ba primary teaching with christian...
TRANSCRIPT
BA Primary Teaching with Christian Theology Programme Specification from the Faculty of Education Version: 2013/4.1
Last updated: July 2012
Programme / Pathway Specification: BA Primary Teaching with Christian Theology
BA Primary Teaching (Honours)/Primary Education
Christian Theology
Basic pathway description for the BA Primary Teaching (Honours)/Primary Education
1. Programme / Pathway title BA Hons with QTS Primary Teaching
2. Study mode(s) and max. period of registration
Full-time minimum duration 4 years Full-time maximum duration 7 years
3. Awarding body Liverpool Hope University
4. Teaching location(s) Hope Park
5. Final award(s), including any interim awards
Certificate of Higher Education Diploma of Higher Education BA Primary Education with (minor pathway) BA (Hons) with QTS Primary Teaching with (minor pathway)
6. NQF level(s) Certificate (C)/Level 4 Intermediate (I)/Level 5 Honours (H)/Level 6 Honours (H)/Level 6 & Masters (M)/Level 7
7. Sponsoring Faculty Faculty of Education
8. Date of initial validation July 2011
9. Date of last Programme / Pathway Review (if applicable)
July 2009 (validation) / 2010 (Re-structure to embed Masters level learning and Level C approved)
10. Date of first intake September 2011
11. Frequency of Intake Annually in September
12. Additional Costs to Students (£estimate)
Recommended purchase of key texts
(approximately £200)
Travel to placements (discretionary)
Resources for Professional Placement
Learning (PPL)
Cost of application for Enhanced Disclosure from Criminal Records Bureau (CRB) (currently £44)
13. Name of Programme / Pathway Co-ordinator
Mrs Deirdre Hewitt
14. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval
Training and Development Agency for Schools (TDA)
Office for Standards in Education (Ofsted)
Section B: Programme / Pathway Details
1 Programme/Pathway Aims The BA Hons with QTS Primary Teaching programme will enable students to:
1. develop the knowledge, understanding and skills to become enthusiastic, innovative, flexible and research driven teacher practitioners: proactive, creative and reflective teachers as opposed to National Curriculum technicians acting as positive role models for children
2. meet all the QTS standards in current TDA regulations 3. develop a personal and professional set of values
which underpins their teaching and enable them to be responsible and accountable for the learning of children
4. develop the skills to reflect critically upon their own practice and manage their own development to improve performance
5. develop understanding of education as an academic discipline, and be enabled to reflect critically upon current educational policy and practice
6. develop the knowledge, understanding and skills to work effectively with other professionals, agencies and adults in meeting the learning and other needs of children as the role of the teacher develops into the future
7. develop the knowledge and skills to lead and manage others and work collaboratively within university, school and community contexts and aspire to be future leaders and managers for primary schools
8. deal with complex issues solved through the synergy of theory and practice, to be self-directed, and to engage in problem solving developing knowledge skills and understanding
9. to consider teacher education in the wider context of education related to their education studies courses in Levels I-H (see basic pathway description for BA Education)
10. to enable students to develop knowledge, skills and understanding related to their minor pathway in Levels C-I
2 Programme/Pathway Learning Outcomes
*Italicized below are the QTS standards linked outcomes. Certificate Level/Level 4:
At the end of Level C, BA Hons with QTS Primary Teaching Year 1 students will be able to:
1. demonstrate an understanding of the relationship
between educational theory and practice. 2. demonstrate skills of reflective practice, and the ability
to set appropriate targets for their own development in all aspects of their professional life on the BA Hons with QTS Primary Teaching
3. demonstrate knowledge and understanding of children’s development, how children learn and the barriers to their learning
4. demonstrate skills of observation and the ability to draw conclusions as a result of observing children during their placements
5. demonstrate a basic knowledge and understanding of their minor pathway in terms of the key concepts and to make obvious connections between them.
Intermediate Level/Level 5 At the end of Level I/Level 5 BA Hons with QTS Primary Teaching, Year 2 students will be able to:
1. demonstrate knowledge and understanding of how to
create an effective learning environment 2. demonstrate knowledge of behaviour management
theories and an understanding of how to put these in practice
3. demonstrate knowledge and understanding of key theories, concepts and principles and methods underpinning the planning, teaching and learning of primary curriculum subjects and areas of learning in the foundation stage
4. demonstrate a good knowledge and understanding of their minor pathway. At this ‘multi-structural/relational level’ students are able to articulate the connections between key concepts and to appreciate the significance of each in respect of the whole.
