomes
•
modes of learning (blended learning, distance learning, gathered learning, dispersed learning)
3
LIST OF MODULE TITLES
BY SUBJECT AREA
BIBLICAL STUDIES
CREDITS
LEVELS
1.
Introduction to the New Testament
20
4
2.
Introduction to the Old Testament
20
4
3.
Introduction to the Bible
20
4
4.
Methods of Reading the Bible
10
4
5.
Using the Bible Today
20
4
6.
Bible in Context
20
5
7.
Biblical Studies
20
5
8.
New Testament in Context
20
5
9.
New Testament Studies
20
5
10. Old Testament in Context
20
5
11. Old Testament Studies
20
5
12. Further Biblical Studies
20
6, 7
13. Further New Testament Studies
20
6, 7
14. Further Old Testament Studies
20
6, 7
15. The Bible and Christian Faith
20
7
16. Introduction to Greek
10
4, 5
17. Introduction to Hebrew
10
4, 5
18. Continuing Greek
10
4, 5
19. Continuing Hebrew
10
4, 5
20. Advanced Greek
10
5, 6
21. Advanced Hebrew
10
5, 6
4
BY SUBJECT AREA
DOCTRINE AND HISTORY
1.
Birth of Church to Continental Reformation
20
4
2.
English Reformation to 20th Century Church
20
4
3.
Christology and Salvation
20
5
4.
Church History in a Local Context
10
5
5.
Exploring Key Movements in the History of the Church
10
5
6.
Advanced Applied Doctrine
20
6
7.
Advanced Historical Doctrine
20
6
8.
Advanced Doctrine
20
6
20
5
ECCLESIOLOGY AND SACRAMENTS
1.
Church in a Changing World: Historical and Contemporary Ecclesiology
EDUCATION AND CATECHESIS
1.
Education and the Learning Church (Core)
10
5
2.
Education and the Learning Church (Specialist)
10
5
3.
Education and the Learning Church
20
7
ENVIRONMENTAL THEOLOGY
1.
Sustaining the World
10
6
2.
Justice, Environment and Mission in a Global Context
10
6
3.
Christian Faith and the Environment (IME 4-7)
10
7
5
BY SUBJECT AREA
ETHICS AND MORAL THEOLOGY
1.
Christian Discipleship
10
4
2.
Introduction to Christian Ethics
10
5
3.
Christian Faith and Ethical Living
20
5, 6
4.
Key Figures in Christian Living
10
6
5.
Key Issues in Christian Living
10
6
6.
Themes in Moral Theology
20
7
HOMILETICS AND COMMUNICATION
1.
Introduction to Preaching
10
4
2.
Introduction to Preaching in the Contemporary World
20
4
3.
Preaching
10
6
4.
Preaching in the Contemporary World
20
6
INTEGRATED LEARNING
1.
Integrative Learning for Christian Ministry
10
4, 5, 6
2.
Integrative Learning for Christian Ministry
20
4, 5, 6
INTER FAITH ENGAGEMENT
1.
Introduction to Jewish-Christian Relations
10
4
2.
Multi-Faith Awareness
10
4
3.
Christian Discipleship and Ministry in Multi Faith Contexts
10
5, 6
6
BY SUBJECT AREA
4.
Christianity and Inter Faith Engagement
10
5, 6
5.
Judaism, Christianity and Islam in Encounter
10
5, 6
6.
Common Good in Christianity and Islam
10
6
7.
Islam and Christian-Muslim Engagement
10
6
8.
Scriptures and Spiritualities beyond Boundaries
10
6
9.
Christian Practice in Multi Faith Contexts
20
7
10. Jewish-Christian Relations – Scripture, History and Theology
20
7
11. Theology in Dialogue
20
7
MINISTRY
1.
Foundations for Mission and Ministry in Contemporary Context
20
4
2.
Human Development – Life Cycle Theory
10
5
3.
Developing Mission and Ministry in Contemporary Context
20
5, 6
4.
Developing Mission and Ministry in Contemporary Rural Context
10
5, 6, 7
5.
Ministry and Adult Learning
10
5, 6, 7
6.
Ministry with Children and Young People
10
5, 6, 7
7.
Ministry with Others
10
5, 6, 7
8.
Human Development – Faith Development
10
6, 7
9.
Ministry as Reflective Practice
10
5, 6, 7
10. Chaplaincy Ministry and Contemporary Christian Mission
10
6, 7
11. Research Skills for Ministry
10
6, 7
12. Supervision Skills for Training Posts
10
7
7
BY SUBJECT AREA
13. Reflective Practice in Mission and Ministry in Contemporary Context
20
7
14. Researching Ministry and Leadership through Change
30
7
MISSION AND EVANGELISM
1.
Introduction to Mission and Evangelism
20
4
2.
Mission and Apologetics in Contemporary Culture
20
5
3.
Mission Entrepreneurship
10
5
4.
Mission Theology in Global Context
20
6
5.
Theologies of the Majority World
10
7
6.
Anthropology for Christian Mission
20
7
PRACTICAL / PASTORAL THEOLOGY
1.
Introduction to Pastoral Care
20
4
2.
Made in the Image of God – Theological Anthropology
20
4
3.
Supervised Interdisciplinary Special Topic in Practical Theology
20
4
4.
Theological Reflection A, B – Long Thin Modules
10
4, 5
5.
Reflective Practice – Church Context Placement
10, 20
4, 5, 6
6.
Reflective Practice – Social Context Placement
10, 20
4, 5, 6
7.
Engagement with Context Yr 1
20
4, 5
8.
20
5, 6
9.
Research Methods
20
6
20
6
10. Christian Theology, Pastoral Care and Ritual in the Human Life Cycle
8
BY SUBJECT AREA
11. The Creative Arts and Christian Ministry and Mission
20
6
12. Advanced Research Methods
20
7
13. Pastoral Supervision
20
7
14. Reflective Practice Placement
20
7
15. Theory and Method in Practical theology
20
7
SPIRITUALITY
1.
Spirituality and Discipleship
20
4, 5
2.
Texts and Traditions in Christian Spirituality
20
5
3.
Spirituality and Ministry
30
6, 7
WORSHIP AND LITURGY
1.
Grounds of Christian Worship
10
4
2.
Foundations in Christian Worship
20
4
3.
Christian Worship – Learning through Tradition
20
5
4.
Specialist Themes in Christian Worship
20
6
5.
Christian Worship and Ministerial Practice
20
7
6.
Words and Music in Worship
20
7
INTERDISCIPLINARY
1.
Theological and Biblical Foundations
20
4
2.
Growing Together in Christ: Spirituality and Worship
20
4, 5
9
BY LEVEL
LEVEL 4
CREDITS
LEVELS
1.
20
4
2.
20
4
3.
20
4
4.
Methods of Reading the Bible
10
4
5.
20
4
6.
Introduction to Greek
10
4, 5
7.
Introduction to Hebrew
10
4, 5
8.
Continuing Greek
10
4, 5
9.
Continuing Hebrew
10
4, 5
10. Birth of Church to Continental Reformation
20
4
11. English Reformation to 20th Century Church
20
4
12. Christian Discipleship
10
4
13. Introduction to Preaching
10
4
14. Introduction to Preaching in the Contemporary World
20
4
15. Integrative Learning for Christian Ministry
10
4, 5, 6
20
4, 5, 6
17. Introduction to Jewish-Christian Relations
10
4
18. Multi-Faith Awareness
10
4
19. Foundations for Mission and Ministry in Contemporary Context
20
4
20. Introduction to Mission and Evangelism
20
4
10
BY LEVEL
21. Introduction to Pastoral Care
20
4
22. Made in the Image of God – Theological Anthropology
20
4
23. Supervised Interdisciplinary Special Topic in Practical Theology
20
4
24. Theological Reflection A, B – Long Thin Modules
10
4, 5
25. Reflective Practice – Church Context Placement
10, 20
4, 5, 6
26. Reflective Practice – Social Context Placement
10, 20
4, 5, 6
27. Engagement with Context Yr 1
20
4, 5
28. Spirituality and Discipleship
20
4, 5
29. Grounds of Christian Worship
10
4
30. Foundations in Christian Worship
20
4
31. Theological and Biblical Foundations
20
4
32. Growing Together in Christ: Spirituality and Worship
20
4, 5
LEVEL 5
1.
Bible in Context
20
5
2.
Biblical Studies
20
5
3.
20
5
4.
New Testament Studies
20
5
5.
Old Testament in Context
20
5
6.
Old Testament Studies
20
5
7.
Introduction to Greek
10
4, 5
8.
Introduction to Hebrew
10
4, 5
11
BY LEVEL
9.
Continuing Greek
10
4, 5
10. Continuing Hebrew
10
4, 5
11. Advanced Greek
10
5, 6
12. Advanced Hebrew
10
5, 6
13. Christology and Salvation
20
5
14. Church History in a Local Context
10
5
15. Exploring Key Movements in the History of the Church
10
5
16. Church in a Changing World: Historical and Contemporary Ecclesiology
20
5
17. Education and the Learning Church (Core)
10
5
18. Education and the Learning Church (Specialist)
10
5
19. Introduction to Christian Ethics
10
5
20. Christian Faith and Ethical Living
20
5, 6
10
4, 5, 6
20
4, 5, 6
23. Christian Discipleship and Ministry in Multi Faith Contexts
10
5, 6
24. Christianity and Inter Faith Engagement
10
5, 6
25. Judaism, Christianity and Islam in Encounter
10
5, 6
26. Human Development – Life Cycle Theory
10
5
27. Developing Mission and Ministry in Contemporary Context
20
5, 6
28. Developing Mission and Ministry in Contemporary Rural Context
10
5, 6, 7
29. Ministry and Adult Learning
10
5, 6, 7
30. Ministry with Children and Young People
10
5, 6, 7
12
BY LEVEL
31. Ministry with Others
10
5, 6, 7
32. Ministry as Reflective Practice
10
5, 6, 7
33. Mission and Apologetics in Contemporary Culture
20
5
34. Mission Entrepreneurship
10
5
35. Theological Reflection A, B – Long Thin Modules
10
4, 5
10, 20
4, 5, 6
10, 20
4, 5, 6
20
4, 5
20
5, 6
40. Spirituality and Discipleship
20
4, 5
41. Texts and Traditions in Christian Spirituality
20
5
42. Christian Worship – Learning through Tradition
20
5
43. Growing Together in Christ: Spirituality and Worship
20
4, 5
LEVEL 6
1.
Further Biblical Studies
20
6, 7
2.
Further New Testament Studies
20
6, 7
3.
Further Old Testament Studies
20
6, 7
4.
Advanced Greek
10
5, 6
5.
Advanced Hebrew
10
5, 6
6.
20
6
7.
20
6
13
BY LEVEL
8.
Advanced Doctrine
20
6
9.
20
5, 6
10. Key Figures in Christian Living
10
6
11. Key Issues in Christian Living
10
6
12. Preaching
10
6
13. Preaching in the Contemporary World
20
6
10
4, 5, 6
20
4, 5, 6
16. Christian Discipleship and Ministry in Multi Faith Contexts
10
5, 6
17. Christianity and Inter Faith Engagement
10
5, 6
18. Judaism, Christianity and Islam in Encounter
10
5, 6
19. Common Good in Christianity and Islam
10
6
20. Islam and Christian-Muslim Engagement
10
6
21. Scriptures and Spiritualities beyond Boundaries
10
6
22. Developing Mission and Ministry in Contemporary Context
20
5, 6
23. Developing Mission and Ministry in Contemporary Rural Context
10
5, 6, 7
24. Ministry and Adult Learning
10
5, 6, 7
25. Ministry with Children and Young People
10
5, 6, 7
26. Ministry with Others
10
5, 6, 7
27. Human Development – Faith Development
10
6, 7
28. Ministry as Reflective Practice
10
5, 6, 7
29. Chaplaincy Ministry and Contemporary Christian Mission
10
6, 7
14
BY LEVEL
30. Research Skills for Ministry
10
6, 7
31. Mission Theology in Global Context
20
6
10, 20
4, 5, 6
10, 20
4, 5, 6
20
5, 6
35. Research Methods
20
6
36. Christian Theology, Pastoral Care and Ritual in the Human Life Cycle
20
6
37. The Creative Arts and Christian Ministry and Mission
20
6
38. Spirituality and Ministry
30
6, 7
39. Specialist Themes in Christian Worship
20
6
LEVEL 7
1.
20
6, 7
2.
20
6, 7
3.
20
6, 7
4.
The Bible and Christian Faith
20
7
5.
20
7
6.
Christian Faith and the Environment (IME 4-7)
10
7
7.
20
7
8.
20
7
9.
Jewish-Christian Relations – Scripture, History and Theology
20
7
10.
Theology in Dialogue
20
7
15
BY LEVEL
11.
Developing Mission and Ministry in Contemporary Rural Context
10
5, 6, 7
12.
10
5, 6, 7
13.
10
5, 6, 7
14.
10
5, 6, 7
15.
Human Development – Faith Development
10
6, 7
16.
10
5, 6, 7
17.
Chaplaincy Ministry and Contemporary Christian Mission
10
6, 7
18.
Research Skills for Ministry
10
6, 7
19.
Supervision Skills for Training Posts
10
7
20.
Reflective Practice in Mission and Ministry in Contemporary Context
20
7
21.
Researching Ministry and Leadership through Change
30
7
22.
10
7
23.
20
7
24.
Advanced Research Methods
20
7
25.
Pastoral Supervision
20
7
26.
Reflective Practice Placement
20
7
27.
Theory and Method in Practical theology
20
7
28.
30
6, 7
29.
20
7
30.
Words and Music in Worship
20
7
16
BIBLICAL STUDIES
17
18
BIBLICAL STUDIES
AIMS
This module aims to enable students to:
•
•
•
CONTENT
•
•
By the end of
the module
students will
be able to …
have an overview of the content of the Old Testament, and representative texts therein, placed
within their broader contexts.
become familiar with and evaluate the concepts, principles, methods and tools of modern scholarly
biblical interpretation.
consider how these texts might be engaged appropriately and faithfully in the life, mission and
ministry of the church today.
offer an initial overview of the Old Testament
explore selected genres and/or theological themes found in the Old Testament through
representative texts which will include texts from the Pentateuch and either a Prophetic or Writings
Genre.
•
study these texts against their broader historical, literary, theological and cultural backgrounds.
•
introduce various tools, methods and approaches used in modern biblical scholarship to interpret
these texts with evaluation of the underlying concepts and principles.
•
LEARNING
OUTCOMES
Level 4 / 20 credits
explore what might constitute appropriate interpretations and applications of these texts in the life,
mission and ministry of the contemporary church in regard to various issues such as ecology, ethics,
homiletics, mission, pastoral care, spirituality etc.
Subject Knowledge
•
•
Demonstrate a knowledge of diverse Old Testament texts and an ability to place them within their
broader contexts.
Demonstrate a knowledge of some of the underlying concepts, methods and tools associated with
the study of the Old Testament.
Subject Skills
•
Interpret Old Testament texts in an informed manner with regard to both their ancient and
contemporary contexts.
Key Skills
•
•
Acquire information through reading and research.
Evaluate information for its relevance to specific purposes and communicated that information in a
structured and appropriate form.
Subject Disposition
•
Recognise and engage with questions and insights for faith raised by this study
19
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Lectures
Supervisions
Distance learning materials
Practical classes
Seminars
Online fora
Tutorials
Guided independent preparation and reading
For example…
… or similar activities that require students to
evidence their understanding of the topic, their
ability to engage with it personally and the
development of appropriate communication of
their learning.
•
group projects
•
formative essays
•
presentations
•
online fora contributions
•
practical activities
•
short exercises
•
quizzes
•
reflective learning journal …
OPTION A
Portfolio comprising
•
Reflective self assessment exercise on personal learning (1,000 words)
10%
•
Written assignment (4,000 words)
90%
OPTION B
•
10%
•
Presentation or sermon engaging with a OT text (10-20 mins)
20%
•
Academic rationale for presentation or sermon
25%
•
Assignment(s) engaging with another OT genre (2,000 words)
45%
OPTION C
Reflective exercise comprising:
•
10%
•
Examination (3 hrs)
90%
20
BIBLICAL STUDIES
AIMS
•
CONTENT
•
•
offer an initial overview of the New Testament
•
explore selected genres and/or theological themes found in the New Testament through
representative texts which will include selections from a Synoptic Gospel and a non-synoptic text.
•
•
By the end of
the module
students will
be able to …
have an overview of the purpose and content of the New Testament, and representative texts
therein, placed within their broader contexts.
•
•
LEARNING
OUTCOMES
Subject Knowledge
•
•
Demonstrate knowledge of diverse New Testament texts and an ability to place them within their
broader contexts.
Demonstrate knowledge of some of the underlying concepts, methods and tools associated with the
study of the New Testament.
Subject Skills
•
Interpret New Testament texts in an informed manner with regard to both their ancient and
Key Skills
•
•
Subject Disposition
•
21
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Lectures
Supervisions
Practical classes
Seminars
Online fora
Tutorials
For example…
their learning.
•
group projects
•
formative essays
•
presentations
•
•
•
short exercises
•
quizzes
•
OPTION A
•
10%
•
90%
OPTION B
•
10%
•
Presentation or sermon engaging with a NT text (10-20 mins)
20%
•
25%
•
Assignment(s) engaging with another NT genre (2,000 words)
45%
OPTION C
•
10%
•
Examination (3 hrs)
90%
22
BIBLICAL STUDIES
AIMS
•
CONTENT
•
•
offer an initial overview of the Old and New Testaments
•
•
•
By the end of
the module
students will
be able to …
have an overview of the purpose and content of the Old and New Testament, and representative
texts therein, placed within their broader contexts.
•
•
LEARNING
OUTCOMES
explore selected genres and/or theological themes found in the Old Testament through
representative texts from both Old and New Testaments. These will include texts from the
Pentateuch and a Synoptic Gospel.
Subject Knowledge
•
Demonstrate a knowledge of diverse Old and New Testament texts and an ability to place them
within their broader contexts.
•
Demonstrate a knowledge of some of the underlying concepts, methods and tools associated with
the study of the Old and New Testaments.
Subject Skills
•
Interpret Old and New Testament texts in an informed manner with regard to both their ancient and
Key Skills
•
•
Subject Disposition
•
23
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Lectures
Supervisions
Practical classes
Seminars
Online fora
Tutorials
For example…
their learning.
•
group projects
•
formative essays
•
presentations
•
•
•
short exercises
•
quizzes
•
OPTION A
•
10%
•
Written assignment engaging with the Old Testament (2,000 words)
45%
•
Written assignment engaging with the New Testament (2,000 words)
45%
OPTION B
•
10%
•
Presentation or sermon engaging with NT or OT text (10-20 mins)
20%
•
25%
•
Assignment(s) engaging with the other Testament (2,000 words)
45%
OPTION C
•
10%
•
Examination (3 hrs)
90%
24
Methods of Reading the Bible:
Methods of Biblical Interpretation
BIBLICAL STUDIES
AIMS
This module aims to:
•
CONTENT
help students see the importance - and the challenges - of understanding biblical texts both within
their original and modern contexts.
•
acquaint students with a basic working knowledge of the critical tools, skills and resources that are
useful in exegesis.
•
enable students to begin to interpret and communicate the Bible effectively in a way that is informed,
self-aware and relates to today’s world.
•
give some basic historical perspectives on the issues of biblical interpretation.
•
introduce students to the range of skills needed for exegesis and to the resources that are available,
helping them to develop their own practical exegetical skills .
•
give a basic introduction to various kinds of biblical criticism that they will encounter and may wish to
use.
•
•
provide some perspectives on how language conveys meaning, and especially on the question of
genre, to foster listening to texts in an informed way.
Tintroduce some different approaches to using Scripture in Christian communication and ministry,
e.g. through preaching, different kinds of Bible study, etc., and helping students develop their own
communication skills.
LEARNING
OUTCOMES
Subject Knowledge
•
Show an outline awareness of the history of the Christian interpretation of the Bible.
By the end of
the module
students will
be able to …
•
Demonstrate a critical understanding of methods used by modern biblical scholars.
Subject Skills
•
•
•
Interpret a biblical text in a way that reflects an awareness of its historical and cultural context.
Read a biblical text in a way that shows an awareness of the linguistic and literary character of the
text.
Interpret a biblical text effectively in a way that is both self-aware and relates effectively to today's
world.
25
Methods of Reading the Bible:
Methods of Biblical Interpretation
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
Lectures
Approved reading and/or online directed
learning
Group work
Seminars
Tutorials
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
For example…
•
group work
•
draft written work with tutor feedback
OPTION A
Written assignment demonstrating ability to read and interpret Bible (2,000
– 3,000 words) for example
•
essay
•
essay + exegetical exercise(s)
•
portfolio of book review, sermon, Bible study outline
100%
OPTION B
•
Written examination
50%
•
Written assignment as above
50%
26
BIBLICAL STUDIES
AIMS
•
CONTENT
LEARNING
OUTCOMES
By the end of
the module
students will
be able to …
enable students, through an introductory study of contemporary interpretations of the Bible, to reflect
on major issues facing Christians in the world today
•
various understandings of biblical authority
•
at least one hermeneutical approach to the biblical texts
•
critical consideration of the way in which the biblical text may be used to address at least one
contemporary issue or situation in society or the life of the Christian church
Subject Knowledge
•
•
Describe, compare and contrast different understandings of biblical authority within the context of
Christian churches.
Examine at least one contemporary hermeneutical approach to biblical interpretation in context.
Subject Skills
•
•
Analyse biblical material in the light of contemporary issues.
Demonstrate awareness of the ways in which biblical interpretation and contemporary issues
correlate.
Key Skills
•
Communicate introductory issues in contemporary biblical interpretation in a clear, concise and
engaging manner
27
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
For example…
Seminars
•
formative assignments
•
reflective exercises
to develop personal engagement with the
subject specific knowledge and the student’s
understanding of it
SUMMATIVE
ASSESSMENT
OPTION A
•
Assignment 1
50%
•
Assignment 2
50%
28
Bible in Context
BIBLICAL STUDIES
AIMS
•
•
CONTENT
•
•
LEARNING
OUTCOMES
By the end of
the module
students will
be able to …
enable students to read, study and analyse a text from the Old Testament and a text from the New
Testament in the context of an apt theological theme through history.
provide students with an opportunity to apply their learning in a specific ministerial context
the tasks involved in unpacking Old and New Testament texts for ministry: this requires
understanding the nature of the biblical text, the task of exegesis and the application of exegesis in
ministry.
analysis of selected Old and New Testament texts in the context of an apt theological theme through
history.
Subject Knowledge
•
•
Examine an Old Testament and a New Testament text in relationship to the current scholarly
understanding of their oral and literary formation in particular historical, social and cultural contexts.
Introduce an apt theological theme, its roots in the studied texts, its historical development and its
occurance in the thought of some modern theologians.
Subject Skills
•
•
Develop an integrated, exegetically and pastorally responsible approach to the interpretation of an
Old Testament and a New Testament text in the context of a theological theme.
Apply their learning in this module to a specific ministerial context.
Key Skills
•
Analyse the ways in which the Church speaks of studied material.
29
Bible in Context
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
For example…
Seminars
Distance learning materials with tutor support
•
formative assignments
•
to develop personal engagement with the
subject specific knowledge and the student’s
understanding of it
SUMMATIVE
ASSESSMENT
OPTION A
•
Assignment 1
50%
•
Assignment 2
50%
30
Biblical Studies
BIBLICAL STUDIES
AIMS
•
CONTENT
By the end of
the module
students will
be able to …
understand and to engage critically with a range of different kinds of biblical texts in the Old and
New Testaments.
•
interpret biblical texts wisely with regard to a range of contexts
•
make appropriate use of biblical texts in a variety of ministerial settings
•
the study of selected books and passages from, and critical approaches to, the Old and New
Testaments; and to consider their responsible use in Christian theology, preaching and praxis.
•
LEARNING
OUTCOMES
a focus on specific biblical books other than those covered at level 4, along with orientation to the
relevant genres of material being discussed (e.g. prophecy, narrative, gospel, paraenesis).
Subject Knowledge
•
Give a critical account of the content of specific biblical texts
Subject Skills
•
Interpret specific biblical texts in relation to their historical, literary and/or canonical context(s), as
appropriate
•
Evaluate the relative strengths and weaknesses of interpreting specific biblical texts in relation to
broader Christian and/or theological commitments
•
Evaluate what makes for appropriate use of specific biblical texts in the context(s) of preaching,
worship and other ministerial settings
Key Skills
•
Differentiate attentive close reading of a given text from other forms of engagement with a given
text
31
Biblical Studies
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Independent prior reading
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
For example…
•
short exercises
•
group projects
•
quizzes
•
formative essays
•
reflective learning journals …
•
presentations
•
online for a
•
… that require students to evidence their
understanding of the topic, their ability to
engage with it personally and the
their learning.
