PROGRAMME SPECIFICATION FOR THEOLOGY BA. 1. Awarding institution/body University of Oxford. 2. Teaching institution University of Oxford

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1 PROGRAMME SPECIFICATION FOR THEOLOGY BA 1. Awarding institution/body University of Oxford 2. Teaching institution University of Oxford 3. Programme accredited by n/a 4. Final award BA (Hons) 5. Programme Theology 6. UCAS code V Relevant subject benchmark statement Theology and Religious Studies 8. Date of programme specification November The educational aims of the programme are: to provide a full-time, residential education in Theology at undergraduate level of the highest quality, that will be valuable in different ways in a variety of subsequent careers; in particular, to develop critical and analytical skills and the ability to combine insights from such various disciplines as history (including the history of thought), the reading of literary texts and the exploration of their cultural contexts; to enable students of different confessional backgrounds or none to engage in depth with the Christian theological tradition from an inside and outside perspective; to enable students to deepen their knowledge and understanding of the core subjects in Christian theology, and also to develop their studies in one of three directions: biblical studies, history and doctrine, or the study of religion; to give students the opportunity to engage in a serious study of a major religious tradition in addition to Christianity, and to reflect upon the nature of religion.

2 Programme outcomes A. Knowledge and understanding. Students will have: 1. acquired a broad understanding of the Christian tradition deepened by approaches from various perspectives: through study of the Bible; the development of Christian doctrine in its historical context; and the thought of modern theologians. Students have the option to acquire knowledge of another world religion; 2. become familiar with key concepts and principles in Christian theology; 3. acquired some specialist knowledge with a particular emphasis on the Bible, or history and doctrine, or the study of religion; 4. acquired knowledge of at least one language, and been given the opportunity to develop the skill of reading a text in the original language and of commenting on it critically. Teaching/learning methods and strategies The curriculum manifests depth and coherence of organization insofar as the basic perspective is that of Christian theology and its biblical origins, focused in the core papers. Breadth is offered in that students can explore this in relation to such factors as the history of thought and the human sciences; moreover, all have the opportunity to study another world religion. The student selects one of three tracks of study. The third track allows an extensive study of a major world religion (through two papers), with the further paper on the Nature of Religion playing an important integrating role. A key part of the Faculty s teaching policy is to involve research-active staff in high levels of undergraduate teaching, which puts teachers own learning to use in enhancing the learning of student. Tutorial essays are the main focus of a student s work, complemented by attendance at lectures (with seminars and language classes also playing a role). Assessment Most aspects of the required knowledge and understanding are tested through written examinations, held during the course of the second and ninth terms of the programme. These include examination in a language. The extended essay and the submitted work for The Bible: Its Use and Influence give opportunities for summative assessment in a format other than the written examination. Extensive preparation for the organisation and communication of such knowledge and understanding is provided in both weekly tutorials and practice examinations ( collections, conducted within the Colleges). Understanding is particularly assessed on a continuous formative basis through the weekly tutorial. B. Skills and other attributes Students will have the opportunity to develop the following skills during the course:

3 - 3 - I. Intellectual skills 1. Ability to identify and evaluate relevant sources. 2. Ability to argue persuasively using evidence from those sources. 3. Ability to exercise critical judgement and undertake sophisticated analysis. 4. The ability to combine insights from a variety of disciplines, for example history, critical reading of texts, and the evaluation of truth claims in religion. 5. The ability to read with sensitivity texts from different ages and/or traditions. 6. Independence of mind and a readiness to challenge and criticise accepted opinion. 7. Independence of learning and of approach to learning. 8. Develop specialist research skills by means of a dissertation. Teaching/learning methods and strategies Within each course, students are directed towards a wide range of teaching resources, primarily reading lists, lectures and classes. At the beginning of every term students first see their college tutors (who in many cases are faculty postholders). The tutor will set up the tutorials, and advise on lectures and classes for the term. There is emphasis throughout the programme on the skills relevant to the careful and critical reading and evaluation of the material the students encounter, and the ability to gather, sift, synthesise and interpret data. Classes provided by the Faculty and by the colleges prepare students for the skills of textual analysis. Encouraged by the use of tutorial and small-group teaching, students learn to think for themselves and to express independent thought and defend it verbally and in writing. Students self-directed learning is encouraged by the wide scope of the programme and by the individual attention given to every student in small-group settings to support their interests. Language classes are a key part of the course. Students are instructed at the start how to use libraries, and for those who arrive without basic IT skills, there are classes at which they can acquire them. They are given some initial instruction in how to write essays, but in practice learn more effectively from the experience of having to do it regularly, and receiving the comments of tutors and colleagues on their work. Skill in using research materials are most fully developed by those who opt to write dissertations, where the tutor provides guidance and bibliographical help - but much depends on the student s own initiative. To a lesser extent, however, even those not doing dissertations need to go beyond the limits of a prescribed bibliography, and to make use of research resources in preparing assignments. The effective use of libraries, essential throughout the course, requires and develops IT skills and leads naturally on to the use of databases.