Honours Level/Level 6 At the end of Level Ha/Level 6 BA Hons with QTS Primary Teaching, Year 3 students will be able to:
1. demonstrate the ability to reflect critically upon current
educational policy and practice 2. *demonstrate subject knowledge for teaching to
support children’s learning within the primary age range (QTS standard)
3. demonstrate theoretical understanding of the different
methodologies and strategies involved in teaching the primary curriculum from foundation stage to key stage 2 and an ability to critically analyse these methods in order to begin to evaluate the relative merits of different approaches.
4. *demonstrate the skills of critical reflection and evaluation of experience gained through school based learning as a way of identifying good practice
5. demonstrate a critical knowledge and understanding of their minor pathway. At this ‘extended abstract level’, the students are able to make connections not only within the given subject area, but also beyond it, able to generalize and transfer principles and ideas underlying specific issues.
Honours Level (Level 6)/Masters Level (Level 7) At the end of Level Hb BA Hons with QTS Primary Teaching, Year 4 students will be able to:
1. demonstrate a comprehensive knowledge and critical
understanding of the key issues in Primary education and how these issues are influenced by the educational setting and contexts
2. demonstrate comprehensive knowledge of the key influences in education/family/society which affect children such as gender, class, sexuality, disability and race
3. *demonstrate knowledge and understanding of key educational legislation and policy in England and a critical understanding of the implications for managers and practitioners in educational settings
4. *demonstrate an ability to design and teach the curriculum to meet the needs of children, including the effective delivery of national curriculum and other statutory requirements
5. *demonstrate the knowledge, understanding and skills to monitor, evaluate and assess children’s progress in learning and know when to apply these and how to record them
6. *demonstrate the knowledge, understanding and skills to work effectively with other professionals, agencies and adults in meeting the learning and other needs of children
7. *demonstrate the knowledge and skills to lead and manage others and work collaboratively within the University, School and Community contexts
8. *demonstrate when assessed all QTS standards in current TDA regulations
9. to exploit existing research opportunities at previous levels to embed skills of enquiry and critical reflection in university and professional placement learning
10. demonstrate an increasingly integrated and critically informed conceptualisation of pedagogy; one in which relations between key elements are specified: the teacher, the "classroom" or other context, content, the
view of learning, and learning about learning.
3 Development of other Key Generic and Subject- Specific Skills
BA Hons with QTS Primary Teaching students will have acquired the following skills:
Subject-Specific Skills for BA Hons with QTS Primary Teaching
The ability to:
1. relate theoretical knowledge and concepts of the age
groups 3-7 or 5-11 to workplace practice 2. work alongside adult practitioners working with
children in educational settings in order to recognise and begin to identify the necessary skills for multidisciplinary working.
3. identify appropriate stages of development in relation to particular children in the age range 3-7 or 5-11
4. undertake professional learning through action research, demonstrating a critical awareness of the issues , limitations and ethical implications of the research
5. demonstrate, when assessed, all QTS standards in current TDA regulations and set targets for individual future development
Key Generic Skills for BA Hons with QTS Primary Teaching
The ability to:
1. read widely and access relevant sources to develop knowledge and understanding of Primary Education
2. critically analyse and evaluate such knowledge and understanding
3. reflect on their own value systems and experiences in order to re-consider and evaluate conceptual understandings
4. present information effectively in written and oral forms demonstrating a high level of literacy, oral capability, organisation and understanding
5. use appropriate ICT skills to access materials, communicate with others and enhance their own personal and professional development. This will include making effective use of on-line materials within the programme
6. organise and manage their own time effectively contribute effectively with support
4 Teaching /Learning and Assessment Methods
Teaching/Learning Methods Students will engage with a wide variety of teaching and learning contexts including:
lectures
workshops
dialogic seminars
tutorials
profiling
collaborative learning
problem-based style learning
professional placement learning
structured self-directed tasks
presentations
personal research & study
on-line learning/virtual learning environments
independent study
peer review and assessment Assessment Methods Students will be assessed both formatively and summatively through a wide range of assessment tools, which are fit for purpose, both academically and for Professional Standards (QTS). Assessment tools to be used will include:
written reports,
critical, reflective statements
critiques/synopses
analyses of case studies with written responses,
individual and group/collaborative presentations,
essays
planning documents
portfolios
personal and professional reflection through the
‘Profile’ and the activity of profiling (as a process and final assessment)
professional teaching files
dialogic seminars
workshops
‘hot-house’ presentation with tutorials
timed examination
analysis of qualitative and quantitative data (linked to school and degree based research)
viva
examinations
Throughout the BA Primary Teaching programme emphasis is placed on formative, diagnostic feedback (involving self, peer and tutor) and use of developmental activities as mechanisms for enriching the purposes of assessment.