OPTION A
•
Examination
100%
OPTION B
•
Essay (1,500 words)
30%
•
Essay (2,500 words)
70%
OPTION B
50%
•
Personal learning journal (1,000 words)
•
Sermon or other ministerial presentation related to a biblical text
•
Academic rationale for above presentation (1,000 words)
Essay (2,000 words)
50%
32
BIBLICAL STUDIES
AIMS
•
provide students with an opportunity to apply their learning in a specific ministerial context
•
enable students to understand the New Testament
(a) in its own cultural and religious context or
(b) against the context provided by the modern interpreter’s cultural location.
CONTENT
Depending on the choice of options mentioned above, this will include:
•
First-century Judaism within the Greco-Roman World,
The Emergence and Development of Christianity
or
•
LEARNING
OUTCOMES
By the end of
the module
students will
be able to …
Reading the New Testament in relation to the context of the modern interpreter, for instance, with
the aim of enabling students to reflect on the use of the New Testament in their ministry.
Alternatively (or additionally), the focus might be on reading the New Testament in relation to issues
arising out of the modern context, such as ecological questions.
Subject Knowledge
•
•
Demonstrate critical understanding of either (a) the cultural and religious context of the New
Testament itself or (b) reading strategies reflecting a variety of modern contexts that have been
employed in the reading of the New Testament texts.
Show a critical awareness of how the context, either (a) of the New Testament itself or (b) of the
modern reader, impinges upon our reading of the New Testament.
Subject Skills
•
•
Reflect critically on the historical and cultural contingency of textual interpretation.
Present exegetical conclusions on a New Testament text that take into consideration either (a) the
New Testament’s own cultural and religious context or (b) that of the modern reader.
Key Skills
•
Communicate multi-layered concepts in a clear, concise and compelling manner.
33
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
For example
Seminars
•
Formative assignments
•
Reflective exercises
… to enable students to develop their personal engagement with the subject specific
knowledge and the student’s understanding of it
SUMMATIVE
ASSESSMENT
OPTION A
•
Assignment 1
50%
•
Assignment 2
50%
34
BIBLICAL STUDIES
AIMS
CONTENT
•
understand and to engage critically with a range of different kinds of New Testament texts.
•
interpret New Testament texts wisely with regard to a range of contexts
•
make appropriate use of New Testament texts in a variety of ministerial settings
•
•
LEARNING
OUTCOMES
By the end of
the module
students will
be able to …
the study of selected books and passages from, and critical approaches to, the New Testament; and
the consideration of their responsible use in Christian theology, preaching and praxis.
relevant genres of material being discussed (e.g. gospel, parable, epistle, paraenesis).
Subject Knowledge
•
Give a critical account of the content of specific New Testament texts
Subject Skills
•
Interpret specific New Testament texts in relation to their historical, literary and/or canonical
context(s), as appropriate
•
Evaluate the relative strengths and weaknesses of interpreting specific New Testament texts in
relation to broader Christian and/or theological commitments
•
Evaluate what makes for appropriate use of specific New Testament texts in the context(s) of
preaching, worship and other ministerial settings
Key Skills
•
Differentiate attentive close reading of a given text from other forms of engagement with a given text
35
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Formative assignments, for example
•
Group projects
•
Formative essays
•
Presentations
•
Online fora
•
Practical activities
•
Short exercises
•
Quizzes
•
Reflective learning journals
their learning.
OPTION A
•
Examination
100%
OPTION B
•
Exegetical essay (1,500 words)
30%
•
Essay relating to broader interpretive issues (2,500 words)
70%
OPTION C
50%
•
•
Sermon or other ministerial presentation relating to a NT text
•
Academic rationale for the presentation (1,000 words)
Essay on a different text to the portfolio work (2,000 words)
36
50%
BIBLICAL STUDIES
AIMS
•
•
enable students to read, study and analyse an Old Testament text either in the context of its New
Testament interpretation or in the context of an apt theological theme through history.
provide students with an opportunity to apply their learning in a specific local context.
CONTENT
Study of the tasks involved in unpacking Old Testament texts for ministry. This work requires
understanding of the nature of the biblical text, of the task of exegesis and the application of exegesis
in ministry. This study will be done in the context of the New Testament interpretation of the Old
Testament text or in the context of an apt theological theme through history.
LEARNING
OUTCOMES
Subject Knowledge
By the end of
the module
students will
be able to …
•
•
Reflect critically on the nature of Scripture, and in particular on a variety of possible understandings
of the relationship between the Old Testament and either the New Testaments or a theological
theme;
Correlate an Old Testament text to either its New Testament interpretation or its theological impact
history.
Subject Skills
•
•
Write up their practise of exegesis on an Old Testament text in the light of either the New Testament
or a theological context;
Construct and deliver a talk on the basis of a biblical text appropriate to a specific context;
Key Skills
•
•
Locate the historical and cultural contingency of the interpretation of text
Communicate both orally and in writing multi-layered concepts in a clear, concise and compelling
manner
37
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
Lectures
Seminars
•
Formative assignments or
•
… may be used to enable students to develop their personal engagement with the subject
specific knowledge and their understanding of it
SUMMATIVE
ASSESSMENT
OPTION A
•
Essay
75%
•
Oral presentation (sermon, Bible study…)
25%
OPTION B
•
Examination (3 hrs)
100%
38
BIBLICAL STUDIES
AIMS
CONTENT
•
and to engage critically with a range of different kinds of biblical texts in the Old Testament.
•
interpret Old Testament texts wisely with regard to a range of contexts
•
make appropriate use of Old Testament texts in a variety of ministerial settings
•
•
LEARNING
OUTCOMES
By the end of
the module
students will
be able to …
Levels 6, 7 / 20 credits
the study of selected books and passages from, and critical approaches to, the Old Testament; and
to consider their responsible use in Christian theology, preaching and praxis.
relevant genres of material being discussed (e.g. prophecy, wisdom, narrative).
Subject Knowledge
•
Give a critical account of the content of specific Old Testament texts
Subject Skills
•
•
•
Interpret specific Old Testament texts in relation to their historical, literary and/or canonical
context(s), as appropriate
Evaluate the relative strengths and weaknesses of interpreting specific Old Testament texts in
relation to broader Christian and/or theological commitments
Evaluate what makes for appropriate use of specific Old Testament texts in the context(s) of
preaching, worship and other ministerial settings
Key Skills
•
Differentiate attentive close reading of a given text from other forms of engagement with a given text
39
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Formative assignments, for example
•
Group projects
•
Formative essays
•
Presentations
•
Online fora
•
Practical activities
•
Short exercises
•
Quizzes
•
Reflective learning journals
their learning.
OPTION A
•
Examination
100%
OPTION B
•
30%
•
Essay relating to broader interpretive issues (2,500 words)
70%
OPTION C
50%
•
•
Sermon or other ministerial presentation relating to a OT text
•
Academic rationale for the presentation (1,000 words)
Essay on a different text to the portfolio work (2,000 words)
40
50%
BIBLICAL STUDIES
AIMS
CONTENT
•
explore in depth some biblical texts or themes within the context of contemporary scholarship
•
analyse critically ways in which biblical texts or themes can address contemporary situations
•
illustrate ways in which biblical themes or texts can be communicated
•
detailed exploration of texts or themes from the Old and New Testaments
•
examination of selected texts and themes (they may vary from year to year) in greater detail.
•
LEARNING
OUTCOMES
By the end of
the module
students will
be able to …
attention to the hermeneutical processes by which we reflect on these texts and themes in
contemporary contexts
Subject Knowledge
•
Analyse in a critically informed way and understand specific themes or texts within the Bible and
interpret them within their context with reference to current scholarship
Subject Skills
•
•
Interpret Biblical themes and texts through the employment of exegetical processes
Appreciate and demonstrate the capacity to analyse and engage critically with Biblical texts in
relation to contemporary issues for contemporary audiences.
Key Skills
•
Identify and evaluate sources in a structured way through reading and research, and apply them
appropriately to the Biblical texts or themes under consideration
•
Communicate findings effectively with developed ability and with clarity to diverse audiences
41
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Tutorials
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
•
Class discussion
•
Self-assessment
•
Short quizzes
OPTION A
•
Essay (3,000 words)
60%
•
In-class gobbet
20%
•
Book review
20%
OPTION B
•
Portfolio (4,000 words equivalent)
50%
•
Exegesis of texts / examination of themes (3,000 words)
50%
OPTION C
•
Essay (3,000 words)
60%
•
In-class presentation
40%
42
BIBLICAL STUDIES
AIMS
•
CONTENT
By the end of
the module
students will
be able to …
to explore in depth some New Testament texts or themes within the context of contemporary
scholarship
•
to analyse critically ways in which New Testament texts or themes can address contemporary
situations
•
to evaluate ways in which New Testament themes or texts can be communicated
•
detailed exploration of texts or themes from the New Testament
•
•
LEARNING
OUTCOMES
Subject Knowledge
•
Analyse in a critically informed way and understand specific themes or texts within the New
Testament and interpret them within their context with reference to current scholarship
Subject Skills
•
•
Interpret New Testament themes and texts through the employment of exegetical processes
Appreciate and demonstrate the capacity to analyse and engage critically with New Testament texts
in relation to contemporary issues for contemporary audiences.
Key Skills
•
•
appropriately to the New Testament texts or themes under consideration
43
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Tutorials
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
•
Class discussion
•
Self-assessment
•
Short quizzes
OPTION A
•
Essay (3,000 words)
60%
•
In-class gobbet
20%
•
Book review
20%
OPTION B
•
50%
•
50%
OPTION C
•
Essay (3,000 words)
60%
•
40%
44
BIBLICAL STUDIES
AIMS
•
CONTENT
By the end of
the module
students will
be able to …
to explore in depth some Old Testament texts or themes within the context of contemporary
scholarship
•
to analyse critically ways in which Old Testament texts or themes can address contemporary
situations
•
to evaluate ways in which Old Testament themes or texts can be communicated
•
detailed exploration of texts or themes from the Old Testament
•
•
LEARNING
OUTCOMES
Subject Knowledge
•
Analyse in a critically informed way and understand specific themes or texts within the Old
Testament and interpret them within their context with reference to current scholarship
Subject Skills
•
•
Interpret Old Testament themes and texts through the employment of exegetical processes
Appreciate and demonstrate the capacity to analyse and engage critically with Old Testament texts
in relation to contemporary issues for contemporary audiences.
Key Skills
•
•
appropriately to the Old Testament texts or themes under consideration
45
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Tutorials
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
•
Class discussion
•
Self-assessment
•
Short quizzes
OPTION A
•
Essay (3,000 words)
60%
•
In-class gobbet
20%
•
Book review
20%
OPTION B
•
50%
•
50%
OPTION C
•
Essay (3,000 words)
60%
•
40%
46
BIBLICAL STUDIES
AIMS
CONTENT
•
understand and critically engage with a variety of hermeneutical approaches to the Bible.
•
relate the Bible to their own situation.
•
•
LEARNING
OUTCOMES
By the end of
the module
students will
be able to …
Introduction of a number of hermeneutical approaches to the Bible, ranging from those concerned
with the world behind the text (historical criticism), those oriented to the world of the text (literary
approaches), and those that recognize the influence of the world in front of the text (the role of
readers).
Exploration of how the Bible (both Old and New Testaments) can be related to the contemporary
world.
Subject Knowledge
•
Critically analyse a range of hermeneutical approaches to the Bible
Subject Skills
•
•
Explore in depth one approach to the Bible that can inform Christian mission and ministry.
Critically evaluate different scholarly approaches to relating the Old and New Testaments to the
Christian faith
Key Skills
•
Demonstrate a wise and informed understanding of how the Bible has been and may be related to
Christian faith
•
Subject Dispositions
•
A readiness to respond to specific biblical interpretations with both sympathy and critical
discernment
47
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Tutorials
Prior reading that informs class discussions
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
•
•
Discussion of key texts in class will develop interpretive skills and sympathies
Presentations will help students refine their own understanding through comments by fellow
students and staff.
OPTION A
•
Essay (4,000 words)
70%
•
Presentation (20 mins)
30%
OPTION B
•
Essay (6,000 words)
100%
OPTION C
•
Essay (4,000 words)
70%
•
Seminar paper
30%
48
Introduction to New Testament Greek
BIBLICAL STUDIES
AIMS
•
•
•
CONTENT
By the end of
the module
students will
be able to …
give the students a grounding in New Testament Greek and a knowledge of the basic tools of
translation.
equip students to read closely the biblical text.
equip students with skills and knowledge pertinent to other modules which they are taking or will
take as part of their programme of study.
•
development of competency in elements of the Greek language
•
translation of relatively simple New Testament texts
•
LEARNING
OUTCOMES
Level 4, 5 / 10 credits
introduction of the New Testament text in Greek, in addition to the study of Greek morphology and
syntax. The module will utilize a standard introductory text, supplemented with exercises supplied in
class. Students will read and translate at least one chapter of a NT text, e.g. Mark 1 or John 1.
Subject Knowledge
•
Know basic grammar and vocabulary of New Testament Greek.
Subject Skills:
•
•
Translate relatively simple New Testament Greek and to identify grammatical constructions.
Compare and evaluate the accuracy and significance of published English translations of the Greek
text.
Key Skills:
•
Use generic linguistic skills.
49
Introduction to New Testament Greek
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Grammar and translation classes
Formative tests
•
Weekly vocabulary tests
•
Translation exercises
OPTION A
•
Examination (2 hrs)
100%
50
Introduction to Biblical Hebrew
BIBLICAL STUDIES
AIMS
CONTENT
•
give the students a grounding in biblical Hebrew and a knowledge of the basic tools of translation.
•
equip students to read closely the biblical text.
•
•
development of competency in elements of the Hebrew language
•
translation of relatively simple Old Testament texts
•
LEARNING
OUTCOMES
By the end of
the module
students will
be able to …
introduction of the Old Testament text in Hebrew, in addition to the study of Hebrew vocabulary,
morphology and syntax.
Subject Knowledge
•
Know basic grammar and vocabulary of biblical Hebrew.
Subject Skills:
•
•
Translate relatively simple portions of biblical Hebrew and identify grammatical constructions.
Compare and evaluate the accuracy and significance of published English translations of the
Hebrew text.
Key Skills:
•
51
Introduction to Biblical Hebrew
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Grammar and translation classes
Formative tests and language exercises
•
Weekly vocabulary tests
•
Translation exercises
OPTION A
•
Examination (2 hrs)
100%
52
Continuing New Testament Greek: Texts Study
BIBLICAL STUDIES
AIMS
•
CONTENT
By the end of
the module
students will
be able to …
develop the students’ linguistic knowledge and exegetical skills for the close study of selected New
Testament texts.
•
build on students’ knowledge of New Testament Greek gained in Introduction to New Testament
Greek or through other prior study.
•
•
focus on four selected chapters of the New Testament, reading and translating them to develop
skills in exegesis and interpretation.
•
the opportunity to evaluate options for translation and to consider the role of context in making
interpretative decisions.
•
LEARNING
OUTCOMES
Introduction of basic principles of textual criticism, using the textual apparatus of a standard edition
of the NT Greek text.
Subject Knowledge
•
Know and understand critical linguistic and literary conventions of set New Testament texts.
Subject Skills
•
Translate New Testament Greek at an introductory level.
•
Use introductory exegetical and interpretative skills for the close study of the biblical text.
•
Show how syntax and morphology affect exegetical and interpretative decisions
Key Skills
•
53
Continuing New Testament Greek: Texts Study
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Lectures
Formative translation exercises
•
Weekly translation exercises
OPTION A
•
Examination (2 hrs)
100%
54
Continuing Biblical Hebrew: Texts Study
BIBLICAL STUDIES
AIMS
•
•
•
CONTENT
•
•
LEARNING
OUTCOMES
By the end of
the module
students will
be able to …
develop the students’ linguistic knowledge and exegetical skills for the close study of selected Old
Testament texts.
build on students’ knowledge gained in Introduction to Biblical Hebrew or through other prior study.
focus on four selected passages from the Hebrew Bible, reading and translating them to develop
skills in exegesis and interpretation.
the opportunity to evaluate options for translation and to consider the role of context in making
interpretative decisions.
Subject Knowledge
•
Know and understand critical linguistic and literary conventions of set Old Testament texts.
Subject Skills
•
Translate certain Hebrew texts at an introductory level.
•
Use introductory exegetical and interpretative skills for the close study of the biblical text.
•
Show how syntax and morphology affect exegetical and interpretative decisions
Key Skills
•
55
Continuing Biblical Hebrew: Texts Study
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Lectures
Formative translation exercises
•
Weekly translation exercises
OPTION A
•
Examination (2 hrs)
100%
56
Advanced New Testament Greek
BIBLICAL STUDIES
AIMS
CONTENT
•
gain fluency in New Testament Greek through reading selected passages from the New
Testament text.
•
develop advanced skills in New Testament Greek with respect to the translation and exegesis of
these passages.
•
engage with up-to-date New Testament scholarship on the relevant texts.
•
consider, among other things, matters of history, literary analysis, background and theology.
•
consolidation of grammatical learning and translation of more difficult syntax in New Testament
Greek texts
•
an exegetical introduction to the chosen texts and selected passages.
•
discussion of the critical theological issues that the chosen texts raise.
LEARNING
OUTCOMES
Subject Knowledge:
By the end of
the module
students will
be able to …
•
•
•
Translate accurately and comment on matters of language, content and major textual variants.
Engage with advanced scholarship in discussion of the historical, literary and theological content of
the text.
Form one's own interpretation of the text, in dialogue with the recent or past history of interpretation.
Subject Skills
•
Use exegetical and interpretative skills for the close study of the biblical text.
Key Skills
•
57
Advanced New Testament Greek
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
Formative exegetical study may be set
SUMMATIVE
ASSESSMENT
OPTION A
Tutorials
Formative exegetical study
•
58
100%
Advanced Biblical Hebrew
BIBLICAL STUDIES
AIMS
CONTENT
•
gain fluency in Hebrew through reading selected passages from the biblical text.
•
develop advanced skills in biblical Hebrew with respect to the translation and exegesis of these
passages.
•
engage with up-to-date Hebrew Bible scholarship on the relevant texts.
•
consider, among other things, matters of history, literary analysis, background and theology.
•
consolidation of grammatical learning and translation of more difficult syntax in Hebrew texts
•
an exegetical introduction to the chosen texts and selected passages.
•
discussion of the critical theological issues that the chosen texts raise.
LEARNING
OUTCOMES
Subject Knowledge:
By the end of
the module
students will
be able to …
•
•
•
Translate accurately and comment on matters of language, content and major textual variants.
Engage with advanced scholarship in discussion of the historical, literary and theological content of
the text.
Form one's own interpretation of the text, in dialogue with the recent or past history of interpretation.
Subject Skills
•
Use exegetical and interpretative skills for the close study of the biblical text.
Key Skills
•
59
Advanced Biblical Hebrew
BIBLICAL STUDIES
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
Formative exegetical study may be set
SUMMATIVE
ASSESSMENT
OPTION A
Tutorials
Formative exegetical study
•
60
100%
DOCTRINE & HISTORY
61
62
From the Birth of the Church
to the Continental Reformation
AIMS
This module aims to
•
•
CONTENT
•
•
By the end of
the module
students should
be able to …
give an overview of the unfolding of history of God’s Church from the birth of the Church to the
Continental Reformation and the development of understanding of key doctrines within this period.
equip students with skills and knowledge for further study of this subject for later modules,
particularly module (ii) at Level 4.
This module offers a selective introduction to key periods and figures in the history of God’s Church.
•
LEARNING
OUTCOMES
The doctrines of Trinity, Christology and Salvation will always be studied but other doctrines may
also be incorporated.
Aspects of the first 5 centuries (with a focus on 4th century), the Medieval period and the Continental
Reformation will be considered, along with other periods chosen at the institution’s discretion, if
desired.
Key selected primary texts will be studied.
Subject knowledge
•
Describe and analyse two or more major Christian doctrines and their development in different
historical contexts.
•
Identify and describe the key events in one or more periods in the history of Christianity
Subject skills
•
Reflect theologically on two or more major Christian doctrines in relation to experience and practice.
•
Relate an aspect of the history of the church to the life and mission of the church today.
•
Have a habit of reading the world through the lens of Christian doctrine and of reading doctrine
through the lens of experience and practice.
Key skills
63
From the Birth of the Church
to the Continental Reformation
MODES OF
LEARNING &
TEACHING
Lectures
Local learning groups
Online materials
Practice-based learning
Tutorials
Independent study
Seminars
FORMATIVE
ASSESSMENT
Formative assessment may include one of the following:
•
•
•
•
•
•
•
SUMMATIVE
ASSESSMENT
Written exam
Written assignment / essay
Book review
Annotated primary source material with commentary
Individual and group oral presentations (sermons, talks, seminars)
Portfolio
Web pages
OPTION A
Essay
75%
Case study / presentation
25%
OPTION B
Examination
100%
64
From the English Reformation
to the Church of the 20th Century
AIMS
This module aims to
•
•
CONTENT
give an overview of the unfolding of history of God’s Church from the English Reformation to the 20th
century and the development of understanding of key doctrines within this period.
equip students with skills and knowledge for further study of this subject for later modules,
particularly at Level 5.
This module offers a selective introduction to key periods and figures in the history of God’s Church.
•
•
The doctrines of Trinity, Christology and Salvation will always be studied but other doctrines may
also be incorporated.
Aspects of the English Reformation, up to and including the Restoration, will be studied, along with
at least 2 of the following: the Enlightenment, the Evangelical Revival, the Oxford Movement, the
Ecumenical Movement, the origins and contexts of theologies of Liberation.
Key selected primary texts will be studied.
LEARNING
OUTCOMES
By the end of
the module
students should
be able to …
Subject knowledge
•
Describe and analyse two or more major Christian doctrines and their development in different
historical contexts.
•
Identify and describe the key events in one or more periods in the history of Christianity
•
Explore the historical roots of both denominational identity and current developments in the life of
the church.
•
Subject skills
•
Reflect theologically on two or more major Christian doctrines in relation to experience and practice.
•
Relate an aspect of the history of the church to the life and mission of the church today.
•
Have a habit of reading the world through the lens of Christian doctrine and of reading doctrine
through the lens of experience and practice.
Key skills
65
From the English Reformation
to the Church of the 20th Century
MODES OF
LEARNING &
TEACHING
Lectures
Online materials
Tutorials
Independent study
Seminars
FORMATIVE
ASSESSMENT
Formative assessment may include one of the following:
•
•
•
•
•
•
•
SUMMATIVE
ASSESSMENT
Written exam
Written assignment / essay
Book review
Annotated primary source material with commentary
Individual and group oral presentations (sermons, talks, seminars)
Portfolio
Web pages
OPTION A
Essay
75%
Case study / presentation
25%
OPTION B
Examination
100%
66
AIMS
This module aims to
•
explore the doctrines of Christology and salvation, and their relation, with attention on a variety of
historical, cultural, and confessional perspectives.
•
nurture the ability to read, analyse and evaluate primary theological, historical and philosophical
texts.
•
develop theological skills concerning the relation of scripture, doctrinal tradition, reason, liturgy and
contemporary issues.
•
•
CONTENT
•
•
•
gain familiarity with systematic theology as both a historical and a constructive discipline, being able
to narrate the development of doctrine and to respond to contemporary theological questions
creatively.
appreciate the significance of the doctrines of the person and work of Christ in relation to other
theological and practical questions.
This module explores the doctrine of Christology, the doctrine of salvation and how they relate, both
to each other and to other aspects of Christian life and belief.
The exploration would include a thematic historical study, attention to ‘classic’ theological texts, and
practice at formulating theological responses to contemporary questions.
Attention is given to the ways in which the doctrines of Christology and salvation shape Christian
liturgy and how Christian liturgy shapes doctrine.
LEARNING
OUTCOMES
Subject-specific Knowledge:
•
A knowledge of the historical development of the doctrines of Christology and soteriology.
By the end of
the module
students should
be able to
demonstrate…
•
A knowledge of the relationship between these doctrines and other aspects of Christian life and
faith.
•
In-depth familiarity with some of the central doctrinal texts relating to the person and work of Christ
Subject-specific Skills:
•
Skills in reading primary texts critically
•
Familiarity with formulating a theological response for today’s church
Key Skills:
•
Ability to communicate key theological concepts and form coherent arguments.
•
Skills of critical reading, clearly argued writing, and open, critical and constructive interaction with
multiple points of view as encountered in lectures, discussions, readings and assessment.
67
MODES OF
LEARNING &
TEACHING
Lectures
Group discussion
Activity based learning
Online discussion
FORMATIVE
ASSESSMENT
VLE based or oral presentation
SUMMATIVE
ASSESSMENT
OPTION A
Examination
60%
Essay
30%
Presentation
10%
OPTION B
Essay on a key text (2,000 words)
40%
Essay on a thematic topic in this area with relation to contemporary
ministry (2,000 words)
40%
20%
Presentation (online or oral)
OPTION C
Essay (4,000 words)
80%
Presentation (online / oral)
20%
68
AIMS
This module aims to
•
CONTENT
By the end of
the module
students should
be able to
demonstrate…
enable students to ground their understanding of Church History in the particular narrative of a local
church and community.
•
develop an appreciation of denominational and cultural aspects of Church History.
•
encourage skills of research and project development.
•
•
LEARNING
OUTCOMES
This module requires students to learn about the history of a particular church or community and
about the social and ecclesial history that has shaped it.