4 Assessment Formative assessment, provided by weekly tutorials, is critical to the development and monitoring of the intellectual skills set out here. Students present and defend written essay material in front of an established academic theologian and, often, one or more of the student s peer group. Further formative assessment takes place through termly practice examinations ( collections ) with the colleges. Final, summative, assessment is primarily by unseen examination essay questions that test these skills. In addition, students may submit an extended piece of written work that tests the same skills but allows for greater depth of analysis and argument within a single essay. II. Practical skills (where relevant) N/A III. Transferable skills Students will be able to: 1. find information, organise and deploy it, including through the use of information technology; 2. use such information critically and analytically; 3. consider and solve complex problems in ways that are imaginative and yet sensitive to the needs and cultural expectations of others; 4. work well independently, but with the ability to work constructively in co-operation with others in a way that furthers understanding of particular problems and issues; 5. effectively structure and communicate their ideas in a variety of written and oral formats; 6. plan and organise the use of time effectively; 7. where relevant, make appropriate use of language skills. These transferable skills lend themselves to a wide range of careers (reviewed at Teaching/learning methods and strategies The skills identified above are all essential elements of the programme. The presentation of a weekly assignment and its discussion within a small tutorial group develops these skills. Tutors will provide regular feedback on progress in addition to the varying forms of formal feedback provided to students throughout the course.

5 - 5 - Assessment Tutorial assignments and practice exams in Colleges ( collections ) provide formative assessment. Formal unseen examinations and submitted work provide summative assessment. 11. Programme Structures and Features The course is studied over three years full-time. Learning Subjects Year 1: The first two terms prepare students to be examined in three (or if they choose, four) courses for the Preliminary Examination for Theology. All students must offer at least one of the following: New Testament Greek; Biblical Hebrew; Classical Arabic; Pali; and Introduction to Philosophy. In addition students have a choice from among the following: The Christian Doctrine of Creation; The Study of Old Testament set texts; The Study of a New Testament set text; The History of the Church from Domitian to Constantine; and Introduction to the Study of Religions. (All students for the Final Honour School of Theology must either pass a language examination within the Preliminary Examination or otherwise fulfil the language requirement through the final examinations.) In the third term students begin their integrated course of studies for the Final Honour School and will follow one of three routes through the programme. The structure of the course leading to the Final Honour School is described below. Students learn through weekly tutorials, at which they will be expected to present written work set the previous week, through lectures, through class work (primarily for languages), and through independent study assisted by reading lists and electronic resources (where appropriate). Assessment Candidates sit three (or if they choose, four) three-hour examinations for the Preliminary Examination for Theology. The examinations comprise essay questions, textual commentary, translation and grammatical questions (for languages).

6 Year 2 and 3 Subjects In the final term of the first year and in the following two years students take eight courses preparing to be examined in their eight Final Honour School papers. An extended essay of 10-15,000 words may be offered, as one of the free options or in addition to the eight papers. The core papers are taken by all students. They then choose one of three tracks through the programme. Students will receive guidance from their tutors on their choices. There are 39 available courses in all, excluding the extended essay. Students will be expected to build on previous knowledge and progressively bring the skills and approaches of the various disciplines they have encountered (biblical study, textual commentary, historical and philosophical approaches) to bear on their work. CORE: An Old Testament paper A New Testament paper Development of Christian Doctrine to 451 God, Christ and Salvation TRACK I: 4 Core Papers PLUS A further NT paper A further OT or related paper Free option from a wide range Free option from a wide range TRACK II: 4 Core Papers PLUS A Historical Period paper A Major Theologian paper Free option from a wide range Free option from a wide range TRACK III: 4 Core Papers PLUS The Nature of Religion A paper on a World Religion A second paper on the same World Religion Free option from a wide range Students learn through weekly tutorials at which they will be expected to present written work set the previous week, through lectures, through class work, and through

