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Christ the Redeemer College

BA Hons Theology and Biblical StudiesBA Hons Theology and CounsellingBA Hons Theology and Ministerial Studies

Validated by Middlesex University, London, UK

Programme Leader: Dr David Akomolafe

Student Name:

Institutional Link Tutor: Janet Bluck

Middlesex Link Tutor: Delia Cortese

Programme Handbook 2013/140

Information in alternative formats

This handbook can be found online at: www.christredeemercollege.org

If you have a disability whichmakes reading this handbook or navigating our websitedifficult and you would like toreceive information in analternative format, please contact Claudia Françoise 0207 735 7100.

We can supply sections from thispublication as: a Word document with enlarged

type — sent by email or supplied on a CD or memory stick

printed copy on non-white paper printed copy with enlarged type

Other formats may be possible. We will do our best to respond promptly. To help us, please be as specific as you can and include details of your disability.

Purpose and status of your student handbook

The purpose of this handbook is to provide you with information about your Programme of study and to direct you to other general information about studying at Christ the Redeemer College and information about Middlesex University who validate this programme of study.

The material in this handbook is as accurate as possible at the date of production however you will be informed of any major changes to the information in this handbook in a timely manner.

Your comments on any improvements to this handbook are welcome - please put them in writing (an email will suffice) with the name of the handbook to Janet Bluck.

The University Regulations

This handbook must be read in conjunction with the Middlesex University and Christ the Redeemer College Regulations at www.mdx.ac.uk/regulations

Programme Handbook 2013/141

http://www.mdx.ac.uk/regulations/

CONTENTS

Purpose and status of your student handbook..........................................................................1

Academic Calendar................................................................................................................. 3INTRODUCTION TO CHRIST the REDEEMER COLLEGE....................................................4INTRODUCTION TO MIDDLESEX UNIVERSITY....................................................................5

The Middlesex University Regulations 5

PROGRAMME LEADER’S WELCOME...................................................................................7CONTACTS AND COMMUNICATION.....................................................................................8

Programme staff list and contact details 8Student intranet 10E-mail 10Your contact and personal details 10Data Protection and Privacy 10

YOUR PROGRAMME............................................................................................................11Programme structure diagram 11Your first year modules 11Timetable 12Your first year assessment 13Your learning resources 15Attendance requirements 16Professional, statutory and/or regulatory body requirements 16Health and Safety 16Feeding back on your programme 17Employability 18

LEARNING, TEACHING AND ASSESSMENT......................................................................20Learning and teaching methods 20Assessment methods 20Submission, receipt, marking and return of assessment 21Assessment Feedback 22Progressing on your programme 23Academic Misconduct25Appeals 25Academic Support 26Support services at Christ the Redeemer College26Student office 26Student Union membership 27

Programme specification and curriculum map for BA Hons Theology and Biblical Studies, Counselling and Ministerial Studies.....................................................................28Module narratives...................................................................................................................39

Academic Calendar

This is your calendar for the 2013/14 academic year.

September 20139 Assessment board9 Progression committee9 Staff meeting16 Publication of results16-18 Student enrolment and

induction week23 Teaching starts for autumn

term

October 201312 Graduation ceremony28 Reading week

November 20134 Tutorial review week21 Board of Study

December 20135 Last day of teaching for

Autumn term

December 2013 - January 20146 Dec – 6 Jan Christmas vacation 20 Dec -6 Jan College office closed

January 20142 College office re-opens6 First day of teaching for

Winter term

February 201417 Reading week27 Board of studies27 Staff meeting

April 201410 Last day of teaching for winter

term17 College office closed22 College office re-opens28 First day of teaching for

summer term

May 20145 Bank holiday College closed8 Board of Study8 Staff meeting9 Last day of teaching for

summer term12 Year 2 Dissertation induction

week26 Bank holiday College closed

June 201426 Assessment board26 Progression committee26 End of term

July 201410 Publication of results

August 201418 Final deadline for

re-submissions

September 20145 Assessment board5 Progression committee15 Publication of results15-17 Student enrolment and

induction week22 Teaching starts for autumn

term

Student Attendance

Autumn termSeptember 23rd 2013 – December 5th 2013

Winter term January 6th 2014 – April 10th 2014

Summer termApril 28th 2014 – May 9th 2014

INTRODUCTION TO CHRIST THE REDEEMER COLLEGE Welcome to Christ the Redeemer College (CRC). This is an exciting time for us as we continue to enrol students onto this degree programme which provides an opportunity to study theology and at the same time specialise in one of the optional pathways. We believe this will better serve the needs of students, especially those who are initially undecided concerning which speciality would best suit their abilities and interests, by providing an opportunity in the first year to ‘taste’ all of the pathways before reaching a final decision.

At the end of the last academic year another cohort of students graduated at Middlesex University. We also had a very successful review by the Quality and Curriculum Authority (QAA), as a follow up to the inspection they made the previous year, when we received various commendations on the work we are doing here and recommendations on improvements which we are already implementing.

Our mission is to train men and women, young and old, to communicate the Christian faith in a contemporary environment and to be effective leaders and witnesses in the twenty-first century world. This training is based on our belief in the inerrant and infallible written Word of God. It seeks to provide a wholesome academic and theological depth necessary to impact the world with the gospel message. This includes ministry-related programmes to enhance the effectiveness of student learning and services to the community.

The College seeks to deepen the spiritual life of the student, helping to lay a good foundation and adequate preparation for those who aspire to go into Christian ministry, or are already ministers and leaders in their own right

We seek to honour the Lord Jesus in all we do in this College and we urge you to co-operate with us to make learning an exciting experience for all. This handbook is designed to provide you with the information you need for the main academic and administrative matters relating to your course. You should familiarise yourself with this handbook as it also serves as a reference for all the services provided by the College.

CRC actively welcomes student feedback as this enables us to improve our programmes, teaching and facilities. You will find the mechanism for giving us your feedback is detailed in this handbook.

CRC is a partner institution of Middlesex University and is subject to its rules and regulations. You will find reference to these throughout this handbook and you should familiarise yourself with them. They are found at www.mdx.ac.uk/regulations. If there are still areas requiring clarification do not hesitate to contact the academic office or your course tutor.

We want your study to be a pleasurable experience. May the Lord bless your time with us at CRC.

DR DANIEL AKHAZEMEA Principal

Programme Handbook 2013/14 BA Hons Theology and Ministerial Studies, BA Hons Theology and Counselling and BA Hons Theology and Biblical Studies

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INTRODUCTION TO MIDDLESEX UNIVERSITYAlthough you will enrol at and attend Christ the Redeemer College the BA Hons Theology and Ministerial Studies, BA Hons Theology and Counselling and BA Hons Theology and Biblical Studies programmes are validated by Middlesex University and therefore you are a student of both. Within Middlesex University the programme is part of the School of Health and Education

Being a Middlesex student on this validated collaborative programme means, in brief, the following:

If you successfully complete the programme you will receive the Middlesex qualification of BA Hons Theology and Ministerial Studies, BA Hons Theology and Counselling or BA Hons Theology and Biblical Studies

You may attend the appropriate Middlesex University graduation ceremony. You do not receive a Middlesex ID card. You are not a member of the Middlesex University Students’ Union The BA Hons Theology and Ministerial Studies, BA Hons Theology and Counselling and BA

Hons Theology and Biblical Studies programme abides by Middlesex University Regulations which are available online at; http://www.mdx.ac.uk/aboutus/Strategy/regulations/index.aspx

This list is not exhaustive and therefore please contact Janet Bluck if you have any questions about your entitlements as a Middlesex student.

The Middlesex University Regulations

Although it is not necessary to read the Regulations in their entirety you should know where you can find them and also be aware of the following key details:

Appeals You should be familiar in particular with the Appeal Regulations and Procedures (Section G) as Christ the Redeemer College and you have to act in accordance with these procedures if you submit an appeal: http://www.mdx.ac.uk/aboutus/Strategy/regulations/sectiong.aspx

Academic Misconduct You should be familiar with the Infringement of Assessment Regulations/Academic Misconduct regulations (section F) as Christ the Redeemer College and you have to act in accordance with these procedures in the case of any alleged academic misconduct: http://www.mdx.ac.uk/aboutus/Strategy/regulations/sectionf.aspx

The following are also important documents which relate to the academic relationship between Christ the Redeemer College and Middlesex University:

The Memorandum of Co-operation. This is the formal agreement between Middlesex University and Christ the Redeemer College on the delivery of the Programme. The Memorandum, among other things, sets out the responsibilities of both Christ the Redeemer College and Middlesex University. In brief these include:

A Board of Study for the programmes has been established by Christ the Redeemer College which meets at least twice a year and includes the following members: The Programme Leader; the link tutors from both institutions; representatives of the teaching team, and at least two student representatives for each year of the programmes.

Although students on validated collaborative programmes are considered members of Middlesex University, they are not entitled to receive University Student ID cards.


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http://www.mdx.ac.uk/aboutus/Strategy/regulations/sectionf.aspx

http://www.mdx.ac.uk/aboutus/Strategy/regulations/sectiong.aspx

http://www.mdx.ac.uk/aboutus/Strategy/regulations/index.aspx

Students are not entitled to access or use the University student support services as follows: Accommodation Service, Money and Welfare Advice, Childcare, Careers Advisory Service, Counselling and the Disability Support Service (including Dyslexia Support). Students may, however, make use of the Disability Support Service’s assessment for the Disabled Students’ Allowance at an additional cost.

If you wish to view the Memorandum of Co-operation document then please contactDr D Akomolafe, email: [email protected]

Quality Assurance Agency for Higher Education (QAA) UK Quality Code.

The QAA is an independent agency appointed by the UK Government to be responsible for upholding the academic quality and standards of all universities and colleges in the UK. The QAA produce the UK Quality Code which outlines the key expectations placed on all UK Higher Education providers. In particular there is a specific chapter on how institutions should manage partnership arrangements, such as the programme you are now enrolled on. This section is chapter B10 ‘Managing higher education provision with others’.

The QAA also review higher education providers (including Middlesex) to ensure that it is operating in line with the Quality Code and providing the best academic experience for its students.

You can also learn more about Quality Assurance from watching two short videos designed specifically for students in Higher Education, which are available on line at: http://www.qaa.ac.uk/AssuringStandardsAndQuality/what-is-quality


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http://www.qaa.ac.uk/AssuringStandardsAndQuality/what-is-quality

http://www.qaa.ac.uk/AssuringStandardsAndQuality/what-is-quality

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-B10.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx

WELCOME TO THE SCHOOL OF HEALTH AND EDUCATIONThe School of Health and Education is one of the largest Schools in Middlesex University and includes the Departments of Adult, Child and Midwifery, Psychology, Education, and Mental Health, Social Work and Inter-professional Learning as well as the London Sport Institute. The School is a leading centre for professionally qualifying provision and works with and supports numerous external partners in the UK and overseas with validated and accredited academic provision.

Overall the School offers a wide range of study opportunities at undergraduate and postgraduate level including diplomas, degrees, short courses and CPD opportunities and research doctorate provision. Many of the courses are designed and accredited in conjunction with the relevant professional bodies leading to recognised professional qualifications.

Along with our diverse range of programmes and research opportunities, we offer various approaches to study and delivery to suit you and your commitments. We emphasise a flexible, lifelong learning approach to study - underpinned by expertise gained through our pioneering developments in work based learning.

We are pleased that you have chosen to study with us and hope that you find your time at Middlesex enjoyable and stimulating.

Jan WilliamsDean and Pro-Vice ChancellorSchool of Health and Education

PROGRAMME LEADER’S WELCOMEWelcome to Christ the Redeemer College. You have an exciting and challenging year ahead. It takes courage to pursue 3 years of study towards a degree. This handbook gives you all the information you need concerning your programme. I encourage you to read it through and familiarise yourself with it and especially with the modules you are taking this year.

Here at CRC you will explore a variety of ideas, concepts and opinions from a number of authors. We seek to respect each others opinion even though we do not always agree. This diversity adds to our learning experience. Learning involves change as we challenge our own pre-existing ideas and opinions. You will at times work together in small groups which gives opportunity to get to know your fellow students. For all there is the challenge of academic writing and responding to the various assignments and meeting deadlines.

For our 2nd year Counselling and Ministerial Studies students there is also the opportunity and challenge of going on placement. This adds variety into your programme and enriches you giving needed practical experience. Placement will stretch you and enlarge you, equipping you with new skills to help people in the years ahead.

The staff are here to help and support you as you seek to achieve your degree whichever option you wish to pursue. I wish you every success this year and trust that your time at CRC will be happy and blessed.

DR DAVID AKOMOLAFEVice Principal and Programme Leader


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CONTACTS AND COMMUNICATION

Programme staff list and contact details The following members of staff are those who have a major input into your programme.

Programme LeaderDr David AkomolafeTelephone:+44(0)0207 735 7100Email: [email protected]

Christ the Redeemer College PrincipalDr Daniel AkhazemeaTelephone: +44(0)0207 735 7100Email:[email protected]

Middlesex University Link TutorDelia CorteseMiddlesex UniversityHendon CampusThe BurroughsLondon, NW4 4BTEmail: [email protected]

Christ the Redeemer College Institution Link TutorJanet BluckTelephone: +44(0)0207 735 7100Email:[email protected]

Teaching staff Dr Daniel Akhazemea - Module leader DissertationTelephone: 0207 735 7100Fax: 0207 735 7187Email: [email protected]

Dr David Akomolafe - Module leader Understanding Christian LeadershipTelephone: 0207 735 7100Email: [email protected]

Gideon Bakare - Module leader Biblical Theology & ApologeticsTelephone: 0207 735 7100Email: [email protected]

Dr David Curtis – Module leader Life and Ministry of Paul & Church Growth PerspectivesTelephone: 0207 735 7100 Email: [email protected]

Dr Adamson Lawal – Module leader Christian Counselling Skills and PsychologyTelephone: 0207 735 7100Email: [email protected]

Dr Yaya Obozua - Module leader Reflections in Applied Theology and Christian Ethics & Pastoral TheologyTelephone: 0207 735 7100Email: [email protected]

Andrea Onduku - Module leader Christian Integrative Therapeutic CounsellingTelephone: 0207 735 7100Email: [email protected]


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Dr Paige-Patric Samuels – Module leader Jesus and the Gospels & The Tabernacle and Book of HebrewsTelephone: 0207 735 7100Email: [email protected]

Marvin Sanguinetti – Module leader Bible in Context & Cross-cultural Ministry and Missions Telephone: 0207 735 7100Email: [email protected]

Dr Emmanuel Tukasi – Module leader Jesus and the Gospels & Systematic TheologyTelephone: 0207 735 7100Email: [email protected]

Tim Wilkinson – Module leader – Integrative Therapeutic Counselling 11Telephone: 0207 735 7100Email: [email protected]

If you email a member of staff you should expect to hear back from them within 3 working days.

Head of AdministrationDr Ayobami OyedareTelephone: 0207 735 7100Fax: 0207 735 7100Email: [email protected]

Compliance OfficerClaudia FrançoiseTelephone: 0207 735 7100Fax: 0207 735 7100Email: [email protected]

Administration staffVictor OriohaTelephone: 0207 735 7100Fax: 0207 735 7100Email: [email protected] hours: 9.30 – 5.30

AccountsGloria Ese OputeTelephone: 0207 735 7100Fax: 0207 735 7100Email: gopute@christredeemercollege

LibraryDr Ayobami OyedareTelephone: 0207 735 7100Email: [email protected]

Jude OlisaTelephone: 0207 735 7100Email: [email protected]


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Student intranet

You will be instructed during induction on how to access the intranet and given the necessary passwords. Your module leaders will upload information onto the intranet to support your studies. This might be handouts or lecture notes to learning, assignments, instructions, deadlines, tutorial dates, announcements and important information.

It is important to log on daily to check what lecturers have put there. You may also receive emails from staff asking you to log on to the intranet.

Students can also communicate with one another via the College intranet.

E-mail

You should ensure the college has your email address. It is important for you to access your email every day as staff will communicate with you by email. You may miss important information if you fail to look at your emails daily.

Your contact and personal details

You should ensure that we are kept up to date of your contact details to ensure that all important communication reaches you. Claudia Françoise is our Compliance Officer and will give you the relevant forms for you to update your contact details. Failure to do so will mean that you might not get important information.

Data Protection and Privacy

The information that you provide at enrolment is held on a computerised database and maintained in accordance with the Data Protection Act. We ensure that the data is held securely and not disclosed to third parties without your consent, unless we are obliged to do so by law.


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YOUR PROGRAMME

Programme structure diagram

TheologyCompulsory

Biblical StudiesOption

CounsellingOption

Ministerial StudiesOption

Year 1The Bible in

ContextTHE1000

Biblical TheologyTHE1001

OptionsChoose 2 of 3

Jesus and the GospelsBIB1000

Christian Counselling Skills

COU1000

Understanding Christian Leadership

MIN1000

Year 2

Systematic TheologyTHE2000

ApologeticsTHE2001

Options Choose 1 pathway of 3

Life and Ministry of Paul

BIB2000The Tabernacle and the Book of Hebrews

BIB2001

Christian Integrative Therapeutic Counselling I

COU2000Psychology of

Christian CounsellingCOU2001

Cross-cultural Ministry and Missions

MIN2000Pastoral Theology

MIN2001

Year 3Reflections in

Applied Theology and Christian

EthicsTHE3000

DissertationTHE3001

The Book of RomansBIB3000

Integrative Therapeutic Counselling II

COU3000

Church Growth Perspectives

MIN3000

Your first year modules

In your first year you will study 2 compulsory modules: Bible in Context and Biblical Theology. In addition, you choose 2 of the following modules: Jesus and the Gospels, Christian Counselling Skills and Understanding Christian Leadership. At the end of the first year you will decide which option you wish to pursue in years two and three. The module narratives found at the end of this handbook give you the information on all the modules and the chart above shows you the compulsory theology modules that all students must take and the three optional pathways.

If you are unsure of which modules to chose in your first year we suggest you start off by studying each of the three. By the end of the first term you must have made your choice and dropped one of the three modules. Otherwise you will find the burden of assignments too much for you.

Timetable

You are allocated to timetabled lectures, labs, seminars, and workshops based upon your module registrations. If your timetable is incomplete or if you have any queries about your timetable then please contact Dr D Akomolafe or your module leader.