This would involve researching ways in which the church - its building, congregation, worship and
ethos - has been shaped by developments in Church History.
•
•
A knowledge of relevant areas of Church History
A knowledge of the relationship between historical tradition and social context in the identity of a
local church.
•
Skills in researching a local church context and organising material for a written project.
Key Skills:
•
Skills in the acquisition of information through reading and research, and in the structured
presentation of information in an electronic form.
69
MODES OF
LEARNING &
TEACHING
Seminars
FORMATIVE
ASSESSMENT
Individual oral presentations within the tutorial group.
SUMMATIVE
ASSESSMENT
OPTION A
Tutorials
Project output: an electronic presentation (e.g. power point) accompanied
by a 1,500 word commentary.
70
100%
AIMS
This module aims to
•
CONTENT
explore ways in which different traditions separately and together have creatively responded to
challenging historical contexts.
•
enable the student to become familiar with and develop the skill of historical theological analysis
•
•
By the end of
the module
students should
be able to
demonstrate…
enable students to become familiar with and to gain a critical understanding of some of the key
historical movements or traditions of the Church.
•
•
LEARNING
OUTCOMES
Digging Deeper: Exploring Key Movements in
the History of the Church
This module offers students an in-depth introduction to some of the key movements or traditions in
the history of the Church and to engage with scholarly debate as to their interpretation.
The student will be taught how to read and analyse key primary texts and will become familiar with
contemporary scholarship in this area.
An opportunity to consider how the area studied has and could impact upon the life of the wider
Church today.
•
•
A knowledge of the relevant areas of Church History
A knowledge of the relationship between ecclesiastical traditions and the wider historical and
ecclesiastical context.
•
Develop skills in the close reading of theological texts.
•
Familiarity with formulating a theological response for today’s church.
Key Skills:
•
•
Communicate key theological concepts and form coherent arguments.
Demonstrate skills of critical reading, clearly argued writing, and open, critical and constructive
interaction with multiple points of view as encountered in lectures, discussions, readings and
assessment.
71
MODES OF
LEARNING &
TEACHING
Digging Deeper: Exploring Key Movements in
the History of the Church
Lectures
Group / class discussion
Activity-based learning
Web-based discussion board
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
OPTION A
Examination (1.5 hrs)
Essay
50%
50%
OPTION B
Essay (2,000 words)
100%
OPTION C
Essay (1,500 words)
80%
Presentation (online / oral)
20%
72
AIMS
This module aims to
•
•
•
Provide students with an advanced appreciation of an area of Christian pastoral or apologetic
concern
Develop in the students systematic rigour and historical awareness, integrated with the relevant
biblical material
Expose students to a wide range of the doctrinal and biblical material relevant to a particular area of
pastoral or apologetic interest, with a view to their cultivating habits of theological integration and
reflection
CONTENT
An important area of Christian apologetic or pastoral concern to be chosen by the college/course (for
example, suffering, death and dying, justice and equality issues, forgiveness and reconciliation, or
creation issues).
LEARNING
OUTCOMES
Subject knowledge:
By the end of
the module
students should
be able to
demonstrate…
•
A familiarity with the breadth of foundational biblical material
•
An accurate outline knowledge of at least one area of pastoral or apologetic concern
Subject skills:
•
•
•
An ability to understand and to evaluate in outline the theological, biblical and historical background
to the area of pastoral or apologetic concern
An ability carefully to read, explain and analyse a sophisticated historical primary text
The ability to construct for him or herself a coherent doctrine in at least one area from biblical and
historical material, with an awareness of the pastoral and other implications of the resulting theology
Key skills:
•
The ability to synthesise a wide range of materials and present coherently a reasoned argument in
written form
73
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Debate and discussion
Guided reading
Practical case studies and problem analysis
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
OPTION A
Essay (3,000 words)
Unseen examination (3 hrs)
55%
45%
74
AIMS
CONTENT
This module aims to
•
Provide students with an advanced appreciation of an area of Christian church history
•
Develop in the students systematic rigour, integrated with the relevant biblical material
•
Expose students to a wide range of the doctrinal and biblical debates relevant to a particular area of
church history, with a view to their cultivating habits of critical reflection
An important area of church history to be chosen by the college/course (for example, Early church and
Patristics; Continental Reformation, with options to explore Calvin or Zwingli or the Anabaptists through
their writings; The English Church in the 16-17th centuries; Protestantism in the 19th century; 20th
Century theology after Barth; The Eastern tradition until Chalcedon; post-colonial Christianity in the
majority world).
Particular attention will be paid to at least one major historical primary text, with options to study in
original languages.
LEARNING
OUTCOMES
By the end of
the module
students should
be able to
demonstrate…
Subject knowledge:
•
An accurate outline knowledge of at least one major period in Christian church history
Subject skills:
•
•
•
An ability to understand and to evaluate in outline the theological and biblical debates in a period of
church history
The ability to construct for him or herself a coherent historical account of one area of church history,
with awareness of contemporary implications
Key skills:
•
written form
75
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Guided reading
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
OPTION A
Essay (3,000 words)
55%
45%
76
Advanced Doctrine
AIMS
This module aims to
•
Provide students with an advanced appreciation of an area of Christian doctrine
•
Develop in the students systematic rigour, integrated with the relevant biblical material
•
Expose students to a wide range of the doxological, personal, pastoral and social implications of an
area of Christian doctrine with a view to their cultivating habits of theological integration
CONTENT
An important area of Christian doctrine to be chosen by the college/course (for example, Trinity,
soteriology, pneumatology, creation, justification). Particular attention will be paid to at least one major
historical primary text.
LEARNING
OUTCOMES
Subject knowledge:
By the end of
the module
students should
be able to
demonstrate…
•
A familiarity with the breadth of foundational biblical material
•
An accurate outline knowledge of at least one area of systematic doctrine
Subject skills:
•
An ability to understand and to evaluate in outline theological positions both as instances of
systematic theology and as examples in historical theology
•
•
The ability to construct for him or herself a coherent doctrine in at least one area from biblical and
historical material, with an awareness of the pastoral and other implications of the resulting theology
Key skills:
•
written form
77
Advanced Doctrine
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Guided reading
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
OPTION A
Essay (3,000 words)
55%
45%
78
ECCLESIOLOGY
79
80
ECCLESIOLOGY
AIMS
CONTENT
•
study the church historically ‘from below’, noting how it has changed through the centuries and use
biblical, theological and sociological tools to identify the constants in the life of the church;
•
develop their own understanding of the church and relate it the views of others;
•
reflect on how to organise and lead the liturgical, pastoral and missional life of the church;
•
develop a critical understanding of the ecclesiology of their own denomination.
This module takes as its subject the whole church, particular churches and the students’ experience of
church life. It introduces a range of approaches to Christian ecclesiology: contemporary, biblical,
historical, experiential, theological, pastoral, missional and denominational. Indicative examples of the
content that may be studied via each of these approaches is given below.
•
•
•
•
•
•
By the end of
the module
students
should have
…
•
LEARNING
OUTCOMES
Church in a Changing World:
Historical & Contemporary Ecclesiology
Biblical ecclesiology
Historical ecclesiology
Experiential ecclesiology
Theological ecclesiology
Pastoral and missional ecclesiology
Denominations and denominationalism
Developing your own ecclesiology
Subject Knowledge
•
shown a critical understanding of the insights gained from doing ecclesiology both from above and
from below, using the relevant tools from the disciplines of: biblical studies, theology, history, the
social sciences, practical theology, denominational study;
•
developed a responsible approach to studying ecclesiology drawing on this understanding;
•
gained a critical understanding of the ecclesiology of their own denomination and tradition and a
grasp of why there are a range of perspectives on this.
Subject Skills
•
reflected critically on their experience of church life
•
learned to work responsibly with primary sources for ecclesiology, both biblical and historical;
•
related contemporary biblical, theological, pastoral and missional ecclesiologies to the life of the
church in practice;
•
undertaken congregational study of their local church competently and carefully.
Key Skills
•
learned to communicate cogently and mutually in group discussions;
•
developed their ability to communicate fluently in written assignments;
•
assembled a local learning group and grown in their ability to facilitate adult learning within it;
•
acquired information through reading, research and tutorial discussion and been able to present
their developing understanding of this verbally and in writing.
81
ECCLESIOLOGY
MODES OF
LEARNING &
TEACHING
Church in a Changing World:
Historical & Contemporary Ecclesiology
Lectures
Group learning
Online learning materials
Practical based learning
Seminars
Tutorials
FORMATIVE
ASSESSMENT
Two essays of no more than 1,000 words each.
SUMMATIVE
ASSESSMENT
OPTION A
82
100%
EDUCATION & LEARNING CHURCH
83
84
EDUCATION AND THE
LEARNING CHURCH
AIMS
•
•
CONTENT
LEARNING
OUTCOMES
By the end of
the module
students
should …
give an effective grounding in principles and practices of adult learning
equip students with skills in developing and using learning processes, activities and resources
effectively in the local church context
This module will explore
•
Models of learning theory and practice (e.g. learning cycle and reflection, characteristics of adult
learners, learning styles )
•
The Church as a learning environment, and processes of faith development
•
Skills needed to design, produce and evaluate learning activities and resources.
Subject Knowledge.
•
Have an appropriate understanding of the basics of adult education theory and practice, and be able
to critically evaluate different approaches within a Church context.
Subject Skills
•
•
Be more confident in selecting, developing and using learning resources and teaching methods
creatively, that are appropriate to a group of adult Christians
Be able to evaluate the learning experience, including providing appropriate feedback to learners
and being able to reflect self-critically
Key Skills
•
Be able to acquire information through reading, research and practice
•
Have skills in creatively structuring learning activities and materials to encourage learning
•
Have skills in critical evaluation of themselves as enablers of learning
85
EDUCATION AND THE
LEARNING CHURCH
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Individual and small group learning activities
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
OPTION A
An assessed short learning/teaching session accompanied by an
annotated lesson plan and 1,000 word critical reflection on the process
86
100%
EDUCATION AND THE
LEARNING CHURCH
AIMS
CONTENT
This module aims to explore the implications of the learning acquired in Education and the Learning
Church (Core) for a select target group of learners. Students will choose one of the following:
•
Children and young people
•
Older learners
•
Adults with learning difficulties
•
New Christians (e.g. preparation for adult baptism/ confirmation)
This module will add to the knowledge, understanding and skills acquired in the core version.
Students will explore the particular challenges and needs of their target group in terms of intellectual,
spiritual and faith development, and approaches to learning.
Students will reflect on appropriate methodologies and resources, and have the opportunity to design,
develop, deliver and evaluate materials specific to their target group.
They will develop their skills in adapting materials already published, to meet specific local
circumstances.
LEARNING
OUTCOMES
Subject Knowledge
By the end of
the module
students
should …
•
Have an appropriate understanding of the spiritual development and learning needs of a specific
target group, and be able to critically evaluate different practical methodologies used for work with
this group.
Subject Skills
•
•
Be able to critically evaluate some learning methodologies used with the target group, including
ability to reflect critically on the effect of approaches used.
Be able to select, critically justify, develop and use appropriate approaches and learning resources
for use with their target group.
Key Skills
•
•
•
Be able to acquire information through reading, research and practice
Have skills in creatively structuring activities and materials that enable learning and development
with their target group.
Have skills in critical evaluation of themselves as an educator in relation to the target group
87
EDUCATION AND THE
LEARNING CHURCH
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Individual and small group learning activities
Practical exercises
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
OPTION A
Critical reflection on the particular considerations needed for the specific
target group chosen (10,00 words)
40%
Design and prepare 2 different learning exercises, sessions or activities
appropriate for the target group, and provide a critical commentary on
these.
40%
Undertake one of the exercises or activities above with a group, and
submit a reflection on the process plus other peer feedback or video
evidence.
88
20%
EDUCATION AND THE
LEARNING CHURCH
AIMS
•
•
CONTENT
•
•
•
develop students’ knowledge and understanding of the theory and practice of adult Christian
education.
enable students to practice the skills of adult education in a Christian context and to critically
evaluate their performance
Theoretical framework of adult learning, to include
a. Practice (e.g. learning cycle; learning styles) and other aspects such as
b. Psychology
c. Philosophy (e.g. pedagogy v. andragogy)
Theology of Christian discipleship, e.g.
a. Relationship of individual learning to community formation?
b. Purpose: church centred or kingdom centred
c. Role of the Holy Spirit in Christian discipleship
Perspectives on Christian adult education,( e.g. deep and superficial learning; perspective
transformation; liberation education)
•
Christian adult education in its cultural context (e.g. post-modernity; pluralism)
•
Ethical framework (e.g. power and authority; boundaries; methods)
Elements of practice, to include: needs analysis; aim and objective setting; choice of appropriate
methods; skills of presentation and facilitation; evaluation
LEARNING
OUTCOMES
Subject Knowledge
•
Demonstrate a detailed and systematic understanding of the theory of adult education
By the end of
the module
students should
…
•
Demonstrate a comprehensive understanding of the practice of adult education
•
Demonstrate the ability to relate the theory and practice of Christian adult education to ecclesial and
cultural contexts (includes ethics)
Subject Skills
•
Be able to research, plan, implement and critically evaluate programmes of learning appropriate to
the ecclesial context
Subject Specific Dispositions
•
Demonstrate a passionate commitment to the progress of others in Christian discipleship.
•
Demonstrate the ability to prioritise the needs of the learner and to adapt one’s approach
accordingly.
Key Skills:
•
Have acquired communication skills
•
Be able to facilitate and understand group dynamics
•
Be able to observe and reflect on the context
•
Demonstrate creativity in teaching and learning
•
Be able to read a context and analyse needs
•
Be skilled in reflective practice
89
EDUCATION AND THE
LEARNING CHURCH
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Seminars
Tutorials
Planning, implementing and evaluating a
programme of adult learning
•
Tutor and peer assessment of presentations
•
Theological reflections on aspects of the course
OPTION A
Critical reflection
60%
Sample material and participants’ evaluations
30%
Summative reflection
10%
90
91
92
Sustaining the World:
Christian Faith and Environmental Issues
AIMS
•
•
CONTENT
•
•
•
LEARNING
OUTCOMES
By the end of
the module
students
should be
able to …
introduce the causes and impacts of selected current environmental issues.
equip students with the knowledge and skills to integrate theological, ethical and missiological
approaches to environmental issues.
The interdisciplinary task of envisioning a sustainable future provides the focus for this Integrated
Learning Module.
The module offers an introduction to a selection of current environmental crises (including climate
change, biodiversity loss and threats to food and energy security) and a range of attitudes and
responses, both Christian and secular.
The module explores the relevance of selected biblical texts and a theology of creation for a
distinctively Christian approach to contemporary environmental issues.
Subject Knowledge:
•
•
Demonstrate a basic knowledge of the causes and impacts of at least one environmental crisis of
current concern.
Identify biblical and theological resources relevant to a response to the crisis.
Subject Skills
•
•
Demonstrate relationships between sustainability, environmental ethics, Christian mission and
discipleship.
Provide a structured presentation of a characteristically Christian group initiative in response to an
environmental issue.
Key Skills
•
Demonstrate skills of independent learning.
93
Sustaining the World:
Christian Faith and Environmental Issues
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
Formative assessment will be by small group work resulting in presentations. The group work
will be based around hypothetical scenarios located in a church/parish context, to which each
part of the week’s teaching will be applied, using a mind-map to help students make
connections between disciplines and between topic and scenario.
SUMMATIVE
ASSESSMENT
OPTION A
In-class discussions
Essay linked to group presentation (1,000 words)
50%
Essay (1,000)
50%
94
Justice, Environment and Mission
In Global Context
AIMS
•
CONTENT
develop a critical appreciation of the interplay of biblical theology, missional praxis and cultural
context
•
reflect on the implications of global inequalities and environmental changes for Christians in the
West.
This module will focus on the 20th and 21st centuries and:
•
•
By the end of
the module
students
should be
able to …
gain an overview of global Christian engagement with issues surrounding justice, human
development and natural environment.
•
•
LEARNING
OUTCOMES
Study the history of Christian engagement with issues of justice, development and environment.
Reflect critically on the theological and missiological implications of data on human development
indices, population growth, conflict, and environmental change.
Assess the theological and practical responses of both the majority world church, and of western
agencies and churches, to issues of justice and environment.
Subject Knowledge
•
•
•
Give an account of the key social and environmental factors affecting human and ecological
flourishing
Show understanding of key biblical passages and contemporary writings on social and
environmental justice
Show knowledge of a variety of western and non-western Christian approaches to development,
environment, and justice
Subject Skills
•
•
Show the capacity to empathise with a variety of cultures, and the economic, social, political and
environmental factors that affect them.
Demonstrate critical theological reflection upon practice in changing contexts.
Key Skills
•
Ability to relate theological principles to different and changing missiological contexts
Ability to relate global issues of justice and environment to the learner’s own context.
95
Justice, Environment and Mission
In Global Context
MODES OF
LEARNING &
TEACHING
Lectures
Small group discussions
Role plays based on case histories
Tutorial supervision
Student-led mini-seminars
FORMATIVE
ASSESSMENT
Draft outline of summative essay
SUMMATIVE
ASSESSMENT
OPTION A
Supervision of seminar / presentation
Presentation (20 mins)
40%
Essay (2,000)
60%
96
Christian Faith and the Environment
AIMS
•
•
CONTENT
explore some Christian understandings of environmental problems and, more fundamentally, the
relationship between the earth, humankind, and other species.
explore connections between themes from biblical theology, and the ministry and mission of
Christians and the local church.
Early units explore selected environmental issues and their relation to social justice. Christian
environmental ethics is set in the context of Church History. It is also compared with secular
environmentalism, raising questions of value and anthropocentrism.
The next ten units relate selected themes from biblical theology (creation, the Promised Land,
dominion, sin and curse, covenant, the Law, the Kingdom of God, the good news and eschatology) are
explored with regard to relations between the earth, humankind, and other species.
Further units link this to ministry in the congregation, social justice, lifestyle, and politics. The module
concludes with illustrations from mission agencies, including specialist Christian ecological ministries,
and the environmental dimension of all relief and development.
LEARNING
OUTCOMES
Subject Knowledge
•
Demonstrated a basic knowledge of at least one issue in the field of environment and sustainability.
By the end of
the module
students
should be
able to …
•
Presented a simple outline of some components of a Christian
theology oriented to creation-care.
•
Articulated connections between a theme in biblical theology and engagement with environmental
concerns.
Subject Skills
•
Showed awareness of a lesson learned from (others’ case studies)
past experience in leading an ecocongregation OR engaging with environmental issues in a mission
context.
Key Skills
•
•
Demonstrated skill in handling and engaging with multiple viewpoints and differences in
interpretation.
Demonstrated skills of independent learning.
97
Christian Faith and the Environment
MODES OF
LEARNING &
TEACHING
Online distance learning materials
FORMATIVE
ASSESSMENT
Multiple choice questions online, for factual aspects of environment issues, and (using longer
text options) for theological topics.
Online discussions
Self-directed study
Stimulus questions for each unit available online, open to comment potentially leading to online
discussion.
To promote at least some synchronicity during one designated week,
a seminar facilitated by the module tutor, with prepared short readings and stimulus questions.
Uses a structured approach requiring each student to post at least one contribution, and in turn
to respond constructively to at least two other students’ contributions.
SUMMATIVE
ASSESSMENT
OPTION A
Reflection related to seminar and Short Answers
40%
Presentation and Essay (1,000 words)
60%
98
ETHICS AND MORAL THEOLOGY
99
100
ETHICS AND
MORAL THEOLOGY
AIMS
•
•
•
•
CONTENT
•
•
•
•
LEARNING
OUTCOMES
By the end of
the module
students should
be able to
demonstrate…
enable students to reflect critically on and deepen their understanding of the pattern and challenges
of contemporary Christian discipleship
explore what it means to be a disciple of Jesus today by providing an introduction to Christian ethics
introduce students to biblical teaching on various aspects of discipleship and broaden their
awareness of different Christian traditions and practices in discipleship
enable students to relate teaching on discipleship to their own lives and to leading Christian
communities in discipleship and mission today.
New Testament teaching on discipleship (with particular reference to the Sermon on the Mount)
Traditional practices of formation for Christian discipleship (such as prayer, giving, confession,
reconciliation, obedience, growth in virtue)
Basic principles of Christian moral reasoning (such as appeal to Scripture, law, virtue, love)
A selection of ethical issues in Christian discipleship and witness (such as creation care, violence,
sexual behaviour and wealth)
Subject-specific knowledge:
•
An understanding of principles and practices of Christian discipleship informed by biblical and
traditional Christian sources.
Subject-specific skills:
•
•
The ability to apply these principles and practices of discipleship to particular contemporary ethical
issues
The ability to communicate and nurture personal and corporate aspects of Christian discipleship
Key Skills:
•
The ability to accurately summarise and articulate different understandings of Christian discipleship
101
ETHICS AND
MORAL THEOLOGY
MODES OF
LEARNING &
TEACHING
Lectures
Small group work
Seminars
Directed preparatory reading
FORMATIVE
ASSESSMENT
Non-graded individual and group feedback on small group and seminar exercises,
presentations and discussions and feedback during interactions in lectures.
SUMMATIVE
ASSESSMENT
OPTION A
Essay (2,000 words)
50%
Non-essay assignment
50%
102
ETHICS AND
MORAL THEOLOGY
AIMS
•
•
help students to reflect critically on their own existing models of moral discernment and on those
which are present in contemporary culture;
•
develop in students a well-informed understanding and critical appreciation of the theological
resources available for Christian reflection on ethical issues;
•
CONTENT
help students articulate a critical appreciation of the ways faith in God, revealed in Jesus, as Father,
Son and Spirit, informs and shapes the moral life of communities and individuals;
•
develop in students skills to apply these resources faithfully to particular moral questions, equipping
them for teaching, pastoral ministry and Christian living.
A theological account of the Christian moral life, such as the meaning of Baptism as incorporation
into the way of Jesus Christ, and of the sources it draws on, such as Scripture, tradition, reason,
moral philosophy and experience.
•
A theological account of core Christian moral concepts and methods, such as love, justice, natural
law, divine commands, virtue and character, etc.;
•
Moral mind-sets which influentially shape contemporary thinking about ethics, such as individualism,
contractarianism, liberalism, utilitarianism, consumerism and the idea of progress;
•
A selection of representative moral issues, both ‘personal’ and ‘social’, from the areas of ecological,
economic, medical, political and sexual ethics.
LEARNING
OUTCOMES
•
A growing self-critical awareness of the ‘state we’re in’: how we are shaped morally;
By the end of
the module
students should
be able to
demonstrate…
•
A knowledge of the theological resources available for Christian reflection on ethical issues.
•
•
The ability to apply these theological resources faithfully and insightfully to particular moral issues,
including those likely to be encountered in ministry;
The ability to engage with different responses to particular moral questions, reflecting in an informed
manner on familiar and unfamiliar views, working towards mature judgements.
Key Skills:
•
Written presentation skills
•
Research skills
103
ETHICS AND
MORAL THEOLOGY
MODES OF
LEARNING &
TEACHING
Lectures
Small group work
Seminar delivery
FORMATIVE
ASSESSMENT
presentations and discussions and feedback during interactions in teaching sessions.
Formative assignment feedback from module tutors and/or Study Skills tutor on request.
SUMMATIVE
ASSESSMENT
OPTION A
Essay (2,500 words)
100%
104
ETHICS AND
MORAL THEOLOGY
AIMS
•
•
help students to reflect critically on their own existing models of moral discernment and on those
which are present in contemporary culture;
•
develop in students an in-depth understanding and critical appreciation of the theological resources
available for Christian reflection on ethical issues;
•
CONTENT
help students articulate a critical appreciation of the ways faith in God, revealed in Jesus, as Father,
Son and Spirit, informs and shapes the moral life of communities and individuals;
•
develop in students skills to apply these resources faithfully to particular moral questions, equipping
them for teaching, pastoral ministry and Christian living.
A theological account of the Christian moral life, such as the meaning of Baptism as incorporation
into the way of Jesus Christ, and of the sources it draws on, such as Scripture, tradition, reason,
moral philosophy and experience.
•
A theological account of core Christian moral concepts and methods, such as love, justice, natural
law, divine commands, virtue and character, etc.;
•
Moral mind-sets which influentially shape contemporary thinking about ethics, such as individualism,
contractarianism, liberalism, utilitarianism, consumerism and the idea of progress;
•
A selection of representative moral issues, both ‘personal’ and ‘social’, from the areas of ecological,
economic, medical, political and sexual ethics.
LEARNING
OUTCOMES
By the end of
the module
students should
be able to
demonstrate…
•
•
A well-developed self-critical awareness of the ‘state we’re in’: how we are shaped morally;
An in-depth knowledge of the theological resources available for Christian reflection on ethical
issues.
•
•
The ability to apply these theological resources faithfully and insightfully to particular moral issues,
including those likely to be encountered in ministry;
The ability to engage with different responses to particular moral questions, reflecting in an informed
and coherent manner on familiar and unfamiliar views, issuing in mature judgements.