5 Curriculum Diagram The BA Hons with QTS Primary Teaching comprises:
180 credits of Initial Professional Development (60 credits at Level Ha/Level 6, 120 credits at Level Hb/Level 6 or 60 credits at Level Hb/Level 6 and 60 credits at Level M/Level 7)
180 credits of BA Education study (60 credits at
Level C/Level 4, 60 credits at Level I and 60 credits at Level Ha)
150 credits of Minor Pathway study (60 credits at Level C/Level 4, 60 credits at Level I/Level 5).
Level C/Level 4 (Year 1)
BA Education 60 credits (see basic pathway description below) plus professional learning linked to QTS
Minor Pathway 60 credits
Level I/Level 5 (Year 2)
BA Education 60 credits (see basic pathway description below) plus professional learning linked to QTS
Minor Pathway 60 credits
Level Ha /Level 6 (Year 3)
BA Education 60 credits (see basic pathway description below)
BA Primary Teaching
Citizenship in Practice (PRTH003) 30 credits
Curriculum Development (PRTH004) 30 credits including professional placement
Level Hb/M Level 6/7 (Year 4)
BA Primary Teaching
Preparing for Research Level H (PRTH006) 30 credits OR Preparing for Research Level M (PRTM001) 30 credits
Evidence-based Practice Level H (PRTH007)
30 credits including professional placement OR Evidence-based Practice Level M (PRTM002) 30 credits including professional placement
Curriculum Enhancement (PRTH005) 60 credits
6 Entrance Requirements Full details of the entry requirements for this course can be found at www.hope.ac.uk/undergraduate/undergraduatecourses/primaryteaching
7 Special Features Professional Placement Learning (PPL)
Learning opportunities in non-school settings
Opportunity to undertake the Catholic Certificate in
Religious Studies (CCRS) or the Church Colleges’ Certificate in Church School Studies (CCCCSS).
Opportunity to undertake an international experience.
Participate in In-Service Learning.
Opportunities to work with high-quality staff with a range of expertise and skills across the children’s workforce.
To engage with Masters level learning, linked to an innovative undergraduate journal for Teacher Education
8 Relationship with Subject Benchmark Statement
Professional Standards for Teachers in England (see Section B4, item 4.3) Descriptors for a higher education qualification at levels 4-7: Master’s degree (England, Wales and Northern Ireland)
Programme Specification: BA Education
Section A: Basic Pathway Specification (PS/1)
1. Pathway title BA Education
Separate documents exists for the following programmes:
BA Education (Childhood Studies) BA Education (Early Childhood) BA Education and Mathematical Studies BA Education (Special Educational Needs) BA Primary Teaching
2. Study mode(s) and max. period of registration
Part Time: 6 Years Full Time : 3 Years
3. Awarding body Liverpool Hope University (LHU)
4. Teaching location(s) Hope Park
5. Final award(s), including any interim awards
BA Education and X Honours degree – 360 credits Diploma HE – 240 credits Certificate HE – 120 credits
6. NQF level(s) Certificate (Level 4) Intermediate (Level 5) Honours (Level 6)
7. Sponsoring Faculty Education
8. Faculty Education
9. Date of initial validation 7 June 2011
10. Date of last Programme / Pathway Review (if applicable)
N/A
11. Date of first intake September 2011
12. Frequency of Intake Annually in September
13. Additional Costs to Students (estimate)
Books- £200 (approx)
14. Name of Programme / Pathway Director
Dr Anthony Edwards
15. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval
N/A
Section B: Programme Details
1 Programme/Pathway Aims
The pathway aims to:-
a. Study key disciplines, which have been used to explore and explain a range of
educational processes and issues in different settings and contexts. b. Become familiar with key educational philosophers, psychologists, sociologist,
historian and other influential thinkers throughout time. c. Inculcate in students the values underpinning the Faculty and the University, which
honour scholarship, education and service and are driven by a view of education as a means of humanising society.
