Christian Theology (Combined) Programme Specification from the Faculty of Arts & Humanities pending departmental ratification

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1 Christian Theology (Combined) Programme Specification from the Faculty of Arts & Humanities pending departmental ratification Version: 2015/6.1 Last updated: August 2015

2 Programme Specification Key Facts 1. Study mode(s) and period of registration 2. Frequency of Intake Annually in September Full-time or part-time Minimum 3 years maximum 6 years (full-time) Minimum 4 years maximum 10 years (part-time) 3. Awarding body Liverpool Hope University 4. Teaching location(s) Hope Park 5. Final award(s), including any interim awards 6. Relationship with Subject Benchmark Statement BAC Christian Theology and XXX Diploma HE (240 credits, achieved by successfully completing two full years of study); Certificate HE (120 credits, achieved by successfully completing one full year of study) 1 The benchmark for Theology and Religious Studies (the national expectations of what a good degree in this subject should contain) has been fully used in the development of this provision. See further below. 7. FHEQ level(s) 4, 5 6 (first, second and third year at University) 8. Date of initial validation June Date of first intake Sept Date of last Review (if N/A applicable) 11. Additional Costs to Students ( estimate) Purchase of core texts (although all will be available from the Library) say 100 per year. Optional field-trips cost as advised year by year. 12. Professional Statutory or N/A Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval Subject Benchmark The benchmark was revised in A priority is the curriculum design must ensure an appropriate progression between academic levels (from C to I to H). This is fully complied with, making full use of tutorials and then independent research at level H to engage students as independent learners. There is great variety within the HE sector in programmes looking to this subject benchmark. This programme finds its place amid the variety. It provides a high quality provision which offers a traditional curriculum in Theology, including innovative teaching at the cutting edge of the contemporary subject. This is fully compliant 1 Note that interim awards are only given if for some reason students end their studies after one or two years.

3 with the benchmark in both subject-specific and generic skills developed in graduates of the programme. Aims and Learning Outcomes PROGRAMME AIMS: The programme aims to provide students with: Proficiency in confident, accurate and appropriate location, comprehension and critical handling of sources; the ability to argue a case; the presentation of written material in accordance with expected standards. Sophisticated enhancement to degree level of sophisticated engagement with the academic discipline of theology, and a strong engagement with key theological scholars and developments in the field. The opportunity, under supervisory guidance, of honing their research skills and undertaking a significant piece of independent academic research. LEARNING OUTCOMES for this provision Christian Theology: By the end of the year indicated all students should be able to: Year One 1. articulate an understanding of the historical development of Christianity up to the fall of Constantinople in research at an introductory level the historical background, setting and purpose of biblical books using biblical commentaries, dictionaries and biblical software 3. appreciate the engagement of Christian faith and human culture and thought in the ancient and medieval worlds. 4. understand the key Christological and Trinitarian debates up to the Council of Chalcedon (451) Year Two 1. articulate an analytical understanding of key movements in Christian history between 1453 and investigate and understand the reception history of selected texts of the biblical canon in the period 1453 and critically evaluate a range of theological responses to the relationship between faith and reason during the modern era. 4. analyse different theological approaches to the doctrines of human salvation and of the Church during the Reformation and post- Reformation period. 5. engage in depth with different liturgical, sacramental and devotional developments during the period in question. Year Three 1. carry out independent study in order to research an appropriate and clearly-specified topic area in the discipline of Theology; 2. plan, organise and produce an extended piece of writing, exercising judgement over alternative viewpoints, 3. critically understand the relationship between spiritual practices and social and broader cultural developments both within and outside the Churches across a number of different contexts.

4 4. critically understand the impact of political and social developments since 1900 upon systematic Christian theology and contextual praxis. Teaching Pattern and Curriculum Diagram The normal pattern of teaching is that lectures, where all students are taught together, provide three hours of contact time in the first year, and two in subsequent years; seminars in smaller groups (typically 15-20) provide two hours per week, and tutorials (smaller groups, typically no more then 10) one hour, in all years. Unless otherwise stated, this pattern applies to both Majors. In addition tutors are available every week at designated times for one-to-one discussions. The working out of this in terms of total times is shown below. Curriculum Diagram: Christian Theology Major C GOD, CHRIST AND HUMANITY: CHRISTIAN THEOLOGY TO Hours (All Lecture and Seminar Strands) Introductory Block: Christianity, between the Material and the Spiritual. 36 Hours (Lectures and Seminars): Introduction to Biblical Studies Old and New Testaments: key concepts, structure, history, geography and content 36 Hours (Lectures and Seminars) What is Christianity? Key Themes, Tensions and Issues - including Patristics (esp. especially Christology) Medieval Mystical Theology, Sin and Atonement in Medieval theology 12 Hours (Lectures and seminars) Pastoral Theology 36 Hours (Lectures and seminars) World Christianity 26 Hours Tutorial I THE HUMAN PERSON, AUTHORITY AND THE QUEST FOR TRUTH: CHRISTIAN THEOLOGY Hours (Lectures and Seminars): The Human Person, Authority and The Quest for Truth. (Comprising (a) an opening two-week intensive block and (b) 3 other 2 or 1 week blocks punctuating lecture/seminar strands) 36 Hours (Lectures and seminars): The Reformation History, Theology and Biblical Interpretation 36 Hours(Lectures and seminars): Christianity Encounters the Modern World Theology & Modern Thought, Methodism, Modern Missions 25 Hours: Tutorial H THE DILEMMA OF CHRISTIAN EXISTENCE IN AN AGE OF CONFLICT: CHRISTIAN THEOLOGY PRESENT DAY 24 Hours Research Project tutorials