Key Skills:
•
Written presentation skills
•
Research skills
105
ETHICS AND
MORAL THEOLOGY
MODES OF
LEARNING &
TEACHING
Lectures
Small group work
Seminar delivery
FORMATIVE
ASSESSMENT
presentations and discussions and feedback during interactions in lectures.
Formative assignment feedback from module tutors and/or Study Skills tutor on request.
SUMMATIVE
ASSESSMENT
OPTION A
Essay (4,000 words)
100%
OPTION B
A 30 minute individual presentation followed by a 15 minute group
discussion facilitated by the presenter relating one or more core moral
concepts or approaches to an issue in personal or social ethics.
Student must submit a bibliography and citations on paper.
106
100%
ETHICS AND
MORAL THEOLOGY
AIMS
•
CONTENT
enable students to explore the Christian tradition and its significance for the Church today through a
critical evaluation of the life, work and theology of a key individual in their context. E.g. St Augustine,
St Thomas Aquinas, Julian of Norwich, Martin Luther, Richard Hooker, Dietrich Bonhoeffer.
•
develop students’ critical skills in reading texts against their historical background.
•
provide students with the opportunity to apply insights into the Christian tradition to the current life
and mission of the Church.
•
•
•
•
An outline of the historical context within which the individual theologian lived and its importance for
their life and work. E.g. Germany 1871 – 1945.
The critical analysis of selected theological themes from the individual’s work within the context of
their life. E.g. the centrality of Christology in Bonhoeffer’s theological development.
The nature of and reasons for the enduring significance of the individual’s contribution to the
Christian tradition.
The ways in which their work informs the life and mission of the Church today.
LEARNING
OUTCOMES
Subject knowledge
•
knowledge of the historical context of the chosen individual’s life and work
By the end of
the module
students should
be able to
demonstrate…
•
a critical evaluation of the individual’s work and contribution to the Christian tradition
Subject skills:
•
the ability to read primary texts critically
•
the ability to integrate new theological insights into their understanding of the mission of the Church
today
Key skills:
•
the presentation of information in written form based on a critical understanding of the topic
•
the clear and accurate presentation of information in verbal and visual form
107
ETHICS AND
MORAL THEOLOGY
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Presentation to peers
Tutorials
Supporting online materials
FORMATIVE
ASSESSMENT
Peer and tutor feedback on presentation to peers
SUMMATIVE
ASSESSMENT
OPTION A
80%
Seminar presentation (15 mins)
20%
108
ETHICS AND
MORAL THEOLOGY
AIMS
•
•
•
CONTENT
To help students articulate a critical appreciation of the ways faith in God, revealed in Jesus, as
Father, Son and Spirit, informs and shapes the moral life of communities and individuals with
respect to one particular moral issue, such as sexual, medical, political or economic ethics.
To develop in students an in-depth understanding and critical appreciation of the theological
resources available for Christian reflection on this ethical issue;
To develop in students skills to apply these resources faithfully to this particular moral question,
equipping them for teaching, pastoral ministry and Christian living.
•
A critical outline of relevant features of our cultural contexts within which the particular issue is
situated, e.g., utilitarianism, liberalism, capitalism.
•
The critical analysis of selected biblical and theological concepts and themes as they have a bearing
on the issue, e.g., the doctrine of creation, divine commands, justice.
•
Evaluation of different contemporary responses to the particular moral issue.
•
Case studies, leading towards judgements about particular cases and circumstances, e.g., in which
circumstances might abortion/divorce/war be justified.
LEARNING
OUTCOMES
By the end of
the module
students should
be able to
demonstrate…
•
•
A well-developed self-critical awareness of how we are shaped morally with respect to this issue;
An in-depth knowledge of the theological resources available for Christian reflection on this ethical
issue.
•
•
The ability to apply these theological resources faithfully and insightfully to this particular moral
issue;
The ability to engage with different responses to the issue, reflecting in an informed and coherent
manner on familiar and unfamiliar views, issuing in mature judgements.
Key Skills:
•
the presentation of information in written form based on a critical understanding of the topic.
•
the clear and accurate presentation of information in verbal and visual form
109
ETHICS AND
MORAL THEOLOGY
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Presentation to peers
Tutorials
Supporting online materials
FORMATIVE
ASSESSMENT
Peer and tutor feedback on presentation to peers
SUMMATIVE
ASSESSMENT
OPTION A
80%
Seminar presentation (15 mins)
20%
110
ETHICS AND
MORAL THEOLOGY
AIMS
•
•
•
CONTENT
•
•
•
LEARNING
OUTCOMES
By the end of
the module
students should
be able to
demonstrate…
gain a systematic knowledge and critical awareness of current issues in moral theology;
develop a conceptual understanding to evaluate critically current research and advanced
scholarship in the discipline, and to evaluate and critique methodology used;
apply such understanding to particular case studies, and to propose appropriate pastoral action for
these scenarios.
Lectures on sources for moral theology (Scripture, tradition, and reason, including philosophical
sources and experience)
Lectures on modes of ethical enquiry in a Christian theological context (e.g. virtue ethics,
deontology, utilitarianism, situationism, relational ethics, etc)
Lectures and student-led seminars on specific issues in Christian ethics (e.g. ecology, animal rights
and welfare, global finance, immigration, war, bioethics, human sexuality, gender relations, human
trafficking and slavery, etc)
Subject Knowledge
•
A systematic, critical understanding of sources for moral theological reflection
•
A systematic, critical understanding of modes of enquiry in Christian ethics
Subject Skills
•
The ability to analyse theological implications of stances taken on moral issues
•
The ability to apply appropriate sources to specific moral issues critically
•
The ability to communicate effectively with people who hold differing views on moral issues
Key Skills
•
Research skills
•
Written communication skills
•
Oral presentation skills
111
ETHICS AND
MORAL THEOLOGY
MODES OF
LEARNING &
TEACHING
Lectures
Preparatory reading
Seminar preparation
Seminar participation
Seminar presentation
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Plan for seminar presentation, which will be discussed in individual tutorial.
OPTION A
Seminar (30 mins)
40%
Essay (5,000 words)
60%
112
HOMILETICS AND COMMUNICATION
113
114
HOMILETICS AND
COMMUNICATION
AIMS
CONTENT
This module aims to
•
give students an introduction to the theory and practice of preaching.
•
equip students with skills and knowledge to develop them as reflective practitioners.
This module provides opportunities to engage with key aspect of preaching including,
•
different models of preaching
•
approaches to engaging with scripture
•
rhetorical strategies
•
ways of engaging with context
•
practical skills of delivery
LEARNING
OUTCOMES
Subject Knowledge
•
Knowledge and understanding of a range of possible approaches to preaching
By the end of
the module
students should
be able to
demonstrate…
•
Understanding of the role of different rhetorical approaches in the craft of preaching
Subject Skills
•
Ability to draw out key ideas from scriptural texts to shape preaching.
Key Skills
•
•
Ability to prepare and present spoken communication in a limited range of contexts
Ability to form a plan for continued personal development in engaging with Scripture and the
contemporary world.
115
HOMILETICS AND
COMMUNICATION
MODES OF
LEARNING &
TEACHING
Lectures
Peer review
Seminars
Context based practice
Plenary discussion
Distance learning materials and media
Small group work
FORMATIVE
ASSESSMENT
In gathered contexts:
•
Group discussion and class presentation.
In dispersed contexts:
•
Portfolio
In both contexts:
•
SUMMATIVE
ASSESSMENT
Feedback on preaching by supervisors, congregations and peers.
OPTION A
Portfolio of sermon preparation, delivery and reflection on performance
116
100%
HOMILETICS AND
in the Contemporary World
COMMUNICATION
AIMS
CONTENT
This module aims to
•
give students an introduction to the theory and practice preaching.
•
explore the relationship between preaching and a range of pastoral ministries.
•
give students an introduction to the study of contemporary culture as the context for preaching and
communication.
•
equip students with skills and knowledge to develop them as reflective practitioners in this area of
public ministry
•
different models of preaching
•
approaches to engaging with scripture
•
•
ways of engaging with context
•
Particular attention will be paid to how these key elements relate to a range of liturgical, ministerial and
pastoral contexts.
LEARNING
OUTCOMES
Subject Knowledge
•
Knowledge and understanding of a range of possible approaches to preaching
By the end of
the module
students should
be able to
demonstrate…
•
Understanding of the role of different rhetorical approaches in the craft of preaching
Subject Skills
•
Ability to draw out key ideas from scriptural texts to shape preaching.
Key Skills
•
Ability to prepare and present spoken communication in a limited range of contexts
•
Ability to form a plan for continued personal development in engaging with Scripture and the
contemporary world.
117
in the Contemporary World
HOMILETICS AND
COMMUNICATION
MODES OF
LEARNING &
TEACHING
Lectures
Peer review
Seminars
Plenary discussion
Small group work
FORMATIVE
ASSESSMENT
•
•
Portfolio
In both contexts:
•
SUMMATIVE
ASSESSMENT
OPTION A
50%
Essay on an aspect of preaching
50%
OPTION B
40%
Presentation on an aspect of preaching or worship
60%
118
HOMILETICS AND
Preaching
COMMUNICATION
AIMS
CONTENT
This module aims to
•
give students a critical insight into the theory and practice of preaching.
•
develop further students skills and knowledge reflective preachers.
•
different models of preaching and forms of sermon
•
more approaches to engaging with scripture
•
further rhetorical strategies
•
critical ways of engaging with context
•
•
handling difficult texts and situations
LEARNING
OUTCOMES
Subject Knowledge
•
Critical and reflective understanding of the theory and practice of preaching.
By the end of
the module
students should
be able to
demonstrate…
•
Critical, evaluation and appropriation of a range of effective rhetorical strategies
Subject Skills
•
A developed, critically reflective approach to interpreting Scripture that shapes and informs
preaching strategies
Key Skills
•
•
Consistent ability to deliver and evaluate spoken communication in a wide variety of contexts and
circumstances.
Mature, self-aware patterns of sustainable personal engagement with Scripture and the
contemporary world.
119
Preaching
HOMILETICS AND
COMMUNICATION
MODES OF
LEARNING &
TEACHING
Lectures
Peer review
Seminars
Plenary discussion
Small group work
FORMATIVE
ASSESSMENT
•
•
Portfolio
In both contexts:
•
SUMMATIVE
ASSESSMENT
OPTION A
120
100%
HOMILETICS AND
Preaching in the
Contemporary World
COMMUNICATION
AIMS
This module aims to
•
give students critical insights into the theory and practice preaching.
•
develop a critical understanding of the relationship between preaching and a range of pastoral
ministries and situations.
•
•
CONTENT
give students a critical insight into the study of contemporary culture as the context for preaching
and communication.
develop further students skills and knowledge to sustain them as reflective practitioners in this area
of public ministry
•
different models of preaching and forms of sermon
•
critical approaches to engaging with scripture
•
•
a selection of further ways of engaging with context
•
critical, practical skills of delivery
•
developing and deploying reflective strategies for preaching at times of crisis or on current events.
Particular attention will be paid to how these key elements relate to a range of liturgical, ministerial and
pastoral contexts with a view to enabling students to sustain a preaching ministry.
LEARNING
OUTCOMES
Subject Knowledge
•
Critical and reflective understanding of the theory and practice of preaching.
By the end of
the module
students should
be able to
demonstrate…
•
Critical, evaluation and appropriation of a range of effective rhetorical strategies
Subject Skills
•
A developed, critically reflective approach to interpreting Scripture that shapes and informs
preaching strategies
Key Skills
•
•
Consistent ability to deliver and evaluate spoken communication in a wide variety of contexts and
circumstances.
Mature, self-aware patterns of sustainable personal engagement with Scripture and the
contemporary world.
121
Preaching in the
Contemporary World
HOMILETICS AND
COMMUNICATION
MODES OF
LEARNING &
TEACHING
Lectures
Peer review
Seminars
Plenary discussion
Small group work
FORMATIVE
ASSESSMENT
•
•
Portfolio
In both contexts:
•
SUMMATIVE
ASSESSMENT
OPTION A
50%
Essay on an aspect of preaching
50%
OPTION B
40%
Presentation on an aspect of preaching or worship
60%
122
INTEGRATED LEARNING
123
124
INTEGRATED LEARNING
AIMS
This module aims to
•
•
•
•
CONTENT
Group Integrative Learning
Level 4, 5, 6 / 10 credits
enable students to practice and further develop skills in study and critical reflection that is crossdisciplinary and holistic through the integrated study of a specific topic.
facilitate individual and corporate reflective practice by the students as they develop a sophisticated
understanding of the relationship between prior experience (both their own and other people’s) and
their own current learning and study.
encourage critical and informed understanding of the challenges presented by the topic under
consideration for Christian discipleship and mission and encourage the formulation of student’s own
coherent personal response.
encourage and facilitate collaborative learning practices through group learning and group project
work, offering constructive and appropriate peer feedback.
Integrated study modules allow a specific topic to be studied from the perspective of various theological
and other disciplines in a group learning context. The primary focus is to help students develop crossdisciplinary skills in study and reflection while working as a team towards a group assessment. The
choice of the specific topic lies with the training institution. It might be a major issue in Christian life,
discipleship, mission or ministry or a particular theological theme.
The topic will then be studied from at least three of the following theological perspectives: biblical
studies, mission studies, pastoral theology, church history, ethics, systematics, liturgical studies, or
ecclesiology. There will also be insights from at least one ‘non-theological’ discipline, such as
psychology, philosophy, sociology, cultural studies, media studies. Students will be expected to draw
on their learning in other modules to give additional perspectives. The following is an indicative list of
topics that could be considered
•
•
•
•
LEARNING
OUTCOMES
By the end of
the module
students should
be able to …
Sexual ethics
Death and dying
The Anglican Communion
Christianity and world faiths
•
•
•
•
Leadership and mission
Church and community
Ecumenism
Liturgy and Mission
Subject Knowledge
•
Show a sophisticated understanding of the topic under discussion informed by a critical
understanding of several disciplines
Subject Skills
•
•
Make informed and complex connections with their past, present and future life and ministry in a
theologically rigorous way
show that they are able to apply sophisticated skills in cross-disciplinary study, such that they are
able to reflect theologically and critically on the topic under consideration in a way that demonstrates
sensitivity to a variety of approaches and views.
Key Skills
•
work collaboratively with others and collectively demonstrate their learning
•
demonstrate good reflective practice in relation to their learning and their participation in a group.
125
INTEGRATED LEARNING
MODES OF
LEARNING &
TEACHING
Group Integrative Learning
Lectures
Small group work with structured tasks
Case studies
Field visits
FORMATIVE
ASSESSMENT
Formative assessment will be through the students' participation in structured tasks within the
small groups including students offering constructive and appropriate group and individual
feedback to their peers
In addition, students will write a learning journal of personal reflections and engagement with
the themes of the module.
SUMMATIVE
ASSESSMENT
OPTION A
Group project: Students will work on a group project throughout the
module with a small group, which will be presented as a corporate
presentation of the learning/findings of the group to an audience of
students, tutors and others. The module tutor assigns a group mark and
may award additional marks to individuals who made particularly strong
contributions. The tutor may also deduct marks from any individual who
did not contribute well. The comments regarding all marks awarded will be
available for scrutiny through the normal external examination process.
60%
Personal reflection: Students will submit a personal reflection (1500
words) on individual and group learning from the module, including the
effectiveness of the group presentation itself and their reflection on the
responses to, and feedback from, the group presentation.
40%
126
INTEGRATED LEARNING
Integrative Learning
for Christian Ministry
AIMS
This module aims to
•
•
•
•
CONTENT
enable students to practice and further develop skills in study and critical reflection that is crossdisciplinary and holistic through the integrated study of two specific topics.
facilitate individual and corporate reflective practice by the students as they develop a sophisticated
understanding of the relationship between prior experience (both their own and other people’s) and
their own current learning and study.
encourage critical and informed understanding of the challenges presented by the topics under
consideration for Christian discipleship and mission and encourage the formulation of student’s own
coherent personal response.
encourage and facilitate collaborative learning practices through group learning and group project
work.
Longer integrated study modules allow two specific topics to be studied from the perspective of various
theological and other disciplines in a group learning context. The primary focus is to help students
develop cross-disciplinary skills in study and reflection while working as a team towards a group
assessment. The choice of the specific topics lies with the training institution. They might be major
issues in Christian life, discipleship, mission or ministry or a particular theological themes. The two
topics will be studied sequentially with assessment and reflection between them allowing students to
learn from experience in the first before embarking on the second.
Each topic will then be studied from at least three of the following theological perspectives: biblical
studies, mission studies, pastoral theology, church history, ethics, systematics, liturgical studies, or
ecclesiology. There will also be insights from at least one ‘non-theological’ discipline, such as
psychology, philosophy, sociology, cultural studies, media studies. Students will be expected to draw
on their learning in other modules to give additional perspectives. The following is an indicative list of
topics that could be considered
•
•
•
•
LEARNING
OUTCOMES
By the end of
the module
students should
be able to …
Christian approaches to sexual ethics
Issues surrounding death and dying
The Anglican Communion
Understandings of salvation in world faiths
•
•
•
Christian approaches to Leadership
Church and community
Ecumenism
Subject Knowledge
•
Show a sophisticated understanding of the topic under discussion informed by a critical
understanding of several disciplines
Subject Skills
•
•
Make informed and complex connections with their past, present and future life and ministry in a
theologically rigorous way
show that they are able to apply sophisticated skills in cross-disciplinary study, such that they are
able to reflect theologically and critically on the topic under consideration in a way that demonstrates
sensitivity to a variety of approaches and views.
Key Skills
•
work collaboratively with others and collectively demonstrate their learning
•
demonstrate good reflective practice in relation to their learning and their participation in a group.
127
INTEGRATED LEARNING
Integrative Learning
for Christian Ministry
MODES OF
LEARNING &
TEACHING
Lectures
Case studies
Field visits
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
OPTION A
Group project 1: Students will work on a group project in relation to the first
topic with a small group, which will be presented as a corporate
contributions. The tutor may also deduct marks from any individual who did
not contribute well. The comments regarding all marks awarded will be
available for scrutiny through the normal external examination process.
Group project 2: Students will work on a group project in relation to the
second topic with a small group, which will be presented as a corporate
contributions. The tutor may also deduct marks from any individual who did
not contribute well. In assigning marks the tutor will give particular attention
to improvements and developments resulting from tutor and peer feedback
following the first project. The comments regarding all marks awarded will
be available for scrutiny through the normal external examination process.
Personal reflection: Students will submit a personal reflection (3000
words) on individual and group learning from the module, including the
effectiveness of the group presentations themselves and their reflection on
the responses to, and feedback from, the group presentation. It should give
particular attention to ways in which the group developed in response to
feedback.
128
30%
30%
40%
129
130
AIMS
CONTENT
The module aims to:
•
give students an understanding of the contemporary movement in Christian–Jewish dialogue.
•
examine the actual and potential impact of that dialogue upon Christian self-understanding.
•
develop an understanding and appreciation for the study of Jewish-Christian Relations through
history and theology.
This module will give an overview of the history of Jewish-Christian relations as seen through the lens
of contemporary Christian-Jewish dialogue.
It will provide an introduction to contemporary Jews and Judaism (including the role of rabbis, worship
and community life) and give an exploration of the potential impact of Christian-Jewish dialogue on
Christian self-understandings including biblical and theological interpretation.
The module will also discuss the significance of the Holocaust/Shoah to contemporary Jewish and
Christian self-understandings, and also Zionism, the land and the State of Israel.
LEARNING
OUTCOMES
Subject knowledge
By the end of
the module
students
should
have…
•
•
•
a basic knowledge of the contemporary movement in Jewish-Christian Relations.
a basic knowledge of Jews and Judaism; and a basic understanding of the diversity of contemporary
Judaism.
a basic knowledge of the significance for Christian self-understanding and ministry.
Subject Skills
•
a basic ability to interpret biblical texts and Christian theological understanding through the lens of
Christian-Jewish dialogue.
Key Skills
•
Skills in dialogue and communication in difference.
131
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
Written feedback on essay and on individual oral presentations
Visits
E-learning: lectures, forums, online material
OR
Written feedback on individual oral presentations
SUMMATIVE
ASSESSMENT
OPTION A
Essay (2,000 words)
75%
Oral presentation (20 mins)
25%
OPTION B
Conversation
100%
132
AIMS
CONTENT
The module aims to:
•
survey the multi religious landscape of England
•
acquire knowledge of two different religions and faith communities
•
develop an appreciation of the breadth and variety of Christian engagement in multi faith society
The module will review statistics and interpretation of English multi faith society today. It will include
sessions on the beliefs and practices of two non-Christian religions in England.
There will also be an exploration of the approaches of churches, nationally and locally, to the presence
of different faith communities.
Students will be encouraged to develop an appreciation of the spiritual and community issues that are
raised through the engagement of different faiths.
LEARNING
OUTCOMES
Subject knowledge
•
Describe the multi faith aspect of English society
By the end of
the module
students
should be
able to…
•
Give a brief outline of the beliefs and practices of two non-Christian religion in England
Subject skills
•
Evaluate different Christian perspectives on inter faith dialogue and evangelism
•
Articulate the need for all Christians to engage with multi faith society
Key skills
•
Apply theology to particular contexts
•
Engage with a diversity of theological standpoints
133
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Visits
Journal keeping
FORMATIVE
ASSESSMENT
Completion of journal of visits and dialogues
Individual oral presentations based on journal keeping
SUMMATIVE
ASSESSMENT
OPTION A
Essay (1,500 words)
40%
Sermon outline (500 words)
40%
Prayers for use in a Christian service
20%
134
Christian Faith and Ministry in Multi Faith
Contexts
AIMS
The module aims to:
•
•
•
CONTENT
To enable students to develop the knowledge and skills base for being a reflective practitioner in a
multi faith context
To investigate the beliefs and practices of faith communities, both Christian and another faith
To give students the opportunity to explore various understandings of the role of the church and
mission in multi faith contexts as a route to self awareness for their own future ministry
The module will include sessions on the beliefs and practices of a non-Christian religion in England. It
will offer an evaluation of the processes and practices of inter faith relationships and multi faith social
action.
As part of this, there will be an exploration of issues of gender, generation and leadership in faith
communities and their implications for cross faith relationships.
There will also be a focus on the challenges and opportunities of a multi faith context for Christian
congregations, for Christian pastoral ministry and for relevant theological and biblical reflection.
LEARNING
OUTCOMES
Subject knowledge
•
Describe a non-Christian faith community in England, including its key beliefs and practices
By the end of
the module
students
should be
able to…
•
Demonstrate an understanding of the interaction between faith, ethnicity and culture
•
Identify commonalities and differences on issues relating to gender, generation and leadership in
different faith communities
Subject skills
•
•
Evaluation of the possibilities for Christian participation in different models of multi faith social action
and inter faith relationships
An appreciative understanding of the range of mission and ministry of Christians in a multi faith
context
Key skills
•
Apply theology to particular contexts
•
Engage with a diversity of theological standpoints
135
Christian Faith and Ministry in Multi Faith
Contexts
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Visits
Journal keeping
FORMATIVE
ASSESSMENT
Completion of journal of visits and dialogues
Individual oral presentations based on journal keeping
SUMMATIVE
ASSESSMENT
OPTION A
Essay (1,500 words)
40%
Written report comparing two cross faith initiatives(1,500 words)
40%
Reflection on student’s own ministry in multi faith contexts
20%
136
Christianity and Inter Faith
Engagement
AIMS
The module aims to:
•
CONTENT
give students a critical overview of Christian approaches in theology, biblical interpretation and
spiritual practice to religious plurality
•
enable students to have significant experiences of other faith traditions and to explore the impact of
inter faith engagement upon their own Christian self-understandings.
•
give opportunities to explore critically the theology, spirituality and practice of Christian inter faith
practitioners from historical and contemporary contexts.
The module will include sessions on Christian theologies of religious pluralism, the Bible and religious
pluralism and Christian spirituality in encounter with other faith traditions.
Visits to groups and places of worship of different faith traditions.
Opportunities to engage in guided reading of literature of different faith traditions.
There will also be opportunities to explore the theology, spirituality and practice of significant Christian
interfaith practitioners from historical, contemporary, local, national and/or international contexts.
LEARNING
OUTCOMES
By the end of
the module
students
should be
able to…
Subject knowledge
•
•
Demonstrate a critical understanding of the variety of Christian theological and spiritual approaches
to religious plurality
Give a self-critical account of the way the module has enhanced their understanding multi faith
contexts, including experience of other faith traditions, that demonstrates insight into their own
practice and faith and an understanding of people of different faith traditions.
Subject Skills
•
•
Evaluate the possibilities for spiritual enrichment through engagement with other faith traditions.
Show a critical understanding of the importance of engagement with religious plurality for the
development of contemporary theology and ministry
Key Skills
•
Develop skills in dialogue and communication in difference
•
Develop skills in working with difference and within a group
137
Christianity and Inter Faith
Engagement
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Visits
Tutorials
FORMATIVE
ASSESSMENT
Verbal Feedback through Tutorial
Written Feedback on Conversation Assessment
Written feedback on 'Dialogue Diary'
SUMMATIVE
ASSESSMENT
OPTION A
Portfolio – Dialogue diary
50%
Reflective essay (3,000)
50%
OPTION B
Portfolio – Dialogue diary
50%
Structured conversation with written reflection on it (1,000)
50%
138
Judaism, Christianity and Islam
In Encounter
AIMS
The module aims to:
•
•
CONTENT
explore Judaism and Islam in relationship to Christianity in order for the student to engage with the
worldview of these two other inter-related faith communities.
reflect on issues of identity and diversity in multi-faith Britain and focus on thematic and contextual
issues around which communities are formed, such as sources of authority in faith communities and
relationships to the divine.