d. Develop students who have a love for learning in themselves and others and as such develop the potential to be future educators.
e. Provide students with a broad and balanced knowledge and understanding of the principal features of education in a wide range of contexts, both formal and non- formal.
f. Encourage students to engage with fundamental questions concerning the aims and values of education and its relationship to societies.
g. Provide opportunities for students to appreciate the challenging nature of educational theory, policy and practice.
h. Encourage the interrogation of educational processes in a wide variety of contexts. i. Develop in students the ability to construct and sustain a reasoned argument about
educational issues in a clear, lucid and coherent manner. j. Promote a range of qualities in students including intellectual independence and
critical engagement with evidence.
2 Programme/Pathway Learning Outcomes Students on the pathway will: -
a. Demonstrate a secure knowledge of the four constituent disciplines of Education,
namely the philosophy, psychology, sociology and history of education, with particular expertise in one discipline.
b. Be familiar with the writings of key educational philosophers, psychologists, sociologist,
historian and other influential thinkers throughout time. c. Develop a critical understanding of the theoretical and conceptual underpinnings of
learning and educational processes.
d. Have knowledge of national and global issues in education and be able to reflect on a
range of international perspectives. e. Be able to explore the issues, challenges and constraints of educational theory, policy
and practice. f. Have a critical understanding of pedagogical approaches to explain learning and
educational processes, drawing on the four constituent disciplines.
g. Develop the skills, knowledge and understanding to apply research and the academic study of education to multidisciplinary practice.
h. Be able to undertake meaningful, ethical and relevant research in the area of Education.
A student successfully completing Level C of the BA Education will:
1. Demonstrate knowledge and understanding of key theoretical approaches to the study of education.
3 Begin to develop a personal stance as an educator in relation to global citizenship
within a community of learners.
4 Show an awareness of the role of research in the production and revision of theories and the value of evidence.
5 Reflect on their own educational experiences, value systems and those of the
wider educational context.
6 Begin to analyse and apply a range of theoretical concepts and policies to developing an understanding of the practice of education.
7 Identify and draw on relevant primary and secondary sources, including theoretical
and research based evidence to extend their knowledge and understanding of education.
8 Demonstrate individually and/or cooperatively a range of problem-solving and
reasoning skills, ethics, synthesis, communication and presentation of information relevant to the four constituent disciplines.
A student successfully completing Level I of the BA Education will:
1 Demonstrate a developing identity as an educator, active researcher and as
member of a community of learner, utilising effectively assets they bring to the learning process, including those developed at Level C.
2 Develop further their research skills and ethical thinking and an understanding of
how to apply them.
3 Show criticality and enquiry to two of the four constituent disciplines of Education.
4 Make use of a range of key theoretical perspectives which have been used to explain education, particularly to two of the four constituent disciplines of Education.
5 Be able to apply a range of educational theories to a variety of educational contexts
including examples from overseas, particularly to two of the four constituent disciplines of Education.
6 To examine ideas and issues about the purposes, processes and practices of
learning and teaching in the UK and other countries, particularly to two of the four constituent disciplines of Education.
7 Demonstrate further their academic competencies and learner practices
appropriate for higher education. A student successfully completing Level H of the BA Education will:
1 Be confident educators, critical advocates and members of a community of
learners, utilising effectively assets they and their peers bring to the learning process.
2 Be able to ethically and effectively apply research skills and knowledge to a real
context.
3 Demonstrate criticality and enquiry applied to one of the four constituent disciplines of Education.
4 Creatively apply a range of educational theories to a variety of educational contexts
in the UK and overseas from one or more of the four constituent disciplines.
5 Critically engage with and debate ideas and issues relevant to leadership and management of education in the UK and other countries, to one of the four constituent disciplines of Education.
6 Apply effectively their academic competencies and learner practices appropriate for
higher education.
3 Development of other Key Generic and Subject-Specific Skills Subject-specific skills (these have been informed by the Education Studies Benchmark statements)
In general, a BA Education graduate will:
Demonstrate the ability to evaluate competing positions in relation to education by
different subject disciplines, societal agents and time, place and culture.
Demonstrate relevant research skills and methodologies appropriate to the study of Education.
Be able to formulate research questions and carry out an independent research study.
Be able to communicate a social and ethical awareness of educational practice, drawing on the Faculty’s values.