Year 1Day 10.00-12.00 12.00-12.45 12.45-14.45 14.45-15.00 15.00-17.00

Monday Christian Counselling

Skills

Break Christian Counselling

Skills

Break Tutorial

Tuesday The Bible in Context

Break Jesus and the Gospels

Break Study Skills and PDP

Wednesday Biblical Theology

Break Understanding Christian

Leadership

Break Tutorial

Thursday Course work Break Course work Break Course work

YEAR 2Day 10.00-12.00 12.00-12.45 12.45-14.45 14.45-15.00 15.00-17.00

MondayChristian

Integrative Therapeutic Counselling

BreakChristian

Integrative Therapeutic Counselling

BreakPsychology Of

Christian Counselling

TuesdayLife And Ministry

Of Paul BreakCross Cultural Ministry and

MissionBreak

Tutorial

WednesdayThe Tabernacle and The Book Of Hebrews

BreakApologetics

BreakTutorial

ThursdaySystematic Theology Break

Pastoral Theology Break

Tutorial

Friday Course Work Break Course Work Break Course Work


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YEAR 3Day 10.00-12.00 12.00-12.45 12.45-14.45 14.45-15.00 15.00-17.00

Monday TutorialBreak

TutorialBreak

Tutorial

Tuesday Research Methods/

DissertationBreak

Church Growth Perspectives Break Tutorial

Wednesday Integrative Therapeutic Counselling

BreakIntegrative

Therapeutic Counselling

Break Tutorial

Thursday Reflections In Applied

Theology and Christian Ethics

Break Romans Break Tutorial

Friday Course work Break Course work Break Course work

Your first year assessment

IMPORTANT: Assessment deadlines do occasionally change and while every effort has been made to ensure dates are correct at the time of publishing you should check for messages via email and the virtual learning environment so you are aware of any changes.

FEEDBACK: You will receive written feedback on Turnitin 3 weeks after submitting your work. You must log in to see it. For presentations you will receive verbal feedback on the day of the presentation.

For more information about assessment, including how to submit please refer to page 20-21.

ASSESSMENT SCHEDULE: Year 1

Date Week Subject Course codeTheology compulsory modulesOctober 29th 6 Study SkillsNovember 12th 8 The Bible in Context THE1000November 20th 9 Biblical Theology THE1001December 3rd 11 The Bible in Context THE1000January 15th 13 Biblical Theology THE1001February 25th 19 The Bible in Context THE1000March 12th 21 Biblical Theology THE1001April 8th 25 The Bible in Context THE1000April 30th 26 Biblical Theology THE1001May 6th 27 Personal Development Folder THE1001Biblical Studies optionNovember 5th 7 Jesus and the Gospels BIB1000November 26th 10 Jesus and the Gospels BIB1000January 28th 15 Jesus and the Gospels BIB1000February 4th 16 Jesus and the Gospels BIB1000May 6th 27 Jesus and the Gospels BIB1000Counselling optionNovember 25th 10 Christian Counselling Skills COU1000


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January 20th 14 Christian Counselling Skills COU1000February 3rd 16 Christian Counselling Skills COU1000February 10th 17 Christian Counselling Skills COU1000April 28th 26 Christian Counselling Skills COU1000Ministerial Studies optionNovember 27th 10 Understanding Christian Leadership MIN1000December 4th 11 Understanding Christian Leadership MIN1000February 26th 19 Understanding Christian Leadership MIN1000March 5th 20 Understanding Christian Leadership MIN1000April 30th 26 Understanding Christian Leadership MIN1000

ASSESSMENT SCHEDULE: Year 2Date Week Subject Course code

Theology compulsory modulesNovember 27th 10 Apologetics THE2001December 5th 11 Systematic Theology THE2000January 29th 15 Apologetics THE2001February 27th 19 Systematic Theology THE2000March 6th 20 Systematic Theology THE2000March 26th 23 Apologetics THE2001April 2nd 24 Apologetics THE2001May 1st 26 Systematic Theology THE2000Biblical Studies optionNovember 12th 8 The Life and Ministry of Paul BIB2000November 20th 9 The Tabernacle and the Book of Hebrews BIB2001January 21st 14 The Life and Ministry of Paul BIB2000February 12th 17 The Tabernacle and the Book of Hebrews BIB2001March 11th 21 The Life and Ministry of Paul BIB2000March 18th 22 The Life and Ministry of Paul BIB2000April 2nd 24 The Tabernacle and the Book of Hebrews BIB2001April 29th 26 The Life and Ministry of Paul BIB2000Counselling optionNovember 11th 8 Christian Integrative Therapeutic Counselling COU2000November 18th 9 Psychology of Christian Counselling COU2001January 13th 13 Psychology of Christian Counselling COU2001March 10th 21 Psychology of Christian Counselling COU2001March 17th 22 Psychology of Christian Counselling COU2001March 31st 24 Psychology of Christian Counselling COU2001April 7th 25 Christian Integrative Therapeutic Counselling COU2000May 5th 27 Christian Integrative Therapeutic Counselling COU2000Ministerial Studies optionNovember 12th 8 Cross-cultural Ministry and Missions MIN2000November 21st 9 Pastoral Theology MIN2001January 9th 12 Pastoral Theology MIN2001January 14th 13 Cross-cultural Ministry and Missions MIN2000February 6th 16 Pastoral Theology MIN2001February 13th 17 Pastoral Theology MIN2001March 11th 21 Cross-cultural Ministry and Missions MIN2000March 18th 22 Cross-cultural Ministry and Missions MIN2000April 10th 25 Pastoral Theology MIN2001May 6th 27 Cross-cultural Ministry and Missions MIN2000


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ASSESSMENT SCHEDULE: Year 3Date Week Subject Course code

Theology compulsory modulesNovember 21st 9 Reflections in Applied Theology and Christian

EthicsTHE3000

January 16th 13 Reflections in Applied Theology and Christian Ethics

THE3000

January 23rd 14 Reflections in Applied Theology and Christian Ethics

THE3000

April 3rd 24 Reflections in Applied Theology and Christian Ethics

THE3000

November 28th 10 Dissertation Proposal THE3001May 5th 27 Dissertation THE3001Biblical Studies optionNovember 7th 7 Romans BIB3000January 30th 15 Romans BIB3000February 6th 16 Romans BIB3000February 20th 18 Romans BIB3000April 10th 25 Romans BIB3000Counselling optionNovember 13th 8 Christian Integrative Therapeutic Counselling ll COU3000January 29th 15 Christian Integrative Therapeutic Counselling ll COU3000February 5th 16 Christian Integrative Therapeutic Counselling ll COU3000April 9th 25 Christian Integrative Therapeutic Counselling ll COU3000Ministerial Studies optionNovember 26th 10 Church Growth Perspectives MIN3000February 4th 16 Church Growth Perspectives MIN3000April 8th 25 Church Growth Perspectives MIN3000

Your learning resources

Library

The library is approximately 18’ x 12; plus an adjacent room of a similar size, and is currently under development. It has 1000+ books and all core texts and journals stipulated on module reading lists are provided as a core collection. In addition, individual registrations at Spurgeon’s College for library use are available. CRC has a relationship with Roehampton University and Oak Hill College, Southgate, where students may register individually for the use of library resources.

Christ the Redeemer College is currently working on a subscription to e-library resources.

IT facilitiesCRC has a modern IT facility where you can study and access the internet. At induction you will re-ceive information concerning opening hours.

Learner Development

In your first term you will attend study skills classes where you will learn essay writing, presentation skills, referencing etc. In addition one to one or group tutorials are provided from time to time to assist your development and provide vital feedback on your work.


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Attendance requirements

The programme requires all students to attend all classes, tutorials and assessment opportunities. If you are unable to attend due to sickness, bereavement or crisis you must telephone the office to explain your absence. If your attendance falls below the required minimum of 80% you may be excluded from assessment.

For all overseas students the Home Office requires you to attend a minimum of 80%. Where attendance falls to this level or below the College is required to inform the Home office. Should your attendance fall to 85% you will receive a warning letter from the College advising you of the situation.

It is important that you attend all your lectures and tutorials as otherwise you may not be able to achieve the learning outcomes for your modules. As your attendance is so important all modules have a minimum level of 80% attendance required. If your attendance fails to meet these requirements you may be excluded from the assessment and be given a grade of X for the module.

Policy on late arrivalIn order to get the most benefit out of your time at CRC it is important that you not only attend College but that you arrive on time for all lectures, workshops, presentations, group work etc. Arriving a few minutes before class allows you to orientate yourself and prepare your desk space.

If you need to be late for a valid reason such as a Doctor’s, Solicitor’s or Home Office appointment then you must, out of courtesy, inform your tutor in advance of your late arrival and you will be allowed to come into class. This can be done directly with your Tutor at a previous lecture or via the office or student representative, who will convey a message for you.

Traffic congestion and overcrowding in public transport is a common problem in London so you must allow sufficient time for your journey to College. If you arrive more than 10 minutes late for class and you have not informed your Tutor then you will not be allowed into class until the break time.

Programme planning

The programme has optional modules which you need to select at relevant points during the programme. During the first and third terms in your first year you undergo programme planning and select and register for the optional modules you wish to take.

Professional, statutory and/or regulatory body requirements

Alongside their degree Counselling students can also study for a Level 4 Diploma in Therapeutic Counselling accredited with CPCAB. This involves additional exams and costs. See www.cpcab.co.uk. Details are available from your module leader.

Health and Safety

All accidents must be immediately reported to your module leader. Claudia Françoise and Jude Olisa are trained in first aid and can assist as required. If you have any specific medical conditions, including pregnancy, please ensure that Claudia Françoise or Jude Olisa are informed.


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Feeding back on your programme

How you can feed back to us As well as talking to your module leaders or programme leaders about any issues, there are also other ways you can feed back and help enhance the quality your programme.

Board of Study This is a forum where student representatives and staff meet to discuss the programme. This includes any issues but also talking about future developments and things that are going well. The Board also looks at student survey results and the reports from External Examiners. Your student representative is responsible for notifying the Board of issues which have been brought to them by you. Minutes are made of the discussions and decisions of each meeting and these are circulated to members with outcomes. The minutes are also considered by Christ the Redeemer College and the Middlesex School of Health and Education during an annual review period. The minutes are available from your Student representative together with actions arising from the Boards of Study.

The student representatives are elected by the end of week 2 to ensure that the interests of students on the programme are represented. They are also responsible for feeding back the outcomes of any meetings or events they attend. Names of the representatives are posted on the Student Notice Board. If you are interested in becoming a student representative then speak to the Vice Principal

Meeting datesDates for Board of Studies are included in the academic calendar on page 3.

Student surveys During your time at Christ the Redeemer College you will be asked at to give your feedback on your module, programme or CRC by completing a survey. These are important as they help your programme team and CRC to determine what could be improved (as well as what is going well) and therefore please take the time to complete these. You can find out more about these surveys from your module leaders.

Complaints If you have a suggestion or a complaint about any aspect please raise it with the person concerned in the first instance. If you are not satisfied with the outcome you can progress the matter through informal and formal procedures step by step up the management structure of Christ the Redeemer College.

The complaints and grievance procedures of Christ the Redeemer College must be followed and have been fully exhausted before you can follow the Middlesex University “Complaints in relation to collaborative partner institutions” which can be found in the Middlesex University regulations: www.mdx.ac.uk/regulations

How we consider your feedbackThe feedback you give through your student reps, through surveys and at Boards of Study meetings plays an important part in reviewing the programme during and at the end of the academic year. Some of the changes we have made to the programme have been a result of student feedback. For example students requested a change to the hand in time for assignments and this was agreed with the University and implemented.


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http://www.mdx.ac.uk/regulations/

http://www.mdx.ac.uk/regulations

Employability

Employability and your programmeThe development of employability skills – for example, team work, self-management, business and customer awareness, communication, literacy and numeracy – are all integral parts of the programme although this may not always be evident to you as they will not always be presented as such. Some modules include group work and peer assessment enabling you to work together with others and communicate more effectively. You will be asked to do both group and individual presentations which enhance your presentation skills and skills in learning to co-operate with others in a task.

Although you can see how to a certain extent employability has been embedded in the programme curriculum, it is still your responsibility to actively seek out these skills and identify what is covered where.

Your employability cannot be ensured without your engaging with and understanding the importance of it. Once you take ownership of this, the University can support your development in a variety of ways both within your curriculum, outside of your curriculum and outside of the University, by helping you to make sense of your experiences and understand how to articulate your learning and development.

Personal Development Planning (PDP)

PDP will provide you with an opportunity to assess the value of the skills and knowledge you are developing and identify your future learning and development needs. It offers a structured way to reflect on what you are good at and what you need to develop further. You will learn to review your own skill levels and what you have learned from different situations and environments, including your studies, part time work, voluntary work and other activities. You will record your reflections and use them to help you think about and plan your future development.

This is an important part of your personal development and reflects the working environment where employers encourage new graduates to assess their own continuous professional development (CPD) using a portfolio. You can also use your record of PDP as a valuable aid for marketing your skills to employers in recruitment and selection processes.

You will be introduced to Personal Development Planning during induction week. Your study skills tutor will guide you in how you should undertake and record PDP and there will be specific group tutorials to help you through this process. In order to pass the 1st year of the programme and progress into year 2 your PDP must be presented and assessed that has reached the required standard. .

Placements Students on the Ministerial Studies and Counselling programmes are required to do work placement as part of the programme. This is compulsory and takes place in churches, charities or counselling agencies where the student has not previously been a member, volunteer or employee. They are supported on their placement by a personal tutor. These placements can open up career opportunities and provide valuable experience, which can also be documented in your PDP folder. Students on the Biblical Studies programme do not undertake work experience as part of the programme.


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The Counselling and Ministerial Studies pathways require students to undertake work placement as a practical part of the year 2 and year 3 modules. Students must undertake a CRB check during year one so that they can go on the placements.

Ministerial Studies placements are for 1 month in year 2 and 2 months in year 3. Assessment is by a written report from the placement supervisor and students undertake a written journal of the placement experience which is assessed by the module tutor.

Counselling students undertake 100 hours counselling practice over years 2 and 3 of the programme. Approximately 40 hours in year 2 and 60 hours in year 3. Assessment is by supervisor’s report and students undertake a reflective journal which is assessed by the module tutor

See modules for further information.

Careers ServiceFrom time to time the College receives requests for applications from churches and charities. These are displayed on the College notice boards. At the end of year 3 all students have an interview with the Vice principal where they discuss their future pathway.


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LEARNING, TEACHING AND ASSESSMENTThe learning, teaching and assessment approaches used throughout your programme will encourage you to be actively involved in your learning and to co-operate with other students. We aim to give you prompt feedback on your learning as well as opportunities to reflect upon and learn from that feedback.

Learning and teaching methods

You will be actively involved in a range of learning, teaching and assessment approaches as part of BA Hons Theology and Biblical Studies, BA Hons Theology and Counselling and BA Hons Theology and Ministerial Studies. Such active approaches aim to put you at the centre of your learning so you are involved and engaged in all aspects of your assessment and learning. Your programme will require your active participation in learning activities and engagement with your fellow students both individually and collaboratively, working and learning with other students as part of a small group. Learning activities may also occur both within and outside the classroom.

Your learning will also be supported by technology. Increasingly your tutors will be using existing and emerging learning technologies to engage you in e-learning activities. Your programme will be facilitated using a variety of media and online tools (podcasts, wikis, etc) which will allow you flexible access to a diverse range of online resources, quizzes and learning materials as well as collaborative tools with which you can engage and learn with your peers. Not confined by the time and space associated with traditional teaching methods you may take part in online discussions and learning activities from wherever you are studying. Your tutors will provide any support you may need whilst learning online.

By engaging with e- learning you will also be developing skills which are essential for your learning and are also highly valued by employers. These include but are not limited to: working flexibly, communication, understanding of IT, team working and creating shared understandings based on quality resources and access to global expertise.

Assessment methods

Assessment is an integral part of learning and you may hear it referred to as formative or summative.

Formative assessment is designed to give you feedback on your performance and how it can be improved. As a result you will get detailed feedback on formative assessment but not a grade. Formative assessment is an important part of the learning process and has been shown to help students improve their grades and their learning style.

Summative assessment is designed to measure the extent to which you have achieved the learning outcomes of a module and therefore the grade you will be awarded. Learning outcomes are the specific skills and knowledge that you are expected to demonstrate as a result of taking a module. Summative assessment should assess achievement of all learning outcomes in a secure, fair and accurate manner and on BA Hons Theology and Biblical Studies, BA Hons Theology and Counselling and BA Hons Theology and Ministerial Studies programme this will mainly comprise of essays, presentations (both group and individual), sometimes followed by a written report, book reviews and journals of work experience.

Assessment may also involve self, peer or group approaches. For example, you may be asked to self-assess your own work, indicating where you feel you have clearly demonstrated your understanding and also identifying areas where can see you have room to improve. Assessment


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may also be a peer process where students, individually or as groups, offer feedback on one another’s work. Group assessment may also be part of your programme where part of the assessment requires you to demonstrate your ability to work as part of a group and possibly receive a group mark.

Please see the module narratives at the end of this handbook for more information about the specific learning arrangements for your modules.

Submission, receipt, marking and return of assessment

Submission and receipt of courseworkPaper copes of your work are not required. Coursework must be submitted electronically to Turnitin (www.submit.ac.uk) for detection of plagiarism by 10 am on the due date to qualify for marking. Your study skills tutor will show you how to do submit your work and Turnitin will give you an electronic receipt confirming you have submitted it.

Marking, second marking and marking moderationIn the first year assessments are single marked by the Tutor and subject to moderation by an Internal Assessor. In the second and third years assessments are double marked by another tutor. For classes with less than 10 registered students the sample shall be 100%. For larger classes 25% plus all failed or borderline grades shall be sampled.

In addition, a sample of 2nd and 3rd year work, including all failed work, is moderated by an External Examiner.

Return of courseworkStudents are advised to keep a copy of all their work and to ensure they regularly back up their work onto a USB memory stick. As work is submitted electronically it is retained on the Turnitin website and there is nothing to return to students.

External ExaminersExternal Examiners are one way we assure the academic quality of your programme. They are subject experts who help assure that your Middlesex award is comparable to that at other UK universities by reviewing the programme curriculum, the assessment and the learning resources. Among other things they approve all exam papers before they are taken, attend the assessment board and write a report at the end of the year. You can obtain a copy of this report by contacting Dr David Akomolafe or your student representative.

The External Examiner for the BA Hons Theology and Biblical Studies, BA Hons Theology and Counselling and BA Hons Theology and Ministerial Studies programme is: Dr Philip Barnes, Reader in Religious and Theological Education, King’s College London.