7 - 7 - independent study assisted by reading lists and electronic resources. Assessment Students may be examined wholly by three-hour examination on each of the eight components of their Final Honour School programme. Alternatively, they may choose to sit seven examinations, and to submit an extended essay as their eighth component; or they may submit the essay in addition to sitting their eight exams. Only the student s eight best results count towards the final classification of result. One of the options available to all students, The Bible: Its Use and Influence, is examined partly by submitted work (25%) and partly by examination (75%). In addition, there is an opportunity to submit a translation paper for a biblical language. 12. Support for Students and their learning A. Admission and Induction Arrangements Details of the course and the admissions procedures are published in the University s Undergraduate Prospectus and are available from the University web site. The Theology Faculty produces its own subject booklet and publishes a careers booklet, which is also available on the web site. Faculty and Colleges hold Open Days. BA admissions are handled by the Colleges, and the Faculty has an Admissions Officer, who coordinates arrangements (and sits on the Faculty Board). Induction programmes for undergraduates are provided by Colleges. The Faculty organizes a two-day pre-term language induction programme. Faculty Library staff provide a thorough library and IT resources induction for new students, complementing similar programmes in College libraries, the Bodleian, and the Oxford University Computing Services. The University provides English courses for non-native speakers. B. Academic Guidance and Tutorial Support All students on arrival receive the University Decrees and Regulation and a copy of the handbook for the Preliminary Examination, and for the Final Honour School. Students will receive an updated version of the latter at the end of their first year. Notice of lectures and classes each term is given on a lecture list available both on paper and on the web. Each term a Lecture Descriptions Booklet is made available, to students and tutors, which spells out the aims and objectives of each lecture series; the Examinations Officer forwards copies to the Chairs of Examiners. The Faculty provides all these documents as web-based resources for students. College tutors provide academic guidance for undergraduates including issuing reading lists, and giving advice on lectures and on courses. C. Library resources

8 Theology students at Oxford have access to: the major holdings of the Bodleian and its associated central libraries the collections of the Oriental Institute the Faculty Library college libraries the Sackler Library The Bodleian and Theology Faculty libraries provide an integrated service to Theology students. The Faculty Library functions primarily as the central loan facility. College libraries also provide borrowing facilities, and, between college and Faculty, multiple copies of essential titles are provided. The Pusey House Library is a specialist independent library to which access is frequently granted to students. The University Library Service also provides a converged service of IT materials across the Humanities. D. IT resources All colleges provide IT facilities and have access to an IT Officer to support students. In addition the Oxford University Computing Services provide a wide range of training courses and excellent resources. The Faculty encourages the use of IT in learning and has a part-time IT Officer to support students and staff. The Faculty website provides all course documentation and information and features an online learning facility for Greek. E. Pastoral and Welfare Support Students are accommodated by their college and will have access within the college to many officers with responsibility for pastoral and welfare support. These will include their subject tutor and senior tutor, the chaplain, dean, college nurse and doctor. In addition there is peer support from the Junior Common Room (JCR), which elects student officers with special responsibility for welfare. These will liaise with the central Oxford University Students Union. Both college and Faculty have appointed harassment advisers within a network of such advisers organised centrally. The University provides support services for disabled students and students with children. There is a central University Counselling Service. There are central and college hardship funds available, and in addition the Faculty is able to offer some assistance to those intending to train for the ministry or to serve their Church in a lay capacity. The University has an excellent careers service. 13. Criteria for Admission Candidates must be able to satisfy the general admissions requirements of the University of Oxford in one of the following ways: 1. School/college leavers must show evidence of an appropriate educational background and good standards of literacy and numeracy. In addition, three As at A Level, or the

9 - 9 - equivalent in Scottish Highers, CSYS or the IB, are required. Applicants apply through UCAS. 2. Mature and overseas students must show evidence of an appropriate educational background and good standards of literacy and numeracy. Application forms are available from the Oxford University website. Apart from school leaving qualifications, a pass in other relevant programmes of study may be considered e.g. an Open University Foundation Course credit. Among the Colleges, Harris Manchester plays a special role in relation to mature students. 3. Those applicants who already possess a degree may be considered on an individual basis for admission as senior status students. Normally those students may proceed directly to the Final Honour School without taking the Preliminary Examination. Application forms are available from the Oxford University website. 4. Applicants are required to submit two essays to the college. College tutors will discuss this work, as well as the students personal statements on their application forms. 5. Offers are made on the basis of students academic record, the recommendations of their teachers, and their performance in interviews held in colleges in December. 6. The purpose of the interviews is to determine those students, from an excellent cadre of applicants, who might best benefit from the intensive, tutorially-based learning methods employed in the University. 14. Methods for evaluating and improving the quality and standards of learning The responsible bodies for monitoring the quality and standards of learning are the Education Committee of Council through the Board of the Faculty of Theology, and also the colleges. The colleges evaluate and improve the standard of tutorial teaching regularly through student feedback monitored by the Senior Tutor. The Conference of Colleges and its Senior Tutors Committee support the monitoring of standards. The Board of the Faculty of Theology, its Academic Planning Committee, its Joint Consultative Committees, its Subject Groups, and Library Committees, the External Advisory Panel, and the Interfaculty Committee with Oriental Studies all play a part in the ongoing monitoring and improvement of quality in the programme. The Faculty Board evaluates and improves the standard of lecturing through: student feedback mechanisms; peer review.