This module will provide an orientation of facts and beliefs pertinent to Judaism and Islam interrogating
the concept of “Abrahamic faiths” as a means of exploring a basis for shared dialogue. This will be
achieved by encountering and experiencing diversity which lies at the heart of this engagement.
Students will engage in topics such as Replacement Theory and Supercessionism, multiculturalism,
radicalism and religious extremism, gender issues in the Abrahamic faiths, Scripture, and Israel and
Palestine today.
LEARNING
OUTCOMES
Subject knowledge
By the end of
the module
students
should be
able to…
•
•
To articulate a developed understanding of the life and practice of Judaism and Islam.
To demonstrate a developed understanding of the complex issues of faith, culture and identity in
multi-faith Britain especially as they impact on the historical role of churches in their relations with
Judaism and Islam.
Subject skills
•
To reflect critically on the concept of “Abrahamic faiths”.
•
To demonstrate substantial evidence of creative engagement and encounter with those
communities and how such engagement affects the students' world view.
Key skills
•
To develop extensive practical skills in communicating those engagements within and outside of the
ministry.
139
Judaism, Christianity and Islam
In Encounter
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
Written feedback on essay and on individual oral presentations.
SUMMATIVE
ASSESSMENT
OPTION A
Online learning: lectures, forums, material
Essay (3,000)
75%
Oral presentation (30 mins)
25%
140
Common Good in Christianity
And Islam
AIMS
The module aims to:
•
•
•
•
CONTENT
Present Contemporary debates about the ‘Common Good’ in Christian and Muslim theological
understandings
Explores the implications of these debates for Muslim and Christian contexts
Draw upon insights from both Christian and Muslim Theological traditions seeking to make especial
use of the practice of Scriptural reasoning as a shared discipline of reading each other’s sacred
texts
Analyse contemporary debates on the nature of ‘Common Good’ in economics, Governance and
human Rights, Peace and Conflict and Ecology enabling students to critically evaluate Christian and
Muslim responses to the ‘Common Good’
This module is innovative in creating opportunities to explore on an equal basis Christian and Muslim
theological approaches to the “Common Good” of humanity.
Whilst it may be argued that international societies have become increasingly interconnected,
homogeneous, univocal and controlled by distant powers; it may also be proposed that humanity and
global societies are reaffirming the particularity of religious identities. Thus, even as a “Common Good”
is increasingly difficult to discern in the midst of diverse societies, there is an awakened interest in the
search for a binding good rooted in narratives of religious tradition that are able to resist dehumanising
forces.
The module will use the method of scriptural and tradition reasoning to examine Biblical and Qur’anic
texts and both contemporary and traditional sources from Christian and Muslim traditions respectively,
to explore these areas of mutual concern.
NB Special feature of this module is that it is designed for Shared learning with Students from Islamic
Educational institutions
LEARNING
OUTCOMES
By the end of
the module
students
should be
able to…
Subject Knowledge
•
•
Evaluate various interpretations and understandings of the “Common Good” from Christian and
Muslim perspectives.
Develop critical awareness of pertinent issues in Economics; Governance and Human Rights;
Peace and Conflict; and Ecological Issues and diverse responses from the Christian and Muslim
traditions.
Subject Skills
•
Engage in critical theological analysis with reference to the “Common Good” in relation to
contemporary Issues.
•
Demonstrate skills of reading and interpretation of Sacred Texts in relation to Contemporary issues.
Key Skills
•
Develop skills in dialogue and communication in difference
•
Develop skills in working with difference and within a group
141
Common Good in Christianity
And Islam
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
Written Feedback on Essay
SUMMATIVE
ASSESSMENT
OPTION A
Seminars
Written and verbal Feedback on Seminar Presentation
Essay
60%
40%
142
Islam and Christian-Muslim
Engagement
AIMS
CONTENT
The module aims to:
•
To explore the theological and practical dynamics raised by the Christian-Muslim encounter
•
To set the key themes of theology and praxis for Christian-Muslim encounter in an historical context
•
To theologically resource creative and practical encounters between Christians and Muslims that
span a breadth of mission and ministry models of the Church
The theological issues will include an examination of the debates around the nature of scripture and
revelation, prophethood, the oneness of God, and the relationship between religion and public life.
The practical issues will include different modes of mission in the light of the key theological issues
discussed.
Thus, community collaboration for the common good, dialogue, scriptural reading, evangelism and
conversion, and polemics will all be critically examined.
LEARNING
OUTCOMES
By the end of
the module
students
should be
able to…
Subject Knowledge
•
demonstrate an awareness of the mixed heritage of Christian-Muslim relations in history
Subject Skills
•
Critically evaluate theological responses to Islam
•
Critically evaluate practical engagements with Islam
•
reflect on the implications of Christian-Muslim engagement for mission and ministry
Key Skills
143
Islam and Christian-Muslim
Engagement
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
2 Essays and a personal reflection
SUMMATIVE
ASSESSMENT
OPTION A
Online learning: lectures, forums, materials
Critically evaluate one or two models of mission amongst Muslims (1,500
words)
40%
Critically evaluate one or two models of mission amongst Muslims (1,500
words)
40%
Write your personal response to “A Common Word” from the context of a
local worshipping community you know well
20%
144
Scriptures and Spiritualities beyond
Boundaries
AIMS
The module aims to:
•
CONTENT
equip students to read the texts of at least one non-Christian faith tradition with sensitivity and
awareness of the issues involved in ‘reading beyond boundaries’
•
provide students with the opportunity to re-encounter Biblical text through the lens of at least one
different faith tradition
•
introduce students to the phenomenon of interspirituality and the discipline of the New Comparative
Theology
•
At least one Biblical text will be read and re-read through the lens of a non-Christian faith
•
At least one text from a non-Christian faith tradition will be studied
•
At least one practitioner of interspirituality will be studied
•
The methods of the New Comparative Theology will be explored
LEARNING
OUTCOMES
Subject Knowledge
By the end of
the module
students
should
have…
•
•
Presented a reading of a Biblical text from the perspective of a non-Christian faith tradition
Reflected theologically upon a personal encounter with a spiritual practice or sacred text of a nonChristian faith tradition
•
Explained and offered a response to the approach of one or more practitioners of interspirituality
•
Outlined the methodology of the New Comparative Theology
Subject Skills:
•
Reading sacred texts with sensitivity and awareness of cultural and epistemological issues arising
within a multi-faith context
•
Encountering practitioners of interspirituality with understanding
•
Theological reflection on new experiences
Key Skills:
•
Oral presentation of complex material and personal views
Structured written exposition of complex material
145
Scriptures and Spiritualities beyond
Boundaries
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Workshops
Fieldwork
Supervision / tutorials
Group discussion
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
•
Oral presentation and peer feedback
•
Written feedback on theological reflection
•
Verbal feedback on contributions to group discussion
OPTION A
Written theological reflection (1,500 words)
20%
Essay (2,000 words)
40%
Report and/or response (written, oral, digital or creative) to interspirituality
encounter
25%
Annotated bibliography (500 words)
15%
146
AIMS
The module aims to:
•
•
•
CONTENT
Investigate the impact of multi faith consciousness upon Christian practices through a case study
approach.
Enable critical reflection upon personal and communal practice.
Assess the impact and implications of multi faith consciousness upon the meanings of Christian
practices such as evangelism, prayer, Scriptural reading etc.
This Module will reflect upon what it means to practice as a Christian in an increasingly Multi Faith
world. How does the reality of an increasing Multi Faith context impact upon the individual practices
and discipleship of Christians and upon the practice of Christian Community in the Church.
The course will focus upon such Christian practices as Social Witness, Evangelism, Prayer and
Spirituality, reading the Bible, Worship and Preaching and through case studies and a personal
experiential learning approach examine the impact of Multi Faith Consciousness upon Christian
Practice.
LEARNING
OUTCOMES
Subject knowledge
•
Learn about and reflect upon the practice of Christian Faith in Multi Faith Contexts.
By the end of
the module
students
should
have…
•
Assess and Analyse, through case studies, the impact of Multi faith consciousness upon Christian
practices e.g. evangelism, prayer, preaching, reading the Bible and social witness.
Subject Skills
•
•
Critically and theologically assess examples of Christian practice responding to Multi Faith
Consciousness.
Through a structured learning journal reflect critically upon a sustained experience of practice
influenced by multi faith consciousness
Key Skills
Developing Skills as a reflective practitioner
147
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
Written Feedback on Learning Journal
SUMMATIVE
ASSESSMENT
OPTION A
Seminars
Visits
Written Feedback on Case Study
Profile structured learning journal (4,500 words)
67%%
Case study (2,000 words)
33%%
148
Jewish-Christian Relations:
Scripture, History and Theology
AIMS
The module aims to:
•
CONTENT
develop an understanding of Jewish-Christian Relations and its impact on Christian selfunderstanding and theology.
•
explore Scripture and reflect on the significance of biblical interpretation for both Christians and
Jews, through a reading of significant passages.
•
appreciate the impact of Jewish-Christian relations on relations with other faiths, particularly Islam,
and wider society.
•
Reflection on historic moments and events in the history of relations between Jews and Christians.
•
The impact of the Holocaust for understanding Jewish-Christian Relations.
•
The significance of the Land and State of Israel.
LEARNING
OUTCOMES
Subject knowledge
•
demonstrate an understanding of the complexities of the history of Jewish-Christian Relations.
By the end of
the module
students
should be
able tio…
•
compare critically different histories of the interpretation of common biblical passages.
Subject skills
•
be able to articulate coherently theological concepts in the context of the Christian encounter with
Jews and Judaism.
Key skills
•
demonstrate research methods in an essay discussing Jewish-Christian Relations.
•
engage with and appreciate viewpoints other than one’s own through reasoned academic discourse.
•
be able to disseminate ideas acquired in the course and apply them to other contexts beyond the
course.
149
Jewish-Christian Relations:
Scripture, History and Theology
MODES OF
LEARNING &
TEACHING
Classroom lectures and Study of Scripture
FORMATIVE
ASSESSMENT
Written assignment/essay
SUMMATIVE
ASSESSMENT
OPTION A
E-learning – lectures, forums, material etc.
Individual oral presentations
150
AIMS
The module aims to:
Integrate theological exploration and engagement with other faith traditions.
•
Examine fundamental questions: e.g. how should Christians theologically engage with the
understandings of other faith traditions? What are the implications for traditional understandings of
Christian faith?
•
Investigate and critically examine different theological approaches to other faith traditions e.g.
Pluralist Hypothesis, Comparative Theology, Particularist, Liberationist, Trinitarian, Pentecostal and
Feminist approaches.
•
Critically examine official church documents Roman Catholic, Anglican, Protestant and ecumenical
on theological understandings of other faith traditions.
•
CONTENT
This module will investigate the implications of Christian theological exploration of our increasingly
Multi Faith contexts. Contexts will be understood in a variety of ways incorporating both place and
consciousness.
The central question that will be explored in the module is - how should we engage with the
understandings of other faith traditions in a way that moves beyond simplistic theological refutation
whilst maintaining Christian integrity?
The module will work with texts from major theologians of religion and dialogue, comparative theology
and with official documents from Church traditions; encouraging participants to explore thinking
theologically in a consciously religiously plural world.
LEARNING
OUTCOMES
Subject Knowledge
Learn in depth about a variety of theological approaches to other faith traditions.
•
By the end of
the module
students
should be
able to…
Subject Skills students will be able to
•
•
•
Critically engage with different theological perspectives from the Academy and the Church
Explore their own perspectives on the theological issues raised in dialogue with other students and
tutors.
Critically reflect on and give further shape to their own understanding of Christian theology in
dialogue with other faith traditions.
Key Skills
•
Develop skills in seminar presentations and written submissions.
151
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
Feedback on Book Review
Feedback on Seminar Presentation
Feedback on Essay
SUMMATIVE
ASSESSMENT
OPTION A
Seminar presentation (2,000 words)
34%
Essay (4,000 words)
66%
152
MINISTRY
153
154
Foundations for Mission and Ministry
In Context
MINISTRY
AIMS
CONTENT
•
To introduce students to key terms and themes relating to Christian mission and ministry in
contemporary context.
•
To enable students to relate their learning to particular mission contexts through reflection on a
placement experience and through engagement with academic resources.
•
Ministry and the mission of God in Bible and Christian Tradition.
•
Key models of mission and ministry in church and world today.
•
Vocation, collaborative ministry, team work, and ministry as reflective practice.
•
Ministry in a church and social context as preparation for placement based learning.
LEARNING
OUTCOMES
Subject Knowledge:
By the end of
the module
students
should be able
to
demonstrate…
•
•
A knowledge of key concepts of mission and ministry in Bible and Christian tradition.
A knowledge of key styles and tasks of collaborative Christian ministry through observation and
reflection upon the placement experience.
Subject Skills:
•
Skills in interpreting context and church practices.
Subject Specific Dispositions:
•
Seeking to become a reflective and collaborative Christian minister in mission.
Key Skills:
•
•
Skills in the acquisition and interpretation of information through reading, research and reflection
on practice.
Skills in the structured presentation of information in written form using appropriate academic
conventions.
155
Foundations for Mission and Ministry
In Context
MINISTRY
MODES OF
LEARNING &
TEACHING
•
Lectures
•
Group work
•
Placement experience
•
Case study
FORMATIVE
ASSESSMENT
Face to face or telephone tutorials.
SUMMATIVE
ASSESSMENT
OPTION A
Written feedback on student assessed work
•
•
Critical Essay looking at patterns of mission and ministry in the Bible
and Christian Tradition and their impact in today’s church.
40%
Case Study on approaches to mission and ministry in the placement
context and evaluating their biblical, ecclesial, reflective and
collaborative character.
60%
156
Human Development:
Life Cycle Theory
MINISTRY
AIMS
The module aims to enable students to:
•
•
•
CONTENT
•
•
•
•
•
LEARNING
OUTCOMES
By the end of
the module
students
should be able
to
demonstrate…
demonstrate familiarity with foundational psychologies of human personality – eg attachment
theory, object relations theory, Jungian individuation, Piaget, Freud, Frank Lake and Erik Erikson
demonstrate the ability to apply these models of human development to specific age groups
encountered during placement work
develop skills in theological reflection, analysis, criticism and reflexivity in applying these models to
self and others.
foundational psychologies of human personality – teg attachment theory, object relations theory,
Jungian individuation and Freud
models of human development such as Piaget’s model of general intellectual development and
Frank Lake’s Dynamic Cycle
interpretation and application Erik Erikson’s model of human identity and life-cycle model,
extrapolating from those good God scripts and bad God scripts, depending on whether the
developmental tasks of the stage have been achieved well or badly
application of a chosen stage of Erikson’s model to a specific age group encountered during
placement work showing the relevance of that model for understanding the developmental and
pastoral issues faced by that age group, and how they might be encouraged to grow in the
Christian faith
theological, critical and reflexive reflection on Erikson’s model
Subject Knowledge
•
knowledge of foundational psychological theories about personhood, self and human
development: eg attachment theory, object relations theory, Jungian individuation, Freud, Piaget’s
model of general intellectual development, Frank Lake’s Dynamic Cycle and Erik Erikson’s model
of human identity and life-cycle model
Subject Skills
•
how to extrapolate from Erikson’s model the implications of each stage of development for
understandings of God
Key Skills
•
how to apply Erikson’s model to a specific development group in a placement context, analysing
the implications of the model for personal and faith development
•
critical skills of reflexivity and theological reflection
157
Human Development:
Life Cycle Theory
MINISTRY
MODES OF
LEARNING &
TEACHING
Lectures
Small group work
Preparatory reading
Self-reflection
Theological reflection
FORMATIVE
ASSESSMENT
A presentation of 15 minutes to a group, applying a stage of Erikson’s model to an age-specific
developmental group encountered in practical placement work
A reflection of 2,000 words providing the theoretical and theological underpinnings for the
presentation
SUMMATIVE
ASSESSMENT
OPTION A
Presentation
40%
Critical reflection (2,000 words)
60%
158
Developing Mission and Ministry
In Contemporary Context
MINISTRY
AIMS
The module aims to:
•
•
•
CONTENT
develop a critical theological understanding of the holistic and contextual nature of mission
demonstrate a critical understanding of responsible indwelling of an ecclesial tradition as that which
holds together contextual ministry and mission
nurture a mature, engaged and theologically informed understanding, through reflective practice, of
the formational qualities needed for ministerial practice in the context of vocation and ministry
Being for the world - exploring
•
Models of mission as cultural engagement which would cover some of the History of mission as
representing those cultural engagements
•
Explorations of Fresh Expressions of Church as an exemplar of contemporary engagement
•
Learning from the world church
•
Reflecting on what it is to be a public and representative minister for the world
Being for the Church - to include
•
Being an enabler of adult discipleship
•
Being for reconciliation: blessing and forgiving (this could pick up other charisms such as preaching)
•
•
Being for hospitality exploring a rootedness in an ecclesial identity but an openness to working
ecumenically and across difference
Being for collaborative leadership
Being for God
LEARNING
OUTCOMES
By the end of
the module
students
should be
able to …
•
Being supervised: learning to nurture resilience, prayer and vocation
•
Being called for the future….a session to explore what next vocationally
Subject knowledge
•
A theological and ecclesial understanding of the holistic and contextual nature of mission and
ministry
•
A theologically informed understanding of the skills and qualities needed for ministerial practice
Subject skills
•
Exercising reflective and collaborative leadership in participation in mission and ministry of God
Key Skills
•
Be passionate advocates of the mission of God whilst respectfully engaging with difference
Allowing identities to be shaped by a profound listening to God, others, self and the wider world.
159
MINISTRY
MODES OF
LEARNING &
TEACHING
Contextual placement
Supervision
Lectures
Seminars
Online material
FORMATIVE
ASSESSMENT
Ongoing work of supervision, perhaps handing in some reflective exercises on journal material
SUMMATIVE
ASSESSMENT
OPTION A
?
160
in Rural Context
MINISTRY
AIMS
•
•
•
CONTENT
•
•
•
LEARNING
OUTCOMES
By the end of
the module
students
should be able
to
demonstrate…
engage with rural context from a variety of biblical and theological perspectives.
extend students’ knowledge and interpretation of key ecclesiological and missiological concepts as
they relate to rural churches and communities.
further develop theological reflection skills for preaching and inhabiting the practice of mission and
ministry in rural contexts.
This module provides an opportunity to deepen knowledge of rural themes within the Bible and
their interpretation for a modern rural society.
Skills in rural theology and hermeneutics for rural contexts will be developed and extended to
inform liturgy, preaching and leading worship.
Key ecclesiological and missiological concepts will be analysed and interpreted in relation to rural
churches and communities.
Subject specific knowledge
•
•
A knowledge of the rural themes within the Bible and the theology of topics such as creation, land,
stewardship, poverty, society, neighbour and food.
A knowledge of the theological and ethical considerations of rural communities and issues of
concern.
Subject specific skills
•
•
The ability to engage critically with hermeneutical methods and principles to interpret biblical texts
for current rural context of church, community and related issues of concern.
The ability to engage critically with ecclesiological and missiological concepts for rural church and
community development and interpret them theologically.
Key skills
•
Advanced skills in theological reflection, with the ability to draw on relevant biblical and theological
themes, leading to appropriate ministerial practice.
161
in Rural Context
MINISTRY
MODES OF
LEARNING &
TEACHING
•
Lectures
•
Seminars
•
Group work
•
Independent study and prior reading
FORMATIVE
ASSESSMENT
One reflective essay of no more than 2000 words.
SUMMATIVE
ASSESSMENT
OPTION A
Essay (5,000 words)
100%
162
MINISTRY
AIMS
•
•
•
CONTENT
LEARNING
OUTCOMES
By the end of
the module
students
should be
able to …
•
explore and critique a range of approaches to and models of adult learning.
develop a critical awareness of relevant concepts to adult learning including learning styles, models
of education, multiple intelligences and faith development and apply them in context.
enable students to design, develop, deliver and evaluate a piece of adult learning and identify their
strengths and weaknesses in this field.
This module will look at the theory and practice of adult learning including evaluating a range of
models that are used in Christian education including short courses, enquirers groups, occasional
office preparation, catechesis etc.
•
Students will analyse concepts which impact approaching adult learning including models of
education, faith development, multiple intelligences and learning styles.
•
The principles and practice of design, development, delivery and evaluation of adult learning will be
introduced and applied to specific contexts.
Subject Knowledge
•
•
Critically analyse a range of models of education and their implications and benefits for adult
learning.
Evaluate and apply learning styles and multiple intelligences theory to adult learning in context.
Subject Skills
•
Critically reflect on at least two approaches to faith development and the implications of these
theories to adult learning.
Key Skills
Demonstrate the ability to design, develop, deliver and evaluate adult learning in a range of
contexts.
163
MINISTRY
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
Reflection on the student’s own experiences of adult learning including critique of approaches
and materials.
SUMMATIVE
ASSESSMENT
OPTION A
Seminars
An assessed short learning/teaching session accompanied by an
annotated lesson plan and 1000 word critical reflection on the process.
164
100%
MINISTRY
AIMS
The module aims to:
•
CONTENT
give students an awareness of the key elements involved in appropriate and effective work with
children and young people and its role within the wider ministry of the church.
•
help students understand and apply concepts of spiritual and faith development with children and
young people.
•
facilitate the development of theologically reflective practitioners in work with children and young
people who have the capacity to develop contextually appropriate ministry.
•
understand the issues involved in managing work with children and young people.
An overview of good practice principles, policies and practices in work with children and young people
including safeguarding, health and safety, risk assessment, equal opportunities, participation, informal
education, empowerment, management of work with children and young people and the ability to apply
these in context.
An introduction to spiritual and faith development theories and their application in practice.
A summary of models and approaches to ministry and mission with children and young people
including intergenerational work.
An introduction to the range of tools that are used in work with children, young people and their families
and their relevance in different settings.
An overview of biblical and theological material on children and young people and the opportunity to
identify their own perspective on this.
LEARNING
OUTCOMES
By the end of
the module
students
should be
able to …
Subject Knowledge
•
•
•
Demonstrate an awareness of good practice principles, policies and practices in work with children
and young people and the issues involved in managing work with children and young people.
Evaluate a range of models, and approaches for ministry and mission with children and young
people and the importance of contextual application.
Summarize and critically apply key theories in spiritual and faith development to work with children
and young people.
Subject Skills
Demonstrate a theologically informed understanding of the skills, professional codes and qualities
needed for ministerial practice with children and young people.
Key Skills
•
Analyse a range of different tools which can be used in ministry with children and young people and
their relevance in a variety of learning contexts.
165
MINISTRY
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
Present an overview of the visit/practice experience drawing on the different elements of the
module.
SUMMATIVE
ASSESSMENT
OPTION A
Seminars
Blended learning
Assignment critically reflecting on the learning from the module eg
annotated plan for a specific piece of children’s or youth ministry, critical
analysis of practice situation, theological and theoretical rationale for work
with children or young people, critical analysis of the management of work
with children and young people in a parish context (2,000 words)
166
100%
MINISTRY
AIMS
CONTENT
The module aims to:
•
enable students to analyse group and team processes and dynamics.
•
develop critically reflective practitioners able to identify and apply principles of collaborative working.
•
equip students with a wide range of approaches to facilitating ministry with others and understand
their strengths and weaknesses as a facilitator.
An overview of theories and approaches to working in teams and groups, eg Tuckman, Adair, Belbin,
Bion.
Participation in group activities and critical analysis their own role and that of others.
Introduction to models of collaborative ministry, facilitation and participation including work with
volunteers, leadership teams and community groups.
Theological perspectives on working with others.
Building ministerial practice on listening to self, others, God and the world.
LEARNING
OUTCOMES
By the end of
the module
students
should be
able to …
Subject Knowledge
•
•
Demonstrate an ability to identify, critique and apply a range of principles of collaborative ministry in
context.
Analyse key theological principles underpinning ministry with others.
Subject Skills
•
Demonstrate the capacity for ministerial practice with others to be critiqued and shaped by profound
listening to the world, to others, to self and to God.
Key Skills
•
•
Devise processes for working with others drawing on an analysis of group and team work theory.
Analyse one’s own experience of group and team membership and leadership identifying strengths,
weaknesses and areas for development.
167
MINISTRY
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
Reflect on student’s own role in groups and teams in relation to theories and models and
present this in a small group.
SUMMATIVE
ASSESSMENT
OPTION A
Seminars
Design, deliver and critically reflect on a group activity working
collaboratively in an agreed setting.
168
100%
Human Development:
Faith Development
MINISTRY
AIMS
•
•
•
CONTENT
•
•
•
•
LEARNING
OUTCOMES
By the end of
the module
students
should be able
to
demonstrate…
demonstrate familiarity with foundational psychologies of faith development: Goldman’s three
stages of religious thinking in children, Nelson’s stages of development in ages 12-21, Fowler’s
Stages of Faith Development, models of ‘conversion’ to Christian faith, Christian maturity
demonstrate the ability to apply these models of faith development to specific age groups
encountered during placement work
develop skills in theological reflection, analysis, criticism and reflexivity in applying these models to
self and others.
models of faith development: Goldman’s three stages of religious thinking in children, Nelson’s
stages of development in ages 12-21, Fowler’s Stages of Faith Development, models of
‘conversion’ to Christian faith, Christian maturity
the application of models of faith development to specific age groups in a way which promotes
strengthening of faith
applying a chosen stage of Fowler’s model of faith development to a specific age group
encountered during placement work showing the relevance of that model for understanding the
developmental and pastoral issues faced by that age group, and how they might be encouraged to
grow in the Christian faith
theological, critical and reflexive reflection on models of faith development encountered in this
module.
Subject Knowledge
•
•
knowledge of foundational models of faith development, ‘conversion’ to Christian faith and growth
in Christian maturity
learning how to extrapolate from these models the implications of each stage of development for
understandings of God
Subject Skills
•
applying Fowler’s model to a specific development group in a placement context, analysing the
implications of the model for personal and faith development
Key Skills
•
critical skills of reflexivity and theological reflection
169
Human Development:
Faith Development
MINISTRY
MODES OF
LEARNING &
TEACHING
Lectures
Small group work
Preparatory reading
Self-reflection
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
OPTION A
Produce an outline order of service (including summary of the talk) for use
with a specific stage of faith development relating to a placement context
Written theological reflection on key elements of the service, (2,000
words)
170
MINISTRY
AIMS
•
•
CONTENT
develop critically reflective and reflexive practitioners who are able to apply and transfer their
learning in a range of contexts.
help students build on and learn from existing experience and critically engage with their own
development in this field.
This course will provide an introduction to the concept of the reflective practitioner to those unfamiliar
with the concept but also build on students’ understanding of reflective practice from their own
contexts, experiences and theologies.
Students will apply strategies and tools to help them develop as reflective practitioners.
The course will locate theological reflection within the concept of reflective practice and introduce a
range of approaches to it.
Students will explore reflexivity assess their strengths and weaknesses as a reflective practitioner.
Students will be introduced to a range of tools and approaches to facilitate their development as
reflective practitioners and to help them facilitate others also. A range of approaches to theological
reflection will be analysed in the context of being a reflective practitioner.
LEARNING
OUTCOMES
Subject Knowledge
By the end of
the module
students
should be
able to …
•
•
Be aware of and critically analyse theories of and approaches to reflective practice;
Understand and analyse the concept of reflective practitioner to their own context seeking to be
wise, sensitive, humble and discerning practitioners of the gospel.
Subject Skills
•
Critically analyse and apply appropriate approaches to theological reflection as part of reflective
practice.
Key Skills
•
Critically analyse the use of a range of strategies and tools to enhance reflective practice in a variety
of settings.
171
MINISTRY
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
Share an experience and facilitate a reflective practice or theological reflection process on that
experience.
SUMMATIVE
ASSESSMENT
OPTION A
Seminars
Learning journal on an aspect of ministerial experience (2,000 words)
172
100%
Chaplaincy Ministry and
Contemporary Christian Mission
MINISTRY
AIMS
The module aims to:
•
CONTENT
LEARNING
OUTCOMES
By the end of
the module
students
should be able
to
demonstrate…
develop students’ knowledge and understanding of the significance of chaplaincy as a significant
and distinctive ministry within the contemporary mission of the church
•
provide students with direct experience of a specific chaplaincy context and the skills with which to
reflect theologically on their experience as a tool for developing best practice
•
The history and theology of chaplaincy
•
Chaplaincy and contemporary understandings of Christian mission
•
The cultural and ecclesial context of chaplaincy
•
The distinctive nature of chaplaincy as a genre of Christian ministry
•
The experience of working in a chaplaincy context
•
Key issues in chaplaincy ministry
•
Chaplaincy and ministerial identity
•
Theological reflection and chaplaincy practice
Subject Knowledge:
•
Demonstrate a comprehensive understanding of the key theological, ecclesiological and cultural
issues relevant to chaplaincy within contemporary Christian mission and ministry
Subject Skill:
•
Demonstrate the ability to identify and analyse key issues and challenges in a specific chaplaincy
context
Key Skill:
•
Demonstrate the ability to make connections between issues encountered in the chaplaincy
placement and key theological, ecclesiological and cultural issues relevant to chaplaincy through a
process of theological reflection and critical evaluation of current research and scholarship
Demonstrate key skills required in chaplaincy ministry e.g. empathy, observation, analysis,
reflection and the ability to work collaboratively and accountably within a placement context
173
Chaplaincy Ministry and
Contemporary Christian Mission
MINISTRY
MODES OF
LEARNING &
TEACHING
Placement
Seminars
Supervision
Independent study and reading
FORMATIVE
ASSESSMENT
Peer and teacher presentation feedback
SUMMATIVE
ASSESSMENT
OPTION A
Supervision with tutor
Essay
65%
Presentation
25%
Placement supervisor report
10%
174
MINISTRY
AIMS
The module aims to:
•
CONTENT
LEARNING
OUTCOMES
By the end of
the module
students
should be able
to
demonstrate…
introduce a range of skills and tools needed to research ministerial practice including small scale
research projects, community profiles and evaluation.
•
identify and apply to own context issues relating to research such as consent, ethics and
dissemination of findings.
•
Introduction to small scale qualitative research including research approaches and tools such as
focus groups, interviews, questionnaires, observation and creative approaches to data collection.
•
Analyse and apply principles of community profiling.
•
Introduction to evaluation.
•
Overview of good practice issues and dilemmas in research and application to context.
Subject Knowledge
•
•
Analyse the strengths and weaknesses of a range of approaches to researching ministry including
evaluation, action research, case studies ethnography.
Critically evaluate a range of tools which can be used in researching ministry.
Subject Skills
•
Summarize the main elements of a community profile and its relevance to ministry research.
Key Skills
•
Demonstrate an awareness of good practice in research including gaining consent, ethics and data
storage.
175
MINISTRY
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Lectures
Seminars
Evaluate a ministry activity and share findings.
OPTION A
Summary of a piece of research on ministry drawing on module material
(2,000 words)
176
100%
MINISTRY
AIMS
The module aims to:
•
•
CONTENT
equip those in training posts with the necessary knowledge and skills in supervision, assessment,
reflective practice and theological reflection.
develop supervisors skills in critically evaluating their own practice.
Introduction to approaches to supervision in training posts including theological perspectives, ethics,
processes and issues.
Overview of reflective practice and theological reflection practice tools which may be used in
supervision.
Introduction to the concept of assessment in training posts.
Developing personal skills as critically reflective supervisor.
LEARNING
OUTCOMES
By the end of
the module
students
should be able
to
demonstrate…
Subject Knowledge
•
Demonstrate an awareness of the issues involved in assessment of ministerial practice.
Subject Specific Skills
•
Critically reflect on reflective practice and theological reflection tools such as critical incident report,
pastoral cycle, verbatim, journaling, creative approaches to reflection.
Key Skills
•
Summarize the key issues which impact the supervisory relationship, strengths and weaknesses of
self as supervisor and identify areas for development.
177
MINISTRY
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
Live practice of supervision skills in class
SUMMATIVE
ASSESSMENT
OPTION A
Seminars
Reflective journal on self in relation to supervision in a training post (2,000
words)
178
100%
Reflective Practice in Mission and Ministry
MINISTRY
AIMS
The module aims to:
• develop a rigorous, critical and interconnected understanding of the theology and practice of
mission and ministry
• develop skills to undertake a research project which reflects theologically on the engagement of
mission and ministry in a local context
• nurture a mature, engaged and theologically informed understanding, through reflective practice, of
the formational qualities needed for ministerial practice in the context of vocation and ministry
CONTENT
Mission in context exploring
• Key developments in missiology in the 20th and 21st century,
• Models and methods for missional engagement including inculturation, translation, liberation,
interfaith dialogue, evangelism
• Pioneering practice in context. Contemporary responses to mission including fresh expressions
• Ecclesiology for mission
• Researching Mission in context
Ministry in Context
• Models of collaborative leadership and reflection on personal leadership styles
• Critical exploration of ministry across history and across denominations
• Critical analysis of current work on researching congregations and leadership patterns
Research methods and reflective practice involving
• Supervision skills in depth
• Researching mission and social sciences
LEARNING
OUTCOMES
Subject knowledge
• A biblically and theologically informed understanding of the skills, professional codes and qualities
needed for ministerial practice in the context of leadership.
• An in depth, critical and mature understanding of the interface between theologies of mission and
ministry and practice of mission and ministry with a particular regard for scholarly independence,
creativity and methodological rigour.
Subject skills
• Exercising collaborative leadership of a team, demonstrating reflective practice in a wide range of
pastoral, professional and supervisory relationships.
• Exercising these collaborative skills to animate the church in its response to the mission of God.
Subject specific dispositions
• Allowing identities, relationships and priorities to be shaped by a vocation to mission and ministry
in the context of denominational expectations and in a profound listening to the world, others, God
and self
• Being passionate, contagious, articulate and prayerful advocates of the mission of God.
Key Skills
• Exercise the discipline and skills to pursue an extended project as part of a team working in such a
way as to draw out and use the abilities and potential of others in the team to achieve a given task
or work towards a given goal.
Carry out research that involves identifying a suitable and significant focus for study, designing an
appropriate methodology and evaluating ideas critically and using them to construct their own
coherent, rigorously reasoned and persuasive arguments.
By the end of
the module
students
should be able
to
demonstrate…
179
Reflective Practice in Mission and Ministry
MINISTRY
MODES OF
LEARNING &
TEACHING
Placement
Seminars
Supervision
Independent study and reading
FORMATIVE
ASSESSMENT
Ongoing work of supervision, perhaps handing in some reflective exercises on placement
experience
Draft papers submitted towards a dissertation
SUMMATIVE
ASSESSMENT
OPTION A
Dissertation
100%
OPTION B
Two shorter extended essays
50%
Portfolio of reflective practice case studies
50%
180
Researching Ministry and Leadership through
Change in Church and Community
MINISTRY
AIMS
The module aims to:
•
research the nature of recent change in church and society and its impact on the church and on
leadership within the church and community.
•
research the nature of leadership, power and authority, and issues in Christian mission in relation
to new models of church.
•
investigate specific issues arising in the relationship between church, community and culture.
CONTENT
LEARNING
OUTCOMES
Subject Knowledge
By the end of
the module
students
should be able
to
demonstrate…
•
•
•
A critical understanding of the nature of recent social change and its impact on the Church.
A capacity to make critical use of both Christian theological and secular models to evaluate
leadership, power and authority.
The ability to relate issues raised to one’s own role, work or practice, as appropriate.
Key Skills
•
The ability to conduct independent research at level 7 and in a way that ensures continuing
professional development.
•
The ability to evaluate the strengths and weaknesses of their own arguments and those of others.
•
The ability to relate theory to practice in disciplines relevant to the subject and identify areas for
further development..
•
Self direction and effective decision making in relation to complex data and ideas
•
The ability to present their own ideas and arguments to others in a small group and to receive
critical feedback
Subject Specific Skills
•
The ability to lead collaboratively through change.
Subject Specific Dispositions
•
A reflective and reflexive capacity to lead graciously through change in a manner that is attentive
to God, the world and to their ecclesial tradition
181
Researching Ministry and Leadership through
Change in Church and Community
MINISTRY
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Small group activities
Supported research
FORMATIVE
ASSESSMENT
Formative feedback will be via peer and tutor comment on exegesis presentation, telephone
conversations, tutorials and feedback.
SUMMATIVE
ASSESSMENT
OPTION A
Exegesis presentation
25%
A case study of the leadership of change which the student has been
involved in or associated with since taking on a public ministry role
75%
182
MISSION & EVANGELISM
183
184
AIMS
•
CONTENT
equip students with the understanding and skills necessary for engagement with and leadership of
the Church’s participation in the mission of God.
•
enable students to enter with knowledge into current debates and practices with regard to the
shapes of ecclesial existence and witness appropriate to our cultural environment.
•
A survey of biblical material relevant to the understanding and practice of Christian mission
•
A selective presentation of important historical trends in Christian witness to society.
•
•
By the end of
the module
students should
be able to …
give an overview of the range of Christian patterns - in Scripture, history and the contemporary
Church - of relating to the world in witness to Christ.
•
•
LEARNING
OUTCOMES
An exploration of ways of articulating and understanding mission and evangelism (and their
relationship) in today’s world, building on the [Five] Marks of Mission.
An assessment of current thinking and practice in relation to traditional and innovative patterns of
ecclesial being and witness.
An introductory evaluation of Christian attitudes to the proclamation of the gospel in contemporary
society, community relations, inter-faith dialogue, environmental concerns, issues of justice, and
political engagement.
Subject Knowledge:
•
•
•
demonstrate knowledge of the biblical and theological foundations for Christian
engagement with the world in mission and evangelism.
give an account of key movements and themes in the history of Christian mission.
discuss with understanding the relationship between mission and evangelism and
the issues relevant to their practice in contemporary modern and post-modern
contexts.
Subject Skills:
•
•
•
offer an embodied example of the attitudes, words and actions that witness to
Christ in ways appropriate to a minister.
show a capacity to prioritise, plan and participate in ways of being and activities of
the Church which effectively communicate the love of God for the world.
engage with understanding and sensitivity in relating to people and groups of
other faiths, to those without religious faith, and to communities of all kinds.
Key Skills:
•
•
relate foundational texts and tradition to questions of practice in current contexts.
bring insight gained through academic study to bear upon Christian living in
contemporary society.
185
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Lectures
Practical exercises
Seminars
•
Draft outline of summative essay.
•
Supervision of practical exercise.
OPTION A
Essay (5,000 words)
60%
Presentation reflecting on missional experience (20 mins)
40%
186
AIMS
CONTENT
This module aims to
•
explore the pioneering, entrepreneurial and missional edges of church ministry
•
provide sustainable and creative models and methods in beginning new projects.
This module will tackle issues faced in starting up pioneering mission projects and social enterprise:
•
How will you get started?
•
How will it be sustained?
•
Who is going to be involved?
•
How will you build a team?
•
How will you measure impact?
In addition it will look at social enterprise and what its relevance is today, its history and what unique
opportunities it provides.
Part of the module will be hands on working on a missional enterprise to identify a social or contextual
issue, connect with a community or culture and do it in a financially sustainable way.
LEARNING
OUTCOMES
By the end of
the module
students should
be able to …
Subject knowledge
•
Understand the key dynamics and building blocks required in the establishing of a new project or
initiative
•
Analyse and assess entrepreneurial approaches to ministry
•
Be aware of appropriate literature and resources
Subject skills
•
Reflect critically on an experience of missional entrepreneurship or engagement with a start-up
project or initiative
•
Plan and strategise how a project or social enterprise might begin and grow
•
Identify risk and opportunity in the different stages of establishing a new project
Key skills
•
Demonstrate an understanding of the entrepreneurial spirit and mindset
•
Articulate lessons learnt to others with clarity and confidence
•
Show skills in research including the use of a library and identification and use of key literature
•
Use appropriate language when speaking and writing
187
MODES OF
LEARNING &
TEACHING
Lectures
Small group discussion
Tutorials
Seminars
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
OPTION A
Portfolio (including two 1,500 word assignments))
188
100%
Mission and Apologetics in
Contemporary Culture
AIMS
•
•
•
CONTENT
•
•
•
•
LEARNING
OUTCOMES
By the end of
the module
students should
be able to
demonstrate…
develop an ability to think missionally about the relationship between the gospel and contemporary
Western culture.
equip students with apologetic skills needed to engage with people in contemporary cultures.
give students the foundations for developing appropriate strategies for missionary engagement with
contemporary society.
This module surveys the intellectual, social and religious trends that help to shape people’s thinking
in the 21st century.
It explores the main approaches to contemporary apologetics and assesses their strengths and
weaknesses.
It explores the interrelationship between Christianity and its social and cultural context in the West,
examining the ways in which the Christian church shapes and is shaped by its physical, social and
cultural environment.
It assesses models of missionary engagement and apologetics in the light of contemporary cultural
trends.
Subject Knowledge:
•
A knowledge of the main cultural and intellectual currents which have shaped Christianity and
Christian witness in the West.
•
A knowledge of contemporary social contexts and their potential development.
•
A knowledge of the major approaches to Christian apologetics in the West.
Subject Skills:
•
•
Ability to apply lessons learnt from the analysis of cultural trends to the mission of the church and
the communication of the gospel in contemporary society.
Ability to defend the Christian faith in the context of today’s questions.
Key Skills:
•
Skills in making connections between analysis and practice.
•
Skills in innovative engagement with contemporary culture.
•
Capacity to discern the key missiological questions facing the church today.
•
Capacity to develop culturally appropriate and theologically coherent apologetic strategies.
189
Mission and Apologetics in
Contemporary Culture
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Lectures
Seminars
•
Draft outline of summative essay.
OPTION A
Essay (2,000 words)
60%
Presentation on contemporary apologetic question (20 mins)
40%
190
AIMS
“There is no such thing as ‘theology’; there is only contextual theology.” (Steve Bevans, Models of
Contextual Theology, p3)
This module aims to enable learners to:
CONTENT
•
Understand how context affects theological method
•
Begin to think theologically from a global perspective
•
Develop understanding of the theories and practices of Christian mission within changing cultures
and contexts with particular reference to world Christianity.
The module will
Study a selection of theological doctrines from contemporary global perspectives and contexts.
•
Examine contemporary society and culture – (both in western and non-western settings) to discover
how an understanding of context is important for Christian mission.
•
Analyse and critique contemporary approaches to mission in global contexts, both social and
environmental
•
Enable theological reflection on mission in the learner’s own context
•
LEARNING
OUTCOMES
Subject knowledge
•
Explain the importance of context for theology and theological method
By the end of
the module
students should
be able to …
•
Show a detailed understanding of comparative Christian doctrines from a global perspective
•
Theologically reflect on these doctrines with regard to missiology and mission practice, taking into
account cultural contexts and settings.
•
Be able to analyse and assess different approaches to mission and evangelism.
Subject skills
•
Apply theological doctrines to a context appropriately
•
Demonstrate why different theological and missiological approaches may be appropriate
•
Describe a social and cultural context and evaluate mission and practice in this setting.
Key skills
•
Negotiate the challenges of thinking and living both globally and locally.
•
Integrate global perspectives into their own understandings of mission
•
Reflect appropriately on their own context in light of world Christianity
191
MODES OF
LEARNING &
TEACHING
Lectures
Tutorials
Seminars
FORMATIVE
ASSESSMENT
Group presentation
SUMMATIVE
ASSESSMENT
OPTION A
Portfolio including:
100%
Essay (60%)
Presentation (40%)
192
AIMS
CONTENT
•
gain a broad overview of theologies from the Majority World
•
study in more depth the works of selected theologians from the Majority World
•
develop an appreciation of the scope and concerns of World Christianity
The module will:
•
Explore theologies from a range of Majority World contexts including: Africa, Asia, Latin America,
Palestine and Oceania.
•
Learn and appreciate the concerns of Christians within their own contexts
•
Explore how insights from other contexts inform and challenge our particular contexts.
•
Enable students to study the work of one area or theologian in greater depth.
LEARNING
OUTCOMES
Subject Knowledge:
•
A knowledge of the main trends and themes in some Majority World theologies
By the end of
the module
students should
be able to
demonstrate…
•
An in-depth knowledge of one area or theologian/s
Subject Skills:
•
An appreciation of Majority World theologies within their own contexts
•
Ability to apply insights gained to our own contexts and ministries
Key Skills:
•
•
Capacity to research the thought and practice of those working in a cultural context other than the
student’s own
Capacity to make cross-cultural connections
•
•
Willingness to bring Majority World theology/ies into conversation with the student’s own theological
development
Openness to the importance of understanding theological writings from the Majority World
193
MODES OF
LEARNING &
TEACHING
Lectures
Tutorials
Seminars
FORMATIVE
ASSESSMENT
Group presentation
SUMMATIVE
ASSESSMENT
OPTION A
Essay (2,500 words)
50%
50%
194
AIMS
“Shortsighted and perhaps foolish is the missioner who does not stand upon the shoulders of
anthropologists in order to view what lies ahead and on all sides” (Anthony Gittins, ‘Anthropology’ in
Dictionary of Christian Mission, p.25)
CONTENT
•
Understand the cultural contexts with their human world-views in which they work
•
Understand semiotic theory
•
Develop participant observation skills
•
Authentically cross cultures within their own setting
•
Understand how cultures change and transform
The module will
•
Introduce the study of anthropology and its importance for mission.
•
Explain semiotic and world-view theory.
•
Introduce participant observation as a core skill of the missioner
•
Study: set and grid/group theories of the individual and community; family, kinship and status/role
relationships; implicit or folk religion; rites of passage and liminality.
•
Develop skills and theories for crossing into new cultures and their transformation in relationship to
the Christian faith
LEARNING
OUTCOMES
Subject knowledge
•
Explain the importance of anthropology for mission
By the end of
the module
students should
be able to …
•
Show a detailed understanding of semiotic and world-view theory
•
Understand key anthropological concepts in human behaviour and relationships.
Subject skills
•
Read a culture, group or setting using participant observation methods
•
Know how to enter a different culture and develop appropriate strategies for its transformation
•
Critically reflect on anthropological learning about a culture or group in dialogue with the Christian
faith.
Key skills
•
Enter any culture or setting with skills to understand the human behaviours being demonstrated
•
Present learning from reading and structured experience in a critical and engaging way
•
Develop reflexive capacity in relation to their own cultural background, values and behaviour
Allow insights from other cultures to shape their own, thinking values and behaviour.
195
MODES OF
LEARNING &
TEACHING
Lectures
Structured experience of reading a large gathering
Seminars
FORMATIVE
ASSESSMENT
Group presentation
SUMMATIVE
ASSESSMENT
OPTION A
Essay (4,000 words)
60%
Reflection (2,000 words)
40%
196
PRACTICAL & PASTORAL THEOLOGY
197
198
PRACTICAL & PASTORAL
AIMS
CONTENT
Levels 4 / 20 credits
This module will aim to:
•
introduce students to the major issues relating to pastoral care
•
provide a theological basis for an understanding of pastoral care
•
enable students to reflect critically on their own experience of pastoral care and on their own
emergent ministerial practice
This module provides an extended introduction to definitions and issues of pastoral care at both one to
one and broader levels, integrating theological enquiry with pastoral and ministerial practice. It will
encourage the student to build up skills and competences in providing informed pastoral care for
people in different contexts and situations, alongside an understanding that pastoral care is rooted in
the life and worship of the Christian community.
Students will develop in self-awareness and listening skills, will be introduced to some of the moral and
scriptural dimensions of pastoral care, and will have opportunities to apply these to discrete areas
which may include bereavement or relationships. They will reflect both on their own experience and on
ministerial practice.
LEARNING
OUTCOMES
Subject Knowledge
•
articulated a definition and models of pastoral care
By the end of
the module
students
should have
…
•
expressed an awareness of the theological basis of pastoral care and its place in Christian faith
Subject Skills
•
shown that they have been introduced to skills in listening
•
evaluated their response to pastoral situations
•
demonstrated the capacity for self-awareness in pastoral care
•
demonstrated an understanding of some of the issues presented by those in need of pastoral care
and those who provide pastoral care
•
evaluated their pastoral practice in the light of theological material
Key Skills
•
demonstrated skills in listening and oral communication
•
demonstrated the ability to cope with their own emotions and those of others
•
produced written material which communicates fluently
Key dispositions
•
developed in self-awareness
•
developed in awareness of the needs of others
•
been able to speak honestly about themselves and non-judgementally of others
•
shown commitment to pastoral care
199
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Tutorials
Independent study
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
•
Practical pastoral exercises in class
•
Reporting and evaluation
OPTION A
Case study
25%
Essay
75%
200
Made in the Image of God:
Theological Anthropology
AIMS
CONTENT
•
equip students to reflect theologically on personal identity and specific vocation
•
build a theologically informed understanding of human personhood
•
develop appropriate associated pastoral and spiritual habits
This module will help students orientate themselves theologically, socially and personally, as they
embark on a fresh stage of their vocational journey. It will be grounded in theological understanding of
human personhood, and will pay proper attention to theological anthropology, scripture and Christian
individual and corporate experience, resisting over-individualistic accounts of human identity and
vocation. It will include some exposure to eastern theological approaches, and offer a properly
nuanced discussion of belief in the vocation of theosis. Potential convergence between eastern
(deification-centred) and western (justification-centred) spirituality and theology will be investigated.
The module will stimulate and equip theological reflection on students’ own life- and faith-stories, in the
light of other people’s stories and God’s (relational) story.
Foci will include issues such as:
•
Human identity
•
Vocation
•
Role
•
Otherness
Self-care - establishing habits of appropriate care of self; recognising the need for appropriate
boundaries, including sexual.
LEARNING
OUTCOMES
Subject Knowledge
•
reflected theologically on personal identity and specific vocation
By the end of
the module
students
should have
…
•
developed a theologically informed understanding of human personhood
Subject Skills
•
developed and demonstrated the capacity to listen attentively and wisely to the other
•
taken appropriate account of human differentiation, e.g., in terms of personality type, learning
preference, social background, cultural background
•
begun to appropriate self awareness and self care in ministry
•
developed their own rule of life to sustain them in their ministry role
Key Skills
•
demonstrated the capacity to communicate cogently and mutually in group discussions;
•
demonstrated the capacity to communicate fluently in written assignments, with minimal guidance.
201
Made in the Image of God:
Theological Anthropology
MODES OF
LEARNING &
TEACHING
•
Lectures
•
Local learning groups.
•
Online learning materials
•
Practice based learning.
•
Tutorials.
•
Residential periods.
•
Seminars and local tutorials
•
Independent study
FORMATIVE
ASSESSMENT
2 essays of no more than 2000 words each
SUMMATIVE
ASSESSMENT
OPTION A
Essay
75%
Listening exercise
25%
OPTION B
Examination
100%
202
Supervised Interdisciplinary Special Topic
In Practical theology
AIMS
This module will aim to enable students to research, and deepen understanding of, a small-scale topic
relating to Practical Theology, drawing on at least two relevant disciplines, through the use of
appropriate research strategies, including social scientific approaches.
CONTENT
The focus of this module will be decided in consultation between the student, module convenor and
supervisor. The title of the project must be agreed on registration of the module. In this module,
students develop and demonstrate interdisciplinary research skills in a chosen Practical Theology
topic, such as, death, sex, conflict, power, etc.
LEARNING
OUTCOMES
Subject Knowledge
•
A critical understanding of key issues associated with the selected topic.
By the end of
the module
students
should have
…
•
In-depth knowledge of the literature on the selected topic.
Subject Skills
•
The ability to analyse and evaluate data presented in a variety of different forms.
•
The ability to formulate justifiable conclusions and to present them appropriately.
•
The ability to apply findings and insights within the exercise of ministry and mission.
•
The ability to synthesize and make creative connections between different disciplines.
Key Skills
•
The ability to work effectively independently
•
The ability to communicate effectively using written methods.
•
Effective time management skills, working to timetables and agreed deadlines
203
Supervised Interdisciplinary Special Topic
In Practical theology
MODES OF
LEARNING &
TEACHING
•
•
Tutorials
•
Independent, self-guided learning
FORMATIVE
ASSESSMENT
Appraisal of first draft of one chapter or overall plan of research report – after 30 hours’ work.
SUMMATIVE
ASSESSMENT
OPTION A
Research report
100%
204
PRACTICAL AND PASTORAL
Theological Reflection (Long Thin)
Level 4, 5, / 10 credits
AIMS
CONTENT
This is a ‘long thin module’ of 10 credits at each level which provides a methodological core to the
award. This module aims to
•
introduce and develop the understanding of theological reflection.
•
be able to apply this in a number of increasingly complex settings.
•
introduce learners to different levels of study.
The student will study a number of different areas increasing complexity:
•
•
LEARNING
OUTCOMES
By the end of
the module
students should
be able to
demonstrate…
Models of theological reflection and their relationship to reflective practice.
The use of theological reflection in a number of settings e.g. pastoral incidents, spiritual life, ethical
issues, formational issues, ecclesiological issues.
Subject Knowledge
•
An increasingly detailed and in-depth knowledge of traditions of theological reflection as
methodology for Christian ministry.
•
A knowledge of key texts of theological reflection.
Subject Skills
•
Skills in an increasingly close reading of texts of theological and their interpretation.
•
Skills in reflecting on Christian practice for ministerial development as appropriate to context.
Key Skills
•
Skills in the evaluation of information through reading and research and in the presentation of a
variety of approaches in a suitable form.
205
PRACTICAL AND PASTORAL
Theological Reflection (Long Thin)
Level 4, 5, / 10 credits
MODES OF
LEARNING &
TEACHING
Lectures
Case studies
Field visits
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
OPTION A
Essay / reflection (2,000 words)
50%
50%
OPTION B
Portfolio of theory and practical work (4,000 words)
206
100%
Church Context Placement:
Theological Reflection on Practice
Levels 4, 5, 6 / 10 credits
AIMS
• enable students to encounter and work effectively within a given ecclesial context
• develop a student’s capacity to articulate and critique their sense of their own developing ministerial
practice within the context of the wider mission of God
• develop skills in critical theological analysis of ecclesial contexts and ministerial practice which
integrate relevant theological, social-scientific and missiological insights
• provide an opportunity to demonstrate self-awareness in a given ecclesial setting and role and
development as a reflective practitioner
CONTENT
This module is a collaboration between a student’s training institution and a given ecclesial context
which enables students to encounter, and work effectively within, such a setting and reflect creatively
upon it. The module
• provides opportunity to enhance skills in understanding and analysing context, and integrating
theological enquiry with pastoral and ministerial practice
• draws upon the resources of scripture and relevant Christian traditions in critical conversation with
insights from other sources, including the social sciences
• demands of students attentiveness to their own assumptions and biases.
Reflecting upon their placement, students will take responsibility for identifying key aspects, encounters
and themes out of which to develop work for assessment. Supervision will be provided by a
combination of on-site staff and relevant staff in the students’ own training institution. On-site
supervisors will be asked to report in writing on a student’s participation in the placement.
LEARNING
OUTCOMES
Subject Knowledge
• demonstrated developed skills in observing, recording, analysing and representing the given
placement context
• engaged in critical theological reflection in ways that show an ability to interpret the placement
experience, and the student’s own role within it, in the light of appropriate biblical, theological and
wider sources relevant to Level 6 theological study
• explored and critiqued their own performance in the given placement context through the use of
relevant reflective tools (such as verbatim, case study and journalling)
By the end of
the module
students
should have
…
Subject Skills
• demonstrated an appreciation of the struggles and aspirations of people in the given placement
context
• demonstrated confident collaborative ministry within the placement context, working accountably to
a supervisor
• made effective use of supervision to understand and improve their own ministerial practice and selfawareness
Key Skills
• demonstrated the ability to communicate their experiences and reflections creatively and
persuasively
• critiqued their own practice in the light of the insights of others and their own reflections to foster
habits of reflection which nourish life-long learning
Key Dispositions
• shown an openness to the work of the Holy Spirit in their lives and the lives of others
• explored at depth ways in which their gifts can be offered within contexts of congregational life and
leadership
• demonstrated and reflected upon their capacity and styles in paying active attention to others, and
to their own impact upon others
207
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Placement – minimum 50 hours
Teaching
Support and supervision
•
•
Ongoing supervision discussions will provide direction for students on placement
Depending upon the mode of delivery and content of the portfolio for assessment opportunity
will be provided for practice and feedback in the use of reflective tools such as verbatim and
case study
OPTION A
Verbatim group discussion (oral)
60%
Written reflection upon verbatim oral experience (1,500 words)
40%
Placement supervisor’s report
Required
OPTION B
•
Case study and group discussion (oral)
60%
•
Written reflection on case study oral experience (1,500 words)
40%
•
Required
OPTION C
•
Reflective journal (1,000 words)
40%
•
Written reflection on aspect placement (2,000 words)
60%
•
Required
OPTION D
•
Blog of placement experiences (1,000 words)
50%
•
Written reflection on aspect placement delivered online (2,000 words)
50%
•
Required
208
Social Context Placement:
AIMS
• enable students to encounter and work effectively within a given non-ecclesial context
• develop skills in critical theological analysis of non-ecclesial contexts and ministerial practice which
• provide an opportunity to demonstrate self-awareness in a given non-ecclesial setting and role and
CONTENT
This module is a collaboration between a student’s training institution and a given non-ecclesial context
upon it. The module
LEARNING
OUTCOMES
Subject Knowledge
placement context
By the end of
the module
students
should have
…
Subject Skills
context
a supervisor
Key Skills
persuasively
Key Dispositions
leadership
209
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Teaching
•
•
case study
OPTION A
60%
40%
Required
OPTION B
•
60%
•
40%
•
Required
OPTION C
•
40%
•
60%
•
Required
OPTION D
•
50%
•
50%
•
Required
210
AIMS
• enable students to encounter and work effectively within a given ecclesial context
• develop skills in critical theological analysis of ecclesial contexts and ministerial practice which
• provide an opportunity to demonstrate self-awareness in a given ecclesial setting and role and
CONTENT
This module is a collaboration between a student’s training institution and a given ecclesial context
upon it. The module
LEARNING
OUTCOMES
Subject Knowledge
placement context
By the end of
the module
students
should have
…
Subject Skills
context
a supervisor
Key Skills
persuasively
Key Dispositions
leadership
211
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Teaching
•
•
case study
OPTION A
30%
20%
Theological reflection on issue from placement (3,000 words)
50%
OPTION B
•
30%
•
20%
•
Written reflection on issue from placement (3,000 words)
50%
•
Required
OPTION C
•
25%
•
Literature review analysing text based on placement experience
25%
(1,000 words)
•
50%
•
Required
OPTION D
•
25%
•
25%
(1,000 words)
•
50%
•
Required
212
AIMS
• enable students to encounter and work effectively within a given non-ecclesial context
• develop skills in critical theological analysis of non-ecclesial contexts and ministerial practice which
• provide an opportunity to demonstrate self-awareness in a given non-ecclesial setting and role and
CONTENT
This module is a collaboration between a student’s training institution and a given non-ecclesial context
upon it. The module
LEARNING
OUTCOMES
Subject Knowledge
placement context
By the end of
the module
students
should have
…
Subject Skills
context
a supervisor
Key Skills
persuasively
Key Dispositions
leadership
213
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Teaching
•
•
case study
OPTION A
30%
20%
Theological reflection on issue from placement (3,000 words)
50%
OPTION B
•
30%
•
20%
•
Written reflection on issue from placement (3,000 words)
50%
•
Required
OPTION C
•
25%
•
25%
(1,000 words)
•
50%
•
Required
OPTION D
•
25%
•
25%
(1,000 words)
•
50%
•
Required
214
AIMS
• enable students to structure and focus learning in a parish based context so as to enable an
integration of academic study with practical experience of mission and ministry
• enable students to explore their own developing ministerial and mission practice in a parish based
community context
• introduce methods of theological reflection which apply insights from other fields of theological and
non-theological study to the analysis of a parish based community context
• nurture the skills of collaborative working and learning
• provide an opportunity to demonstrate self-awareness in a given setting and role
CONTENT
This module is a collaboration between a student’s training institution and a given parish context. The
module comprises regular practical experience of mission and ministry, usually with a team of other
students, in the context parish church and wider community throughout the year of study. This enables
students to work effectively and collaboratively within a setting offering both ecclesial and non-ecclesial
ministerial and mission experience.
It provides an extended introduction to skills in understanding and analysing context, and integrating
theological enquiry with pastoral mission and ministerial practice. Both personal and collaborative
theological reflection is encouraged.. Parish-based learning creates opportunity for deeper
engagement with an ecclesial setting and the wider non-ecclesial community in creative conversation
with key themes from relevant disciplines, including biblical and doctrinal studies, missiology, sociology
and anthropology (amongst many). Supervision will be provided by a combination of on-site staff
(usually the incumbent of the parish church) and relevant staff in the students’ own training institution.
On-site supervisors will be asked to report in writing on a student’s participation in the parish.
LEARNING
OUTCOMES
By the end of
the module
students
should have
…
Subject Knowledge
• A knowledge of at least one method of theological reflection enabling the integration of theory and
practice
• Shown that they have been introduced to skills in observing, describing and analysing the given
parish context in the light of local regional cultural and social factors and the implications for mission
and ministry
• Expressed an awareness of theological reflection as a cross-disciplinary resource for exploring
contexts and the self
Subject Skills
• Begun to develop skills in working collaboratively within the given parish context
• Demonstrated an awareness of the struggles and aspirations of people in the wider parish
community and have had some experience with other community groups in the parish context
• Begun to observe, evaluate and participate in styles of leadership, ministry and mission, exploring
their own performance in the given parish and community context
• Begun to identify potential involvement in some aspect of pioneer ministry where context allows
Key Skills
• Demonstrated the ability to communicate their experiences and reflections clearly
• produced material that summarises and assesses their experience
Key Dispositions
• Openness to gain from experiences and practices of being supervised
• Awareness of their strengths and weaknesses in working with others
• Openness to contextual mission
215
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Teaching
•
•
case study
OPTION A
Evaluation and reflection
70%
30%
Required
216
Engagement with Context Year 2
AIMS
• structure and focus learning in a parish based context so as to enable an integration of academic
study with practical experience of mission and ministry building on the learning that will have taken
place in the first year of the student’s training assessed in the L4 Engagement with Context Yr 1
module
• enable students to articulate their own developing ministerial and mission practice in a parish based
community context
• develop competence in the facilitation of the use of methods of theological reflection which apply
insights from other fields of theological and non-theological study to the analysis of a parish based
community context
• develop the skills of collaborative leadership working and learning
• provide an opportunity to demonstrate self-awareness in a given setting and role
CONTENT
This module is a collaboration between a student’s training institution and a given parish context,
usually with a team of other students, in the context parish church and wider community throughout the
second year of study. This enables students to work effectively and collaboratively within a setting
offering both ecclesial and non-ecclesial ministerial and mission experience.
It provides an opportunity to enhance skills in understanding and analysing context, and integrating
theological enquiry with pastoral mission and ministerial practice. Parish-based learning creates
opportunity for deeper engagement with an ecclesial setting and the wider non-ecclesial community in
creative conversation with key themes from relevant disciplines. Students will be given the opportunity
to develop with leadership skills in ministry and mission, building on their work in year 1. Supervision
will be provided by a combination of on-site staff and relevant staff in the students’ own training
institution.
LEARNING
OUTCOMES
By the end of
the module
students
should have
…
Subject Knowledge
• A knowledge of facilitation of at least one method of theological reflection
• Shown some in-depth understanding of the given parish context in the light of local regional cultural
and social factors and the implications for mission and ministry
• Engaged in theological reflection in ways that show an ability to interpret the context experience and
the student’s own role within it in the light of appropriate biblical, theological and wider sources
Subject Skills
• Developed skills in working collaboratively within the given parish context
• demonstrated an appreciation of the struggles and aspirations of people in the wider parish
community and have had further experience with other community groups in the parish context
• learned to observe, evaluate and participate in styles of leadership, ministry and mission, exploring
their own performance in the given parish and community context
• made use of supervision to understand and improve their own ministerial practice and selfawareness
• Developed experience of some aspect of pioneer ministry where the context allows
Key Skills
• demonstrated the ability to communicate their experiences and reflections clearly and creatively
habits of reflection
Key Dispositions
• Openness to gain from and reflect on experiences and practices of being supervised
• Awareness of their strengths and weaknesses in leading and working with others
• Awareness of contextual mission
• A formed habit of reflective practice
217
Engagement with Context Year 2
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Teaching
•
•
case study
OPTION A
Evaluation and reflection
80%
20%
Required
218
Research Methods
AIMS
CONTENT
•
Outline different approaches to conducting ‘real world’ research in social and human sciences
•
Develop understanding of the ethics of research and the importance of research design
•
Experience differing methods for conducting research that could be drawn upon for a critical
evaluation of practice or a research led dissertatio
This module will provide an overview of quantitative and qualitative research methods used in the
social and human sciences and how these are situating in practical and pastoral theology. This will
include
•
Literature search and literature reviews
•
Designing and managing research
Qualitative methods (i.e. interviews, questionnaires, focus groups and observations)
Quantitative methods (i.e. questionnaires, survey, published data )
•
Data analysis, validity and reliability in research
•
Triangulation in research
•
Reflexivity and interpretation in research
•
Theological method and interpretation
LEARNING
OUTCOMES
Subject Knowledge
•
demonstrated understanding of different approaches to research and differing techniques
By the end of
the module
students
should have
…
•
Presented a coherent review of literature relevant their chosen research topic
•
Represented in a written reflection the ability to apply a research approach in the field including
ethical dimensions.
Subject Skills
•
undertaken a research project and effectively used appropriate research methods
•
Identified how various research methodologies relate to theological method and evaluation of
practice
Key Skills
•
demonstrated interpersonal skills
•
managed effective use of time
•
demonstrated planning and time management skills
Key Dispositions
•
Grown in empathy through listening to and developing understanding of the experiences of others
•
Developed capacity for critical thinking in relation to own and others’ work
219
Research Methods
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
•
Lectures
•
Tutorials
•
Seminars
•
Independent study
•
Critiquing case studies of research, analysing previously gathered data
•
Role play use of qualitative methods (i.e. interviews)
OPTION A
Presentation
25%
Report
75%
220
Christian Theology, Pastoral Care and Ritual in
the Human Life Cycle
AIMS
CONTENT
•
analyse theological, liturgical and pastoral responses to the different stages of the human life
cycle;
•
enable students to reflect critically on their own experience of the human life cycle and on their
own emergent ministerial practice.
This module will look theologically, liturgically and pastorally at different stages of the human life cycle.
It will use Christian rites of passage – Baptism, Marriage and Funerals - as a framework to investigate
how pastoral needs change through life and may be addressed in part by rites of passage.
The life stages of, for instance, Birth, Adulthood, Parenthood, Middle Age, Ageing and Death will be
investigated theologically, with opportunities for the student to reflect on their own experience and on
ministerial practice.
Scripture will also be examined as a resource for reflection and practice.
The module will encourage the student to build up skills and competences in providing informed
pastoral care for people at different stages of the human life cycle and providing appropriate ritual
which meets theological and pastoral needs.
LEARNING
OUTCOMES
By the end of
the module
students
should have
…
Subject Knowledge
•
critically analysed the challenges/opportunities presented at different stages in the human life cycle,
in spiritual, social and psychological terms;
•
reflected critically on their own, and others’, experience of different life stages, with awareness of
resultant vulnerabilities and strengths.
Subject Skills
•
developed skills in theologically-informed and proactive pastoral support for people negotiating
different life stage;
•
developed pastoral empathy and flexibility as a reflective practitioner in relation to those navigating
different life stages;
•
developed skills in leading pastoral liturgies with imagination and integrity, taking account of
changing culture and context.
Key Skills
•
demonstrated the capacity to communicate cogently and mutually in group discussions;
•
demonstrated the capacity to communicate fluently in written assignments, with minimal guidance.
221
Christian Theology, Pastoral Care and Ritual in
the Human Life Cycle
MODES OF
LEARNING &
TEACHING
•
Lectures
•
•
Tutorials
•
Seminars and local tutorials
•
•
Independent study
FORMATIVE
ASSESSMENT
2 essays of no more than 2000 words each
SUMMATIVE
ASSESSMENT
OPTION A
Essay
75%
Case Study
25%
OPTION B
Examination
100%Supervised
222
The Creative Arts and Christian
Ministry and Mission
AIMS
CONTENT
An exploration of potential areas of engagement between, on the one hand, Christian belief and
practice and, on the other hand, the creative arts. The module is designed for those training for, or
already practitioners in, Christian ministry and mission to enable them to draw appropriately on the arts
in expressing, exploring, shaping, nourishing and critiquing faith.
It considers how engagement with the arts might help to nourish and extend theological wisdom, and,
in some cases, re-articulate and re-conceive it. As well as investigating a range of theoretical
perspectives, the module is grounded in a wide variety of case studies, encouraging habits of informed
theological and aesthetic reflection.
LEARNING
OUTCOMES
Subject Knowledge
By the end of
the module
students
should have
…
Subject Skills
•
•
•
Developed a theological rationale for Christian engagement with, and learning from, the arts.
Experienced and appropriately applied the arts as a way of expressing, exploring, shaping,
nourishing and critiquing faith.
Critically analysed the changing representation of Christian doctrines in (at least two of) the arts,
across different times and cultures.
Key Skills
223
The Creative Arts and Christian
Ministry and Mission
MODES OF
LEARNING &
TEACHING
Distance learning via VLE, class-based instruction with tutors and at residential weekends,
work-based reflective practice in training churches & in Local Learning Groups.
FORMATIVE
ASSESSMENT
Apply one or more of the creative arts (not necessarily as a practitioner) within an act of
worship. Reflect theologically and aesthetically on this process and identify any implications for
your ongoing practice of ministry.
SUMMATIVE
ASSESSMENT
OPTION A
Students will also be encouraged to visit art galleries; sacred places; theatres; and
cinematography and to reflect aesthetically and theologically.
224
100%
AIMS
•
Develop a nuanced understanding of the ethics of research, the importance of research design and
the appropriate representation and use of research data
•
Identify an appropriate methodologies and strategies for conducting research in a variety contexts
•
•
•
•
•
•
By the end of
the module
students
should have
…
Establish robust procedures for a research based evaluation of practice or a research led
dissertation
Gain experience of undertaking a pilot/trial project to evaluate their understanding and skills
This module will provide a comprehensive overview of quantitative and qualitative research methods
used in the social and human sciences and how these are situating in practical and pastoral theology.
The module will encourage participants to explore the benefits and challenges of undertaking
practitioner research and the dynamics of researching one’s own practice.
•
LEARNING
OUTCOMES
Compare and contrast differing approaches to conducting ‘real world’ research in social, behavioural
and other human sciences
•
•
CONTENT
Understanding and skills for research will be developed in the following areas.
Literature search and literature reviews
Designing and managing research
Qualitative approaches m
Methods of data collection, analysis and interpretation
Quantitative approaches, methods and measures (Validity and reliability in research
Triangulation in research
Reflexivity and interpretation in research
The module will also require students to be aware of the other techniques for research such as
archive work, historical analysis and experiments or quasi-experiments in educational research
Subject Knowledge
• demonstrated understanding of different approaches to research in social and human sciences
• Presented a clear account of the epistemological and methodological foundations of qualitative and
qualitative research
• Represented in a written reflection an evaluation of the ethics and impact of undertaking research in
pastoral contexts or in researching ones own practice
Subject Skills
• undertaken a research project and effectively used appropriate research methodology and methods
of interpretation
• identified how various research methodologies relate to theological method and evaluation of
practice
Key Skills
• demonstrated interpersonal skills
• managed effective use of time
• demonstrated planning and time management skills
Key Dispositions
• Grown in empathy through listening to and developing understanding of the experiences of others
• Capacity for critical thinking in relation to own and others’ work
225
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
•
Lectures
•
Tutorials
•
Seminars
•
Independent study
•
Critiquing case studies of research, analysing previously gathered data
•
Role play use of qualitative methods (i.e. interviews)
OPTION A
Presentation
25%
Report
75%
226
AIMS
CONTENT
• explore with students the professional expectations of supervisors in a range of contexts and
frameworks
• develop students’ knowledge of pastoral supervision models and theories from a range of contexts
• reflect theologically with students upon the practice of pastoral supervision and its relation to
ecclesial oversight
• give students opportunity to be supervised and evaluate this experience
• give students opportunity to develop their skills in supervising individuals and groups
• extend students’ skills in critically evaluating their practice
•
•
•
•
•
•
•
•
•
•
LEARNING
OUTCOMES
By the end of
the module
students
should have
…
Experience of being supervised and supervising
Professional expectations of supervisors in a range of contexts
The roles and dispositions of the pastoral supervisor
Definitions of pastoral supervision & ecclesial oversight in relation to cognate practices
Theological frameworks for pastoral supervision
How to get to the heart of the matter and make good use of the supervision time
Complex models of supervision
Group processes in supervision
A variety of methods of presenting material in individual and group supervision, e.g. verbatim,
projective methods, action learning
Power dynamics in supervision
Subject Knowledge
Discuss the relative merits of different theological and theoretical approaches to pastoral supervision
and their relevance to specified contexts
• Discuss ethical issues arising from the practice of pastoral supervision with relevance to specified
contexts
Subject Skills
•
Co-create a supervision contract with a supervision group which pays attention to person and
context
• Create a framework for a supervision session and supervise a group in a way which is open,
flexible and confident
• Evaluate their supervisory work in the light of theological and non-theological literature
Key Skills
•
Ask reflective, open questions which allow discovery and change to take place for others
Facilitate theological reflection for a group
• Handle the dynamics of a group and unconscious processes with competence
• Make effective use of supervision on their own practice
• Keep appropriate records within the data protection act
Key Dispositions
•
•
•
•
•
•
Developed awareness of self and other
Attention to role boundaries and use of power
Open, non-defensive attitudes
Commitment to the development of others
227
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
•
Seminars
•
Live supervision practice in class
•
Supervision of supervisory work
•
Live supervising practice in class
•
Process reports on supervisory work
OPTION A
Live supervision of group
30%
Verbatim of supervisory session
20%
Critical and theological commentary (4000 words) on the student’s
supervisory practice
50%
Report from supervisee(s) and log of sessions with supervisees
Report of supervisor and log of sessions with supervisor
228
AIMS
•
•
•
•
•
CONTENT
enable students to encounter and work effectively within a given pastoral context (which may be
ecclesial or non-ecclesial)
develop a student’s capacity to articulate and critique their sense of their own developing ministerial
practice within the context of the wider mission of God in the light of their placement
hone skills in critical theological analysis of ecclesial contexts and ministerial practice which
develop a student’s critical self-awareness in a given placement setting
develop a student’s capacity to bring fresh insights and questions to the Christian tradition and
ministerial practice as a result of the placement experience and reflection upon it
This module is a collaboration between a student’s training institution and a given ecclesial or nonecclesial context which enables students to encounter, and work effectively within, such a setting and
reflect creatively upon it.