IMPORTANT: It is inappropriate for you or any other student to make direct contact with an External Examiner. The appeal and complaints systems exist to allow you to express any concerns you have, including the marks you have been given for your performance.

You can read more about the role of External Examiners and quality assurance on the QAA website: http://www.qaa.ac.uk/AssuringStandardsAndQuality/what-is-quality/pages/default.aspx


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http://www.qaa.ac.uk/AssuringStandardsAndQuality/what-is-quality/pages/default.aspx

http://www.submit.ac.uk/

Assessment Feedback

Feedback on your assessment (both formative and summative) provides the opportunity for you to reflect on it and to use this feedback as the basis for learning and to improve your work.

Feedback can take many forms and may be informal. For example it may be given and discussed in the classroom or it may be more formal and delivered in written or audio form from peers or academic staff. Understanding your feedback is very important and to achieve this you are encouraged to discuss feedback with your peers and academic staff.

Receiving feedback on your work is an essential and important part of learning and therefore all programmes provide regular opportunities for formative assessment, the purpose of which is to get detailed feedback on your performance so you get a regular update on how you are developing and to prepare you for any summative assessment.

Feedback on summative assessment will be offered in a variety of forms and all work will be marked and moderated in line with the University Regulations’ Code of Assessment Practice which can be found in section M of the University Regulations: mdx.ac.uk/regulations

You will normally be provided with feedback within 15 working days of the published submission date.

You are required to submit all written work to Turnitin. This facility also allows staff to mark your work and provide written comments on that website and then for you to log-in and see your feedback.

Some assessment is by group or individual presentation. You may receive verbal feedback on the day from your tutor and your peers. You may also be required to write a report which must be submitted by the required deadline. Tutors will give formal written feedback on both the presentation and the report. These reports must be submitted by the required deadline to Turnitin and to the same rules as other written work.


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Progressing on your programme

Your grades

Your module outlines will give information on how the marks for different items of summative assessment are combined to give your final grade. Additionally by reading the Grade Criteria you can also understand the standard you must reach to achieve different grades. The Grade Criteria can be found in Section M of the Regulations http://www.mdx.ac.uk/regulations

The University has a 1-20 grading scale, with grade 1 being the highest grade and 20 the lowest, 16 is the minimum required to achieve a pass as illustrated in the chart below.

Grade Class of Honours Degree 1 - 4 First5 - 8 Upper second (2:1)9-12 Lower second (2:2)

13-16 Third

17 Fail – marginalCompensation allowed

18 FailCompensation allowed

19 FailCompensation not allowed

20Fail - Incorporating failure to participate in assessment necessary to achieve all learning outcomes. Compensation not allowed

Further administrative grades are also used to indicate re-assessment, deferrals and academic misconduct etc. The full scale is contained in the Middlesex Regulations available online at: http://www.mdx.ac.uk/regulations

If you have any questions about what your grades or status mean then you should contact Janet Bluck by email [email protected]

Your resultsAt the end of each academic year, your results will be considered and confirmed by an Assessment Board. Once the Assessment Board has met you will be able to collect a letter detailing your results and progression status by coming into CRC.

The date for the release of results and progression decisions is on the Academic Calendar which can be found at the start of this handbook

Certificates When you graduate your final qualification certificate will be issued by Middlesex University and will have the details of your qualification. It will include the words “in collaboration with Christ the Redeemer College”.


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mailto:[email protected]



Your certificate will be sent to Christ the Redeemer College by Middlesex University within 4 months of the date the qualification is awarded (usually the Assessment Board date). Once it has arrived it will then be forwarded to you at the address we hold for you. It is therefore very important that you keep CRC updated of your address details if they change at any point.

Full details of the information which will appear on your certificate are set out in the Middlesex Regulations, section E13.5: http://www.mdx.ac.uk/regulations

Diploma supplement All students are issued with a diploma supplement verified by Middlesex University which will state Christ the Redeemer College as the institution where you studied. Your diploma supplement will include the modules you have taken, grades achieved and state your qualification with the classification and title but additionally it will also contain information on the nature, level, context, content and status of your studies undertaken and successfully completed. Diploma supplements are intended to help external parties such as employers or other higher education providers understand more about your programme in addition to your grades.

Deferral of assessmentIf there are exceptional circumstances which through no fault of your own are preventing you from completing all or part of your assessment (e.g. submitting coursework or making a presentation) you may seek permission to defer all or part of the assessment in a module to the next available opportunity.

Exceptional circumstances include bereavement, sickness (with medical evidence), etc. If you think this applies to you then you should submit a deferral request form to Dr David Akomolafe attaching supporting documentation, e.g. medical certificates. Deferral must be applied for at least one week before the deadline and under no circumstances can it be granted after the deadline has passed.

If you have any questions about deferrals please contact Janet Bluck

Extenuating Circumstances If you do not wish to defer your assessment, but are concerned that exceptional personal circumstances (e.g. ill health) might affect your performance in assessment, you can submit a claim for extenuating circumstances. Your circumstances will be kept confidential but will be summarised by the School’s Assessment Officer and brought to the attention of the appropriate Assessment Board.

It is important to note that extenuating circumstances are only considered when determining the progression or final classification of borderline students. They cannot be used to change the grade of a module.

To submit a claim of extenuating circumstances you need to complete the relevant form, attach supporting documentary evidence and submit both to Dr David Akomolafe. The final deadline for submission of extenuating circumstances forms with supporting documentation is the last date of the assessment period.

If you have any questions about extenuating circumstances please contact Janet Bluck.

Re-assessmentAlthough no one anticipates failing a module, it is important that you are aware of what happens if you do. Normally you would be entitled to one re-assessment opportunity if you don’t pass and there is no financial cost associated with this second attempt. You should however contact Janet Bluck by email [email protected] if you have any questions about re-assessment.


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Academic Misconduct

It is important that you are aware of what constitutes academic misconduct and section F of the Middlesex University Regulations gives this in full: mdx.ac.uk/regulations

Plagiarism is taking someone else‘s work or ideas and passing them off as your own. Remember plagiarism isn’t just restricted to essays or reports it can also happen with visual work as well. It includes:

copying – submission of someone else’s entire work as your own. The original work could be from the internet, a classmate, or a student in a previous year.

failing to indicate a direct quote (quotation marks should be used) in the text. paraphrasing or synthesising material from a book, journal article or internet site without

acknowledging the source in the text. composing a paragraph by joining together sentences from a number of sources and not

acknowledging them in the text. using your own previous work in another assignment without acknowledging it.

The University takes plagiarism very seriously and you will face a penalty if found guilty of plagiarism regardless of whether it was unintentional or a first offence. You should therefore make sure that you understand how to reference properly so that you can use another author’s work without plagiarising.

Middlesex University Regulations for Academic Misconduct apply to BA Hons Theology and Biblical Studies, BA Hons Theology and Counselling and BA Hons Theology and Ministerial Studies programme. These are set out in the Middlesex University Regulations Section F which is available on line at: http://www.mdx.ac.uk/aboutus/Strategy/regulations/sectionf.aspx.

If you have any questions regarding plagiarism or academic misconduct then please contact Janet Bluck as the link tutor for CRC.

Appeals

Students are able to appeal against assessment board decisions and the outcome of academic misconduct cases. The Middlesex University Regulations for Appeals apply to BA Hons Theology and Ministerial Studies, BA Hons Theology and Counselling or BA Hons Theology and Biblical Studies and these are set out in Section G of the Regulations which is available on line at: mdx.ac.uk/regulations.

If you are considering submitting an appeal against an Assessment Board decision then please contact Janet Bluck as institution link tutor or the Middlesex University link tutor.


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http://www.mdx.ac.uk/aboutus/Strategy/regulations/sectionf.aspx


SUPPORTAlthough you are expected to be independent and to take responsibility for your own academic and personal life, there is still a lot of help available to support you throughout your programme.

Academic Support

Academic staff Your tutors will direct your studies and ensure that you know what work you need to cover in any given module. Seek advice from academic staff either during their office hours or by email or telephone please see ‘Contacts and Communication’ section for details.

Link TutorsAs stated on the front of this handbook the link tutor at Christ the Redeemer College for this programme is Janet Bluck, email: [email protected] and Delia Cortese is the link tutor at Middlesex email: [email protected]. Both tutors are jointly responsible for ensuring the programme is delivered according to the arrangements agreed when it was approved. Both link tutors attend the Board of Study meetings where they hear the views of students on the programme, however you can contact either if you have a query or suggestion.

Support services at Christ the Redeemer College

Student officeThe Student Office is where you can go as a first point of call to find out information or to seek advice.

CounsellingCRC has trained counsellors available free of charge with whom students can obtain an appointment to discuss any personal concerns, anxieties or difficulties. This counselling is confidential and matters discussed do not form a part of the student’s records. Students, however, may be encouraged by their counsellor to seek the advice of the academic staff if their situation is impacting their progress in their studies.

Students are made aware at induction that this opportunity is available and may be encouraged to seek counselling if any member of staff is aware of or concerned about a student.

Personal TutorCRC operates an open door policy and you are encouraged to seek advice if you have any concerns about your studies.

You will be provided with support through the personal tutor support system. By meeting regularly with your support tutor, either in small tutorial groups or in a one-to-one, you can obtain information regarding your individual progress.

In addition, you will be offered an individual tutorial each term where your progress is reviewed and any issues requiring extra support identified and discussed.


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Peer advice and supportStudents are actively encouraged to support one another. The student representative is often the first point of contact for students if they are experiencing difficulties or just have general queries about their course.

Disability Support ServiceCRC welcomes students with disabilities. Please contact the College office directly to ensure that your needs are accommodated.

Financial issuesFrom time to time students experience financial difficulties. If this happens to you and you think you will have difficulties paying fees contact the Vice Principal Dr David Akomolafe who can advise you.

International Student SupportA separate information pack is available for overseas students from the Administrator.

Student Union membership

As you are not attending a Middlesex University campus you are, unfortunately, not a member of Middlesex University Students’ Union (MUSU). You are however still entitled to the following benefits:

NUS Extra Card This is a student discount card which can be used at a very large number of retailers, please see the NUS website for further details: http://www.nus.org.uk/en/NUS-Extra. To apply for an NUS Extra Card you will need to contact MUSU who will confirm that you are a student member of Middlesex University. Please email [email protected] in the first instance.

ISIC cards – full time students onlyAs a full time student you can apply for an International Student Identification Card which will give you discounts on travel, shopping and experiences world-wide. You can apply for an ISIC card with your NUS Extra Card for an additional £2.99 (price as of March 2013): http://www.nus.org.uk/en/nus-extra/upgrade-and-save-even-more/

International Youth Travel Card (IYTC)Part time students under 26 can apply for the International Youth Travel Card (IYTC) which offers similar benefits to the ISIC. Again details are available from: http://www.statravel.co.uk/cps/rde/xchg/uk_division_web_live/hs.xsl/ISIC-card.htm

Transport For London discount card You can purchase a discount card for travel in London. The student office has application forms available.

Additionally as Christ the Redeemer College currently does not have its own Students’ Union then you are also not eligible to be a member of the National Union of Students (NUS). More information on starting a Students’ Union is available on line at; http://www.nus.org.uk/en/About-NUS/Who-We-Are/Membership

Christ the Redeemer College has a Student Representative council of which all students are members. Your student representatives arrange meetings of the council each term and as necessary.


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http://www.nus.org.uk/en/About-NUS/Who-We-Are/Membership/

http://www.nus.org.uk/en/About-NUS/Who-We-Are/Membership/

http://www.statravel.co.uk/cps/rde/xchg/uk_division_web_live/hs.xsl/ISIC-card.htm

http://www.nus.org.uk/en/nus-extra/upgrade-and-save-even-more/


http://www.nus.org.uk/en/NUS-Extra

PROGRAMME SPECIFICATION AND CURRICULUM MAP FOR BA HONS THEOLOGY AND BIBLICAL STUDIES, COUNSELLING AND MINISTERIAL STUDIES

1. Programme title BA Hons Theology and Biblical Studies BA Hons Theology and CounsellingBA Hons Theology and Ministerial Studies

2. Awarding institution Middlesex University3. Teaching institution Christ the Redeemer College4. Programme accredited by N/A5. Final qualification BA Hons6. Academic year 2013-20147. Language of study English8. Mode of study Full-time or part-time

9. Criteria for admission to the programmeEntry criteria for the programme is as follows:2 A levels, NVQ level 3, BTEC National Diploma, Access course certificates, AVCE, 60 credits at OCN Level 3 or equivalent qualifications

Applications from mature students over the age of 21 without qualifications may be accepted. Students may be asked to do a foundation year where this is considered necessary.

APL/APEL: Applicants to the programme may be eligible for APL/APEL if they have previous study or experience. For APL, applicants may be offered the opportunity to enter directly onto the second or third year with a Foundation Degree, CertHe, DipHe or a number of modules of an undergraduate degree programme at another institution. On submission of certificate and transcripts of qualifications gained, compatibility of the learning outcomes of a previous programme of study with that of CRC will be assessed. For APEL, students must submit evidence detailing their activities which will be mapped against module learning outcomes. Applications for credit transfer will be assessed on an individual basis by staff at Middlesex University.

Additional requirements for overseas students: IELTS level 6. If a student has less than IELTS level 5 in any one component they are strongly recommended to take a pre-sessional English programme.


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10. Aims of the programmeThe programme aims to:1. Develop a knowledge of Christian Theology and the inter-relationship of the different areas of theological study and to develop an area of specialised knowledge within the scope of the curriculum

2. Develop students’ ability to reflect critically on both theological issues and their own be-liefs, to apply and integrate theological studies in their careers, especially in practical min-istry and counselling and to pursue independent theological research

3. Develop students’ graduate skills, including skills in oral and written communication and relational skills in preparation for their chosen career pathway.

11. Programme outcomesA. Knowledge and understandingOn completion of this programme the successful student will have knowledge and understanding of :1. The literature, theology and history of the Bible, including the nature of scripture and hermeneutical principles and methods 2. Theoretical models in their chosen specialisation and their application in various settings3. Current theoretical and practical debates and conclusions about ethical questions both in theology and in their chosen specialisation.

Teaching/learning methodsStudents gain knowledge and understanding through interactive lectures and seminars, discussions, student presentations, data gathering, coursework, guided reading, self-directed private study, tutorials, student presentations.

Assessment MethodStudents’ knowledge and understanding is assessed by assessed coursework, analysis of short extracts, book reviews, individual and group presentations, dissertation

B. Cognitive (thinking) skillsOn completion of this programme the successful student will be able to:1. Explain and interpret the bible2. Think independently and construct and support reasoned arguments about theological issues and subject issues in their chosen specialisation3. Demonstrate intellectual flexibility in applying key theories to contemporary situations4. Reflect critically on issues in theology and their chosen specialisation.

Teaching/learning methodsStudents learn cognitive skills through repeated practice in the exegesis of texts and the evaluation of sources, discussions, individual and group presentations, guided reading, self-directed private study, tutorials, small group work based on theological and a range of relevant issues.

Assessment MethodStudents’ cognitive skills are assessed by assessed coursework, analysis of short extracts, book reviews, case study, reflective journal, dissertation


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C. Practical skillsOn completion of the programme the successful student will be able to:1. Identify, gather and evaluate relevant primary and secondary data, using general and appropriate specialised resources effi-ciently2. Collect, analyse, compare and interpret data independently, identifying the type of data suitable to task and subject context(s).3. Develop and implement solutions to practical problems in the professional con-text relevant to their chosen specialisation. 4. Work effectively as part of a team in their chosen professional context.

Teaching/learning methodsStudents learn practical skills through tutorial supervision, case study, role play, training, workshops and group work.

Assessment MethodStudents’ practical skills are assessed by assessed coursework, individual and group presentations, assessed role play (peer and tutor), case studies, reflective journal, supervised work experience, dissertation

D. Graduate SkillsOn completion of this programme the successful student will be able to:1. Reflect on and articulate in depth their own personal attributes including graduate skills, achievements, experience, motivation and personality, based on both studies and wider life experience, relating to their career choice and job seeking goals2. Communicate effectively and confidently, both orally and in writing, showing a grasp of subject vocabulary and range of expressive skills.3. Contribute effectively and flexibly to group work and presentation4. Use web resources effectively, ethically and in an academically sound way (e.g. avoiding plagiarism; using appropriate referencing)

Teaching/learning methodsStudents acquire graduate skills through repeated practice in the exegesis of texts and the evaluation of sources, application and experience in class, plenary and group discussions, composition of written work and associated feedback.

Assessment methodStudents’ graduate skills are assessed by final assessed coursework, personal development folder and dissertation.


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12. Programme structure (levels, modules, credits and progression requirements)

12. 1 Overall structure of the programmeFull time studentsIn year one all students take: THE1000 The Bible in Context (30 credit points), THE 1001 Biblical Theology (30 credit points) and two optional modules from the following: BIB1000 Jesus and the Gospels (30 credit points) COU1000 Christian Counselling Skills (30 credit points) MIN1000 Understanding Christian Leadership (30 credit points). At the end of year one in conjunction with their Tutor students choose to study Theology and either Biblical studies, Ministerial Studies or Counselling

In year two all students take: THE2000 Systematic Theology (30 credit points) and THE2001 Apologetics (30 credit points)Biblical Studies option compulsory modules: BIB2000 Life and Ministry of Paul (30 credit points) and BIB2001 The Tabernacle and the Book of Hebrews (30 credit points)Counselling Option compulsory modules: COU2000 Christian Integrative Therapeutic Counselling (30 credit points) COU2001 Psychology of Christian Counselling (30 credit points)Ministerial studies option compulsory modules: MIN2000 Pastoral Theology (30 credit points) MIN2001 Cross-cultural Ministry and Missions (30 credit points)

In year three all students take: THE3000 Reflections in Applied Theology and Christian Ethics (30 credit points) and THE3001 Dissertation (60 credit points)Biblical Studies option compulsory modules: BIB3000 Romans (30 credit points) Counselling Option compulsory modules: COU3000 Christian Integrative Therapeutic Counselling II (30 credit points) Ministerial studies option compulsory modules: MIN3000 Church Growth Perspectives (30 credit points)

Part time studentsIn year one all students take one theology module and one optional subject. And in year two all students complete the first year theology modules and select a further optional subject. At the end of year two, in conjunction with their Tutor, students chose to study Theology and either Biblical studies, Ministerial Studies or CounsellingIn year three all students study one theology module and one from their chosen pathway, completing the other theology module and pathway module in year four. In year five all students study one theology module and the module from their pathway and in year six undertake their final dissertation. The part-time mode is available for EU residents only.