Demonstrate the ability to critically explore, examine and evaluate the significance of the Philosophy, Sociology, History and Psychology of Education.
Be able to apply the thinking of seminal writers on education to different educational contexts.
Key generic skills
In general, a BA Education graduate will:
present information to others in appropriate forms
approach problem solving in a systematic way
listen carefully to others and to reflect upon one’s own and others' skills and views
use a range of sources of information, including regular use of journal material
use the communication skills necessary to converse, debate, negotiate, persuade and challenge the ideas of others
be aware of contextual and interpersonal factors in groups and teams
have insight and confidence in leading and working collaboratively with others
communicate effectively for different purposes and audiences
use ICT appropriately as part of the learning process in a range of contexts, including regular use of e-books and on-line journals
be capable of undertaking self-directed study and learning activities
recognise the need to assess one’s own skills and to harness them for future learning.
demonstrate the ability to act as an advocate for learners (children and adults) and families
develop inter-personal skills and the ability to be an effective team member and leader
become co-dependent thinkers and learners
4 Teaching /Learning and Assessment Methods The teaching, learning and assessment methods are designed within the context of a holistic pedagogic framework enabling students to achieve the three goals of the University’s learning, teaching and assessment strategy (LTA). As a specific feature of the programme, the approach promotes the development of a powerful learning environment creating communities of learners regardless of how they are constituted and in addition, a co-dependent learning culture to help to facilitate students to become confident learners and active enquirers. This permits students to adopt multiple perspectives and encourages them to challenge their existing beliefs and values in respect of the constituent disciplines of Education, leading to new ways of understanding the educational world.
Teaching & Learning
The BA Education draws on a model of learning which suggests that there is a dynamic and integral relationship between:
The content of the curriculum, and “success” within this
The disposition to learning – a love for learning
The relationships created in the educational setting
The emotional and spiritual space in which learning takes place.
Students are encouraged to take a critical and evaluative stance to the theories, research findings and theoretical approaches that comprise the discipline. In terms of teaching and learning, this typically involves a gradual change from initially supported and guided study to more independent and self-directed study. Throughout, there is an emphasis on active learning and the acquisition of both generic and subject-specific skills and abilities, through a variety of learning and teaching strategies.
There are many different forms of teaching and learning, including workshops, lectures, seminars, VLE’s (such as ‘Moodle) individual tutorials, guided reading, independent study, online forum discussion groups, student groups, distance learning, individual project
supervision, research projects and opportunities to reflect on practice. These categories are not mutually exclusive. Lectures may for instance, involve student activities and opportunities for dialogue.
Assessment
The assessment strategy is driven by the nature of the four constituent disciplines and the focus on rigorous, academic study.
The pathway incorporates a variety of assessment methods and strategies that reflect the aims and overall learning outcomes for the pathway as a whole.
Assessment methods are chosen to complement and support the learning and teaching methods. Assessment methods will reflect the theoretical and practical nature of the of the constituent disciplines based in appropriate tasks which require a deep approach to learning, facilitating students in the forming and reforming of knowledge situated in the context of education including UK and overseas examples. The range of assessment methods available may include essay assignments, examinations, poster creation and presentations and reflective journals. Within each course, a varied range and breadth of assessments will encourage and enhance the development of generic and subject specific skills.
A variety of strategies to support students in developing the skills required for the different types of assessment will be introduced, especially during the first year of study. Assessment criteria are explicit and contain clear expectations that develop progressively.
Term : 1,2,& 3
Level I: Disciplines
Students will take 2 of the 4 courses
THE HISTORY OF EDUCATION (Learning & Teaching)
PHILOSOPHY OF EDUCATION: (Learning & Teaching)
SOCIOLOGY OF EDUCATION (Learning & Teaching)
PSYCHOLOGY OF EDUCATION (Learning & Teaching)
Level I: Research 30 credits each
RESEARCH METHODS in EDUCATION
5. Curriculum diagram for BA Education
Term : 1,2,& 3
Level C
60 credits Disciplines and Issues in Education
Term : 1,2 & 3
Level H: Discipline s 30 credits each, one of these four options
THE HISTORY OF EDUCATION (Leadership and
Management)
PHILOSOPHY OF EDUCATION: (Leadership and Management)
SOCIOLOGY OF EDUCATION(Leadership and
Management)
PSYCHOLOGY OF EDUCATION (Leadership and Management)
Level H: 30 credits
RESEARCH PROJECT in EDUCATION
6
Entrance Requirements Full details of the entry requirements for this course can be found at www.hope.ac.uk/undergraduate/undergraduatecourses/primaryteaching
7 Special Features
The BA Education is unique in England in that it focuses on the four constituent disciplines of Education, namely the sociology, history, philosophy and psychology of Education.
The BA Education is a compulsory pathway for all undergraduate degrees offered in the Faculty of Education. A feature of this is that students on different degree programmes and pathways will study alongside one another providing opportunities for interdisciplinary debate and exchange of ideas. This is a deliberate policy rather than a consequence of the University’s combined degree structure.
The BA Education will draw on the Faculty’s five research centres giving undergraduate students access to active researchers and internationally recognised scholarship.
The BA Education is underpinned by the Faculty’s and University’s values with a commitment to education as a means of humanising society.
Students on the BA Education will be part of an active community of learners and educators of different hues and persuasions.
The BA Education has a strong international dimension to it with a focus on global citizenship. Students will have access to a range of international opportunities within both the Faculty and the University.
8 Relationship with Subject Benchmark Statement The 2007 QAA Education Studies benchmarks are phrased in terms of what knowledge and skills a graduate at each level would be expected to be able to demonstrate. They have informed the development of the curriculum.
Specification last modified on:
Modified by:
PROGRAMME SPECIFICATION for Christian Theology
Part 1 Brief Description
(a pathway is half a degree, to be taken alongside another pathway making up a full degree)
1. Title Christian Theology
2. Study mode(s) and period of registration
Full-time or part-time Minimum 3 years maximum 6 years (full-time) Minimum 6 years maximum 10 years (part-time)
3. Frequency of Intake Annually in September
4. Awarding body Liverpool Hope University
5 Teaching location(s) Hope Park
6 Final award(s), including any interim awards
BAC Christian Theology and XXX; Diploma HE (240 credits, on successful completion of years One and Two of study); Certificate HE (120 credits, on successful completion of year One of study)
Part 2 Details
Aims
The pathway aims to provide students with
During first year:
An induction into 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;
An induction into engaging with fellow students and tutors, in small groups in which students will learn to present orally material prepared to required academic standards, and to challenge and be challenged;
An induction into the academic discipline of theology and the field of biblical scholarship, and a familiarisation with key biblical and theological scholars and developments in the field;
A learning and teaching environment that encourages the acquisition of a set of linguistic and interpretive skills that enable the student to approach theological and biblical texts appropriately.
During second year;
An expansion of 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.
An expansion of the academic discipline of theology and the field of biblical scholarship, and a growing engagement with key biblical and theological scholars and developments in the field
During third (Honours) year
An enhancement to degree level of 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.
An enhancement to degree level of sophisticated engagement with the academic disciplines of theology and biblical scholarship, and a strong engagement with key biblical and theological scholars and developments in the field.
The opportunity, through a guided Dissertation, of honing their research skills and undertaking a significant piece of academic research.
/ Learning Outcomes
By the end of this level students should be able to:
First year
research at an introductory level the historical background, setting and purpose
of biblical books using biblical commentaries, dictionaries and biblical software
articulate an understanding of the historical development of Christianity up to the
fall of Constantinople in 1453
appreciate the engagement of Christian faith and human culture and thought in the ancient and medieval worlds.
understand the key Christological and Trinitarian debates up to the Council of Chalcedon (451)
Second year
articulate an analytical understanding of key movements in Christian history between 1453 and 1900.
critically evaluate a range of theological responses to the relationship between faith and reason during the modern era.
analyse different theological approaches to the doctrines of human salvation and of the Church during the Reformation and post-Reformation period.
engage in depth with different liturgical, sacramental and devotional developments during the period in question.
Third Year (Honours)
carry out independent study in order to research an appropriate and clearly-specified topic area in the discipline of Theology;
plan, organise and produce an extended piece of writing, exercising judgement over alternative viewpoints,
analyse in critical depth the processes of twentieth century liturgical reform across a range of Christian traditions.
critically understand the relationship between worship practices and social and broader cultural developments both within and outside the Churches across a number of different contexts.
critically understand the impact of political and social developments since 1900 upon Christian theology and praxis.
Development of Key Generic (transferable) and Subject-specific skills
Tutors work systematically across the three years of study to help students build up a range of key skills. During Honours (third) year these should be a fully developed capacity to:
communicate information, ideas, principles and theories and develop an argument effectively by appropriate oral and visual means, relating materials to an intended audience;
identify, gather and analyse primary data and source material, through textual studies or fieldwork;
attend to, reproduce accurately, reflect on and interact with the ideas and arguments of others; engage with integrity and critical reflection with their own convictions and behaviour, showing independence of thought and critical self-awareness about their own beliefs, commitments and prejudices;
work collaboratively as a member of a team or group in a way which allows each individual's talents to be utilised effective;
undertake independent/self-directed study/learning (including time management) and reflect on their own strengths and weaknesses as a learner;
make discriminating use of a full range of library resources in order to identify appropriate source material, compile bibliographies, inform research and enhance presentations;
use IT and computer skills for data capture, to identify appropriate source material, support research, and enhance presentations;
select, read, analyse and reflect critically upon varied theological and religious texts and (where appropriate) other forms of evidence, employing a self-critical awareness of hermeneutical presuppositions; have a sophisticated awareness of the significance of the historical and ecclesial context in which religious texts were developed, (were and are) received, and (were and are) interpreted.
Teaching /Learning and Assessment Methods
The fundamental aim of this provision is to facilitate student achievement through excellence in teaching, the provision of a well-designed, coherent curriculum and the enthusiasm of staff for their academic subject. Teaching and learning methods will be underpinned by these principles. Core knowledge and theory are delivered through lectures in first year; knowledge is consolidated and applied through seminar and workshop activities, and guided independent study. As students progress from first to third year it is expected that they will play an increasing role in contributing to taught sessions.
Each aspect of what is taught is aligned to assessment so that students appreciate assessment as part of the learning opportunity. Assessment is varied, with students being challenged and helped to develop by a range of assessment patterns appropriate to the level of study and the nature of the learning.
In the first year there is an emphasis on formative work – work which is marked but whose marks do not count towards a final grade, so that continual improvement can take place in a secure and low-risk environment. Students benefit from small-group learning, as this provides an environment in which they can develop as individuals and at a pace appropriate to them. Written coursework, seminar tasks, group presentations and an examination complete the assessment in first year. In the second year the assessment pattern includes progressively more sophisticated pieces of writing, seminar work and formal examinations. In the third (Honours) year students will be required to demonstrate critical evaluation of research material, alongside application of their knowledge and communication skills through oral presentations and discussion.
The University uses the Moodle Virtual Learning Environment to support provision and enhance the student experience. The use of Moodle will vary across different aspects of the programme; it will be particularly a feature of first year study.
Curriculum diagram
Credits are a reflection of the scope and size of what is being taught and of the time students are expected to put towards all aspects of their learning. Each full year of studying one pathway delivers 60 credits worth of material, and is expected to take up to 600 hours of student time, alongside a similar figure for the other subject studied.
First year Exploring Theology: Christianity to 1453 AD
(600 learning hours)
Second Year Investigating Theology: The Fall of Constantinople to 1900 (600 learning hours)
Third Year (Honours)
Two of Liturgy and Worship Since 1900
Christianity Since 1900 Dissertation
(all 300 learning hours)
Entrance Requirements Full details of the entry requirements for this course can be found at www.hope.ac.uk/undergraduate/undergraduatecourses/primaryteaching
Special Features
This provision offers a carefully constructed environment in which students will be able to experience and develop through a structured engagement with Christian Theology. This is chronologically structured across the three years, so that students may acquire a secure grounding in the historical development of Christian doctrine. In the first and second years the teaching is delivered across four interwoven strands – Fundamental Theology, Systematics, Pastoral Theology and World Christianity/Mission history. These will be taught and assessed in an integrated manner. In third year students complete their understanding of Christian Theology with one or two in depth explorations of theological developments since 1900. If they choose they may carry out a substantial piece of independent research into an approved topic of their own choosing.
Part 3 Further information
1 Relationship with Subject
Benchmark Statement 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.
2 FHEQ level(s) 4 5 6 (Years One, Two and Three at University)
3. Sponsoring Faculty Arts and Humanities
4. Department Theology, Philosophy and Religious Studies
5. Date of initial validation June 2012
6. Date of first intake September 2012
7 Date of last Review (if applicable) N/A
8 Additional Costs to Students (£estimate)
£100 purchase of key texts
9 Name of Co-ordinator Dr Peter McGrail
Specification last updated: July 2012
Updated by: Dr Peter McGrail