It provides opportunity to enhance skills in understanding and analysing context, and integrating
theological enquiry with pastoral and ministerial practice.
It draws upon the resources of scripture and relevant Christian traditions in critical conversation with
insights from other sources, including the social sciences and the arts.
combination of on-site staff and relevant staff in the students’ own training institution.
LEARNING
OUTCOMES
By the end of
the module
students
should have
…
Subject Knowledge
• demonstrated a critical knowledge and understanding of extant literature relating to particular issues
encountered in the placement context
• made an analysis of the given context and particular encounters within it, using theological and
other relevant disciplines to describe, account for and explore the context
Subject Skills
context
• demonstrated a critical awareness of personal strengths and weaknesses in pastoral ministry,
including reference to supervision they have received and what has been learned from it
• demonstrate a capacity to respond appropriately and consistently to people within diverse pastoral
relationships
• demonstrate a range of pastoral skills appropriate to the placement context (e.g. skills in biblical
interpretation, liturgical leadership, working within small groups, etc.)
Key Skills
persuasively
Key Dispositions
• explored at depth ways in which they become involved in a context of ministry as both givers and
receivers of gifts and insights
• demonstrated and reflected upon their maturing capacity and styles in paying active attention to
others, and to their own impact upon others
229
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Teaching
•
Live supervising practice in class
•
Process reports on supervisory work
OPTION A
Theological Reflection on an agreed experience or encounter within the
placement identifying the student’s own responses to it (2000 words or
agreed equivalent depending upon mode of delivery)
Analysis of the Placement Context exploring it in the light of wider reading
and informed theological thinking (4000 words or an agreed equivalent
depending upon mode of delivery)
40%
60%
Required
230
Theory and Method in Practical Theology
AIMS
•
•
•
•
CONTENT
Identify the place of practical theology within the historical development of theology
provide an overview of the differing approaches to practical theology in academic and pastoral
contexts
examine approaches to relating theology and non-theological disciplines theory and practice
evaluate the place of empirical research (quantitative and qualitative) within practical theology
This module explores practical theology as a discipline and exposes students to the diverse aims and
methodological approaches to practical theology.
Students will explore the historical emergence of practical theology and identify how contemporary
approaches are situated within the total enterprise of theology. Attention will be given to how practical
theology is used to critically examine the interconnection of theory and practice in ministry and
Christian practice and how practical theology is deployed to develop theological understanding of
human experiences, social situations, ethical norms, political positions and cultural practices.
Students will have the opportunity to enhance their skills in theological reflection by drawing upon a
range of methodologies for conducting qualitative and quantitative research within practical theology.
Students will identify the core approaches and key differences to this task and undertake a project or
case study to deploy these. Students will have the opportunity to examine reflective practice, utilising
empirical research methodologies, theoretical engagement with literature from non-theological sub
disciplines
LEARNING
OUTCOMES
By the end of
the module
students
should have
…
Subject Knowledge
• Articulated a nuanced definition of practical theology
• Identified and differentiated key approaches and methodological issues within contemporary
practical theology
• expressed critical appreciation of a range of theoretical and practical contexts within which practical
theology operates
Subject Skills
• evidenced of the use of practical theology for analysing complex pastoral situations
• demonstrated the capacity to use practical theology to integrate and evaluate understanding derived
from theory and practice
• demonstrated the use of practical theological method to relate together interpretations of practice
from theological and non-theological disciplines
• evaluated a specific area of practice, or a particular social situation, by drawing on theological and
non-theological sources of theory.
Key Skills
• demonstrated skills in listening and oral communication
• demonstrated the ability to investigate complex situations through formal research
• produced written material which communicates fluently
Key dispositions
• demonstrated empathy with theological positions other than their own
• demonstrated the capacity to be self-reflexive
• demonstrated openness to critical perspectives on their own theological tradition - being willing both
to witness to cherished beliefs and to risk considering other perspectives.
231
Theory and Method in Practical Theology
MODES OF
LEARNING &
TEACHING
Lectures
Seminars
Tutorials
Independent study
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
•
Practical theological reflection exercises in class
•
Reporting and evaluation
OPTION A
Presentation
20%
Independent project (5,000 words)
80%
232
SPIRITUALITY
233
234
SPIRITUALITY
AIMS
This module aims for students to:
•
•
CONTENT
assess different approaches to the Christian life of discipleship and prayer, their scriptural sources
and historical and ecclesial contexts; also addressing relevant approaches to these issues from the
human sciences;
use this knowledge and understanding to reflect upon and develop their personal life of prayer
through greater self-awareness and practical activities.
This module will investigate different practices of prayer in relation to their historical and ecclesial
contexts, their scriptural sources and their contemporary applications, with reference to specific
examples or figures.
It will address the scriptural sources for models of Christian prayer, covering themes of praise,
intercession and lament. It will address the Trinitarian character of Christian prayer, and explore the
role of the Holy Spirit in the life of the believer.
It will involve practical work in the development of self-understanding, and spiritual discernment and
practice, through the formation or development of a ‘rule of life’, the keeping of a prayer diary, and the
writing of a reflection on these areas.
Students will also be encouraged to visit selected centres of spirituality.
LEARNING
OUTCOMES
Subject Knowledge
•
Offer an account / definition of spirituality grounded in scripture and tradition
By the end of
the module
students
should have
…
•
Explain different understandings of and approaches to prayer within Christian spirituality
•
Discuss ways in which a range of personal and corporate practices of spirituality might contribute to
the growth of the human person in Christ
Subject Skills
•
Reflect theologically on one’s personal spiritual development and practice of prayer as a way of
participating in the body of Christ and the mission of God, with reference to at least one approach to
prayer encountered in the module
Key Skills
•
Distinguish between beliefs, commitments and prejudices
•
Identify the historical roots of current developments, events and trends
•
Be an attentive listener of the world, of others, of oneself and of God
235
SPIRITUALITY
MODES OF
LEARNING &
TEACHING
Lectures
Online materials
Tutorials
Learning groups
Practice based learning
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Students will show evidence of having completed at least one of the following activities during
the module:
•
keeping a prayer journal;.
•
writing a rule of life;
•
reflecting upon their spiritual development.
OPTION A
75%
Written theological reflection on prayer and spiritual growth (2,500 words)
25%
236
Texts and Traditions in Spirituality
SPIRITUALITY
AIMS
•
•
•
CONTENT
extend students’ knowledge of the diversity of Christian spiritual traditions through history and foster
continuing exploration of those traditions in the context of lifelong discipleship (PLO, SSD 5)
provide students with the opportunity to study a number of spiritual texts in the light of relevant
academic literature and be shaped by encounter with them (AMLO, SSD 2)
introduce spirituality as a critical area for interfaith dialogue.
Students will read a range of extracts from spiritual texts that represent the diversity of Christianity
across 2000 years, in a context that fosters discussion of the different perspectives within the teaching
group and personal reflection on what we might learn from the past.
They will consider how these texts fit within particular traditions in Christian spirituality and how those
traditions in turn are bound up with other dynamics within Christian history.
They will also be introduced to at least one example from non-Christian spiritual traditions and
associated texts and to related questions about how far spirituality may be considered to be a religious
and cultural universal
LEARNING
OUTCOMES
By the end of
the module
students
should have
…
Subject knowledge
•
Discussed the concept of spirituality as it may relate to universal human experience and to other
faith traditions
•
Related developments within Christian spirituality to other aspects of Christian history, including
doctrine, mission and worship
•
Studied key texts from Christian spiritual tradition in relation to human transformation
Subject skills
•
•
Compared and evaluated different approaches to the interpretation of spiritual texts
Reflected on their spiritual practice and understanding in the light of their study of a range of spiritual
texts
Key skills
•
Analysed a range of texts from different periods, genres and traditions
•
Described and explained the views of others, including those of other faiths, alongside their own [
237
Texts and Traditions in Spirituality
SPIRITUALITY
MODES OF
LEARNING &
TEACHING
Lectures
Independent reading
Seminars
Tutorials
FORMATIVE
ASSESSMENT
Students will give a brief presentation in class on how the texts they are reading have
illuminated, challenged or changed their own spirituality.
SUMMATIVE
ASSESSMENT
OPTION A
Essay on text and content
50%
Reflection on spiritual practice
50%
238
SPIRITUALITY
AIMS
•
•
CONTENT
•
•
•
•
provide an opportunity for clergy to examine the role and assess the importance of prayer and
spirituality in underpinning ministry and formation.
equip clergy with the knowledge and skills to support, encourage and enable the prayer life of
others.
This module will examine the relationship between prayer and theology for those in public ministry:
‘The theologian is one who prays and one who prays is a theologian’ (Evagrius). This will inform
reflection on how clergy can and should effectively teach individuals to pray and foster the corporate
prayer and spiritual life within their parish/ministerial context.
The role of spirituality in ministerial formation will be studied and reflected upon, through analysis of
such areas as pattern of daily prayer, retreat, solitude and community, silence and struggle.
Different forms of spiritual direction will be studied through study of texts and reflective practice.
Other appropriate disciplines such as psychology and anthropology will be drawn upon to deepen
understanding of the human psyche, personality and behaviour.
To enable effective engagement with and mentoring of others, the spirituality of particular groups will
be studied, such as children, older people, those with dementia or special needs.
LEARNING
OUTCOMES
Subject knowledge:
•
Communicate a developed understanding of Christian spirituality grounded in scripture and tradition
By the end of
the module
students
should have
…
•
Articulate the role of prayer and spirituality in their own formation and that of others
•
•
Reflect theologically on different approaches to the spiritual guidance of individuals and
communities , drawing on insights from the human / social sciences
Relate spiritual traditions to corporate and individual practices that sustain and develop their own
prayer life and spirituality in the context of leadership; mentor others in the growth of their spirituality
Key skills:
•
•
•
Skills in the application of knowledge to ministerial practice, using an appropriate method of
theological reflection.
Gathering and making discerning use of appropriate resources, whether from printed or electronic
resources
Identification and development of appropriate research methodologies
239
SPIRITUALITY
MODES OF
LEARNING &
TEACHING
Informal lectures
FORMATIVE
ASSESSMENT
One of the following tasks:
Seminars
Experiential sessions
•
•
•
SUMMATIVE
ASSESSMENT
A 10 minute seminar presentation
1000 word ‘parish magazine-style’ article
group theological reflection
OPTION A
Reflection on the experience of constructing and leading a quiet day,
retreat or pilgrimage (or agreed alternative event) (5,000 words)
In the event of cancellation, an alternative assignment of 5,000 words can
be agreed with the module tutor.
240
50%
50%
WORSHIP & LITURGY
241
242
WORSHIP AND LITURGY
AIMS
•
•
CONTENT
By the end of
the module
students
should be
able to …
give a basic overview of Christian Worship and introduce the study of Christian Worship
develop some basic skills in the leading of elements of Christian worship as appropriate to
denominations and vocation.
•
equip students with skills and knowledge for further study of this subject area.
•
The module introduces a limited range of approaches to and aspects of Christian worship.
•
LEARNING
OUTCOMES
Aspects of Christian worship may include some of the following: daily office, intercession, hymns,
Lord’s prayer, inculturation, denominational worship patterns, confession, litany, charismatic
worship.
Subject Knowledge
•
•
A knowledge of the core concepts and principles of Christian worship with an ability to interpret them
in context.
A knowledge of some basic texts of Christian worship
Subject Skills
•
Skills in the close reading of texts of Christian worship
•
Skills in leading aspects of Christian worship as vocationally appropriate.
Key Skills
•
Skills in the acquisition of information through reading and research and in the presentation of this in
a suitable form.
243
WORSHIP AND LITURGY
MODES OF
LEARNING &
TEACHING
•
•
•
Lectures, seminars and workshops.
Structured activities to develop skills with
feedback
FORMATIVE
ASSESSMENT
One piece of written work and/or an example of practical working in Christian worship the
equivalent of 1 essays of 2,000 words.
SUMMATIVE
ASSESSMENT
OPTION A
50%
50%
OPTION B
244
100%
WORSHIP AND LITURGY
AIMS
•
•
CONTENT
give an overview of Christian Worship and introduce the study of Christian Worship.
develop some basic skills in the leading of elements of Christian worship as appropriate to
denominations and vocation.
•
equip students with skills and knowledge for further study of this subject area.
•
The module introduces a range of approaches to, and aspects of, Christian worship.
•
Aspects of Christian worship covered may include some of the following: e.g. daily prayer;
intercession; thanksgiving; confession; the Christian year; use of the Bible in worship; music and
song; silence; art and image; symbol and action; liturgical theology; preaching; inculturation;
denominational worship patterns; charismatic worship; sacraments; pastoral rites.
•
LEARNING
OUTCOMES
By the end of
the module
students
should be
able to …
Subject Knowledge
•
An understanding of the core concepts and principles of Christian worship with an ability to interpret
them in context.
•
Awareness of the range and variety of approaches and practices in Christian worship, both
historically and in the contemporary Church worldwide.
Subject Skills
•
•
The ability to analyse worship in one’s own tradition by reference to the wider context of Christian
worship.
Skills in planning and leading aspects of Christian worship as vocationally appropriate.
Key Skills
•
Skills in the acquisition of information through reading and research and in the presentation of this in
a suitable form.
245
WORSHIP AND LITURGY
MODES OF
LEARNING &
TEACHING
•
•
•
feedback
FORMATIVE
ASSESSMENT
Either in classroom discussion, or through VLE online discussion, or in tutorials, students are
asked to reflect on their experiences of worship in their own churches in relation to module
content each week, and to share their reflections with the rest of the group.
SUMMATIVE
ASSESSMENT
OPTION A
50%
50%
OPTION B
100%
OPTION C
Examination (3 hrs)
100%
246
Christian Worship:
Learning through Tradition
WORSHIP AND LITURGY
AIMS
•
engage with the particular theological, pastoral and historical character of that tradition through its
liturgical practices
•
foster an understanding and appreciation of the spirituality of that tradition and its relevance to
contemporary Christian life
•
•
LEARNING
OUTCOMES
By the end of
the module
students
should be able
to
demonstrate…
enable a deep engagement with the liturgical theology and practice of a particular Christian
tradition
•
•
CONTENT
enable students to see the characteristics of one liturgical tradition in the wider context of the
development of Christian worship historically and culturally
The module will thoroughly familiarise the students with the key texts and practices of the tradition
being studied
The module will outline in detail the historical circumstances which gave rise to and shaped the
tradition
•
The contemporary varieties of worship within the tradition will be studied and evaluated against
their background
•
The values and spirituality expressed through the various manifestations of the tradition will be
examined
•
Comparison will be made with other Christian liturgical approaches and traditions
Subject Knowledge
•
A detailed and in-depth knowledge of the texts, history and practice of one tradition of Christian
worship, with an ability to interpret them in context.
Subject Skills
•
Skills in the close reading of texts of Christian worship and their interpretation.
•
An ability to articulate the spirituality, values and theology of a liturgical tradition in a scholarly and
critical way
Key Skills
•
Skills in the evaluation of information through reading and research and in the presentation of a
variety of approaches in a suitable form.
247
Christian Worship:
Learning through Tradition
WORSHIP AND LITURGY
MODES OF
LEARNING &
TEACHING
•
•
•
feedback
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
OPTION A
50%
50%
OPTION B
100%
OPTION C
Examination (3 hrs)
100%
248
WORSHIP AND LITURGY
AIMS
•
•
•
CONTENT
•
•
LEARNING
OUTCOMES
By the end of
the module
students
should be able
to
demonstrate…
enable an expertise in at most two areas of Christian Worship as a specialist development.
develop skills in reflective practice on Christian worship as appropriate to denominations and
vocation.
equip students with skills and knowledge for advanced study of this subject area.
The module develops critical study of theoretical approaches to specialist themes of Christian
worship.
The themes may include not more than 2 of the following: liturgical theology, for example, daily
office, music in worship, homiletic theory and practice, prayer, inculturation, denominational
worship patterns, charismatic / Pentecostal worship, baptism, eucharist, sacramental theology,
funerals, healing, weddings, ordination liturgies, the Liturgical Movement., ‘liturgical’ spirituality,
ecology and worship.
Subject Knowledge
•
•
A critical understanding knowledge of themes of Christian worship with an ability to interpret them
in context.
A knowledge of key texts of Christian worship themes and approaches to their interpretation
Subject Skills
•
Skills in the detailed and close reading of texts of Christian worship and their interpretation.
•
Skills in reflective practice with regard to of Christian worship themes as vocationally appropriate.
Key Skills
•
Skills in the critical evaluation of information through reading and research and in the presentation
of a variety of approaches in suitable forms.
249
WORSHIP AND LITURGY
MODES OF
LEARNING &
TEACHING
•
•
•
feedback
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
OPTION A
50%
50%
OPTION B
250
100%
WORSHIP AND LITURGY
AIMS
•
•
•
CONTENT
develop critically and theologically reflective knowledge and skills in a ministry context.
equip people for professional ministry within their denominational context through work based
learning.
enable learners to engage in reflective practice in an area of Christian worship as required for their
ministry.
•
To foster critical skills in reflective practice for ministers in their leading of Christian worship.
•
To contribute to fulfilling professional requirements for Christian practice in ministry.
•
To develop in-depth knowledge and critical skills in a ministerial context in at least one area of
Christian worship, e.g. funerals, weddings, music, baptism, healing, Eucharist, preaching service,
group devotional practices, inculturation, contemporary worship.
LEARNING
OUTCOMES
Subject Knowledge
•
An in-depth knowledge of the core concepts of an area of Christian worship.
By the end of
the module
students
should be able
to
demonstrate…
•
An ability to critically reflect on these from a ministerial context.
•
An in-depth knowledge of any appropriate denominational policies, documents, professional
requirements, codes of practice.
Subject Skills
• Critical theological reflection from a ministerial context.
• The ability to synthesise a variety of documents to reflect on and develop ministerial practice.
Key Skills
•
The ability to handle a variety of ministerial issues including ethical dilemmas and the interaction of
theory and practice.
251
WORSHIP AND LITURGY
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
•
•
Lectures and workshops to foster critical
reflection on practice.
Structured supervised activities in a
ministerial context.
This will include:
• Professional supervision by a ministerial practitioner.
• Seminar work with feedback
SUMMATIVE
ASSESSMENT
OPTION A
Essay or book review
40%
Reflection on practice
60%
252
WORSHIP AND LITURGY
This module aims to enable participants to develop a critical awareness of available resources of
words and/or music used in worship and to gain an understanding of the process of writing such
material.
AIMS
CONTENT
•
This module will critically explore words and music currently used in worship,- within a recognition of
particular traditions .
•
It may focus on hymns and/or liturgical settings.
•
•
LEARNING
OUTCOMES
By the end of
the module
students
should …
Participants will be encouraged to analyse resources with a view to understanding what makes them
effective and apt parts of worship.
Participants will be encouraged to write and critique their own material.
Subject Knowledge
•
•
have an overview of the history of the place hymns, songs and/or liturgical settings in Christian
Worship
be able to demonstrate an in depth knowledge of the range of hymns, songs and/or liturgical
settings which currently are available to the churches
•
develop a critical understanding of the appropriate use of such material within their own tradition.
•
be able to evaluate recent and current developments in hymnody, worship songs and/or liturgical
settings.
•
be able to analyse the impact of contextual factors on the appropriate use of such material in the
churches
Subject Skills
•
be able to nalyse words and music used in worship from a literary, musical, cultural and theological
perspective
•
be able to evelop their own theological understanding of the use of written hymns, songs and/or
liturgical settings in the life of the church with reference to their own tradition
•
be able to evaluate and offer a critique of a single hymn, song or liturgical setting from the
perspective of a participant observer
•
show an understanding of the factors at work in the construction of hymns, songs and liturgical
settings
Key Skills
•
show a critical appreciation of diverse styles and types of hymns, songs and/or liturgical settings
•
show a sensitivity to different pastoral, psychological and cultural factors in the choice and writing of
hymns, songs and/or liturgical settings
253
WORSHIP AND LITURGY
MODES OF
LEARNING &
TEACHING
FORMATIVE
ASSESSMENT
•
Lectures
•
Seminars
Participants to write a brief (circa 200 word) assessment their own understanding of the place
hymns, songs and/or liturgical settings in Christian Worship at the start of the course.
Participants to reflect on this part way through the course evaluating their personal
development in the place of music in worship.
SUMMATIVE
ASSESSMENT
OPTION A
•
write a critical account of a small selection of hymns, songs or prayers
by authors other than yourself to demonstrate why they are apt for use
in worship in a particular, specified context
100%
OPTION B
•
write a critical account of a two or more liturgical settings by composers
other than yourself to demonstrate why they are apt for use in worship
in a particular, specified context.
100%
OPTION C
•
Produce a creative portfolio of your own material including at least one
of the following:
a.) an annotated anthology of prayers, hymns, songs and/or other
liturgical material or settings
b.) an annotated audio recording of hymns and songs.
•
These must be accompanied by a critical reflection on the material
that has been presented
254
100%
INTERDISCIPLINARY
255
256
Theological and Biblical Foundations: Wrestling
with God, Living Theology & Hebrew Scriptures
INTERDISCIPLINARY
AIMS
CONTENT
•
Introduce students to theology as a academic discipline
•
Introduce students to biblical studies
•
Set up a pattern of personal spiritual disciplines
•
Introduce students to basic study skills
This module introduces Christian theology as a lived tradition:
•
•
•
LEARNING
OUTCOMES
By the end of
the module
students will
be able to …
It explores the interrelationship of different sources of theology: scripture, tradition, experience
(including corporate worship and prayer), praxis, and reason.
It introduces basic principles of biblical interpretation with specific reference to Hebrew Bible
narrative.
it introduces students to basic study skills, and to the learning activities and context of the
programme of study as a whole. This involves establishing learning patterns and participation in
public worship and other church activities.
Subject Knowledge:
•
•
Identify how scripture, tradition, reason, praxis, and experience can all be sources of Christian
theology
Understand some basic principles of, and approaches, to biblical interpretation and begin to apply
them, with special reference to Hebrew Bible narrative
Subject Skills;
•
Illustrate how their own experience (including their participation in worship) is being integrated into
their theological reflection
•
Relate their theological learning effectively to their own church community
Key Skills:
•
Develop personal spiritual disciplines which inform theological learning and praxis
257
Theological and Biblical Foundations: Wrestling
with God, Living Theology & Hebrew Scriptures
INTERDISCIPLINARY
MODES OF
LEARNING &
TEACHING
Lectures
FORMATIVE
ASSESSMENT
Formative assignments or reflective exercises
SUMMATIVE
ASSESSMENT
OPTION A
Seminars
•
Essay
75%
•
25%
OPTION B
Examination
100%
258
Growing Together in Christ:
Worship and Spirituality
INTERDISCIPLINARY
AIMS
•
•
•
CONTENT
•
•
•
LEARNING
OUTCOMES
By the end of
the module
students
should be
able to …
Identify the interconnections between practices of worship and the growth of the human person in
Christ.
Assess the relevance of practices of worship to expressions of “spirituality”.
Analyse the worship practices of the student’s own tradition as they relate to historical and
contemporary debates over the theology and administration of worship.
The module introduces students to some principal Christian traditions of spirituality as expressed in
individual and corporate worship. These will be explored in relation to their biblical, historical,
theological and liturgical foundations, and to contemporary patterns.
Students will also be introduced to the forms and contents of different forms of worship: individual
and corporate, liturgical and non-liturgical, such as daily prayer and the theologies, liturgies and
practices of Eucharist and Baptism in their own church traditions. These practices will be studied
with reference to their role in contemporary Christian ‘spirituality’.
Students will apply this study by developing a personal prayer diary or ‘rule of life’, by preparing a
service of the word, and/or by practice based learning on the administration and reception of
worship.
Subject Knowledge:
•
•
Demonstrate a theologically, historically, liturgically and biblically informed understanding of
practices of Christian worship and their contribution to ‘the spiritual life’;
Assess the content and purpose of different components of worship, with reference to the student’s
own denomination and to their role in contemporary Christian spirituality
Subject Skills
•
Prepare corporate Christian worship in light of the traditions and contemporary practice of their own
denominations, and reflect with others upon their practice.
Subject Dispositions
•
Be attuned to the work of the Holy Spirit in the church throughout history and in the present.
Key Skills
•
Identify the historical roots of current developments, events and trends.
259
Growing Together in Christ:
Worship and Spirituality
INTERDISCIPLINARY
MODES OF
LEARNING &
TEACHING
Lectures
Online materials
Tutorials
Seminars
Practice based learning
FORMATIVE
ASSESSMENT
One or more of the following tasks:
•
Keep a prayer diary
•
Write a rule of life
•
Prepare a service of the word
Practice based learning on the administration and reception of worship
SUMMATIVE
ASSESSMENT
OPTION A
Formational assessment (1,125 words)
260
100%

the common awards - The Church of England

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