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12.2 Levels and modules

Starting in academic year 2010/11 the University is changing the way it references modules to state the level of study in which these are delivered. This is to comply with the national Framework for Higher Education Qualifications. This implementation will be a gradual process whilst records are updated. Therefore the old coding is bracketed below.Level 4 (1)COMPULSORY OPTIONAL PROGRESSION

REQUIREMENTSStudents must take all of the following:The Bible in ContextTHE1000Biblical TheologyTHE1001

Students must also choose at least 2 from the following:MIN1000Understanding Christian Leadership COU1000Christian Counselling SkillsBIB1000Jesus and the Gospels

120 points at level 4

Level 5 (2)COMPULSORY OPTIONAL PROGRESSION

REQUIREMENTSStudents must take all of the following:THE2000Systematic Theology THE2001Apologetics

Students must also choose at least 2 from the following:Biblical Studies pathwayBIB2000 Life and Ministry of Paul BIB2001 The Tabernacle and the Book of Hebrews

Counselling pathway COU2000Christian Integrative Therapeutic CounsellingCOU2001Psychology of Christian Counselling

Ministerial Studies pathwayMIN2000 Pastoral Theology MIN2001 Cross-cultural Ministry and Missions



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Level 6 (3)COMPULSORY OPTIONAL PROGRESSION

REQUIREMENTSStudents must take all of the following:THE3000 Reflections in Applied Theology and Christian EthicsTHE3001 Dissertation

Students must also choose at least 1 from the following:Biblical studies pathwayBIB3000 Romans

Counselling pathway COU3000Christian Integrative Therapeutic Counselling II

Ministerial Studies pathwayMIN3000 Church Growth Perspectives


12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels)Module level Module code4 THE10004 THE 10015 THE 20005 THE20015 BIB20005 BIB20015 COU20005 COU20015 MIN20005 MIN20016 THE30006 THE30016 BIB30006 COU30006 MIN3000

13. A curriculum map relating learning outcomes to modulesSee Curriculum Map attached.

14. Information about assessment regulations

In accordance with our partnership with Middlesex University Christ the Redeemer College adheres to their regulations. You can access these on their website at www.mdx.ac.uk/regulations


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15. Placement opportunities, requirements and support (if applicable)The Counselling and Ministerial Studies pathways require students to undertake work experience as a practical part of the year 2 and year 3 modules. Students must undertake a CRB check during year one so that they can go on the placements.

Counselling Pathway

100 hours of supervised counselling work involving at least five clients. It is expected that about 40 hours would be covered in year 2 and about 60 hours in year 3. There may be some movement of hours between year 2 and 3 (up to 20%) depending on the availability of clients. Although the student has some choice on the placement location the college will assist students with a list of approved counselling agencies. The identification of an acceptable placement location is that of the student but the college must approve the suitability of every work experience placement location. A formal agreement would exist between the college and the counselling agency regarding reporting and student supervision. The supervisor of the student is either appointed by the agency or the college (where the agency is unable to do so) and at the end of both years will write a progress report in an approved format.

The year 2 placement carries 40% of the marks while year 3 carries 60% in recognition that the level of competence needed to be expressed would be higher for the third year than for the second year.

See modules COU2000 and COU3000 for further information.

Ministerial Studies Pathway

A 3 month placement in an approved church or Christian organisation. It is expected that the placement in year 2 will be for about one month and about 2 months in year 3.

The year two placement would be focused on gaining experience and understanding the leadership style of the organisation as it relates to pastoral care issues, team working and personal and administrative management. The third year placement will be focussed on understanding its growth strategies and the practical and administrative problems associated with them.

A mentor/supervisor will be appointed by the college who will visit the student regularly and submit a progress report in the prescribed format.

The year 2 placement carries 40% of the marks while year 3 carries 60% in recognition that the level of competence needed to be expressed would be higher for the third year than for the second year.

See modules MIN2001 and MIN3000 for further information.


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16. Future careersOn graduation students will be able to study for an MA Degree or work in the following areas: teaching, teacher training, Christian ministry or vocational work.

We have current links with the Redeemed Christian Church of God, who have opportunities for our graduates, and some other independent churches from whom we receive requests. For our counselling students we also have links with Beulah Counselling Services, who take students to give them experience.

Overseas students will return home on graduating and take up positions in their local church or community there.

17. Particular support for learningInduction weekAll first year students undergo an induction week during which they familiarise themselves with the College, their Tutors and available sources of support.

Dissertation research induction weekAll second year students undergo an induction week at the end of the year during which they familiarise themselves with the requirements for dissertation, their Tutors and available sources of support.

Accessibility of Key StaffCRC operates an open doors policy and students may obtain an appointment with the Principal and Senior staff. Students are encouraged to seek advice if they have any concerns about their studies or personal problems.

Pastoral supportCRC has trained counsellors available free of charge with whom students can obtain an appointment to discuss any personal concerns, anxieties or difficulties. This counselling is confidential and matters discussed do not form a part of the student’s records. Students, however, may be encouraged by their counsellor to seek the advice of the academic staff if their situation is impacting progress in their studies.

Personal TutorStudents are provided with support through the personal tutor support system. By meeting regularly with their support tutor, either in small tutorial groups or in a one-to-one, students can obtain information regarding their individual progress

Accommodation.While CRC does not have accommodation of its own information is available from the Administrator concerning agencies and landlords from whom students can seek accommodation.

18. JACS code (or other relevant coding system)

V610

19. Relevant QAA subject benchmark group(s)

Theology and Religious Studies


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20. Reference pointsQAA subject benchmark http://www.qaa.ac.uk/academicinfrastructure/benchmarkMiddlesex University Regulations http://www.mdx.ac.uk/regulations/Middlesex Learning and Quality Enhancement Handbook http://www.mdx.ac.uk/aboutus/fpr/clqe/handbook/index.aspASIC Accreditation Handbook http://www.asic.org.uk/Documents/ASIC%20Handbook.pdf

21. Other information

Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the student programme handbook and the University Regulations.


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Curriculum map for BA Hons Theology and Biblical Studies; BA Hons Theology and Counselling; BA Hons Theology and Ministerial Studies

This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed.

Programme learning outcomesKnowledge and understanding Practical skills

A1 The literature, theology and history of the Bible, including the nature of scripture and hermeneutical principles and methods

C1 Identify, gather, analyse, compare, evaluate and interpret relevant primary and secondary data, using general and appropriate specialised resources efficiently suitable to task and subject context(s).

A2 Theoretical models in their chosen specialisation and their application in various settings

C2 Develop and implement solutions to practical problems in the professional context relevant to their chosen specialisation.

A3 Current theoretical and practical debates and conclusions about ethical questions both in theology and in their chosen specialisation

C3 Work effectively as part of a team in their chosen professional context

Cognitive skills Graduate Skills

B1 Explain and interpret the bible D1 Reflect on and articulate in depth their own personal attributes including graduate skills, achievements, experience, motivation and personality, based on both studies and wider life experience, relating to their career choice and job seeking goals

B2 Think independently and construct and support reasoned arguments about theological issues and subject issues in their chosen specialisation

D2 Communicate effectively and confidently, both orally and in writing, showing a grasp of subject vocabulary and range of expressive skills

B3 Demonstrate intellectual flexibility in applying key theories to contemporary situations

D3 Contribute effectively and flexibly to group work and presentation

B4 Reflect critically on issues in theology and their chosen specialisation D4 Use web resources effectively, ethically and in an academically sound way (e.g. avoiding plagiarism; using appropriate referencing)

Programme outcomes

A1 A2 A3 B1 B2 B3 B4 C1 C2 C3 D1 D2 D3 D4

Highest level achieved by all graduates

3 3 3 3 3 3 3 3 3 3 3 3 3 3

Module Title Module Codeby Level

Programme outcomesA1 A2 A3 B1 B2 B3 B4 C1 C2 C3 D1 D2 D3 D4


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Bible in Context THE1000 X X X XBiblical Theology THE1001 X X XJesus and the gospels BIB1000 X X X XChristian Counselling Skills COU1000 X X X X XUnderstanding Christian Leadership

MIN1000 X X X X X

CertHE TheologySystematic Theology THE2000 X X XApologetics THE2001 X X XLife and ministry of Paul BIB2000 X X X XThe Tabernacle and the book of Hebrews

BIB2001 X X X X

Christian Integrative Therapeutic Counselling

COU2000 X X X X

Psychology of Christian Counselling

COU2001 X X X X

Cross-cultural ministry and missions

MIN2000 X X X X

Pastoral Theology MIN2001 X X X XDipHE Theology and Biblical Studies; DipHE Theology and Counselling; DipHE Theology and Ministerial StudiesReflection in applied theology and Christian ethics

THE3000 X X X X X

Dissertation THE3001 X X X X XBook of Romans BIB3000 X X X XChristian Integrative Therapeutic Counselling II

COU3000 X X X X

Church growth perspectives MIN3000 X X X X


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MODULE NARRATIVES

Module code

Title Page

TheologyTHE1000 The Bible in Context 40THE1001 Biblical Theology 43THE2000 Systematic Theology 46THE2001 Apologetics 49THE3000 Reflections in Applied Theology and Christian

Ethics52

THE3001 Dissertation 55

Biblical StudiesBIB1000 Jesus and the Gospels 58BIB2000 Life and Ministry of Paul 61BIB2001 The Tabernacle and the Book of Hebrews 64BIB3000 The Book of Romans 67

CounsellingCOU1000 Christian Counselling Skills 70COU2000 Christian Integrative Therapeutic Counselling 73COU2001 Psychology of Christian Counselling 76COU3000 Christian Integrative Therapeutic Counselling II 79

Ministerial StudiesMIN1000 Understanding Christian Leadership 82MIN2000 Cross-cultural Ministry and Missions 85MIN2001 Pastoral Theology 88MIN3000 Church Growth Perspectives 91


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Module Narrative

Module Code: THE1000Module Title: The Bible in ContextLevel:4Credit points: 30Module Leader: Marvin Sanguinetti

Aims

This module aims to introduce students to biblical interpretation within the framework of Old Testament and New Testament surveys. This will include an overview of the history and significance of the Jewish nation from its founding until the end of the New Testament. This module also includes basic concerns in exegesis and hermeneutics, equipping students to examine the original meaning of the bible and the contemporary significance of biblical texts. Students will be introduced to the various genres of literature found in the bible as well as the major themes. Particular attention will be given to the inspiration of scripture and the obligation to “rightly divide the word of truth” 1

Learning outcomes

KnowledgeOn completion of this module, the successful student will be able to:

1. discuss the special exegetical and hermeneutical issues associated with Biblical interpretation, both in general and in relation to the texts studied. (A2)

2. discuss the contents and basic theologies of the books of both the Old and New Testaments. (A1)

3. provide a critical outline of the history of Israel and the Jewish people to the end of the first Century A.D, including a foundational knowledge of the inter-testamental period.

4. evaluate the critical methods used by scholars in this field in their reconstructions of the historical and literary contexts for the various books of the Bible.

SkillsThis module will call for the successful student to demonstrate:

5. an ability to recognise and evaluate discussion in commentaries and other reference sources. (D4)

6. an ability to locate the historical, cultural and political context of scripture. (D2)

7. appropriate judgements of work produced by peers.

Syllabus

The Inspiration of scripture; Scripture, tradition, reason and the role of the Holy Spirit; basic questions about language, genre, analogy and referentiality; genres of literature e.g. parables, allegory, poetry, history, narrative and prophecy; basic models of responsible hermeneutics; the role of community and consensus, magisterium and individual; Jewish exegesis at the time of Jesus; use of the Old

The Holy Bible. Authorised Version. 2 Timothy 2:15


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Testament in the New Testament; Alexandrian and Antiochene schools (Grecian and Hebraic), Old Testament and New Testament Surveys; establishing a framework and prominence of selected texts and books by examples of exegetical and contextual studies

Learning, Teaching and Assessment Strategy

Staff-led lectures introduce students to biblical interpretation and to basic principles in exegesis, hermeneutics, critical methods and the use of commentaries and reference sources.

Analysis of short extracts gives the student practice in using the basic skills of exegesis and hermeneutics and will form the basis for small group discussion during seminars. Students must submit the initial (formative) analysis of a short extract in week 12 to be eligible for subsequent assessment. Formative feedback enables students to further develop exegetical skills, which form a foundation for further Biblical study and for the analysis of 2 extracts (summative assessment) in week 24, which will be both Tutor and Peer assessed.

A book review of 1500 words in week 9 (formative assessment) provides valuable practice in the art of exegesis and academic writing.

Further staff-led lectures introduce students to the contents and theology of the books of both the Old and New Testaments and the inter-testamental period.

Discussion groups act as a focus for further development of topics concerning the contemporary significance of Biblical texts, enabling students to prepare for a summative essay of 2000 words in week 19.

Tutorial time enables Tutors to give formative feedback on draft essays, guidance to students on developing their presentations and constructive feedback on summative work.

Independent study to supplement these activities is an essential element of the programme, including reading and producing the module assignments.

Assessment Scheme

Book review 1500 words (formative assessment) in week 8 [outcomes 2, 4, 5 and 6]

Analysis of a short extract 750 words (formative assessment) in week 11 [outcomes 1, 5, 6 and 7]

Essay 2000 words (summative assessment) in week 19 [outcomes 2 and 3] Analysis of 2 Bible passages or texts 750 words each (summative assess-

ment) in week 25 [outcomes 1, 4, 5, 6, and 7]

Assessment Weighting

Essay 50%Analysis of Bible passages or texts with presentation 50%


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Learning materials

EssentialStudy Bible (students’ choice)Fee, G. and Stuart, D. 2003. How to Read the Bible for all its worth. Grand Rapids: Zondervan.Stein, R. 2011. A Basic Guide to Interpreting the Bible Baker Books. Grand Rapids: Baker books.Sterrett, T. N. and Schultz, R.L. 2010. How to understand Your Bible. England: IVP.Virkler, H. A. 2007. Hermeneutics. Grand Rapids: Baker Books.Zuck, R. B. 1991. Basic Bible Interpretation. Colorado: David Cook.Zuck, R. B. 1996. Rightly Divided Grand Rapids: Kregel.

RecommendedBarton, J. 1998. Cambridge Companion to Biblical Interpretation. Cambridge: Cambridge press. Bauer, R. D. and Traina, A. R. 2011. Inductive Bible Study. Grand Rapids: Baker Books Carson, D.A. and Woodbridge, J. D. 1986. Hermeneutics Authority and Canon. Leicester: IVP.Goldingay J. 1995. Models for Interpretation of Scripture. Canada: Clements.Scott, Jr. and Julius, J. 1995. Jewish Backgrounds of the New Testament. Grand Rapids: Baker Books. Hays, D. J. and Duvall, S. J. 2011. The Baker Illustrated Bible Handbook. Grand Rapids: Baker Books.Hill, A. Wilton, J. 2009. A Survey of the Old Testament. Grand Rapids: Zondervan.Holgate, D. and Starr, R. 2006. Biblical Hermeneutics London: SCM.Jensen, A. 2007. Theological Hermeneutics. London: SCM.Jensen, I. L. 1981. Survey of the New Testament. Chicago: Moody Press. Metzger, M. B. and Coogan, D. M. 1993. The Oxford Companion to the Bible. Oxford: Oxford University Press.Powell, M. A. 2009. Introducing the New Testament. Grand Rapids: Baker Books.Ryken, L. III and Longman, T. 1993. A Complete literary Guide to the Bible. Grand Rapids: ZondervanSeitz, C.R. 2007. Prophecy and Hermeneutics. Grand Rapids: Baker Books. Thiselton, A. C. 2009. Hermeneutics. Grand Rapids: Eerdmans.


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Module Narrative

Module Code: THE1001Module Title: Biblical TheologyLevel:4Credit points: 30Module Leader: Gideon Bakare

Aims

This module aims to introduce students to the nature and purpose of biblical theology. It will explore the Bible's central integrating themes from God’s perspective and his relationship with mankind and especially His people. This will be done by the study of selected topics involving detailed exegesis and interpretation of selected passages in both Old and New Testaments. This module aims to provide a sound foundation to year 2 theological studies.

Learning outcomes


1. explain how the major themes and doctrines of the Christian faith are rooted in the bible (B1)

2. discuss the biblical doctrines relating to the fall of mankind and God’s response to it

3. provide a critical outline of the various biblical covenants4. discuss key reasons for the work of God in Jesus Christ relating to His

incarnation, the cross and redemption5. evaluate the variety of eschatological views relating to God’s relationship

with His church (C1)


6. exegetical skills (C1)7. reflection on their own personal achievements. attributes and skills (D1)

Syllabus

The creation; the fall of man; God’s choice of Israel; the Old Testament covenants; the Law and the Ten Commandments; the work of the Tabernacle of Moses; the Tabernacle of David and its functions; the Temple of Solomon; the inter-testamental period; the incarnation; the cross and redemption; the purpose of the end times in the light of God’s relationship with His church; the mission of the church in relationship with God and the world


Staff-led lectures introduce students to the major themes and doctrines of the Christian faith, the various Biblical covenants and the work of God in Jesus Christ. Further development in student-led discussion groups allows for Tutor observation and feedback.


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A 1000 word essay (formative assessment) in week 11 gives the student practice in the art of academic writing.

In Tutor-led seminars and workshops in week 15 (formative assessment) students discuss and present the following topics: the biblical story from God’s point of view; the fall of mankind and God’s response to it; the biblical and the evolutionist views of creation. Formative feedback enables students to further develop exegetical skills and prepare for summative essays in weeks 21 and 23.



The Personal Development Planning Folder is compulsory for this module and is marked on a pass/fail basis.

Assessment Scheme

Essay 1000 words (formative assessment) in week 9 [outcomes 2 and 6] Student-led discussion groups with tutor observation (formative assessment)

in week 13 [outcomes 1, 3, 4 and 5]

Individual essay 2000 words (summative assessment) in week 21 [outcomes 1, 2, 3 and 4]

Individual essay 1500 words (summative assessment) in week 26 [outcome 5 and 6]

The Personal Development Planning Folder in week 27 [outcome 7]


Essay 50%Essay 50%PDP Compulsory

Learning materials

Essential

Childs, B. 2002. Biblical Theology. Augsburg: Fortress. Bailey, J. 2000. God's Holy People: A Theme in Biblical Theology. Wells: Continuum.Mead, J. K. 2007. Biblical Theology: Issues, Methods and Themes. Westminster: Knox Press.

Recommended

Alexander, T. D. 2001. New Dictionary of Biblical Theology. Leicester: Inter-Varsity Press.Barr, J. 1999. The Concept of Biblical Theology. Augsburg: Fortress.Collins, J. J. 2005. Encounters with Biblical Theology. Augsburg: Fortress. Beale, G.K. 2004. The Temple and the Church's Mission: A Biblical Theology of the Dwelling Place of God. Leicester: Inter-Varsity Press.


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Elwell, W. A. 1996. Evangelical Dictionary of Biblical Theology. Grand Rapids: Baker Pub. Group.Kirk, A. 1999. What is Mission: Theological Explorations. London: Darton, Longman and Todd.McGrath, A. 1994. Christian Theology: An Introduction. Oxford: Blackwell.McGrath, A. 1994. Jesus Who He is and Why He matters. Leicester: Inter-Varsity Press.Pate, M. C. 2004. The Story of Israel: A Biblical Theology. Leicester: Inter-Varsity Press.Scobie, C. 2002. The Ways of Our God: An Approach to Biblical Theology. Grand Rapids: Eerdmans Publishing Co. Scott, J. H. (Ed.) 2002. Biblical Theology: Retrospect & Prospect. Leicester: Inter-Varsity Press.Smith, C. 2009. The Jews, Modern Israel and the New Supercessionism: Resources for Christians. Lampeter: Kings Divinity Press. Vos, G. 1994. Biblical Theology: Old and New Testaments. Edinburgh: Banner of Truth.


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Module Narrative

Module Code: THE2000Module Title: Systematic TheologyLevel:5Credit points: 30Module Leader: Dr Emmanuel Tukasi

Aims

This module aims to develop understanding of the nature and content of systematic theology and to foster a detailed knowledge of the main doctrinal aspects of the Christian faith. Students will be encouraged to grasp the relationship between these aspects and a coherent system of theological truth. This module provides a foundation for deeper theological study at level 3.

Learning outcomes


1. discuss the key elements of systematic theology and compare it with other classes of theology (A1)

2. discuss the importance of the application of the doctrines of the bible in the life of the believer. (B1)

3. assess how systematic theology affects Christian ethics4. analyse the inter-relationship of the various doctrines of the church


5. an independent critical approach to their own beliefs (D1)6. the application of systematic theology in the decision making process of the

believer7. presentation skills

Syllabus

Prolegomena - the study of methods and presuppositions (this involves the study of how God reveals himself). Bibliology - the study of the Bible. Theology - the study of the doctrine of God, (including Paterology: the study of the Fatherhood of God).Christology - the study of Jesus, (including His Manhood and His deity).Pneumatology - the study of the Holy Spirit, (including the Gifts and the Fruit of the Holy Spirit). Anthropology - the study of humanity. Soteriology - the study of Salvation. Ecclesiology - the study of the Church. Eschatology - the study of last things or end times, (including death, heaven, hell, and the Second Coming of Jesus Christ). Harmartiology – the study of sin.The Apostles and the Nicene Creed and their relationship to systematic theology.


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http://www.theopedia.com/End_times

http://www.theopedia.com/Church

http://www.theopedia.com/Salvation

http://www.theopedia.com/Anthropology

http://www.theopedia.com/Holy_Spirit

http://www.theopedia.com/Jesus

http://www.theopedia.com/God

http://www.theopedia.com/Bible

http://www.theopedia.com/Revelation


Staff-led lectures develop students’ understanding of systematic theology, the major Biblical doctrines and the study of Christian ethics. In workshops students build on this knowledge using the principles in exegesis, hermeneutics, critical methods, commentaries and reference sources.

Further Tutor-led lectures introduce students to the application of systematic theology in the decision making process.

Questions arising from lectures form the basis for small group discussions leading to student-led seminar presentations (formative assessment) in week 11. Formative feedback enables students to develop a personal doctrinal position, further their exegetical skills and prepare for a summative essay in week 24.

In week 10 students negotiate topics for group or individual presentations (summative assessment) in week 18. In addition, they prepare a supporting 1500 word reflective report for submission in week 19.

Tutorial time enables Tutors to give formative feedback on draft essays, guidance to students on developing their presentations, and constructive feedback on summative work.


Assessment Scheme

Seminar presentation (formative assessment) in week 11 [outcomes 1, 2, 3, 4, 5, 6 and 7]

Group or individual presentation with Tutor and Peer assessment in week 19 and a 1500 word reflective report (summative assessment) in week 20 [out-comes 2, 5, and 7]

Essay 3500 words (summative assessment) in week 26 [outcomes 1, 3, 4 and 6]


Essay 50%Presentation and reflective report 50%

Learning materials

Essential

Erickson, M. 2003. Christian Theology. 2nd ed. Grand Rapids: Baker. Grudem, W. 2002. Systematic Theology: An Introduction to Biblical Doctrine. Leicester: Inter-Varsity Press. McGrath, A. 2006. Christian Theology: An Introduction 4th ed. Oxford: Blackwell.

Recommended

Anderson, A. 2004. An Introduction to Pentecostalism: Global Charismatic Christianity. Cambridge: Cambridge University Press.


48

http://www.amazon.co.uk/Systematic-Theology-Introduction-Biblical-Doctrine/dp/0851106528/ref=sr_1_1/202-5146811-8659060?ie=UTF8&s=books&qid=1219854630&sr=1-1

Anderson, A. 2007. Spreading Fires: The Missionary Nature of Early Pentecostalism. London: SCM Press.Berkhof, L. 1996. Systematic Theology. Grand Rapids: Eerdmans Publishing.Elwell, W. A. 1996. Evangelical Dictionary of Biblical Theology. Grand Rapids: Baker Pub. Group.Frame, J. 2006. Salvation Belongs to the Lord: An Introduction to Systematic Theology. Phillipsburg: P & R Publishing.Geisler, N. 2002- 2004. Systematic Theology, volumes 1-4. Minneapolis: Bethany House. Grenz, G. 1994. Theology for the Community of God. Grand Rapids: Eerdmans Publishing.Grudem, W. 2008. Systematic Theology: Study Guide. Leicester: Inter-Varsity Press. Jensen, R. 1997-1999. Systematic Theology volumes 1-2. Oxford: OUP. McGrath, A.E. 2007. Theology: The Basics. 2nd Ed. Oxford: Blackwell. Packer, J. I. 1973. Knowing God. Leicester: Inter-Varsity Press.Pannenberg, W. 1988-1993. Systematic Theology Vols 1-3. Grand Rapids: Eerdmans Publishing. Webster, J. Tanner, K. and Torrance, I. (Eds.) 2007. The Oxford Handbook of Systematic Theology. Oxford: Oxford University Press.

Journals

Harvard Theological Review. Harvard Divinity SchoolThe Heythrop journal


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http://www.amazon.co.uk/Systematic-Theology-Study-Wayne-Grudem/dp/1844742113/ref=sr_1_2/202-5146811-8659060?ie=UTF8&s=books&qid=1219854630&sr=1-2

Module Narrative

Module Code: THE2001Module Title: ApologeticsLevel:5Credit points: 30Module Leader: Gideon Bakare

Aims

This module enables students to explore the fundamental issues in the study of Apologetics, and apply apologetic methodology to contemporary challenges to the Christian faith. It will enable students to develop a reasoned case for Christianity and to contextualise their faith within a secular world view.

Learning outcomes


1. discuss the history of Apologetics and critically evaluate its place in a post modern world.

2. discuss the meaning, types, nature and importance of Apologetics.3. evaluate the current major issues in Apologetics.4. critically evaluate the significance of Apologetics as an arm of the ministry of

the church and the inter-relationship of Apologetics, evangelism, preaching and counselling. (B3)

5. critically evaluate current secular viewpoints and ways in which Christianity seeks to engage with them


6. working in groups (D3)7. an appropriate Christian response to identified contemporary challenges to

the Christian faith. (A3)

Syllabus

The history of Apologetics; the need for Apologetics in a post modern world; major models of apologetics; justification of beliefs; major arguments for the existence of God and the person of Jesus Christ; the case for the reliability of the Bible; tactics in apologetics; how to give reasons for the Christian hope; controversial topics and issues under debate e.g. the truth of scripture, the problem of evil, the case for miracles, the problem of suffering; Apologetics, Church ministry and Evangelism; the biblical and the evolutionist views of creation;


Staff-led lectures introduce students to the history of Apologetics and its place in a post-modern world and to major theological and practical issues arising.


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Student-led discussion groups in week 10 act as a focus for development of topics arising from the lectures. Formative feedback enables students to develop and analyse their ideas as they prepare for a summative essay in week 15.

Apologetics and church ministry, including a Christian response to contemporary challenges and secular viewpoints, are discussed in Tutor-led seminars and workshops. These workshops allow students to further explore contemporary issues.

Students will negotiate topics in week 14 for group presentations in week 22 on a variety of topics currently under debate, e.g. the truth of scripture, the problem of evil, the case for miracles, the problem of suffering, abortion, euthanasia etc.

Tutorial time enables Tutors to give formative feedback on formative and draft essays, guidance to students on developing their presentations and constructive feedback on summative work.


Assessment Scheme

Student-led discussion (formative assessment) week 10 [outcomes 1, 2, 3, 4, 5, 6 and 7]

Essay 2500 words (summative assessment) in week 15 [outcomes 1, 2 and 3]

Group Presentation in week 23 with 1000 word report showing individual contributions (summative assessment) in week 24 [outcomes 4, 5, 6 and 7] with Tutor and Peer assessment


Essay 50%Presentation and report 50%

Learning materials

Essential

McGrath, A. 2002. Bridge Building: Effective Christian Apologetics. Leicester: Inter-Varsity PressZacharias, R. and Geisler, N. (Eds.) 2003. Who made God? And answers to 100 other tough questions of faith. Grand Rapids: Zondevan.

Recommended

Beckwith, F., Craig, W. L. and Moreland, J. P. Eds. 2004. To everyone an answer: A case for the Christian worldview. Downers Grove: Inter-Varsity Press.Follis, B. A. 2006. Truth with love: The Apologetics of Francis A Schaeffer. Wheaton: Crossway. Frost, M. and Hirsch, A. 2003. The Shaping of Things to Come. Peabody: Hendrickson.Geisler, N. L. and Turek, F. 2004. I don’t have enough faith to be an atheist. Wheaton: Crossway.Geisler, N.L. 1988. Christian Apologetics. Grand Rapids: Baker Academic


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Mcdowell, J. 1999. The new evidence that demands a verdict. Nashville: Nelson Publishers. Moreland, J. P. and Craig, W. L. 2003. Philosophical foundations for a Christian worldview. Downers Grove: Inter-Varsity Press. Newbigin, L. 1989. The Gospel in a Pluralist Society. Grand Rapids: Eerdmans Publishing. Stakhouse, J. G. 2002. Humble Apologetics: Defending the Faith Today. New York: OUP. Strobel, L. 2000. The Case for Faith. Grand Rapids: Zondervan. Strobel, L. 1998. The Case for Christ. Grand Rapids: Zondervan. Zacharias, R. 1996. A Shattered Visage: the challenge of atheism. London: Hodder and Stoughton. Zacharias, R. Ed. 2007. Beyond Opinion: Living the Faith We Defend. Nashville: Thomas Nelson.


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Module Narrative

Module Code: THE3000Module Title: Reflections in Applied Theology and Christian Ethics Level:6Credit points: 30Module Leader: Dr Yaya Obozua

Aims

This module aims to enable students to explore the inter-relationship between theological and Christian ethics. Students will be encouraged to reflect on theological issues and to apply their theological understanding to the major ethical issues confronting society today. Students will examine the issues faced by the New Testament church and the ways in which the New Testament writers developed an ethical framework for the Church.

Learning outcomes


1. critically evaluate the role of theology in current ethical decision making (A1)2. assess key aspects of current theological disputes in relation to their

application to the field of ethical morality (B2)3. critically evaluate contemporary ethical discussions in relation to differing

views of ethical decision making (A3)4. critically evaluate ethical issues challenging Christians today and apply

theological principles in formulating an ethical standard


5. an independent critical approach to study (C1)6. an ability to communicate the current major ethical issues within society7. the application of Christian approaches and solutions to contemporary

ethical issues in society

Syllabus

Biblical moral norms in the teaching of Jesus and the Apostles; an evaluation of what is meant by love from a theological basis; absolutes in ethical questions; principles involved in making ethical decisions; ethical models and approaches; issues in Contemporary Christian Ethics; learning from Scripture and Church history in making moral choices today; the course will include: contemporary ethics, sexual ethics, ethical decisions in medical practice, Christian citizenship in the nation state, international relations and other Christian ethics.


Staff-led lectures examine theological issues arising in ethical decisions and the various surrounding controversies. Further interactive lectures consider the application of Christian approaches and solutions to ethical issues in society today and the application of theological principles in formulating an ethical standard.


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Student-led discussion groups in week 9 (formative assessment) act as a focus for further evaluation of topics concerning current ethical discussions and differing views of ethical decisions.

Students negotiate topics in week 10 for individual or group presentations (summative assessment) in week 12. A 1500 word outline and analysis will follow this assessment in week 13.

In addition, a 3000 word essay concerning the major ethical issues today and the role of theology in making ethical decisions is required in week 23 (summative assessment).



Assessment Scheme

Student-led discussion groups (formative assessment) in week 9 [outcomes 1, 2, 3, 4, 5, 6 and 7]

Individual or group presentations in week 13 and a 1500 word outline and analysis in week 14 (summative assessment) [outcomes 5 and 6]

Essay 3000 words (summative assessment) in week 24 [outcomes 1, 2, 3, 4 and 7]


Presentation and outline 50%Essay 50%

Learning materials

Essential

Ford, D. 2007. Shaping Theology: Engagements in a Religious and Secular World. Oxford: Blackwell.Gill, R. Ed. 2001. The Cambridge Companion to Christian Ethics (Cambridge Companions to Religion). Cambridge: Cambridge University Press.

Recommended

Atkinson, D. 1994. Pastoral Ethics. Oxford: Lynx. Barton, J. 2003. Ethics and the Old Testament. London: SCM.Geisler, N. 1981. Options in Contemporary Christian Ethics. Grand Rapids: Baker. Higginson, R. 1988. Dilemmas. London: Hodder & Stoughton. Lovering, E. and Sumney, J. L. Eds. 1996. Theology and Ethics in Paul and His Interpreters: Essays in Honour of Victor Paul. Furnish. Nashville: Abingdon Press. Sanders, E. P. 1991. Paul: a very short introduction. Oxford: OUP. Smith, C. 2009. The Jews, Modern Israel and the New Supercessionism: Resources for Christians. Lampeter: Kings Divinity Press.


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Stott, J.R.W. 1999. New Issues Facing Christians Today. London: Marshall Pickering. Wright, C. J. H. 2004. Old Testament Ethics for the People of God. Leicester: Inter-Varsity Press.Wright, N, T, 2005. Paul in fresh perspective, London: SPCK.


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Module Narrative

Module Code: THE3001Module Title: DissertationLevel:6Credit points: 60Module Leader: Dr Daniel Akhazemea

Aims

This module aims to further develop students’ independent study and research skills and to enable them to demonstrate original and critical thought. It provides an opportunity for students to pursue a chosen topic relating to both theological issues and those of their chosen pathway. It requires students to critically evaluate relevant existing literature on their chosen topic and to use appropriate methods and analyses to develop a critical understanding and derive conclusions. It also gives students the opportunity to relate theory to a practical setting.

Learning outcomes


1. deploy acquired theological knowledge and understanding in the application of concepts and theories to the analysis of pathway-specific issues and practice. (A2)

2. engage with existing knowledge in the fields of theology and their chosen field and to critically evaluate various interpretations of issues. (C2)

3. identify, justify and implement appropriate research methodologies for the research question.


4. time management skills5. evidence of self reflection and original analytical thinking (B4, D1)6. the ability to work independently and self-critically on a research task7. the ability to present clearly and accurately in written form the research and

conclusions reached (D2)

Syllabus

The course will cover the following topics:Identifying and choosing an area of study within a theological and the students’ chosen field; investigating research sources; preparing the proposal; reviewing existing literature; investigating and choosing appropriate research methods; qualitative and quantitative approaches, advantages and disadvantages of various methodologies; relevant ethical issues in conducting the research; defining the research question; critical reading; collecting primary data; contextualising the topic; developing the argument; presenting the research; analysing the findings; presenting the conclusion.


Independent study is an essential element of this module. Building on research skills learnt in years one and two, students participate in a compulsory dissertation induction week in the final term of their second year. In this induction week students examine the variety of research methods and approaches which they can adopt for their dissertation. Workshops and seminars in the first term of the final year build on this induction week, enabling students to identify a topic for their dissertation. Workshops and discussion groups enable students to debate potential dissertation topics and give opportunities for formative feedback. Topics for dissertation must be applicable both to theology and the student’s chosen pathway.

Students prepare a 2000 word proposal for their dissertation by week 7 of the final year together with a bibliography of relevant literature. This plan will identify a field of potential research combining both theological and pathway-specific studies. It will identify potential existing literature in the chosen field and suggest suitable research methods. This proposal must be agreed with the supervisor before proceeding to dissertation.

Each student will be assigned and supported by a supervisor, with whom they will have regular tutorials. The supervisor will approve the subject and title of the research proposal, ensuring its relationship to both theology and the chosen pathway, and give formative feedback on the proposal by week 10.

Supervisors will also advise on appropriate literature and methodologies, the structure and organisation of the material and agree a proposed timetable of work. Although the total tutorial time will vary from student to student, a total of approximately 10 hours during the year is anticipated.

Students may submit a final draft for formative feedback before submission in week 23.

Assessment Scheme

Research proposal 2000 words (summative assessment) in week 10 [outcomes 1, 2, 3, 4, 5, 6 and 7]

Dissertation 10,000 words (summative assessment) in week 27 [outcomes 1, 2, 3, 4, 5, 6 and 7]


Dissertation 100%

Learning materials

General

Cohen, L. Manion, L. and Morrison, K. 2000. Research Methods in Education 5th ed. London: Routledge. Cramer, D. 2003. Advanced Quantitative Data Analysis. Buckingham: Open University Press. Creswel, J. W. 1994. Research Design: Qualitative & Quantitative Approaches. London: Sage.Francis, L. J. 2009. Comparative empirical research in religion: conceptual and operational challenges within empirical theology. In: Francis, L. J. Robbins, M. and Astley, J. Eds. Empirical Theology in Texts and Tables: qualitative, quantitative and comparative perspectives (1389-1189). Leiden: Brill.

McCormack, J. 2005. English for Academic Study: Extended writing and research skills. Reading: Garnet Education.Miles, M. B. and Hubernam, A.M. 1994. Qualitative Data Analysis 2nd Ed. Thousand Oaks, Cal: Sage Publications. Oppenheim, A. N. 1992. Questionnaire Design, Interviewing & Attitude Measurement. London: Continuum International Publishing. Swinton, J. 2006. Practical Theology and Qualitative Research. London: SCM Press. Tucker, D. C. 2000. Research Techniques for Scholars and Students in Religion and Theology. Medford NJ: Information Today. Vyhmeister, N. J. 2008. Quality Research Papers for Students of Religion and Theo-logy 2nd Ed. Grand Rapids: Zondervan.

Interview Training

Bryan, A. and Burgess, R. G. Eds. 1994. Analyzing Qualitative Data. London: Routledge. Kvale, S. 1996. Interviews: An Introduction to qualitative research interviewing. London: Sage. Spradley, J.P. 1989. The Ethnographic Interview. New York: Holt, Rinehart & Winston.

Participant Observation

Hammersley, M. and Atkinson, P. 2007. Ethnography: Principles in Practice 3rd Ed) London: Routledge.

Action research

Koshy, V. 2005. Action Research for Improving Practice: A Practical Guide. London: Paul Chapman. McNiff, J. and Whitehead, J. 2002. Action Research: Principles and Practice. London and New York: Routledge/Falmer.

Other materials according to the student’s project

Module Narrative

Module Code: BIB1000Module Title: Jesus and the GospelsLevel:4Credit points: 30Module Leader: Dr Paige-Patric Samuels

Aims

This module aims to examine the life of Jesus Christ as an expression of God’s mission in the world. It outlines his life and teachings as they relate to his redemptive work and the proclamation of the gospel. It identifies the purposes behind the writings of the Synoptic gospels in their relationship to each other and the contrast with the gospel of John. This module enables students to decide whether they wish to pursue Biblical studies as level 2.

Learning outcomes


1. evaluate the impact of the social, political, cultural and theological environment at the time the gospels were written and the major influences on the respective authors (D2)

2. critically evaluate the various discourses given by Jesus in the four gospels and His use of Old Testament quotations

3. assess the impact in His ministry of the miracles, signs and wonders that Jesus performed as recorded in the gospels (B4)

4. an ability to compare and contrast the four gospel narratives including the emphases on the person of Jesus Christ from a ministry and an eternal perspective (B2)


5. an ability to exegete texts from the gospels 6. presentation skills (D3)7. appropriate judgements of work produced by peers

Syllabus

The course will include:The authors and background of each gospel; to whom each gospel was primarily addressed; styles of writing; the differences and the similarities between them; their relationship between the synoptic gospels and the gospel of John; the Person of Christ in each of the gospels; Parables and other teaching methods used; the supernatural in the gospels; the Passion of Christ in the gospels


Tutor-led lectures focus on the social, political, cultural and theological environment and the major influences on the gospel writers.

Student-led discussion groups in week 8 act as a focus for further discussion around topics concerning the comparisons and contrasts between the four gospel narratives and the different emphasis each has on the person and work of Jesus Christ and give opportunity for formative assessment.

Guided analysis of short extracts gives the student practice in using the basic skills of exegesis and hermeneutics and will form the basis for presentations during seminars in week 12. Formative feedback enables students to further develop exegetical skills, which form a foundation for further Biblical study and for summative work in week 17 and 23.



Assessment Scheme

Discussion groups (formative assessment) in week 7 [outcomes 1 and 4 ] Presentation of analysis of 2 extracts, 750 words each (formative assess-

ment), in week 10 with Tutor and Peer assessment [outcomes 2, 3, 4, 5, 6 and 7]

Presentation in week 15 and report 1000 words with Tutor and Peer assess-ment (summative assessment) in week 16 [outcome 1, 6 and 7]

Essay 2000 words (summative assessment) in week 24 [outcome 2, 3, 4 and 5]


Presentation and report 50%Essay 50%

Learning materials

Essential

Adams, E. 2011. Parallel Lives of Jesus: A Narrative-Critical Guide to the Four Gospels. London, UK: SPCK.

Stanton, G. 2002. The Gospels and Jesus. Second Edition. Oxford Bible Series. Oxford, UK: Oxford University Press.

RecommendedBlomberg, C. 2004. Preaching the Parables: From Responsible Interpretation to Powerful Proclamation. Grand Rapids, MI: Baker Book House. Bock, D. L. 2002. Jesus According to Scripture: Restoring the Portrait from the Gospels. Grand Rapids: Baker. Cartledge, M. J. 2003. Practical Theology: Charismatic and Empirical Perspectives. Carlisle: Paternoster. Hultgren, A. 2001. The Parables of Jesus: A Commentary. Grand Rapids: Eerdmans Publishing Co.

Nickle, K. F. 2001. The Synoptic Gospels revised and expanded: an introduction. Westminster: John Knox Press. Lindars, B. 1990. John (NTG series). Sheffield: Academic Press.Powery, E. 2003. Jesus Reads Scripture: The Function of Jesus' Use of Scripture in the Synoptic Gospels. Boston: Brill Academic Publishers. Sanders, E.P. 1989. Studying the Synoptic Gospels. London: Continuum. Smith, D.M. 1995. The Theology of the Gospel of John (NTT series). Cambridge: CUP. Stein, R. H. 2001. Studying the Synoptic Gospels 2nd Ed. Grand Rapids: Baker. Thomas, R. L. 2002. Three Views on the Origins of the Synoptic Gospels. Grand Rapids: Kregel Publications. Wenham, D. and Walton, S. 2011. Exploring the New Testament: The Gospels and Acts. Vol. 1. London, UK: SPCK.

Module Narrative

Module Code: BIB2000Module Title: The Life and Ministry of PaulLevel:5Credit points: 30Module Leader: Dr David Curtis

Aims

This module examines and defines the life and ministry of the Apostle Paul and the relevance of his teachings in the modern church. Students will consider the varied interpretation of selected texts and evaluate these in the light of the wider Biblical text. The Apostle Paul’s passion and care for the church will be seen through his writings as well as the formulation of his doctrine and teaching on practical living. The impact of the opposition the apostle received during his ministry both from within and outside the church will be discussed.

Learning outcomes


1. assess the impact of the early life of Saul of Tarsus and his conversion, both immediate and long term, upon himself and upon the Early Church

2. evaluate Paul’s relationships with his fellow workers in the ministry, the impact of the opposition he encountered and his attitude towards being an Apostle

3. discuss the Pauline doctrine of redemption and atonement (B2)4. discuss the major purpose for the writing of the Pauline epistles and their

significance and application to the church today (D4)5. evaluate the relevance and application to today’s church of Paul’s radical

beliefs concerning the role of women, partnership, the mystery gospel and life in Christ (A2)


6. group work participation (C3)7. appropriate judgements of work produced by peers

SyllabusThe early life and education of Saul; the conversion of Saul; Paul’s early life as a believer; his call into Christian ministry; Paul’s ministry as a member at the Antioch Church; the first missionary journey; the second missionary journey; the third missionary journey; the writings and beliefs of Paul.


Interactive, staff-led lectures consider the key features of Paul and his writings, will relate these to relevant current theological thinking, will open up associated issues and will invite student questions for discussion and debate.

Seminars provide a forum for group presentations and act as a focus for discussion around topics arising from the syllabus and from lectures. In week 10 student groups (4-5 persons) will negotiate topics in discussion with the Tutor that will then be the basis for group presentations in week 18. In addition, students will write a 1000 word report in week 19 showing their personal contributions (summative assessment). These seminar presentations will feature both Tutor and Peer assessment.

Guided analysis of particular passages gives the student practice in using the basic skills of exegesis and hermeneutics and will form the basis for small group discussion in week 11. Formative feedback enables students to further develop exegetical skills, which form a foundation for further Biblical study and for a summative essay in week 14.

Students will also undertake a reflective critique/evaluation of the Pauline doctrine of redemption and atonement of 1500 words for summative assessment in week 23.

Tutorial time (1 hour per week) will be used by tutors to advise and assist student groups on developing their seminar presentation, but will also provide means for individual student discussion and support (including feedback on assessed work).


Assessment Scheme

Guided analysis of extracts (formative assessment) in week 8 [outcome 1, 2, 3, 4 and 5].

Essay 2000 words (summative assessment) in week 14 [outcome 1, 2 and 4].

Group presentation in week 21 plus a 1000 word report in week 22 showing individual contributions (Tutor and Peer assessed) (summative assessment) in week 18 [outcome 5, 6 and 7]

Individual reflective critique/evaluation of the Pauline doctrine of redemption and atonement 1500 words (summative assessment) in week 25 [outcome 3].


Essay 33.33%Presentation and report 33.33%Essay 33.33%

Learning materials

Essential

Dunn, J. G. 2006. The Theology of Paul the Apostle. Grand Rapids: Eerdmans. Sanders, E. P. 1991. Paul: A very short introduction. Oxford: OUP. Wright, N. T. 2005. Paul in fresh perspective. London: SPCK. Smith, C. 2009. The Jews, Modern Israel and the New Supercessionism: Resources for Christians. Lampeter: Kings Divinity Press.

Recommended

Barclay, W. 2003. The Acts of the Apostles. Westminster: John Knox.

Chapman, D. 2007. Searching the source of the river: forgotten women of the British Pentecostal revival 1907-1914. London: PUSH Publishing. Hamm, D. 2005. The Acts of the Apostles: New Collegeville Bible Commentary. Collegeville: Liturgical Press. Fee, G. D. 1996. Paul, the Spirit, and the People of God. Peabody: Hendrickson Publishers. Keener, C. S. 1992. Paul, Women & Wives, Marriage and Women's Ministry in the Letters of Paul. Peabody: Hendrickson Publishers. Meyer, F.B. 1996. The Life of Paul: A Servant of Jesus Christ. Grand Rapids: Ywam Publishing. Paillard, J. and Erikson, R. 2004. In Praise of the Inexpressible: Paul's Experience of the Divine Mystery. Peabody: Hendrickson Publishers. Swindoll, C. R. 2002. Paul: A Man of Grace and Grit. Nashville: Thomas Nelson.

Module Narrative

Module Code: BIB2001Module Title: The Tabernacle and the Book of HebrewsLevel:5Credit points: 30Module Leader: Dr Paige-Patric Samuels

Aims

This module aims to provide students with a thorough knowledge of the Tabernacle of Moses and the Tabernacle of David and the worship and Levitical sacrificial system surrounding them. Selected passages in the book of Hebrews will be examined with a special focus on exegesis and theology enabling students to assess possible interpretations in the light of their knowledge of the Tabernacles.

Learning outcomes


1. discuss the construction, symbolism, sacrifices and worship relating to the Mosaic and Davidic Tabernacles

2. evaluate the significance and importance of the Ark of the Covenant in the Tabernacle and in the history of Israel (D2)

3. analyse different views of the text of the book of Hebrews and express a view based on hermeneutical practice

4. differentiate key critical differences between the Tabernacle system of sacrifice and worship and the New Testament revelation in Christ as expressed by the author of the book of Hebrews (B4)

5. analyse the warnings given in the book of Hebrews and their significance for the church in the New Testament and relevance to the church today (C2)


6. exegetical skills7. data collection and analytical skills (C1)

Syllabus

The Tabernacle of Moses; the Tabernacle of David; the sacrificial system, worship at the Tabernacle; the journey into Canaan; significant events involving the ark of the covenant; the Epistle to the Hebrews, Christology, priesthood, promise, the New Covenant.


Staff-led lectures introduce students to the Tabernacle of Moses, its construction and function in Israel, the system of worship and sacrifice and the journey of the Tabernacle into Canaan and subsequent history in the time of David.

Further staff-led lectures introduce students to the book of Hebrews and the writer’s view of the New Testament revelation in Christ concerning worship and sacrifice.

The warnings the writer gives to the early Christians and their relevance for the church today are also evaluated.

Discussion groups act as a focus for further consideration of topics concerning views regarding the content and theology of the book of Hebrews. Students choose their own topic for a seminar presentation in week 12 which gives opportunity for formative feedback.

Summative assessment includes a book review of 2000 words in week 17 and an essay in week 22.



Assessment Scheme

Presentations (formative assessment) in week 9 [outcomes 3, 4, 5, 6 and 7]

Book review 2000 words (summative assessment) in week 17 [outcomes1, 2 and 7]

Essay 2500 words (summative assessment) in week 24 [outcomes 3, 4, 5, and 6 ]


Book review 50%Essay 50%

Learning materials

Essential

Guthrie, G. H. 2006. The NIV Application Commentary: Hebrews. Grand Rapids: Zondervan. Schenek, K. 2003. Understanding the Book of Hebrews. The Story behind the Sermon. Westminster: John Knox press.Wenham, G. J. 1979. The New International Commentary on the Old Testament: The Book of Leviticus. Grand Rapids: Eerdmans.

Recommended

Bateman, H. W. Ed. 2007. Four views on the warning passages in Hebrews. Grand Rapids, MI: Kregal.Bruce, F.F. 1990. The Epistle to the Hebrews revised. Grand Rapids: Eerdmans. Conner, K. J. 1989. Tabernacle of Moses. Oregon: City Christian Publishing. Conner, K. 1989. Tabernacle of David. Oregon: City Christian Publishing. Edersheim, A. 1994. The Temple: Its Ministry and Services. Peabody: Hendrickson. Guthrie, G. H. 1998. NIV Application Commentary: Hebrews. Grand Rapids: Zonder-van. Lane, W.L. 1991. Hebrews (2 vols) Word Biblical Commentary. Dallas: Word. Leno, G. 1996. Hebrews The Superiority of Christ. Pennsylvania: Christian Publica-tions.

Levy, D. 2003. The Tabernacle: Shadows of the Messiah. Grand Rapids: Kregal. Riggans, W. 1998. Hebrews. Ross-shire: Christian Focus Publications. Rose publishing Ed. 2008. Rose Guide to the Tabernacle. California: Rose Publishing.Soltua, H. 1972. The Tabernacle, the Priesthood, and the Offerings. Grand Rapids: Kregel.

Module Narrative

Module Code: BIB3000Module Title: RomansLevel:6Credit points: 30Module Leader: Dr Emmanuel Tukasi

Aims

This module aims to

Provide students with a thorough knowledge of the Epistle to the Roman believers putting it into the context of the time of writing, the background to the church in Rome and the intention of the author. Specifically it will focus on the impact this Epistle has on the church today. Students will analyse key theological themes and develop further their exegetical and hermeneutical skills.

Learning outcomes


1. evaluate the key arguments proposed by Biblical scholars relating to the purpose of the Epistle

2. analyse key passages showing Paul’s teaching concerning: man, his fallen nature, and the consequences of sin, righteousness and unrighteousness, the victorious Christian life (D3)

3. analyse Paul’s doctrine of Justification by faith and its contemporary significance in bringing peace with God (B1)

4. discuss Paul’s eschatological views relating to the position of Israel 5. analyse the purposes and effectiveness of Paul’s use of Old Testament

scripture in his teaching concerning New Covenant (D4)


6. an ability to interpret and apply the key themes of the epistle to the church today. (B3)

7. presentation skills

Syllabus

a. The background of the church which was at Rome during the time of writingb. Authorship and the dating of the Epistlec. The Prologue (Romans 1:1-7)d. The Author’s desire to visit Rome e. The fallen nature of mankind, sin and its consequences f. The Law of God g. Righteousness and unrighteousness h. Justification by Faith and its consequences i. Being alive in Christ j. Life in the Spirit, and conquering through Christ k. The spiritual condition and position of Israel l. Living a life of sacrifice as a believer

m. The church and its relationship to secular authority n. Individual believers and their relationships o. The author’s use of quotations and allusions from Old Testament scripturesp. The Epilogue to the Epistle (Romans 16)


Staff-led lectures introduce students to the background to the book, key themes, passages and doctrine. The various controversies surrounding the letter are included.

Discussion groups act as a focus for further exploration of topics arising from lectures together with discussion concerning the application of the book of Romans to the church today, leading to the preparation of a summative essay in week 18.

A workshop in week 7 analysing short extracts of the book of Romans gives the stu-dent further practice in using skills of exegesis (formative assessment). Formative feedback enables students to further develop exegetical skills, which form a founda-tion for further Biblical study and for individual presentation of 2 extracts with an analysis of 2000 words in week 13 (summative assessment).

In student-led seminars students discuss Paul’s doctrine of justification by faith. Tutor input and feedback assists students in preparing an individual essay for summative assessment in week 22. For this summative assessment students prepare a reflective critique/evaluation of Pauls’ doctrine of Justification by faith showing how this brings peace with God and makes a person “alive in Christ”.



Assessment Scheme

Analysis of short extract with Tutor and Peer assessment (formative assessment) in week 7 [outcomes 2 and 7]

2000 word analysis of 2 extracts in week 15 and presentation of the analysis with Tutor and Peer assessment (summative assessment) in week 16 [out-comes 2 and 7]


Individual reflective critique/evaluation of the Pauline doctrine of Justification by faith, showing how this brings peace with God and makes a person “alive in Christ”. 2000 words (summative assessment) Week 25 [outcomes 3 and 6].


Analysis and presentation of 2 extracts 33.33%Essay 33.33%Essay Critique/evaluation 33.33%

Learning materials

Essential

Sanders, E. P. 1991. Paul A very short introduction. Oxford: OUP. Stott, J. 2001. The Message of Romans. Leicester: Inter-Varsity Press. Wright, N. T. 2005. Paul in fresh perspective. London: SPCK.

Recommended

Bahnsen, G. L., Kaiser W. C. Jr., Moo, D. J., Strickland, W. G. and Van Gemeren, W. A. 1996. Five Views on Law and Gospel. Grand Rapids: Zondervan. Carson, D. A., O’Brien, P. T. and Seifrid, M. A. Eds. 2001. Justification and Variegated Nomism. Vol. 1 of The Complexities of Second Temple Judaism. Grand Rapids: Baker.Carson, D. A., O’Brien, P. T. and Seifrid, M. A. Eds. 2004. Justification and Variegated Nomism. Vol. 2 of The Paradoxes of Paul. Grand Rapids: Baker.Dunn, J. D. G. 1988. Romans, Word Biblical Commentary, Vols 1 & 2. Dallas: Word Books. Garland, D. E. and Longman, T, Eds. 2008. Romans-Galatians, The Expositor's Bible Commentary. Grand Rapids: Zondervan.Greenman, J. P. & Larsen, T. Eds. 2005. Reading Romans Through the Centuries: From the Early Church to Karl Barth. Grand Rapids: Brazos Press, Div of Baker Publishing Group.Kruse, C. G. 1997. Paul, the Law, and Justification. Peabody: Hendrickson.Lampe, P. 2003. Christians at Rome in the First Two Centuries. London: T. & T. Clark.Moo, D. 1996. The Epistle to the Romans. New International Commentary on the New Testament. Grand Rapids: Eerdmans. Moo, D. 2002. Encountering the Book of Romans: A Theological Survey. Grand Rapids: Baker Academic.Mounce, R. H. 1995. Romans, New American Commentary. Nashville: Broadman and Holman.Piper, J. 1993. The Justification of God: An Exegetical and Theological Study of Romans 9:1-23. Grand Rapids: Baker Books.Reasoner, M. 2005. Romans in Full Circle: A History of Interpretation. Louisville: Westminster John Knox Press.Schreiner, T. R. 1998. Romans, Baker Exegetical Commentary on the New Testament. Grand Rapids: Baker.Smith, C. 2009. The Jews, Modern Israel and the New Supercessionism: Resources for Christians. Lampeter: Kings Divinity Press.Stuhlmacher, P. 1994. Paul's Letter to the Romans: A Commentary. Louisville: Westminster John Knox Press Talbert, C. H. 2002. Romans. Macon: Smyth & Helwys.

Module Narrative

Module Code: COU1000Module Title: Christian Counselling SkillsLevel:4Credit points: 30Module Leader: Dr A Tunde Lawal

Aims

This module aims to introduce students to basic counselling skills. It also introduces students to the basic principles and practices of Christian counselling. It considers Christian counselling models, comparing them to secular approaches and relating them to the biblical and theological frameworks on which they depend. It explores the complex relationship of body, mind and spirit and the role of the Holy Spirit, Bible and Church in the pursuit of personal wholeness. Key ethical issues will also be discussed. It outlines principles of communication and develops active listening skills. This module enables students to decide whether they wish to pursue counselling as their chosen option at level 2.

Learning outcomes


1. discuss the concepts relating to a biblical perspective of the whole person: body, mind and spirit (B4)

2. differentiate the broad field of secular counselling and evaluate the strengths and weaknesses of major counselling models.

3. evaluate the strengths and limitations of the integration of secular and Chris-tian counselling models

4. discuss the application of counselling techniques in the context of the local church (C2)

5. discuss the application of key ethical issues within the counselling process (A3)


6. communication and listening skills7. the effective use of the bible within the counselling process (B2)

Syllabus

The course will cover the following topics:The counselling debate – what makes counselling Christian? The Christian counsel-lor – his person, qualifications, worldview and practices; overview of secular coun-selling theories, psychodynamics, behavioural theories, humanistic theories; over-view of the major Christian Counselling models, Jay Adams (and affiliates), Larry Crabb (and affiliates), Selwyn Hughes (and affiliates), enabling the student to recog-nise strengths and weaknesses in each and an in-depth study of the practical use of one model; the counselling process; the development of basic counselling skills; listening and communication skills enabling the student to develop practical skills for more effective interpersonal communication; Christian counselling and the church and setting boundaries in a counselling situation.


Staff-led lectures introduce students to the basic principles and practices of Christian counselling, and both Christian and secular counselling models.

Case studies and role-plays, replicating real world conditions and contexts, will be used to illustrate and analyse common threads, principles and differences, and to provide experience in the use of different models, enabling students to prepare for a summative role play for which they also write a reflective report. Formative role plays take place in week 10 and summative role plays take place in week 16 and the reflective report is submitted in week 18.

Students develop communication and listening skills in workshops and discussion groups act as a focus for further discussion around topics concerning the role of the Bible, Holy Spirit and the church in the counselling process. Formative feedback helps students to identify weaknesses in their learning and to focus on improving those areas in preparation for summative assessment in week 23.

A book review of 1500 words in week 14 enables students to evaluate the Christian perspective of counselling.

Tutorial time enables Tutors to give formative feedback on draft essays, guidance to students on developing their role plays and constructive feedback on summative work.


Assessment Scheme

Role play with Peer and Tutor assessment (formative assessment) in week 10 [outcomes 5 and 7]

Book review 1500 words (summative assessment) in week 14 [outcomes 1, 4, and 6]

Role play week 16 with Peer and Tutor assessment plus a reflective report 1000 words (summative assessment) in week 17 [outcomes 5 and 7]

Essay 2000 words (summative assessment) in week 26 [outcome 2 and 3]


Book review 33.33%Role play and reflective report 33.33%Essay 33.33%

Learning materials

Essential

Adams, J. 1973. The Christian Counsellors Manual. Grand Rapids: Zondervan.Collins, G. R. 1995. How to be a people helper. Carol Stream, IL: Tyndale House Publishers.Hughes, S. 2000. How to Help a Friend. Surrey: CWR.Sanders, P. 2003. First Steps in Counselling. Ross-on-Wye: PCCS Books.

Recommended

Adams, J. 1970. Competent to Counsel. Grand Rapids: Zondervan. Aldridge, S. Rigby, S. and Tribe, L. 2001. Counselling skills in context. London: Hod-der & Stoughton.Cook, D. 1993. Patients Choice. London: Hodder & Stoughton. Crabb, L. 1975. Basic Principles of Biblical Counselling. Grand Rapids: Zondervan. Crabb, L. 1977. Effective Biblical Counselling. Grand Rapids: Zondervan. Egan, G. 2002. The Skilled Helper 7th Ed. United Kingdom: Brooks Cole. Huggett, J. 1987. Marriage on the Mend. Surrey: Kingsway. Hughes, S. 2000. Christ Empowered Living. Surrey: CWR.Hughes, S. 2005. Marriage as God Intended. Surrey: Kingsway. Hurding, R. 1986. Roots and Shoots. London: Hodder & Stoughton. Hurding, R. 1992. The Bible and counselling. London: Hodder & Stoughton. Jacobs, M. 2000. Still Small Voice. London: SPCK. MacArthur, J. and Wayne, M. 1994. Introduction to Biblical counselling. Nashville: Eerdmans. Mayhall, J. and Mayhall, C. 1996. Marriage takes more than love. Colerado Springs: Navpress. Wright, F. 1996. Pastoral Care Re-visited. London: SCM. Yancey, P. 1990. Where is God When it Hurts? London: Marshall-Pickering.

Journal

Journal of Pastoral Care & Counselling

Module Narrative

Module Code: COU2000Module Title: Christian Integrative Therapeutic Counselling Level:5Credit points: 30Module Leader: Andrea Onduku

Aims

This module aims to

Enable the student to deepen their understanding of the theory and practice of major Christian and secular counselling approaches. Both eclectic and integrative approaches are examined and evaluated. This module introduces the student to the therapeutic integrative counselling process using cognitive behavioural therapy as core. Counsellor qualities and the counselling relationship, including ethical, legal and professional standards, boundaries, contracts, goals and the nature and importance of supervision are explored. The counselling agency management and supervision are discussed. It begins to develop students’ counselling skills and their personal and appropriate styles to counselling practice.

Learning outcomes


1. discuss eclectic and integrative approaches to counselling (D2)2. evaluate Christian principles with regards to the integrative counselling ap-

proach 3. discuss the integrative therapeutic counselling process4. analyse the counselling relationship both with the counselee and with the

personal supervisor (C3)5. discuss ethical, legal and professional standards, work within a counselling

agency and management of an agency


6. introductory integrative therapeutic counselling skills (C2)7. an ability to create a framework for developing a personal integrative coun-

selling model (B4)

Syllabus

The course will cover the following topics:

Further study of secular counselling theories, psychodynamics, behavioural theor-ies, humanistic theories; evaluation of eclectic and integrative approaches; in-depth study of three major Christian counselling models, enabling the student to begin to develop a personal and appropriate style to counselling practise; introduction to the integrative therapeutic counselling process; further development of counselling skills, listening and communication skills, enabling the student to further develop practical skills for more effective interpersonal communication; legal, ethical and pro-

fessional standards; the importance of supervision in counselling; work within an agency setting.


Staff-led lectures further develop students’ understanding of the principles and practices of Christian counselling, and both Christian and secular counselling models prior to preparation of summative essays in week 22.

Case studies and role-plays, replicating real world conditions and contexts, will be used to illustrate and analyse common threads, principles and differences, and to provide experience in the use of different models (formative assessment week 9) in preparation for work experience. These will be both Tutor and Peer assessed.

Students develop team work skills in workshops and 1 hour discussion groups act as a focus for further discussion in evaluating the effectiveness of biblical counselling models and in developing a personal biblical counselling model. Formative feedback helps students to identify weaknesses in their learning and to focus on improving those areas prior to summative assessment in week 22.

40 hours work experience in either a supervised church or agency-based setting forms a part of this module and allows students to encounter counselees in a face-to-face situation. Students should keep an attendance log and write a practical reflective report of their experience, which is assessed alongside the Supervisor’s report. Reports must show an adequate grasp of application of theoretical concepts together with any current debates about ‘best practice’ (summative assessment week 23).



Assessment Scheme

Role play with Peer and Tutor assessment (formative assessment) in week 8 [outcome 4 and 6]

Essay 2500 words (summative assessment) in week 25 [outcome 1, 2 and 3] Case study and report of work experience including Supervisors report

(summative assessment) in week 27 [outcomes 4, 5, 6 and 7]


Essay 60%Work experience journal and supervisors report 40%

Learning materials

Essential

Feltham, C. and Horton, I. 2000. Handbook of Counselling and Psychotherapy. London: Sage. McMinn, M. R. and Campbell, C. D. 2007. Integrative Psychotherapy, Towards A Comprehensive Christian Approach. Downers Grove: IVP Academics.

Recommended

Culley, S. 2004. Integrative Counselling Skills in Action. London: Sage. Adams, J. 1973. The Christian Counsellors Manual. Grand Rapids: Zondervan. Almond, B. 2001. Ethical Framework for good practice in counselling and psychotherapy. Rugby: BACP.Anderson, N.T., Zuehlke, T. E., and Zuehlke, J. S. 2000. Christ Centered Therapy. Grand Rapids: Zondervan. Bond, T. 2002. Standards & Ethics for Counselling in Action. London; Sage. Cross, M. and Papadopoulos, L. 2001. Becoming a Therapist. London: Routledge. Dryden W. 2004. Rational Emotive Counselling in Action. London: Sage. Eleftheriadou, Z. 1994. Transcultural Counselling. London: Central Book Publishing. Lapworth, P., Sills, C. and Fish, S. 2001. Integration in Counselling and Psychotherapy. London: Sage. Palmer, S. and Woolfe, R. Eds. 1999. Integrative and Eclectic Counselling and Psychotherapy. London: Sage.Seamands, D. 2006. Healing for Damaged Emotions. Milton Keynes: Authentic Media. Strasser, F. and A. 1997. Existential time-limited therapy – the wheel of existence. Chichester: Wiley. Trower, P., Casey, A. and Dryden, W. 1999. Cognitive Behavioural Counselling in Action. London: Sage. Wright, F. 1996. Pastoral Care Re-visited. London: SCM.

Journals

Accord. Association of Christian CounsellorsJournal of Biblical Counselling. Christian Counselling and Educational FoundationChristian Counsellor. CWR

Website

www.lst.ac.uk/counselling

Module Narrative

Module Code: COU2001Module Title: Psychology of Christian Counselling Level:5Credit points: 30Module Leader: Dr A Tunde Lawal

Aims

This module aims to introduce students to various psychological theories e.g. psycho-analytic, behavioural, humanistic, cognitive and socio-cultural. Students will examine and discuss what each can contribute to a Christian understanding. It will explore assumptions and suppositions underpinning these various models of psychology and assess their compatibility with Christianity and a biblical perspective. Each school of psychology has different methods and goals and students will evaluate these against biblical teaching.

Learning outcomes


1. compare and contrast major psychological theories and their associated therapies. (D4)

2. evaluate psychological theories against biblical teaching (B2)3. discuss the contribution psychology has to make to Christian counselling4. assess the compatibility of psychology (research and psychotherapy) with

Christian counselling5. discuss the psychology of Christian counselling in the context of secular

counselling


6. critical examination of psychological theories (C1)7. an ability to evaluate personality theories with biblical worldview (A2)

Syllabus

The course will cover the following topics:The place of psychology and psychiatry in the development of counselling practices; research psychology and its contribution to counselling; theology and psychology as a basis for Christian counselling; personality theories and behavioural influences; personality theories and the Christian worldview; psychological theories, their associated therapies and the Christian worldview.


Teaching and learning approaches are integrated with assessment arrangements to facilitate student achievement of the learning outcomes identified for this module. Staff-led lectures introduce students to the various psychological theories and evaluate them against Biblical teaching, and further discussion groups around

issues arising enables students to explore a variety of opinions prior to preparing a summative essay in week 24.

Case studies and role-plays, replicating real world conditions and contexts, will be used to illustrate and analyse common threads, principles and differences and to provide experience in the use of different theories. These are formative assessments and take place in week 11.

Students develop communication and listening skills in workshops and discussion groups act as a focus for further discussion around the assumptions and suppositions underpinning the various psychology models, while assessing their compatibility with Christian thought. Formative feedback helps students to identify weaknesses in their learning and to focus on improving those areas prior to preparing an individual or group presentation for summative assessment in week 19. This presentation will be supported by a 1000 word report in week 20 and will be both Tutor and Peer assessed.

A book review of 2000 words in week 12 provides valuable practice in the art of evaluating the Christian perspective (summative assessment).



Assessment Scheme

Role play with Peer and Tutor assessment (formative assessment) in week 9 [outcomes 2, 3 and 4]

Book review 2000 words (summative assessment) in week 13 [outcomes 2, 3, 4 and 6]

Presentations in week 21 and 1000 word report with Tutor and Peer assessment (summative assessment) in week 22 [outcome 5 and 7]

Essay 2500 words (summative assessment) in week 24 [outcome 1 and 6]


Coursework 100%Book review 33.33%Presentation and report 33.33%Essay 33.33%

Learning materials Essential

Joseph S. 2010. Theories of Counselling and Psychotherapy: An Introduction to the Different Approaches 2nd Ed Basingstoke, Hants: Palgrave Macmillan.Meier, P. D., Minirth, F. B., Wichern, F., and Ratcliff F. 1998. Introduction to Psychology and Counselling Christian Perspectives and Applications. Grand Rapids: Baker Academic.

Recommended

Adams, J. A. 1979. Theology of Christian Counseling - More than Redemption. Grand Rapids: Ministry Resource Library.Enoch, M. D. 1983. Healing the Hurt Mind: Christian Faith and Psychiatry. London: Hodder & Stoughton.Johnson, E. L. and Stanton L. J. 2000. Psychology & Christianity: Four Views. Leicester: Inter-Varsity Press. Mowrer, O. H. 1961. The Crisis in Psychiatry and Religion. Princeton: Van Nostrand.Narramore, C. M. 1961. The Psychology of Counseling. Grand Rapids: Zondervan.Rogers, C. 1967. On Becoming a Person. London: Constable.Welch, E. T. 1998. Blame it on the Brain? New Jersey: P&R Publishing.

Module Narrative

Module Code: COU3000Module Title: Christian Integrative Therapeutic Counselling IILevel:6Credit points: 30Module Leader: Tim Wilkinson

Aims

This module aims to further develop students’ counselling knowledge and skills with the integration of psychology and theology and promotes the degree of professionalism required in Christian counselling. It will explain stage-specific difficulties for which counselling may be helpful together with special areas of counselling E.g. Marriage and family, bereavement, youth, children, substance abusers, abusive relationships. Students learn to focus on core problems with the client and help them construct strategies which will assist them. It reflects on the challenges involved in counselling in an intercultural setting which influences the counselling process.

Learning outcomes


1. integrate psychology and theology in developing a framework for a personal biblical counselling model (B1)

2. discuss different life stages, stage specific difficulties and special areas of counselling (B3)

3. discuss problems associated with cultural issues and cross cultural coun-selling (D3)

4. further develop the integrative therapeutic approach to counselling 5. discuss ethical, legal and professional standards in the practice of coun-

selling (D4)


6. self-reflection in counselling practice7. the principles and techniques used in counselling and indicate a preferred

method of counselling

Syllabus

The course will cover the following topics:The functioning of the integrative counselling model; the counselling process; ex-plore integration of psychology and theology in the counselling process ; the church’s responsibility in counselling; legal, ethical and professional standards; ad-vance listening and communication skills; problem specific counselling techniques – relationships and mental illnesses, personality theories and influences on interper-sonal relationships, identifying problems at differing life stages; dealing with victims of abuse; counselling children and youth; cross cultural communication and coun-selling; further development of a personal and appropriate style of counselling prac-tice.


Staff-led lectures develop students’ understanding of the integration of psychology and theology. Stage-specific difficulties and special areas of counselling are discussed in inter-active workshops and discussion groups act as a focus for further reflection. Formative feedback helps students to identify weaknesses in their learning and to focus on improving those areas prior to summative assessment.

Students negotiate topics in week 10 for presentations in week 13, for which they also prepare a 1000 word report (summative assessment).

Case studies and role-plays, replicating real world conditions and contexts, will be used to illustrate and analyse common threads, principles and differences, and to provide further experience in the use of different models. Formative role plays take place in week 8.

60 hours work experience in either a supervised church or agency-based setting forms a part of this module and allows students to encounter counselees in a face-to-face situation. Students should keep an attendance log and write a practical reflective report and case study of their experience in counselling a client, which is assessed alongside the Supervisor’s report. Case studies must show an adequate grasp of application of theoretical concepts and legal issues together with any current debates about ‘best practice’.



Assessment Scheme

Role play with Peer and Tutor assessment (formative assessment) in week 8 [outcomes 2 and 7]

Presentation in week 15 and 1000 word report with Peer and Tutor assessment (summative assessment) in week 16 [outcomes 2 and 3]

Case study and report of work experience including Supervisor’s report (summative assessment), in week 25 [outcomes 1, 4, 5, 6 and 7]


Presentation and report 40%Work experience journal and supervisors report 60%

Learning materials

Essential

O’Brien, M. and Housten, G. 2007. Integrative Therapy, a Practitioner’s Guide 2nd Ed. London: Sage.Egan, G. 2007. The Skilled Helper 8th Ed. Belmont: Brooks Cole.

Recommended

Adams, J. 1973. The Christian Counsellors Manual. Grand Rapids: Zondervan. Anderson, N. T., Zuehlke, T. E., and Zuehlke, J. S., 2000. Christ Centered Therapy. Grand Rapids: Zondervan.Atkinson, S. 1993. Climbing out of Depression. Oxford: Lion.Bass, E. and Davis, L. 1994. The Courage to Heal 3rd Ed. New York: Harper. Collins, G. 1988. Christian Counselling. Milton Keynes: Word.Compston, C. 1993. Recovering from Divorce - a practical guide. London: Hodder. Cook, D. 1993. Patients Choice. London: Hodder.Jacobs, M. 2000. Still Small Voice. London: SPCK. Mearns, D. and Thorne, B. 2000. Person-centred therapy today. London: Sage. Nelson-Jones, R. 2002. Essential Counselling and therapy skills - The skilled client model. London: Sage.Olson, G. K. 1985. Counselling Teenagers: The Complete Christian guide to understanding and helping adolescents. US: Group Pub Inc. Stewart, W. 2005. An A-Z of Counselling Theory and Practice 4th Ed. Cheltenham: Nelson Thornes.Wheat, E. and Wheat, G. 1997. Intended for Pleasure. Bletchley: Scripture Union Press.Worden, J. W. 1991. Grief Counselling & Grief Therapy. London: Routledge.Yalom, I.D. 1991. Love’s Executioner and other tales of Psychotherapy. London: Penguin.

Journals

Accord. Association of Christian CounsellorsJournal of Biblical Counselling. Christian Counselling and Educational FoundationChristian Counsellor. CWR

Website

www.lst.ac.uk/counselling

Module Narrative

Module Code: MIN1000Module Title: Understanding Christian LeadershipLevel:4Credit points: 30Module Leader: Dr David Akomolafe

Aims

This module aims to introduce students to an overview of the theological and practi-cal issues relevant to the concept of Christian leadership today. It examines various leadership styles and skills and considers the role of women in Church leadership in the post modern world. Students will reflect on theoretical perspectives of leader-ship with particular application to the leadership styles of Jesus and the Apostle Paul. This module enables students decide whether they wish to pursue Ministerial studies at level 2.

Learning outcomes


1. evaluate the strengths and limitations of the theoretical concepts that underpin leadership

2. discuss the diversity of opinion and perspectives surrounding the role of women in leadership (A3)

3. compare and contrast styles of leadership demonstrated in the lives of Jesus and the Apostle Paul (B2)

4. discuss the five-fold leadership ministry matrix found in the Epistle to the Ephesians (chapter 4) and its application to leadership in today’s church. (B3)


5. an ability to recognise and evaluate current practice in leadership skills relating to managing change, communicating vision and dealing with opposition (C2)

6. presentation skills (D3)7. appropriate judgements of work produced by peers (D3)

Syllabus

Leaders: types, styles, power, authority; character, attributes and spirituality of lead-ers; leadership skills including managing change, communicating vision and dealing with opposition; team building, effective team management; mentoring and support; stress and conflict resolution; motivation; Jesus as a leader; the Apostle Paul as a leader; scriptural, historical and current global perspectives of Women in leadership


Staff-led lectures introduce students to the theological and practical issues relevant to Christian leadership today.

Students prepare a 1500 word book review in week 9 (formative assessment) which provides valuable practice in the art of analysis and academic writing. This essay must be submitted and passed in order for students to progress to summative assessment.

Student-led discussion groups in week 10 act as a focus for further discussion around topics arising from the lectures, and workshops allow students to explore contemporary issues and give opportunity for formative feedback prior to summative assessment.

Students prepare summative presentations in week 13 which are accompanied by a written report of 1000 words in week 14. These presentations are both Tutor and Peer assessed. In addition, students prepare a summative essay in week 24.



Assessment Scheme

Book review 1500 words (formative assessment) in week 10 [outcomes 1 and 5]

Discussion (formative assessment ) in week 11 [outcomes 2, 3 and 4]

Presentation in week 19 and 1000 word report with Tutor and Peer assess-ment (summative assessment) in week 20 [outcomes 2, 6 and 7]

Essay 2000 words (summative assessment) in week 26 [outcomes 1, 3, 4 and 5]


Essay 50%Presentation and report 50%

Learning materials

Essential

Nelson, J. Ed. 2008. How to become a creative church leader: A model handbook. Norwich: Canterbury Press. Stott, J. 2002. Basic Christian Leadership: Biblical Models of Church, Gospel and Ministry. Leicester: Inter-Varsity Press.

Recommended

Adair, J. 2005. How to Grow Leaders: The Seven Key Principles of Effective Leadership Development. London: Kogan Page. Ascough, R. and Cotton, S. 2006. Passionate Visionary: Leadership Lessons from the Apostle Paul. Peabody: Hendrickson Publishers.

Briner, B. 2001. Leadership Lessons of Jesus. New York: Random House.Clinton, J. R. 1988. The Making of a Leader. Colorado Springs: NavPress. Cunningham, L. and Hamilton, D. J. 2000. Why Not Women? A Fresh Look at Scripture on Women in Missions, Ministry, and Leadership. Grand Rapids: Ywam Publishing.Engstrom, T. 1998. The Making of a Christian Leader. Grand Rapids: Zondervan.Hughes, B. 1998. Leadership Tool Kit. Crowborough: Monarch.Lawrence, J. 2004. Growing Leaders: reflections on leadership, life and Jesus. Oxford: BRF.Marshall, T. 1991. Understanding Leadership. Chichester: Sovereign World.Maxwell, J. C. 1993. Developing the Leader Within You. Nashville: Thomas Nelson.

Module Narrative

Module Code: MIN2000Module Title: Cross-cultural Ministry and MissionsLevel:5Credit points: 30Module Leader: Marvin Sanguinetti

Aims

This module aims to explore the foundations and contexts for ministry and mission from Biblical hermeneutics, theology and Church history. It examines the major elements of church growth principles as it applies to the mission praxis of the local church or a para-church organisation. Students are prepared and encouraged to engage in dialogue with people of other faiths and ideologies. This module prepares students for further study at level 3.

Learning outcomes

KnowledgeOn completion of this module, the successful student will be able to:1. discuss the biblical and theological basis for mission (B2)2. compare and contrast the variety of approaches to and different contexts for

mission (C1)3. evaluate the benefits and limitations of major church growth models and

strategies developed within the church worldwide (A2)4. summarise and comment on the variety of ways in which Christians in

different parts of the world have contextualised their faith (D4)5. discuss and differentiate between different worldviews and the dialogue

between them and the Christian church


6. an ability to engage in dialogue with people of other faiths and ideologies7. presentation skills

Syllabus

What is mission? biblical models of mission; contemporary issues in mission; the mission strategy of the early church; the relationship between mission and church growth; major church growth models and strategies of the 20th and 21st centuries; Alpha initiatives and social action projects; traditional African and Asian worldviews; Jewish and Muslim worldviews; Hindu, Sikh and Buddhist worldviews and the dialogue between and relationship of Christians with them.


Staff-led lectures explore the foundations and contexts for ministry and mission from Biblical, theological and historical perspectives. Further inter-active lectures will compare and contrast various contexts for mission while identifying major church growth models.

Issues arising from lectures will form the basis for student-led small group discussion in week 8 as students examine various approaches to mission. The formative feedback assists students in preparation for a summative essay in week 13.

The opportunity for dialogue between Christians and people with other world views will be discussed in Tutor-led seminars, and discussion groups act as a focus for further discussion around topics concerning church growth. Students will negotiate topics in week 12 for preparing a group presentation, for which they will also write a 1000 word report to show their own contribution to the presentation. The presentations, which take place in week 18, will be for summative assessment and will be both Tutor and Peer assessed.

Students are required to attend a forum, which the Module leader will arrange at a local church where they will discuss, with the Pastor or Leader, the mission and growth opportunities within that organisation. This will form a case study for summative analysis in week 24.



Assessment Scheme

Student-led group discussion (formative assessment) in week 8 [outcomes 1, 2 and 3]

Essay 2000 words (summative assessment) in week 13 [outcomes 1 and 3] Group presentations in week 21 with 1000 word report showing individual

contribution with Tutor and Peer assessment (summative assessment) in week 22 [outcome 4, 5, 6 and 7]

Individual Case study of a local church 2000 words (summative assessment) in week 27 [outcome 2]


Essay 33.33%Case study 33.33%Presentation and report 33.33%

Learning materials

Essential

Barna, G. 2003. Boiling Point: Monitoring Cultural Shifts in the 21st Century. Ventura, CA: Regal Books.Bevans, S. B. and Schroeder, R. P. 2004. Constants in Context: A Theology of Mission for Today. New York: Orbis Books. (CoreText)Blue, R. 2001. Evangelism and Missions: Strategies for Outreach in the 21st Century. Nashville: W Publishing Group.Bosch, D J. 1991. Transforming Mission: Paradigm Shifts in Theology of Mission 20th Ed. New York: Orbis Books. (Core Text)

Recommended

Ballard, P. and Husselbee, L. 2007. Community and Ministry: An Introduction to Community Development in a Christian Context. London: SPCK. Burnett, D. 2002. Clash of Worlds: What Christians Can do in a World of Cultures in Conflict. Mill Hill: Monarch.Conn, H. 2002. The Urban Face of Mission: Ministering the Gospel in a Diverse and Changing World. Philadelphia: P&R Press.Gardner, R. 2004. Facing the City: Urban Mission in the 21st Century. Norwich: Epworth Press.Nazir-Ali, M. Mission and Dialogue: Proclaiming the Gospel Afresh in Every Age. London: SPCK.Robinson, S. 2004. Ministry among Students: A Pastoral Theology and Handbook for Practice. Norwich: Canterbury Press.Wilson, M. R. 1989. Our Father Abraham: Jewish Roots of the Christian Faith. Grand Rapids: Eerdmans.Winter, D. 2004. Listening to People of Other Faiths. Oxford: Bible Reading Fellowship.

Module Narrative

Module Code: MIN2001Module Title: Pastoral TheologyLevel:5Credit points: 30Module Leader: Dr Yaya Obozua

Aims

This module aims to explore the scope and practice of pastoral ministry in the Christian church. Building on the level 1 module in Christian leadership it enables students to become more aware of the nature, function and challenges of Pastoral Ministry and leadership. It enables students to gain a deeper appreciation of the theological basis for caring. It will explore the variety of approaches to pastoral care applicable to all age groups. Students will also examine the legal issues surrounding pastoral care and the need for strict compliance with all relevant legislation.

Learning outcomes


1. compare and contrast themes of pastoral care in the Bible and modern day practice of pastoral ministry in the church and the ethical assumptions implicit in these practices

2. analyse the biblical parameters of effective spiritual leadership (D2)3. discuss and evaluate the place of preaching and teaching in pastoral ministry

within the church4. explain the various issues affecting the church in relation to required

compliance with relevant legislation (C2)5. critique different theoretical perspectives of pastoral care in relation to Biblical principles of love and care (B4)


6. team working (C3)7. personal organisation and management in handling administrative tasks

Syllabus

Biblical and theological foundations of pastoral care; the love of God in pastoral practice; theories of pastoral care: personality, temperament, behavioural and spiri-tual models; building team leadership and ministry; leadership principles and pitfalls; the importance of leadership development in the local church; the role of preaching and teaching in the pastoral ministry; legal issues surrounding pastoral care; per-sonal organization and management in handling administrative tasks


Staff-led lectures explore the scope, function and practice of pastoral leadership in the church today.

Issues arising from lectures will form the basis for small group discussion during seminars in week 8. Formative feedback enables students to develop analytical skills, which form a foundation for further study and enable students to prepare for a summative essay in week 12.

Topics will be negotiated during week 12 from a variety of legislative issues, enabling students to prepare for individual presentations during week 17 which will be accompanied by a 1000 word report in week 18. These presentations are for summative assessment and will be assessed by both Tutors and Peers.

Students are required to do 1 month placement in a Pastoral situation e.g. Church or charity and write a 2000 word reflective journal on their observations of the theology and leadership style of that organisation (summative assessment week 23). Their work experience supervisor will also write a report on their contribution to the activities of the organisation. This placement must not be taken in the student’s home church or an organisation where they have previously been an employee, volunteer or member. The placement must be agreed with your module leader. Students will be given a letter of introduction for the Pastor or Leader of the organisation where they will undertake this placement.



Assessment Scheme

Discussion (formative assessment) in week 9 [outcomes 1, 2 and 5]


Presentation in week 16 and 1000 word report in week 17 with Tutor and Peer assessment (summative assessment) [outcome 4]

Reflective journal of work experience 2000 words and supervisors report (summative assessment) in week 25 [outcomes 5, 6, and 7]


Essay 30%Presentation and report 30%Work experience journal and supervisors report 40%

Learning materials

Essential

Carr, W. 1997. Handbook of Pastoral Studies. London: SPCK. Woodward, J. and Pattison, S. Eds. 2000. The Blackwell Reader in Pastoral and Practical Theology. Oxford: Blackwell Publishers Ltd.

Recommended

Adedibu, B. 2009. Storytelling: an effective communication appeal in preaching. UK: Wisdom Summit.Ballard, P. and Pritchard, J. 2006. Practical Theology in Action: Christian Thinking in the Service of Church and Society. London: SPCK.Berkley, J. 1989. Called into Crisis: The Nine Greatest Challenges of Pastoral Care. Texas: Word.Carr, W. 2008. The Pastor as Theologian. London: SPCK.Jacobs, M. 1993. Still Small Voice: An Introduction to Pastoral Counselling. London; SPCK.Salter, D. 1990. What Really Matters in Ministry: Profiling Pastoral Success in Flour-ishing Churches. Michigan: Baker.

Journals

The Journal of Pastoral TheologyReflective Practice: Formation & Supervision in MinistryHeythrop Journal

Module Narrative

Module Code: MIN3000Module Title: Church Growth PerspectivesLevel:6Credit points: 30Module Leader: Dr David Curtis

Aims

This module aims to enhance students’ understanding of various models for church growth, historically and currently, against the background of cultural needs and di-versity. It develops students’ understanding of the factors that help or hinder the church growth, and further develops skills in analyzing and applying those factors in specific church situations. Students will proffer possible solutions to issues identi-fied.

Learning outcomes


1. critically evaluate the biblical foundations for the major principles of Church growth (B1)

2. critically assess historic revivals within various countries (D3)3. analyse the place of mentoring in church leadership and evaluate its impact

on church growth (B3)4. evaluate the importance of worship styles in relation to church growth and

the extent of their impact in different situations5. evaluate the variety of cell group models within the church worldwide and

their effectiveness in promoting church growth (D4)


6. the ability to analyse current attitudes and activities relating to growth in a local church setting and develop strategies for achieving future growth

7. the ability to cope with the practical and administrative problems associated with change and church growth

Syllabus

The biblical base for church growth; revivals e.g. the Welsh Revival the Argentinean Revival and revival in other parts of the world; historic and current models for church growth; the role of leadership in Church Growth; the role of music and evangelism in church growth; use of the media in church growth with both the positive and negative elements; seeker friendly churches; Saddleback Community Church; the Alpha Course, its history and development; the place of mentoring; the Church Service, The Celebration, The Congregation and The Cell Group. Diagnosing the health of a local church.


Staff-led lectures examine the biblical foundations and various models for church growth and factors that help or hinder. Further lectures examine various historic revivals and their impact on church growth.

Issues arising from lectures will form the basis for student-led small group discussion during seminars in week 10. Formative feedback enables students to further develop written and analytical skills, which form a foundation for further study in preparation for a summative essay in week 16.

Student-led discussion groups act as a focus for further development of topics concerning the Pastoral issues arising from various case studies.

Students are required to undertake 2 months placement in a Pastoral situation, e.g. Church or charity, and write a reflective journal on their evaluation of the growth of that organisation, its health and future direction (summative assessment week 23). Their work supervisor will also write a report of their contribution to the organisation.

This placement must not be taken in the student’s home church or an organisation where they have previously been an employee, volunteer or member. The placement must be agreed with your module leader. Students will be given a letter of introduction for the Pastor or Leader of the organisation where they will undertake this placement.



Assessment Scheme

Student-led small group discussion (formative assessment) in week 10 [out-comes 1 and 2]

Individual essay 2000 words (summative assessment) in week 16 [outcomes 1 and 2]

Reflective journal of work experience 3000 words and Supervisor’s report (summative assessment) in week 25 [outcomes 3, 4, 5, 6 and 7]


Essay 40%Work experience journal and supervisors report 60%

Learning materials

Essential

Ammerman, N. et al. eds. 1998. Studying Congregations: A New Handbook. Nashville: Abingdon.Beckham, W. A. 2001. Redefining Revival: Preparing Your Church for 21st Century Expansion. Houston: Touch.

Chadwick, W. 2001. Stealing Sheep: The Church’s Hidden Problem with Transfer Growth.Downers Grove, IL: Inter Varsity.Greenway, J. E. 2007. Make Room to Grow: Transform the Church Without Killing the Congregation. Nashville: Abingdon.McGavran, D. A.1981. Back to Basics in Church Growth. Wheaton: Tyndale.McGavran, D. edited by Wagner, C. 1990. Understanding Church Growth. 3rd ed., revised by Grand Rapids: Eerdmans. (Core Text)

RecommendedAdedibu, B. 2009. Storytelling: an effective communication appeal in preaching. UK: Wisdom Summit.Gibbs, E. and Bolger, R. 2006. Emerging Churches: Creating Christian Communities in Postmodern Cultures. London: SPCK.Harris, J. H. 1991. Pastoral Theology: A Black Church Perspective. Minneapolis: Augsburg Fortress.Kerridge, R. 1995. The Storm is Passing Over: A Look at Black Churches in Britain. London: Thames and Hudson.Sturge, M. 2005. Look what the Lord has done! An exploration of black Christian Faith in Britain. London: SU.Robinson, M. and Smith, D. 2003. Invading Secular Space: Strategies for Tomorrow’s Church. London: Monarch.Tomlin, G. 2008. The Provocative Church. London: SPCK.Ward, P. 2008. Participation and Mediation: a practical theology for the liquid church. London: SCM.Weber, R. E. 1999. Ancient-Future Faith: Rethinking Evangelicalism for a Postmodern World. Grand Rapids: Baker Books. Wilkinson, J. L. 1993. Church in Black and White: The Black Christian Tradition in 'Mainstream' Churches in England: A White Response and Testimony. Edinburgh: St Andrew Press.Williams, R. 2004. Mission-Shaped Church: Church Planting and Fresh Expressions of Church in a Changing Context. London: Church House Publishing.

Journals

International review of missionReflective Practice: Formation & Supervision in MinistryThe International Bulletin of Missionary research

Students MUST purchase core text for respective modules.