10 The Faculty Board evaluates and improves the standard of the course as a whole through: an annual appraisal of examination performance through internal and external examination reports; an annual review of the student handbook and of lecture and library provision; subject group teaching observation and exchange; annual staff appraisal; periodic review and revalidation; external advisory panel members. Any changes to the curriculum agreed by the Faculty Board must be approved by the Humanities Divisional Board and by the Education Committee of Council. The provision of the Faculty as a whole is reviewed internally by the Education Committee of Council and the Humanities Division every six years. Staff development courses are arranged by the Oxford Learning Institute. 15. Regulation of assessment Details of the examination requirement for each course within the BA are provided to students in their handbooks. The standards required of students to achieve a certain range of marks within each paper and the marking scale for classification are also published in the handbooks. The Board of the Faculty of Theology is responsible for: agreeing and publishing the marking conventions and classification scale to be used in examinations; the appointment of internal examiners and the nominating of external examiners who are invited to serve with the examination boards by the Vice-Chancellor. Boards of Examiners are responsible for setting all papers, and marking the scripts of examinees. They may appoint assessors to assist with marking of papers that fall outside their area of expertise. All final scripts are double-marked and candidates are identified only by number and not name. Role of External Examiners is to: to approve the examination papers; to arbitrate where internal examiners do not agree a mark;

11 to monitor standards by comparison with other courses and comparable institutions, and to sample scripts across the ability range; to ensure that the conduct of the examination and the determination of awards has been fairly conducted; to report to the Vice-Chancellor annually. External examiners reports are expected to cover all the following points: the standards demonstrated by the students; the extent to which standards are appropriate for the award; the design, structure and marking of assessments; the procedures for assessment and examinations; whether or not external examiners have had sufficient access to, and the power to call upon, any material necessary to make the required judgments; students performance in relation to their peers in comparable courses; the coherence of the policies and procedures relating to external examiners and their consonance with the explicit roles required of them; the basis and rationale for any comparisons made; the strengths and weaknesses of the students as a cohort; the quality of teaching and learning which may be indicated by student performance. The report is addressed to the Vice-Chancellor, and will be considered by the relevant divisional board, the Faculty and by the University s Education Committee. Where an external examiner s report contains particular suggestions or criticisms, it is the responsibility of the Faculty to ensure that full consideration is given to these, to institute further discussion or action, and to inform the external examiner within a reasonable time of what is done. Preliminary Examination for the BA Candidates may enter for 3 or 4 papers. A pass in three papers is necessary to pass the exam. Pass mark: 45 or above in three papers (failure in a fourth paper does not fail the exam) Distinction marks: 2 marks at 70 or above; none below 57, or 3 marks at 69, 1 mark at 75 or above, 1 at 69, 1 at 64 or above or an average of 69 or over in all three papers with no mark below 67 To pass the examination, a candidate who passes in two papers but fails a third must resit the failed paper. In the case of failure in two out of three papers (or three papers out of

12 four), a candidate must resit at least three papers. Final Examination for the BA (Final Honour School) All eight components of the final examination are weighted equally. Where students offer nine papers, only the best eight are counted. The final classification is arrived at by the following examining conventions: First: Either: Or: Upper Second: Lower Second: (i) Average mark of 68.5 or greater. At least two marks of 70 or above. No mark below 50 (ii) Average mark of 65 or greater. At least three marks of 75 or above. No mark below 50. Average mark of 59 or greater. At least two marks of 60 or above. No mark below 40. Average mark of 49.5 or greater. At least two marks of 50 or above. No mark below 30. Third: Average mark of 40 or greater. Not more than one mark below 30. Pass: Average mark of 30 or greater. Not more than two marks below 30. A non-satis on the Greek/Hebrew requirement for a NT/OT paper results in the mark for that paper being reduced by one class (i.e. normally 10 marks). Viva voce examinations will only be held under exceptional circumstances which might include cases of suspected plagiarism or cheating but also any other cases in which the board of examiners feels that a viva would be of serious value in determining the result. 16. Indicators of quality and standards Independent review of the quality of educational provision in the Faculty of Theology by the Quality Assurance Agency in November 2001 awarded the Faculty 23 out of a possible maximum 24 points. The Research Assessment Exercise of 2001 carried out by the Higher Education Funding Council of England awarded the Faculty a maximum 5* for the quality of research amongst theology staff at the University and Colleges. Reports from external examiners regularly address issues relating to quality and standards. In 2007, there were 115 applicants and 43 (37.4%) offers of places in the single school of Theology. The ratio of applicants to places was 2.35:1 and the average A-

13 level score of these candidates was Over the last five years the average percentage number of firsts has been 13.1 and the average percentage number of upper seconds has been Over the last 10 years the average percentage number of firsts has been 13.3 and the average percentage number of upper seconds has been The main career destinations for Theology graduates are further study (35%), legal training (15%) and education (10%).

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