5 48 Hours (Lectures and Seminars) Systematic and Contextual Theology Seminar Option: Postmodern Theology and the Darkness of God OR Seminar Option: tbc 48 Hours (Lecture and Seminars) Pastoral Theology Seminar Option: Theology and Life OR Seminar Option: Theology of Christian Education Learning and Teaching There are two drivers for learning and teaching on the Christian Theology major: student learning is the main focus of our teaching, and you are taught by researchers in the field who are passionate about our subject. This means that our lectures are interactive, and seminars are designed to introduce you to key ideas, issues and texts and to support you as you engage with these. In addition, learning in tutorials encourages you to take responsibility in planning your own personal development, and in building your confidence and skills in academic research, writing and presentation. Assessments are carefully designed to support your learning, and tutors give clear guidance and feedback to help you meet your potential. Assessment Information Assessments include an initial short exercise, so that you receive feedback early in your studies, presentations, essays, portfolios and exams. In your final year you will complete an independent research project or dissertation, using skills you have developed over the first two years of your programme. Further Information Development of Key Generic (transferable) and Subject-specific skills Over the three years of the programme the following skills are developed from foundational to advanced level, ensuring students can: 1. communicate information, ideas, principles and theories and develop an argument effectively by appropriate oral and visual means, relating materials to an intended audience; 2. identify, gather and analyse primary data and source material, through textual studies or fieldwork; 3. attend to, reproduce accurately, reflect on and interact with the ideas and arguments of others; 4. work collaboratively as a member of a team or group in a way which allows each individual's talents to be utilised effective; 5. undertake independent/self-directed study/learning (including time management) and reflect on their own strengths and weaknesses as a learner; 6. make discriminating use of a full range of library resources in order to identify appropriate source material, compile bibliographies, inform research and enhance presentations; 7. use IT and computer skills for data capture, to identify appropriate source material, support research, and enhance presentations;

6 Special Features of the programme The development of a variety of Christian traditions is a distinctive element in the core programme, providing you with a broad context for understanding the development of Christian doctrine from its inception to the present day. Catholic and Protestant traditions are studied within the broader context of World Christianity. The programme is informed by research interests of your lecturers, so giving you insight into the contemporary shape of the discipline of Theology and training in this tradition, including biblical scholarship. In addition to developing your academic potential within a lively contemporary discipline that respects its traditional roots, you will develop vital generic skills for making your way in your future life and career. Graduates acquire skills in critical thinking, oral and written communication and the ability to manage their own independent research and study to meet deadlines. Inclusive Curriculum Design Statement This award recognises that an inclusive curriculum is one where all students entitlement to access and participate in a course is anticipated, acknowledged and taken into account (Higher Education Academy, Inclusive curriculum design in higher education, 2011, p. 7). It seeks to reflect the following principles, as enunciated by the HEA: - Anticipatory: Adopting an anticipatory approach reduces the need for reactive and individualised responses that can arise when inclusive issues have not been considered at the design phase; - Flexible: it is open, versatile and responsive to an evolving student population, and to changes in circumstances that may require adaptations to accommodate student availability; - Accountable: it encourages staff and students to be responsible for the progress they have made against equality objectives and actions agreed; - Collaborative: it builds on partnership between students, colleagues and other stakeholders including professional bodies, sector bodies, international partners and employers to enrich the curriculum content and relevance; This translates into this provision as follows: - Anticipatory: students are encouraged to think about maintaining a quality experience in the classroom as a way of widening the interests and aspirations of all students. In this regard the student voice is heard and acted upon through a number of mechanisms. These include: o Monthly meetings between class representatives and the Head of Department; o Student feedback, notably in the small group sessions; o Student representation in the wider framework of Faculty and University Boards and Committees

7 - Flexibility: Members of the teaching team often with the support of colleagues in Student Development and Well Being as well as Student Administration - make every effort, within the framework of University regulations and processes, to meet with individual student needs responsively, creatively and fairly. This approach includes meeting with students in difficulty outside of office hours or, subject to due process, setting alternative assessment forms; - Accountability: The teaching team and students share a responsibility to uphold inclusivity and fairness for everyone. Through the structure of small teaching groups, in particular, potentially harmful or hurtful behaviour is intercepted and positive relations fostered; - Collaborative: To ensure enhanced opportunities for students, the teaching team fosters collaborative relations with a range of professional bodies. The Department of Theology, Philosophy and Religious Studies has a long track record of supporting to successful achievement students with a wide variety of factors which might militate against optimum performance. These have included totally blind and (separately) totally deaf students, students needing to use a wheelchair, and students with a wide range of affective issues, including severe anxiety and depression. The frameworks are already in place, and early recognition and then light-touch and personal monitoring and support help to ensure the optimum results. ENTRANCE REQUIREMENTS gives full details. There are no special requirements. In certain circumstances the University also permits study that students have already carried out at University level to be taken into account see / This specification last updated: August 2015 Updated by: