Programmes Handbook

Transcription

1 Programmes Handbook Sarum College is a Collaborative Partner of Durham University 1

2 1 Handbook Contents 1 Handbook Contents Information common to All Institutions within the South Central RTP SCRTP Introduction SCRTP Aims The Aims of the South Central RTP The Aims of the Programmes within the South Central RTP SCRTP Learning Outcomes For the Diploma of Higher Education SCRTP Teaching, Learning and Assessment Overview Assessment Accreditation of Prior Learning Your responsibilities SCRTP Student Support and Experience Overview Placement Equal opportunities Problems and complaints SCRTP Programme Management and Quality Assurance Quality assurance and enhancement The Common Awards Management Board The South Central RTP Common Awards Management Committee Local processes Information Specific to Sarum Ministry Programmes Introduction to Sarum Ministry Programmes The Vision of Sarum Ministry Programmes The Aims of Sarum Ministry Programmes Sarum Ministry Programmes Programme Structure Academic Qualifications offered by Sarum Ministry Programmes Distinctive Pathways in Sarum Ministry Programmes Movement through the Undergraduate and Postgraduate Programmes Sarum Ministry Programmes Learning and Teaching Undergraduate Programmes: HE Certificate/ HE Diploma/ BA

3 3.3.2 Postgraduate Programmes: PG Cert/ PG Dip/ MA Programme Levels Provision for APL Undergraduate Module Lists Postgraduate Module Lists Sarum Ministry Programmes Assessment Presentation requirements for assessed assignments Submitting Your Work Deadlines Extensions for Assignments Word Limits for Assignments Formative Assessment and Summative Assessment Assessment methods Academic Assessment criteria Supplementary Developing Ministry Assessment Criteria Procedures for suspension or dismissal of student ministers Academic Regulations Academic Appeals How the awards are calculated Sarum Ministry Programmes Learning Resources Sarum College Sarum College Library Sarum College Bookshop Computing Sarumlearn Other audio visual resources Sarum College student support Pastoral Care & Co Groups Personal Tutor Confidentiality Sarum Ministry Programmes Field trips, placements, other expectations Distance Learning Modules Local Learning Groups Centre-Based Learning

4 3.9.2 Academic levels of centre-based training Residential Weekends Ministry Matters sessions Voice and presentation skills development Dedicated denominational sessions Personal Tutor Meetings Annual Residential Schools Additional ingredients of residential periods Reflective Practice The Training Minister/Mentor Placement Diaconal Training at Sarum Ministry Programmes Prayer and Spirituality Commitment to the Course What is expected of students? What support is available? Learning Hours Undergraduate Learning Hours (Part Time) Undergraduate Learning Hours (Full Time) Post Graduate Learning Hours Post-Qualification Learning Hours Sarum Ministry Programmes: Programme management, quality assurance and enhancement Governing Structure Student feedback Appendices common to All Institutions within the South Central RTP South Central RTP theological objectives SCRTP Programme regulations for the awards SCRTP Assessment criteria and guidance SCRTP Referencing SCRTP Interim Misconduct and Discipline Policy SCRTP APL policy SCRTP Complaint policy SCRTP Discipline policy SCRTP Training / partnership agreement SCRTP Admissions Policy

5 4.11 SCRTP Harrassment Policy SCRTP Extensions Policy SCRTP Placements, Supervisors and Partnership Agreements Policy Appendices for Sarum Ministry Programmes Modules offered by Sarum Ministry Programmes Learning outcomes for the Sarum Ministry Programmes Programmes Guide to writing assignments Referencing Bibliography Anti-Harassment Policy Safeguarding Policy Disability Equal Opportunities Policy Disclosure and Confidentiality Equal Opportunities The Education and Training Team Sarum Ministry Programmes Academic Core Staff Sarum Ministry Programmes Administrative Core Staff Residential practicalities Grievance Procedures Sarum Ministry Programmes Discipline Policy

6 2 Information common to All Institutions within the South Central RTP 2.1 SCRTP Introduction This handbook aims to give you the essential information you need to enable you to undertake your award in Theology for Ministry and Mission with Sarum Ministry Programmes. However it is not a complete guide to your learning, training and formation. The programmes offered by the South Central Regional Training Partnership are part of the Common Awards validated by Durham University and offered by the majority of institutions training people for licensed and ordained ministries in the Church of England, and also ecumenically. Full information about the Common Awards can be found at Sarum Ministry Programmes offers the award as part of a consortium of organisations in the South Central Regional Training Partnership (SCRTP) we work together with the Dioceses of Guildford, Salisbury, Winchester and Oxford. Within the consortium the Diocese of Guildford formally acts as lead institution, though you will find this makes no difference to the day-to-day aspects of your training. You will find in this handbook some information which is common to all institutions involved in Common Awards, some shared by all the organisations in the SCRTP consortium, and some more specific to your training in Sarum Ministry Programmes. Key contacts for the South Central RTP Revd Canon Dr Hazel Whitehead is Director of Discipleship, Vocation and Ministry for the Diocese of Guildford and co-chair of the RTP: Diocesan House, Quarry Street, Guildford, GU1 3XG; hazel.whitehead@cofeguildford.co.uk Revd Dr Keith Beech-Gruneberg is Academic Registrar for the RTP: Diocesan Church House, North Hinksey Lane, Oxford, OX2 0NB; keith.beech-gruneberg@oxford.anglican.org;

7 2.2 SCRTP Aims The Aims of the South Central RTP Within its programmes of theological education, the RTP aims to educate, train and form God s people for discipleship, mission and ministry in the contexts to which God has called us. We believe the calling of the church and hence the focus of our training, is to be: Theological and doxological rooted in God and in God s praise, and therefore: Missiological directed towards God s world, and therefore: Contextual focused on the particular situations in which you are called to serve; and Ecumenical and collaborative committed to ever-widening shared participation in Christian mission and ministry A full theological statement is in Appendix The Aims of the Programmes within the South Central RTP The award you are undertaking aims in particular: To equip Christian disciples and ministers to develop as competent and faithful reflective practitioners; To provide an education in theology, ministry and mission that encompasses the development of character and the nurturing of virtues and spirituality alongside the acquisition of knowledge and understanding, and the development of cognitive and practical skills. The programme aims to enable students to engage more deeply with themselves, others, the church, the world and God by offering learning and teaching that 1. forms students in various disciplines, but brings those disciplines together to inform and enrich one another; 2. is constantly oriented towards the ministry and mission for which students are being prepared; and by its modes of assessment and methods of learning and teaching enables students to develop as lifelong reflective learners. To offer professional preparation for Christian ministry, through 1. offering pathways of study that contribute to meeting the range of professional and vocational criteria for the public ministries for which students are being prepared; and 2. providing a firm basis from which to pursue further study in theology, ministry and mission at graduate and postgraduate level. 7

8 To offer personal preparation for Christian ministry, through developing dispositions that are congruent with, and necessary for, Christian ministry and mission in the church and the world. The aims of the programme are that learners completing the programme will have become: 1. open to the questions, insights and ongoing formation generated by attentive study of Scripture, and be willing to go on being transformed by them; 2. aware of the skills and dispositions needed to go on reading themselves, the church and the world in the light of Christian doctrine, and to explore Christian doctrine more deeply in the light of experience and practice; 3. deeply aware that they are heirs to a long and complex history, aware of their place in that history alongside many others, and attuned to the work of the Holy Spirit in the church and the world through history and in the present; 4. passionate and prayerful advocates for the mission of God; 5. clearer about their vocation in the church and the world and therefore more determined to pursue personal and corporate lifelong learning as disciples of Christ; 6. open to the insights and challenges that emerge from serious engagement and cooperation with others, in and beyond the church. A fuller statement of the aims for each programme can be found in the formal Programme Specification for the award, available at: 8

9 2.3 SCRTP Learning Outcomes The programme is designed to help you meet the following learning outcomes (shared by all students across the country aiming for this award): For the Diploma of Higher Education Subject Specific Knowledge (SSK) On successful completion of the programme, students will be able to: 1. engage in detail with selected texts of the Old and New Testaments in their cultural and religious contexts, analysing and using a range of approaches to interpretation, leading to an ability to articulate the texts significance for the church and world and of the questions to which they give rise; 2. research and give a detailed account of aspects of Christian doctrine, ethics and church history in a range of historical and contemporary contexts, analysing significant developments and concepts; 3. describe practices of Christian discipleship, including mission and worship, analysing theological, ecclesial and contextual understandings of such practices and of the nature of discipleship, in relation to specific contexts in and beyond the church Subject Specific Skills (SSS) On successful completion of the programme, students will be able to: 1. apply different approaches to reading and interpreting biblical texts, communicating these with relevance and sensitivity to specialist and non-specialist audiences and contexts; 2. develop existing skills and acquire new competences and modes of inquiry in practices of Christian discipleship, mission and ministry, in the light of theological and, where appropriate, other disciplines, in new contexts; 3. draw on key aspects of relevant disciplines to begin developing a critical analysis of contemporary situations, reflecting on practice and experience, in the context of discipleship, mission and ministry, recognising the importance of knowing the limits of their knowledge Key Skills (KS) On successful completion of the programme, students will be able to: 1. identify, gather, analyse and evaluate textual source materials for a range of purposes; 2. undertake a critical analysis of information and arguments, communicating these effectively to specialist and nonspecialist audiences, showing critical self-awareness of their own beliefs, commitments and prejudices; 9

10 3. take responsibility for a task that involves independent inquiry; the management of time, resources and use of IT; meeting deadlines; evaluating the task and learning from it; 4. plan their own personal and professional development. Those on the BA, Graduate Certificate or MA pathway meet similar learning outcomes at a higher level. These can be found under the relevant Programme Specifications at: 10

11 2.4 SCRTP Teaching, Learning and Assessment Overview In common with most academic awards, your course is made up of a number of modules. Each module: helps you to work towards the overall learning outcomes for the award (see section 3 above), and; gives you a certain number of credits at a defined academic level. For a Certificate of Higher Education you need to have 120 credits at level 4. For a Diploma of Higher Education you need a further 120 credits, most of which need to be at level 5. For a BA (Hons) you need a further 120 credits, most of which need to be at level 6. For a Graduate Diploma you need 120 credits, most of which need to be at level 6. For a Post Graduate Diploma you need 120 credits, most of which need to be at level 7. For an MA you need 180 credits, most of which need to be at level 7. Section A below indicates the content of each programme. The formal regulations for each programme can be found at The module descriptors for the modules you are likely to take can be found in Appendix A (and all the module descriptors for Common Awards can be found at Modules normally include: time spent in some kind of class sessions and/or learning groups, with a teacher or facilitator; time spent in personal study. Sometimes you will be given specific tasks to do (e.g. reading a particular section of a book, or thinking about a particular question). Often you will need to make your own decisions about what to read, or what to reflect on; time spent engaging with a real situation of ministry where you will have a placement. Again this may include both specific tasks you are asked to do for your award, and times when you have to make your own sensible decisions with your supervisor about what you should do; time spent producing assignments for assessment Assessment When you start the module, you will be given an indication of the kind of assignment(s) required for that module, along with additional information about the assignments for that module, for example specific assignment titles. The Durham University document on Definitions and Parameters for Assessments at includes generic guidance for particular kinds of assignments, and the assessment criteria that will be applied to your assignments. Your assignment will be marked by one of the Module Tutors for the module. Some assignments are then moderated or second marked (to ensure the quality of the first marking) this is sometimes undertaken by a member of staff from another institution within the RTP. A proportion of the assignments is seen by the external examiner appointed by Durham University. You can expect to receive at least some feedback from the first marker within a month of the deadline for the submission of the assignment. However no mark is final until it has been formally ratified by a University Examination Committee. Each module will also include an opportunity for formative assessment a chance for you to receive feedback on your progress in the module, often through considering how this may integrate with your context or with another area of study. In many cases this will happen either through placement supervision or an in-class activity. However at the start of your time on the programme and when you begin work at a higher level of study you will be given an opportunity to receive more formal feedback relating to the study skills necessary for work at that level, for example through submitting a draft essay plan for the tutor s comment. 11

12 2.4.3 Accreditation of Prior Learning If you think you have already met some of the programme or module outcomes, you can make a request for Accreditation of Prior Learning. See APPENDIX 6 If you think you might like to do this, please contact your programme leader as soon as possible Your responsibilities It is your responsibility to be actively engaged throughout the programme. You should be both proactive and reflective in taking on responsibility for your own learning and development. Your role includes: acting appropriately for someone undertaking a programme in Christian discipleship, ministry and mission; reflecting on and analysing your own practice and development during the programme through discussion and assignments; undertaking the reading, research and tasks you are set outside taught sessions, and coming to those sessions fully prepared so that you are able to take an active role; completing and handing in all assignments punctually; taking part in reviews and evaluations of modules and the programme as a whole. 12

13 2.5 SCRTP Student Support and Experience Overview Supporting you in your studies is primarily the responsibility of Sarum Ministry Programmes see below, especially sections D-F. Key people/roles are The programme leader has overall responsibility for the programme of study for all learners working at that level at that centre; You may also have a separate person acting as your personal tutor, whom you can approach with any concerns you have about your study or more broadly; Module tutors will guide your learning in particular modules, and may be contacted about questions to do with that module; [Tutorial group facilitators will lead the tutorial group sessions at which you will discuss the distance learning activities in which you have been involved] You will also be given written guidance, both for the course overall (including this handbook!) and for particular modules you undertake Placement During your time on the programme, you will need to undertake one or more placements, to help ground your learning in the reality of Christian discipleship, mission and ministry today. This normally includes an ongoing extended placement in your home parish/benefice. On any placement you will have a formal placement supervisor, to help guide and enable your learning from that placement. Some key responsibilities of the supervisor are listed below. You will agree with the supervisor a training/partnership agreement to ensure there are clear expectations concerning the placement on both sides. An outline of what this would normally include can be found in APPENDIX 9. Please remember that, as indicated in section 4.4 above, you need to be proactive in taking responsibility for your learning and development. If you think you need something (e.g. a formal supervision session, help with undertaking a particular task, or the opportunity to experience a particular area of ministry), be sure to raise this with your supervisor rather than wait for your supervisor to raise it with you Supervisor responsibilities extended placement / home parish Establish a training/partnership agreement with the student (see APPENDIX 9) notified to the training institution and reviewed at least annually Encourage the student to engage fully in every aspect of their training Enable the student s involvement as needed in the life of the church (parish/benefice/circuit etc.) during their training, and if something expected by the training is not possible, discuss this with the training institution Ensure that any work with children or vulnerable adults is carried out in accordance with good practice and with the safeguarding policy of the parish/placement institution Offer formal supervision to the student as needed (normally including a minimum of eight meetings per year) Attend training/meetings as provided by the training institution 13

14 Offer pastoral support to the student and, where appropriate, their family Raise with the training institution any significant concerns about the student, their learning or their fitness for the ministry for which they are training Report formally to the training institution as requested Supervisor responsibilities short-term block placement Agree a placement proposal with the student and the training institution Enable the student s involvement as needed in the life of parish/benefice [or other institution as appropriate] during placement Ensure that any work with children or vulnerable adults is carried out in accordance with good practice and with the safeguarding policy of the parish/placement institution Offer formal supervision as needed (normally a minimum of three times during the placement) Report formally to the training institution as requested Attending training/meetings as provided Offer pastoral support to the student if required during the placement Raise any significant concerns about the student, their learning or their fitness for the ministry for which they are training with the training institution Equal opportunities We are committed to ensuring fair access to our programmes, and avoiding discrimination, in accordance with our Christian principles and with the Equality Act This includes making reasonable adjustments where these will enable someone with any kind of disability to engage fully with the programme on an equal basis with other people. Such disabilities (as defined by the Equality Act) include specific learning differences such as dyslexia, mobility issues, hearing and visual impairments, mental health problems and medical conditions. If you think you have a disability and would like us to take it into account, please advise your programme leader or personal tutor as soon as possible. You may be required to submit evidence to confirm that you have the disability and its effect so we can ensure we are offering appropriate help Problems and complaints If you have a problem most matters are best dealt with by raising the issue quickly and informally, perhaps discussing it with your personal tutor or the programme leader. If you need to make a complaint, APPENDIX 7 details the process you should follow. 14

15 2.6 SCRTP Programme Management and Quality Assurance Quality assurance and enhancement The quality of the programme and the student experience is the responsibility of all staff with any input into it. Monitoring of the quality takes place in various ways, including: informal and formal module and programme evaluations by staff and students, including some processes carried out in line with formal University expectations peer review of teaching staff and moderation of marking (including some moderation of marking in the Diocese of Oxford by staff from other centres within the RTP) involvement of external examiners who each year produce reports on the programme to which a formal response is made following rigorous University procedures in the event of significant changes to the programme. It is important that we hear your views both about what is currently working well or less well for you, and about ways in which the programme might develop. You will be given formal opportunities to express your views, for example through end-of-module questionnaires about that module, or an annual survey of all students on the programme. You can also express your views informally to members of staff. You are represented on the committees which oversee the awards, including reviewing student feedback that has been offered (see below), so can express your views to and through your representatives or indeed perhaps become a student representative yourself. You can also find out from your representatives (and from staff) what has been said at these meetings, and so how particular issues have been dealt with The Common Awards Management Board There is a national Management Board for Common Awards, with representatives from Durham University, the Church of England, the Methodist Church and three people representing training institutions (two staff and one student) The South Central RTP Common Awards Management Committee South Central RTP has its own Management Committee for Common Awards. As well as staff, this includes at least one student representative from each of the institutions in the RTP consortium please ask your Programme Leader for details of your representative if you would like to raise an issue through them and do not know who they are. The responsibilities of the Management Committee are to: Monitor the quality and standards of learning and teaching. This shall include consideration of: programme specifications; outcomes of module reviews; external examiners' reports student feedback and representation; selection, admission (including the training of admission selectors) and induction of students; 15

16 the quality of learning resources (including staffing resource); student progression and achievement; academic support and guidance; employability and skills development, and the career destinations, of students; placement learning, both student exchanges and work-based placements (where the TEI provides placement learning opportunities). Consider and make recommendations to the Management Board on the development of the curriculum of the programmes for which the Committee is responsible. Ensure that appropriate mechanisms exist to take into account student views on learning, teaching and assessment, relating to undergraduate and postgraduate provision. Recommend to the Management Board: the standard entry requirements for the programme(s) for which the Management Committee is responsible; the appointment of internal and external examiners for the programme(s) for which the Management Committee is responsible. Provide a forum for the discussion and dissemination of good practice in learning, teaching and assessment relating to undergraduate and postgraduate provision, ensuring effective mechanisms are in place to promote the enhancement of educational provision. Report to the Management Board on the quality and standards of the educational provision for which the Management Committee is responsible. Consider such other issues as are referred to it by the Management Board. Report at least annually to the South Central RTP Board and the xxx of the Diocese of Guildford on the quality and development of the educational provision for which the Management Committee is responsible. Consider such other issues as are referred to it by the South Central RTP Board and the xxx of the Diocese of Guildford Local processes While the national and RTP level committees hold overall responsibility for the quality of the awards, detailed discussion of the programme as delivered in the different institutions within the RTP is normally best carried out within the institution. Section G below indicates how this happens within Sarum Ministry Programmes. Please note that any concerns you have or suggestions for improvement are normally best raised informally with a relevant member of staff at an early stage. 16

17 3 Information Specific to Sarum Ministry Programmes 3.1 Introduction to Sarum Ministry Programmes The Vision of Sarum Ministry Programmes Sarum Ministry Programmes. are committed to a programme of high quality contextual theological learning, through an integration of rigorous academic study and reflective practice in local context. Sarum Ministry Programmes are committed to: Excellence in Theology: setting the highest standards in the development and provision of theological education and training, and working with providers of theological education and training in the church and in the further and higher education sectors; Biblical Teaching: faithful and academically informed biblical interpretation at the heart of everything we do. Mission in Local Context: encouraging effective and appropriately contextual missional practical by ensuring that the training and formational needs specific to each person s own calling, denomination and traditions are properly met; Collaborative Leadership: creating opportunities for all of God s people to learn to think, speak and act with greater theological confidence; Reflective Practice: stimulating ongoing reflection on the relationship between academic study, life, faith, ministry and mission; Diversity in Worship providing a shared experience of training which also recognises particular needs, drawing together people preparing for different ministries from different denominations and church traditions, and providing them with a common core of theological education; The Aims of Sarum Ministry Programmes Our programmes are designed to: educate students critically, constructively and confidently with the resources and norms of Christian tradition, belief and practice, in relationship to other belief systems; train students to exercise an informed and reflective ministry marked by wisdom, commitment and a capacity for collaboration, and; form students to participate responsibly in the mission of the Church by integrating learning within the particularities and complexities of their own communities, as well as the wider church and world. The Sarum Ministry Programmes undergraduate programmes aim to provide professional training that meets the criteria of our sponsoring churches and helps prepare students for public ministry by: educating students about the resources of theological study and reflection, and encouraging them to engage critically with these resources in their ministerial practice; equipping students to become skilled and reflective practitioners, whose professional conduct is marked by wisdom, empathy and compassion and exemplified in a capacity for collaboration and a commitment to the growth and wellbeing of others; 17

18 extending students experiences of the Christian faith, providing opportunities for them to encounter other traditions and faiths, and to work in unfamiliar contexts; developing students understanding of the importance of context in theological reflection, so that they can serve as ministers who can hold the particularities of the situations in which they are placed alongside an appreciation of the resources of Christian faith; enhancing student s skills as pastors, preachers and worship-leaders, and nurturing their own prayer lives and spiritual formation; establishing habits of lifelong learning, and provide opportunities and resources for ongoing theological reflection in diverse ministerial contexts. The Sarum Ministry Programmes graduate programmes also aim to provide professional training that meets the criteria of our sponsoring churches and helps prepare sponsored students for public ministry by: educating students to a high level about the resources of theological study and reflection, and encouraging them to engage critically with these resources in their ministerial practice; equipping students to become skilled, reflective and critical practitioners, whose professional conduct is marked by wisdom, empathy and compassion and exemplified in a capacity for collaboration and a commitment to the growth and wellbeing of others; extending students experiences of the Christian faith, providing opportunities for them to encounter other traditions and faiths, to work in unfamiliar contexts, and to reflect critically and innovatively on these experiences; enabling students to understand and critique the importance of context in theological reflection, and serve as ministers who can hold the particularities of the situations in which they are faced alongside an appreciation of the resources of Christian faith; developing students skills, and critical reflection, as pastors, preachers and worship-leaders, and nurturing their own prayer lives and spiritualities; establishing habits of lifelong learning, and provide opportunities and resources for ongoing theological reflection in diverse ministerial contexts. 18

19 A note for MA students While our MA programme substantially shares the same primary aims and learning outcomes as the HEDip & BA, it is designed to provide scope for more creative, flexible and self-directed study for people with significant prior theological education and experience. The MA is designed to be followed by three categories of students: those who have been selected for ordained or nationally accredited lay ministry who are taking this course as part of their initial ministerial training; those already in ordained or licensed lay ministry, taking this course as part of their continuing ministerial education; those taking the MA for educational reasons only, e.g. to work as lay theological educators. The first category is referred to in this handbook as initial ministerial education. The whole programme of education, training and formation described in this Handbook relates to these students. MA students in the other two categories do not take part in the residential training events apart from Saturday half-day seminars, nor do they participate in formational work with training ministers. 19

20 3.2 Sarum Ministry Programmes Programme Structure Academic Qualifications offered by Sarum Ministry Programmes Six types of awards, validated by Durham University, are available to students: HE Certificate in Theology for Christian Ministry and Mission (Cert HE) Higher Education Diploma in Theology for Christian Ministry and Mission (HE Diploma) Bachelor of Arts (Honours) 1 in Theology for Christian Ministry and Mission (BA) Graduate Diploma in Theology for Christian Ministry and Mission (G Dip) Postgraduate Certificate in Theology for Christian Ministry and Mission (PG Cert) Postgraduate Diploma in Theology for Christian Ministry and Mission (PG Dip) Master of Arts in Theology for Christian Ministry and Mission (MA). On entry, if you are studying for one of these awards as part of your initial ministerial training, you will usually register for the award corresponding to the time for which your church authority has sent you to Sarum Ministry Programmes, after account has been taken of any APL claims (for the APL policy, please see Appendix 6 below). The usual mode of study with Sarum Ministry Programmes are part time, but full time pathways and practice based pathways (part time study combined with part time ministry/mission in local context) are also available in some circumstances. Please contact the programme leader if you are interested Distinctive Pathways in Sarum Ministry Programmes During their time in Sarum Ministry Programmes, a number of students work towards a particular focus for ministry, including Pioneer Ministry (for Fresh Expressions of Church) The programmes undertaken by such students are largely the same, with slight adaptations to suit the particular focus of their future ministry Movement through the Undergraduate and Postgraduate Programmes Integrated and incremental Both the undergraduate and postgraduate programmes are designed to offer you an integrated approach to your study and reflective practice of Christian ministry and mission. 3.3 Sarum Ministry Programmes Learning and Teaching Undergraduate Programmes: HE Certificate/ HE Diploma/ BA Sarum Ministry Programmes modules operate through blended learning. Our undergraduate programmes have three key components: 1 Students who do not complete the BA (Hons), which requires successful completion of the dissertation module, will be awarded a BA Pass degree provided they have successfully completed at least three 20 credit modules at Level 6 (Sarum College students usually complete four). 20

21 especially-written distance learning modules, which include reading, activities, multimedia and private reflection. These are studied by students with the guidance of tutorial group facilitators; residential training and teaching periods that introduce or develop topics covered in the modules or that cover other essential elements of the ministerial training aspects of the programme that are best studied in a larger group meeting residentially; periods of reflective practice in the workplace and in local churches (the workplace depends upon the type of ministry for which students are training: it is the local training church for most students, but, for those who are called to ministry in secular employment, the workplace can be a school, place of business or other context in which they exercise their function as minister-in-training). These periods of reflective practice are structured into and by the module material and supported by local Training Ministers/Mentors 2 The HE Diploma in Theology for Christian Ministry and Mission is awarded when students accrue 240 credits, with a minimum of 90 credits at Level 5. This is usually achieved over a period of three years part-time blended learning study, with each phase of the degree lasting 18 months. The Sarum Ministry Programmes academic year is divided into three terms, with four modules being completed consecutively per year (modules last for 10 weeks, including time for writing up assignments). During the first 18-month phase of the course, students study Level 4 modules that introduce them to the core areas of theological study with which they engage successively within the spiral design of the programme: i.e. God, World and Church. The second 18-month phase continues this spiral sequence, again with modules at level 5. There is a very limited degree of flexibility in this programme, because of the complexity that this introduces into the programme, and because of the need to ensure that students cover a coherent and balanced curriculum. However, we can cater for bespoke pathways. It is possible to qualify for the subsidiary award of HE Certificate after eighteen months of study (after accruing 120 HE credits). Advanced entry students who complete the HE Diploma at the end of their second year will normally proceed to the BA (Hons) in their third year of initial ministerial training. They will remain with their year group, continuing to study at the same pace and with the same structure of distance-learning, residential training and reflection on practice. They may study the dissertation module concurrently with their final two modules, or in a fourth year of study. Students who complete the HE Diploma during their initial stage of Sarum Ministry Programmes training may apply to upgrade to the BA (Hons) programme, which they would achieve through successfully completing an additional 120 credits at Level 6. Students who have another HE Diploma level qualification in theology or who wish for greater flexibility in their postqualification study may apply to enroll on the Graduate Diploma, which they would achieve through successfully completing 120 credits at Level Postgraduate Programmes: PG Cert/ PG Dip/ MA The MA offers a programme which is similar in design, scope and content to our current undergraduate programmes in Theology for Christian Ministry and Mission, meeting all the educational requirements of initial ministerial education, and therefore appropriate as ministerial training for suitably qualified students. It is also followed in its entirety by lay-people who wish to develop their knowledge of Christian ministry and mission, or people already in ordained ministry who wish to undertake continuing ministerial education. The MA programme offers specialist training for people with ministerial experience who are teaching or who wish to teach courses which integrate theology and practice. By resembling yet developing and complementing our BA, it also meets the continuing educational needs of our own graduates who wish to proceed to study for a higher degree. 2 Independent lay students have mentors ; students selected for ordination training have Training Ministers 21

22 The MA is awarded when students accrue 180 credits at Level 7. This is achieved over a period of two or three years part-time distance learning study, with each phase of the degree lasting 12 months. The Sarum Ministry Programmes academic year is divided into three terms, with three modules being completed per year (modules last for twelve weeks, including time for writing up assignments). For students doing this degree at the same time as completing work to satisfy other requirements for initial ministerial training, the normal duration is three years. However, in some cases this can be reduced to two years, with the dissertation element running concurrently with the second cycle of taught modules. For students who are not in initial ministerial training, the minimum part-time study period is two years. It is possible to qualify for the exit award of Postgraduate Certificate (60 credits at Level 7) or Postgraduate Diploma (120 credits at Level 7) after one or two years of part-time study respectively. The programme is designed to draw appropriately on Sarum Ministry Programmes extensive experience within the undergraduate programmes of offering education via a combination of distance-learning texts, tutorial support and centre-based training. Each of these components has been adapted to ensure that the programme properly meets the generic requirements of MA study, namely: to encourage debate, critical reflection and effective communication of ideas; to allow for a high degree of self-directed and autonomous research tailored to the individual student s interests, abilities and professional needs; and to provide skills of reflection and analysis of continual relevance to theology for Christian ministry and mission. Accordingly, the level 7 distance learning texts are not so much conversations in print as guides to reading and research. There are also moderated on-line discussion lists that enable students to confer with one another and the module convenor between seminars. Each module of the programme is therefore delivered by: (1) a purpose-written level 7 distance-learning guide for each module, supplied electronically as part of the e-learning provision; (2) e-moderation of a dedicated on-line discussion forum to help provide good management of pedagogy at a distance; & (3) six seminars, offered at Sarum College on a Saturday morning or afternoon. For the Placement module, students also receive structured guidance and support from their assigned supervisor and their reflection group. For the Dissertation module students have periodic, scheduled one-to-one consultations with their assigned supervisor. These are supplemented by or telephone contact, where necessary. Mutual peer-group support and sharing of resources is also fostered. The Placement Module (Reflective Practice in Context Long) at the end of the second year of training offers an extended period of integrated practical and professional experiential learning. As an additional requirement (which is not part of the MA) ministerial training students also attend six residential weekends and one week-long residential school (Spring School) each year. Additionally, the MA modules incorporate a formational training programme which covers the formational requirements for ministerial training Programme Levels Under gradu ate Progr amm es Level 4 Level 4 aims to map the field of Christian ministry and mission and to provide you with a fundamental grounding in its disciplines. There is also some exposure to primary theological and historical texts and the expectation that you will begin to learn to use a range of specialised theological, historical and analytical skills. You are expected to be learning to use these skills to evaluate information, develop investigative strategies and formulate solutions to a variety of unpredictable problems within the area of Christian ministry and mission. Although you are based in a local church, you are expected to recognise that you are preparing to minister beyond the context of your local church and that you will need to take responsibility for the nature and quality of your ministry in a variety of well- 22

23 defined contexts. Level 5 Work on modules at Level 5 is designed to enable you to analyse abstract concepts, generate ideas, and use theological and analytical skills more competently. At this level, you are expected to be taking more responsibility for your learning, value commitments, professional competence and conduct. For this reason you normally do your three month part-time Placement at this level. It provides you with a shift of context, focus and theological method. In addition to developing your professional skills it enables you to continue to develop your ability to analyse and evaluate information, prepare responses to well-defined problems and exercise significant judgement across a broad range of functions. Level 6 At Level 6, you are expected to be learning to accept and exercise increased responsibility for your own learning and professional conduct. You are expected to have developed much greater clarity about your values. In Christian ministry and mission this is reflected in more collaborative professional practice and the exercise of greater accountability for setting and achieving personal and group learning outcomes. These factors are of practical importance as many of the students working at Level 6 are already ordained and following these modules as part of their continuing ministerial education (or denominational equivalent). Many of the modules at this Level are designed to give you the opportunity to build on what you already know and hone the specialised skills you have developed. You are expected to consolidate and extend your knowledge and abilities, and develop your capacities to review and evaluate new concepts and evidence from a range of sources, even in those modules which do necessarily introduce new content as well. MA Level 7 All the modules of the MA are designed to be studied at Level 7. When working at this level you are expected to: demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; continue to advance your knowledge and understanding and to develop new skills to a high level; deal with complex issues both systematically and creatively and make sound judgements in the absence of complete data; communicate your conclusions clearly to specialist and non-specialist audiences; exercise initiative and personal responsibility; make decisions in complex and unpredictable contexts; display such learning ability as is needed to undertake appropriate further professional training; 23

24 work collaboratively with others and critically reflect on group processes; communicate clearly and effectively, using a variety of media, including written text; identify issues for and methods of effective preaching and teaching; make intelligent and appropriate use of library resources; make intelligent and appropriate use of IT resources; demonstrate independence of thought and critical self-awareness about your own beliefs, commitments and prejudices; articulate accurately, reflect on and courteously engage with the ideas and arguments of others Provision for APL For full details, please see the APL policy of the South Central RTP in APPENDIX 6, below Glossary: APCL = Accredited Prior Certified Learning; that is, your previous certificated educational qualifications; APEL = Accredited Prior Experiential Learning: that is, your previous relevant experience. Except where it is necessary to distinguish between the terms, we here use the generic term APL to refer to both types of accredited learning. As mature students, with, in some cases, significant levels of knowledge and skill derived from previous study, life experience, and participation in church life, Sarum College students will sometimes have grounds for being awarded APL credit, giving them credit for some Level 4 modules, allowing them to be admitted directly to Level 5 or 6, or giving them credit for some Level 7 modules. All provision for APL by Sarum Ministry Programmes abides by the policy of the South Central RTP validated by Durham University, while at the same ensuring that all the educational, training or formational requirements of the participating churches are addressed. Undergraduate Programmes Provision for APL for the undergraduate programmes usually falls in the following categories: First, candidates with recent prior theological learning at Level 4 that matches the learning outcomes of the modules offered. Recent normally means completed within the last five years. Such candidates will normally be granted 80 credits at Level 4, enabling them to proceed directly to the year two modules. APL credits must not exceed 1/3 of the total credits for the exit award (HE Dip or BA) Even students who fulfill this requirement may still choose, or be advised to consider commencing their studies at Level 4. There are two reasons for this. The Sarum Ministry Programmes programme is more thoroughly missiological and contextual than some traditional theological curricula, and the modules are integrated developmentally through Level 4. That is, they are designed to build the student s education, training and formation over the first phase in such a way that 24

25 a sound foundation is provided for further education, training and formation through the higher level modules and residential training periods. Secondly, candidates with recent prior theological learning at Levels 4 & 5 that matches the learning outcomes of the modules offered. Recent normally means completed within the last five years. Such candidates should be entitled to credit enabling them to proceed immediately with the study of Level 6 modules (i.e. the Graduate Diploma). Procedures for claiming APL for the undergraduate programmes Procedure for making claims If you wish to be considered for APL, you will need to inform the Sarum Ministry Programmes APL Officer (Beth Dodd) either before or when you make a prospective student visit. If you have not already done so, you will be asked to complete the Sarum Ministry Programmes APL Assessment Form (available from the Sarum Ministry Programmes office) by a specified date which allows sufficient time for the proper assessment of the claim. The statement of APL will need to be supported by full syllabi for the work described, degree certificates and a transcript for any completed parts of a degree programme. Where there is a claim for APEL (experiential learning), the APL Officer may specify additional means of assessment appropriate to the candidate in question, such as submission of a portfolio, submission of special assignments, or an interview with a member of the Sarum Ministry Programmes core academic staff in accordance with the policy of the South Central RTP and of Durham University. If necessary, the APL Officer will request you to provide additional evidence. Procedure for evaluating claims The APL officer will make a preliminary assessment of the claim, with the support of the Sarum Ministry Programmes Admissions Committee. The APL evidence will then be reviewed and verified by the APL sub-committee of the Board of Examiners of the South Central RTP, who may then approve the claim in part or in full, reject the claim, request further information or refer the claim to the Durham University Management Board. All decisions will be made according to the APL policy of the South Central RTP, and will take the following factors into account: is the evidence, Current from within five years of the start date of the student s joining the programme (in the case of APCL this may include learning from any programme which the student exited no more than five years three months prior to the start date of their joining the programme), and Relevant appropriately matched to the learning claimed, and Sufficient to demonstrate the achievement of the learning claimed, and Authentic clearly related to the student s own efforts and achievements. Evidence may include material generated by a group of which the student was part, but the student s own contribution to this must be clearly identified. If your claim has been rejected, this decision will be communicated to you in 25

26 writing, within seven days, accompanied by a reasoned statement as to why the application has been rejected. Criteria for awarding APL In order to be awarded exemption on the basis of APL you will have to demonstrate to the satisfaction of the APL Committee that you have substantially satisfied the specific learning outcomes of the level of study for which you are claiming exemption. Exemption will not normally be given for study or experiential learning completed more than five years ago. Extent of APL award At each Level there are certain elements (such as the Spring Schools) which are not eligible for exemption, and which must be taken by all initial ministerial education students. The Spring Schools are part of the Church Validation requirements; no exemption is granted from any of them. (The Spring School module, Integrative Learning for Collaborative Practice, is also compulsory for independent undergraduate students who require the academic credits to qualify for their award.) Right of appeal You have the right of appeal to the APL Subcommittee on grounds of procedural irregularity. You also have the right to resubmit your APL evidence, providing that additional relevant evidence is adduced and that it is made available in time for consideration by the Sarum Ministry Programmes Admissions Subcommittee before the next meeting of the APL Subcommittee of the South Central RTP. Final authority Final adjudication lies with the APL Subcommittee of the South Central RTP and the Durham University Management Board. MA If you apply for the MA with recent Level 7 credits gained through postgraduate theological study at another institution, or you can provide evidence of prior nonaccredited or experiential learning which covers the learning outcomes of particular modules, you may apply for APL credit for these modules, up to a maximum of 1/3 of the total number of credits for the programme. Because of the integrated nature of the programme such APL will only be awarded after the Programme Leader is satisfied that you are adequately equipped to complete the remaining modules successfully. For this reason, there should be 26

27 substantial correspondence between the modules for which you are requesting credit and your prior learning. Where accredited learning is being presented for credit, full details of these must be supplied together with an academic transcript. Procedure for making claims As above for the undergraduate programmes Undergraduate Module Lists All Sarum Ministry Programmes undergraduate programmes are available in full-time (120 credits per year) and part-time (40 or 80 credits per year) modes of study. Students may negotiate their choice of modules with the programme leader, in light of the ministry for which they are preparing or in which they are engaged, and module availability. However, the normal expectations for studying with Sarum Ministry Programmes are listed as follows: Certificate of Higher Education in Theology, Ministry and Mission Level 4 (120 credits) This programme covers the first 18 months (part time) or one year (full time) of the HE Diploma Programme Module Name Number of Credits Preparing to Learn: Scripture, Prayer and Theology 10 Human Identity, Theology, Vocation and Professional Practice 20 Introduction to Christian Doctrine and History 20 Integrative Learning for Collaborative Practice 10 Using the Bible Today 20 (end of year 1 (part time). Part time APL students start at this point) Mission and Evangelism 20 Growing Together in Christ: Worship and Spirituality 20 (end of 18 months (part time)/ year 1 (full time)) Students on unconventional pathways may also discuss with the programme leader taking any of the following modules: Independent Learning Project (long) 20 Independent Learning Project (short) 10 Level 4 modules up to the value of 20 credits from any other TEI offering Common Awards Up to 20 27

28 HE Diploma Full time students with APL begin the Sarum Ministry Programmes programme at this point. Students on the HE Diploma pathway complete 120 credits at Level 4 as outlined above, before studying the following modules. Level 5 (120 credits) Module Name Number of Credits Bible in Context 20 Reflective Practice in Context (long) 20 Ecclesiology 20 Topics in Christian Doctrine 20 Christian Faith and Ethical Living 20 Integrative Learning for Collaborative Practice 10 Preparing for Public Ministry 10 Instead of studying Preparing for Public Ministry, APL students in their second year who will study for three years with Sarum Ministry Programmes, study instead the following module (they will complete Preparing for Public Ministry instead in their 3 rd year): New Testament Text Study in Context 10 Students on unconventional pathways may discuss with the programme leader taking the following options: Level 5 modules up to the value of 20 credits from any other TEI offering Common Awards Up to 20 Independent Learning Project (long) 20 Independent Learning Project (short) 10 Exploring Leadership and Theology for Ministry and Mission (TM2227) 10 Mission and Ministry in a rural Context (TMM2347) 10 Students exit here with an HE Diploma 28

29 BA Level 6 (120 credits) Students on the BA (Hons) pathway complete 240 credits at Levels 4 and 5 as outlined above (up to 120 credits may have been granted as APL at the commencement of study). They then study the following modules: Christian Theology, Ritual and Pastoral Care 20 Leadership and Theology for Ministry and Mission 20 Christian Doctrine in Context 20 Dissertation in Theology, Ministry and Mission 40 Students also complete two of the following modules, depending on their pathway: Preparing for Public Ministry 10 Integrative Learning for Collaborative Practice 10 Independent Learning Project (short) 10 The Creative Arts and Christian Ministry and Mission 10 Students may also negotiate with the programme leader to study the following: Level 6 modules up to the value of 20 credits from any other TEI offering Common Awards Up to 20 Students exit here with a BA (Hons). Students who have completed at least 300 credits and 60 credits at Level 6, but have not completed the Dissertation module may exit with a BA pass degree Graduate Diploma Level 6 (120 credits) Students may study the Graduate Diploma as a stepping stone to postgraduate study or for post-qualification study. Those who have completed a theological qualification at HE Diploma level with another institution, who are returning to study with Sarum Ministry Programmes after a gap, or who wish for greater module flexibility for their level 6 qualification, may wish to complete a Graduate Diploma. Students may not study modules that they have already studied with Sarum Ministry Programmes. Graduate Diploma students complete the following modules: At least 10 credits from list L: List L (theological reflection and reflective practice) Credit value Integrative Learning for Collaborative Practice 10 29

30 Reflective Practice in Context (long) (level 5) 20 Between 90 and 110 credits from list M: Christian Doctrine in Context 20 Christian Theology, Ritual and Pastoral Care 20 The Creative Arts and Christian Ministry and Mission 10 Dissertation in Theology, Ministry and Mission 40 Leadership and Theology for Ministry and Mission 20 Independent Learning Project (long) 20 Independent Learning Project (short) 10 Preparing for Public Ministry 10 Level 4 and 5 modules up to the value of 40 credits from the Sarum Ministry Programmes module lists (above). Level 6 modules up to the value of 20 credits from any other centre offering Common Awards Up to 40 Up to Postgraduate Module Lists The Postgraduate Certificate is achieved after successful completion of 60 Credits at Level 7, The Postgraduate Diploma after 120 credits and the MA after 180 credits including the compulsory Research Methods and Dissertation modules. Students will negotiate their choice of modules with their tutor, in light of the ministry for which they are preparing or in which they are engaged, and module availability. Please note that for the postgraduate programmes, taught modules are offered in alternate years, so not all the modules listed below may be available. The alternate-year structure enables larger cohorts to be formed, by conflating both year groups studying the taught modules. This gives students a richer learning experience and more opportunity to interact with fellow learners. Additionally, it enables new students to gain from the experience of students in their second year of M-level study a support structure that has been much appreciated by existing students. The placement module is offered every year, because students in their second year of ordination are required to undertake the placement, regardless of the year of study on the MA. The reason some MA students may be in their second year of formation training but their first year as an MA student is because they have transferred to the MA after exemplary performance during their first year at undergraduate level (given that they are appropriately qualified). The MA programme for is as follows: Module Start Date Seminars Assignment Weekends 30

31 Deadline MA Orientation (For new MA students ONLY) 1 st of September Read/Do M- Orientation on moodle September. The introduction to the MA will be incorporated into the induction weekend. N/A N/A Advanced Biblical Studies TMM40220 (2 nd +1 st yr MA) 14 th of September pm/3.15 pm 10 th of October NB: 14 th of December 2015 First year: 18/20 Sept. 2015; 09/11 Oct /22 Nov Further optional MA induction session in the morning Second year: 09/11 Oct All welcome to attend the Niblett lecture at 5pm 20/22 Nov th of October Seminars B1, B2 9.30am/11.15am Third Year: 23/25 Oct th of November Seminars C1, C2 1.30pm/3.15pm 21 Nov presentation day Research and Reflection: Resources and Methods TMM42220 TMM40220 (2 nd +1 st yr MA) 14 th of December th of December Seminars A1, A am (library induction)/11.15 am (brother Patrick) 28 th of March 2016 First year: 5-7 Feb 2016 Second year: 5-7 Feb 2016 TBC March 2016 Reflective Practice Placement TMM43010 (2 nd year MA and full-time 1 st year MA) TBC 18 th of April 2016 No Seminars 18 th of July 2016 Third year: Jan /28 Feb /13 March 2016 All: Spring School 29 March - 3 April 31

32 2016 Words and Music in Worship TMM43120 (rest of 1 st year MA) 18 th of April th of April Seminars A1,A2 9.30am/11.15am 14 th of May Seminars B1,B2 9.30am/11.15am 18 th of June Seminars C1, C2 9.30am/11.15am 18 th of July 2016 First year: 20/22 May June /3 July 2016 Second year: 20/22 May /3 July 2016 Dissertation in Theology, Ministry and Mission TMM th of December 2015 Supervisions with dissertation supervisor once proposal approved N/A (deadline summer 2017) Third year: 29 Apr/ 1 May 2016 (full-time 1 st year MA)) 3-5 June 2016 Independent Study Module option To be arranged with the MA programme leader The full list of Level 7 modules offered through Sarum Ministry Programmes are as follows: Advanced biblical studies 20 Advanced topic in church history 20 Christian Spirituality: Foundations and Forms 20 Contemporary Christian Spirituality 20 God, Beauty and Imagination: Theology and the Arts 20 Liturgy and Mission 20 Liturgy and Spirituality 20 Methods in modern theology 20 Mission and ecclesiology in contemporary context 20 Preaching in a ministerial context 20 32

33 Reflective practice: Christian worship 20 Reflective practice placement 20 Research and reflection: resources and methods 20 Theology and science 20 Words and music in worship 20 Dissertation in theology, mission and ministry 60 Modules up to the value of 20 credits from a Level 6 Sarum Ministry Programmes module Level 7 modules up to the value of 20 credits from any other TEI offering Common Awards Up to 20 Up to 20 Independent learning project 20 33

34 3.4 Sarum Ministry Programmes Assessment The assessment regulations for Sarum Ministry Programmes are in line with the guidelines for the Common Awards validated by Durham University. Please see the core regulations held at Presentation requirements for assessed assignments You are expected to adhere to the following guidelines for submitting written work for marking by Sarum Ministry Programmes academic staff or Sarum Ministry Programmes-appointed markers. All written work submitted for assessment should: be typed or word-processed in a legible font (e.g., 12pt); be 'double-spaced'; have proper margins, including a minimum left hand margin of 3 cm; have page numbers; have a word count at the beginning; You are responsible for keeping a copy of all submitted work. Electronic copies must be uploaded onto Sarumlearn by 9am on the day of the assignment deadline. You are strongly encouraged to use gender-inclusive language. If you have problems with meeting any of these presentation guidelines, please discuss this with your Personal Tutor. Bibliographic referencing must follow the Harvard referencing system carefully (see below, Referencing) Submitting Your Work When you submit your assignments you will first need to fill in the appropriate marking coversheet for your assignment. These will be provided in the module material, but can also be found at For each module you will also need to complete a Record of Formative Learning Form. This can be found on the Resources section of the Sarum Ministry Programmes website, at Ministry Programmes.ac.uk/resources. Once you have completed the form save it to your computer. This form may form the basis of discussions with your personal tutor. You will need to ensure that you have a secure address that only you have access to (for when we return feedback on your assignment). If necessary, you may wish to set up an extra address for this purpose with your own ISP or another web-based provider (e.g., Hotmail). In September of each year you should submit a Plagiarism Declaration and Learning Reflection Form to the office (available on the Resources section of the Sarum Ministry Programmes website, at ) 34

35 3.4.3 Deadlines A Key Dates Schedule for the coming academic year is included with your pre-course mailing, giving you dates when assignments are due. For subsequent years this document is available on the Sarumlearn Information Page. Assignment titles are detailed within the text of the distance-learning modules. The Academic Administrator records the arrival of all assignments and notifies the Programme Leader of any assignments that remain outstanding after the deadline. s of reminder are sent to students who have not requested an extension. Any undergraduate assignment submitted up to 5 working days after the deadline, without an approved extension, will be accepted as a first attempt but the substantive mark will be capped at the minimum pass mark. The work will be marked and feedback supplied. A working day in this context refers to Monday to Friday, and excludes bank holidays and days which the TEI is officially closed. Any work submitted after the 5 day late submission deadline may get a mark of zero or be treated as a resubmission (and therefore get a capped pass mark). If you think you will not be able to meet the deadline for an assignment, please contact the Course Administrator as soon as possible for an assignment extension, in advance of the deadline (see below, D.iv) Extensions for Assignments It is the responsibility of the student to submit work on time for assessment in accordance with the requirements for each module. Sarum Ministry Programmes recognises that from time to time students may need to be granted extensions to the submission deadlines for assignments. All such requests should be submitted in advance of the module deadline and as soon as possible (up to 5 days after the problem has occurred). You should this to the programme leader (HEDip/BA Paul Burden at pburden@sarum.ac.uk, MA Beth Dodd at bdodd@sarum.ac.uk) and the course administrator (Annette Young, ayoung@sarum.ac.uk ), using the form supplied on the Sarum Ministry Programmes website ( ), giving the reason(s) for the request and a clear indication of when you wish to submit your assignment. NB Extension requests may require supporting evidence, but self-certified requests for a maximum of seven consecutive calendar days may be submitted up to twice per term. Assignments submitted after the deadline without permission (which may be granted retrospectively in exceptional circumstances and usually within 5 days of the module deadline) will be marked according to the standard penalties for late submission. Self-certification should not be used in respect of general pressure of deadlines, missing deadlines due to malfunctioning of computer equipment and so on. Students are expected to manage their work to be able to cope with such problems. The next module usually begins on the deadline day of the previous module, so it is always advisable to get your assignment in on time if possible in order to manage your workload. You will then receive a response which either confirms or rejects the extension request, and informs you of your revised assignment deadline. An extension has not been granted until a form is submitted and a formal response made from us. 35

36 Any new deadline agreed with the Academic Administrator must be observed. As a general rule, we will give you a fortnight s extension, unless there is good reason otherwise. As a general rule we will not grant extensions beyond 31 July unless in exceptional circumstances. It is your responsibility to submit your assignment(s) by the revised deadline date. Failure to do so may mean that you receive a capped mark or a mark of zero. 3 If you are unable to meet the extension deadline for reasons beyond your control you should inform us as soon as possible and if possible before the deadline. You will need to submit the assignments with their cover sheets in the usual way through the module assignment submission. You are asked please to also Annette when you do that to let her know that you have submitted the assignments. Please see the SCRTP Extension Policy, in the Appendix Word Limits for Assignments (please see ) (i) Students must declare an exact word count when submitting written assessments. Deliberately misrepresenting the length of an assessment will be treated as an act of dishonesty and therefore may be subject to disciplinary processes. (ii) For all assessments there is a grace interval above the stated limit of 10% of the permitted word length. Students will not be penalised for exceeding the stated word count by up to 10%. (iii) There are no penalties for under-length work. Work that is significantly under-length is likely to be selfpenalising. (iv) The penalties for over-length work are as follows: For work more than 10% over-length, but no more than 50% over-length, a deduction of 10 percentage points from the mark will be made; For work more than 50% over-length, a mark of zero will be given; the student will, however, be given the opportunity to resubmit for a capped pass-mark. (v) Since students are provided with a significant grace interval these penalties will be applied strictly, even where work only just falls into the relevant category or where there is evidence of a genuine mistake in calculating the word count. Students are advised to aim to write within the stated limit and certainly to remain well within the grace interval even if they do exceed the stated limit. 3 As per the SCRTP Policy (Programmes Handbook 3.4.3, Deadlines ) Any undergraduate assignment submitted up to 5 working days after the deadline, without an approved extension, will be accepted as a first attempt but the substantive mark will be capped at the minimum pass mark. The work will be marked and feedback supplied. A working day in this context refers to Monday to Friday, and excludes bank holidays and days which the TEI is officially closed. Any work submitted after the 5 day late submission deadline may get a mark of zero or be treated as a resubmission (and therefore get a capped pass mark). 36

37 (vi) If the application of a penalty for exceeding the word limit would reduce the mark of an assignment which would otherwise pass to a mark below pass level, then the mark for the assignment should instead be capped at pass level. (vii) The word limit on assessments includes all the main text including headings and tables, and all referencing. It also includes any footnotes or endnotes. (viii) The word limit excludes front matter (such as title and abstracts), page headers and footers, bibliography, graphs and images, and declarations. The word limit also excludes appendices. Appendices should only contain supporting material relevant to the main body of the assessed work and must not contain any additional analysis or argument. Markers will not treat the appendices as if their content were part of the body of the text. (ix) These regulations for over-length work apply to all assessments for which there is a word limit, including postgraduate dissertations Appendices Appendices to assignments are not marked with the same rigor as the assignment itself. They are reviewed by the marker to assess whether they constitute relevant supporting material, just as a marker might skim a published text referred to in an assignment to check relevancy and accuracy. Therefore you should not attempt to use appendices to carry forward your main argument Formative Assessment and Summative Assessment There are two distinct elements to the academic assessment process in Sarum Ministry Programmes: formative and summative assessment. Formative assessment is designed to support your learning by giving you ongoing feedback during the course of your studies. This occurs in various ways, such as: comments and guidance on the penultimate draft of your work; feedback during tutorials, lectures or seminars; feedback on practical tasks with your Training Minister/Mentor Summative assessment is the marks and feedback you receive on your module assignments. The marks for your summative assessments contribute to your final grade. Summative assignments are marked and graded by Sarum Ministry Programmes staff, and returned with formal feedback. For summative assignments, either a sample is then taken of all students assignments and second marked, or the entire cohort is second marked, according to the Common Awards Assessment Criteria for your programme. Finally, the moderated mark is ratified by the Board of Examiners. Thus, although you will receive feedback within one month of submission after the assignment deadline, the assessment process is not completed until the Examination Boards of the SCRTP and Durham University, at which the marks are ratified (see section 4.2 above). In order to obtain an academic qualification, you need to achieve a mark of at least 40% (undergraduate programmes) or 50% (postgraduate programmes) in each module. It is possible to resit or compensate a module. On the regulations for submission, compensation and resubmission, please see the Core Regulations for your course at 37

38 3.4.7 Assessment methods Academic assessment Assessment of your academic progress is done by continuous assessment: there are no examinations Church assessment Assessment of your progress in training for ministry normally takes the form of two reports, one sent to the sponsoring authorities at mid-course and the other at the end of your training (see below, Assessment for Ordained and Authorised Ministries). In addition to module work these reports draw on the perceptions of your training minister and tutor, on the monthly Record of Meeting with your Training Minister, on interviews and more informal contact with Sarum Ministry Programmes staff. As indicated above, Sarum Ministry Programmes follows an open process of reporting in which you will be fully involved Academic Assessment criteria Assignments are marked according to the Common Awards assessment criteria for your programme, which can be found at Assessment guidelines for different kinds of assignments can be found at The full assessment criteria include a detailed description of the mark given for the skills and competencies demonstrated at each level and for each type of assignment. Copied below is the grading system for the different programmes. Grading Overall Averag e Mark Class Mark (BA) Overall Average Mark Grade (HE Diploma, Graduate Diploma) Overall Average Mark Grade (Postgraduate Diploma, MA) First Distinction Distinction Upper Second Merit Pass Merit Lower Second Pass Third Fail 39-0 Fail 39-0 Fail 39-0 Fail 38

39 3.4.9 Supplementary Developing Ministry Assessment Criteria As well as the academic learning outcomes for the programmes, candidates for ordained and licensed lay ministries in the Church of England also need to meet formation and selection criteria designated by the Ministry Division of the Church of England. These can be found at Assessment for Ordained and Authorised Ministries (Annual Reports) The following arrangements relate only to students in initial ministerial training. All Sarum Ministry Programmes reports are written using an open process where at every stage you can see and are encouraged to discuss the documentation fully. The process is designed to produce full and fair reports, which offer both affirmation and appropriate criticism. For Anglican students, assessment for ordained and authorised ministries takes place at three points during their training (you will be given a reporting timetable). First Year Review of Initial Training Purpose The First Year Review provides an important opportunity to reflect on the first year of training. At a relatively early stage we can then assess your general progress, seeing if there are any major points of concern that have to be addressed before we begin your Interim Report (see below). This is a purely internal process. Two year students do not normally complete this process The Process: You are given a Review Sheet. You arrange a mutually convenient date and place for a joint meeting with your training minister and tutor. Before the meeting you complete the Student Reflection section of the Review Sheet and send copies to your training minister and tutor in advance of the meeting. If your tutor or training minister wish to raise any major issues, they should give you notice of what these are before the meeting. During the meeting your training minister and tutor complete the relevant sections of the Review Sheet and all parties sign the Sheet. After the meeting you must return the Review Sheet to the Sarum Ministry Programmes Office. The completed Review Sheets may be used as a basis for discussion with Sarum Ministry Programmes staff, either by interview or phone. As a result of this, Sarum Ministry Programmes may add its own comment to the Review Sheet. Interim Report on Initial Training Purpose The Interim Report is written halfway through your initial training. It is the most important one for Anglicans, as it carries a recommendation from the Principal concerning ordination or authorisation. It includes comments by your 39

40 tutor, training minister and Sarum Ministry Programmes staff members, as well as self-assessment. This report is then sent to your sponsoring authority. Two-year Anglican students follow a similar process but normally start it later The Process for students (see Reporting Timetable for dates): You receive an Assessment Pack, which consists of assessment papers for you to distribute to your tutor and training minister, as well as a self-assessment form. You meet your tutor and training minister separately to discuss their responses. You should be given a hard copy of their forms, to date and jointly sign once any agreed amendments have been made. If possible they should send e- copies of their report to Sarum Ministry Programmes. You fill in your self-assessment form and return it with the other two forms to the Office. You discuss your papers in an interview with your personal tutor, or preferably beforehand by special arrangement. The Office sends you a draft copy of your Report. You discuss the draft Report in an interview with your Personal tutor, which may then be revised, sometimes in further consultation with you. The Office sends you the final draft of the Report, which you sign as read and discussed. You have the opportunity to attach your comments to the Report if you wish to signal to the Church your disagreement with any of the views expressed within the Report. If family matters are raised in the Report, any parties mentioned also have a right of reply. You will also receive three other copies of the Report, one for you to keep, one for your tutor and one for your training minister. The Office sends the Report to the Churches by the date specified in the reporting timetable. Should Sarum Ministry Programmes be concerned about your progress or your tutor or training minister feel unable to give an assurance of good progress your Personal tutor will speak to you. Final Report on Initial Training Purpose Sarum Ministry Programmes sends a Final Report to the sponsoring authority towards the end of the final year of your initial training, certifying that a student has satisfactorily completed the required training. The report proceeds to identify future training requirements, and in the case of Anglicans concludes with a final recommendation from the Principal concerning ordination or authorisation. Methodist students have a major report just prior to stationing (which takes place in January). This is also used (with slight adaptations) for the final report at the end of the year. The process described below begins in September of your final year. Any amendments made to reflect your progress between December and May should be small and will be discussed with you by your Personal tutor. Note: in order to be recommended for ordination, undergraduate students should achieve a mark of at least 40% in each module. MA students in initial training should achieve a mark of at least 50% in each module. (Work below this standard submitted as a first attempt shall normally be required to be redeemed.) The Process (see Reporting Timetable for dates): You will be sent an Assessment Pack, which consists of assessment papers for you to distribute to your tutor and training minister, as well as a self-assessment form. 40

41 You meet your tutor and training minister together to discuss their response. You should be given a hard copy of their form(s), to date and jointly sign once any agreed amendments have been made. If possible they should send an e-copy of their joint report to Sarum Ministry Programmes (or, if they cannot meet, send a copy of each part). You fill in your self-assessment form and return it with their form(s) to the Office. You discuss your papers in an interview with your personal tutor. The Office sends you a draft copy of your Report. You discuss the draft Report in an interview with your personal tutor. You will be sent the final draft of your Report for signing as read and discussed, as well as a copy for your records. You have the opportunity to attach your comments to the Report if you wish to signal to the Church your disagreement with any of the views expressed within the Report. If family matters are raised in the Report, any parties mentioned also have a right of reply. Anglican students: The Office sends the Report to the Churches by the date specified in the reporting timetable Procedures for suspension or dismissal of student ministers We normally try to resolve things through discussion and without recourse to formal procedures. However, in matters that may involve issues of suspension or dismissal, the Principal (who is charged with responsibility for disciplinary matters) consults closely with Diocesan Directors of Ordinands and, where appropriate, sponsoring Bishops in the Church of England or the appropriate representatives from other denominations. Hence, the procedure for suspension or dismissal is as follows: where (after full discussion with the student concerned and having, where appropriate, sought the advice of other members of staff, the Chair of the Board of Studies and/or the Chair of the Board of Trustees) the Principal has cause to doubt - on educational or vocational grounds - the suitability of a student to continue in training for ministry, the Principal (having informed the student accordingly) will raise such concerns with the Diocesan Director of Ordinands (and, where appropriate, the sponsoring Bishop) for Church of England students and the Circuit Superintendent and Discipleship and Ministry Cluster for Methodist students. In those cases where the concerns are deemed to be founded by the relevant denominational authority, the student is withdrawn from training by the authority on a temporary or permanent basis Academic Regulations All students registered for awards of the University are bound by the Core Regulations for Undergraduate Programmes in the Common Awards Scheme, the Core Regulations for Graduate Diplomas and Graduate Certificates in the Common Awards Scheme or the Core Regulations for Taught Master's Degrees, Postgraduate Diplomas, and Postgraduate Certificates in the Common Awards Scheme. These can be found at Students who fail to conform to these regulations risk incurring penalties and, in serious cases, risk not being permitted to progress to the next year of their programme or to take their degree. Students will normally be required to pass all modules for their level before being permitted to progress to the next level of the course. Regular attendance at tutorials and residentials is also an academic requirement of the course. 41

42 Academic Appeals Sarum Ministry Programmes abides by the appeals policy of the South Central RTP and the Common Awards regulations for academic appeals, which can be found at How the awards are calculated Table 1: How the final grade is calculated for the HE Certificate or HE Diploma (Normal Entry, Part Time) Level 4 (first 18-month phase) Preparing to Learn Human Identity 10 credits 20 credits Continuous assessment (In order to be recommended for ordination, a mark of 40% or above is required. ) Doctrine and History Using the Bible Today 20 credits 20 credits Students need to obtain 40% or above 40% or above required in order to progress to Level 5 Integrative Learning Mission and Evangelism Worship and Spirituality Total required to pass Level 4 10 credits 20 credits 20 credits 120 credits If a student exits at this point, the final grade for the Certificate of HE is the average grade for all graded Level 4 modules. The Certificate of HE is awarded with Distinction for an average grade of 70% or more or with Merit for an average grade of 60% or more Level 5 (second 18-month phase) Bible in Context Reflective Practice 20 credits 20 credits Continuous assessment, (In order to be recommended for ordination, a mark of 40% or above is required.) (Long) Ecclesiology 20 credits Students need to obtain 40% or above in each module Final grade for HE Diploma is the average grade for all the graded modules Topics in Doctrine Integrative Learning Ethical Living Preparing for Public Ministry Total required to pass Level 5 20 credits 10 credits 20 credits 10 credits 120 credits The HE Diploma is awarded with Distinction for an average grade of 70% or more or with Merit for an average grade of 60% or more. Table 2: How the final grade is calculated for the BA (Advanced Entry, Part Time) 42

43 Level 4 (first 6-month phase) 80 credits Usually granted 80 credits as APL before arrival Mission and Evangelism Worship and Spirituality 20 credits Continuous assessment (In order to be 20 credits recommended for ordination, a mark of 40% or above is required.) Students need to obtain 40% or above 40% or above required in order to progress to Level 5 Level 5 (mid 18- month phase) Bible in Context Integrative Learning 20 credits 10 credits Continuous assessment (In order to be recommended for ordination, a mark of 40% or above is required.) Reflective Practice (Long) Ecclesiology Topics in Doctrine 20 credits 20 credits 20 credits Students need to obtain 40% or above Final grade for FdA is the average grade for all graded modules taken at Sarum Ministry Programmes. Ethical Living Preparing for Public Ministry/ New Testament Text Study Total required to pass Level 5 20 credits 10 credits 120 credits If a student exits at this point, the final grade for the HE Diploma is the average grade for all the graded modules. The HE Diploma is awarded with Distinction for an average grade of 70% or more or with Merit for an average grade of 60% or more. Level 6 (3 rd year+ for APL students) (2-3 years for post-qualification students) Human Lifecycle Leadership 20 credits 20 credits Continuous assessment (In order to be recommended for ordination, a mark of 40% or above is required.) Doctrine in Context 2 Modules out of Christianity and the Arts/ Integrative Learning/ Public Ministry 20 credits 20 credits Students need to obtain 40% or above Final grade for BA (Hons) is the average grade for all the graded modules Dissertation module 4 40 credits 4 normally undertaken post-ordination or concurrent in the 3 rd year. 43

44 Pass mark for each module is 50%. Each module must be passed Total required to pass Level credits Students, whose overall mark falls within 2% of the borderline for a higher classification may have their degree classification upgraded, at the discretion of the examination board. The borderlines considered for possible upgrade are: 68% for First Class 58% for Upper Second Class 48% for Lower Second Class Table 3: How the final grade is calculated for the awards of PG Certificate/ PG Diploma/ MA Three Level 7 Modules 20 credits each Continuous assessment: full range If a student exits at this point, the final grade (for the PG Certificate award) is the average of all the above modules*. The PG Certificate is awarded with Distinction for an average grade of 70% or more or with Merit for an average grade of 60% or more. Three other Level 7 Modules 20 credits each Continuous assessment: full range If a student exits at this point, the final grade (for the PG Diploma award) is the average of all the above modules*. The PG Diploma is awarded with Distinction for an average grade of 70% or more or with Merit for an average grade of 60% or more. Dissertation 60 credits Continuous assessment: full range The final grade for the MA award is the average of all the above modules*. Where a student s arithmetic means falls no more than 2% below a classification boundary, the board of examiners must consider whether to award the higher classification by exercise of discretion. For further details see the programme regulations at *excluding any for which AP(E)L exemption was granted 44

45 3.5 Sarum Ministry Programmes Learning Resources Sarum College Sarum College is an ecumenical education, training and conference resource. The Principal is the Revd Dr James Woodward; the Bursar is Mr Mark Manterfield; the Dean is the Revd Dr James Steven and Mrs Linda Cooper is the Residential Services Manager. Sarum College provides many resources -residential accommodation, meeting rooms, Common Room and bar, a first class refectory and a diverse academic faculty. Sarum College students enjoy membership of the Sarum College Library, and course books are readily available through the college bookshop Sarum College Library Director of Learning Resources: Librarian: Telephone: library@sarum.ac.uk Mrs Jenny Monds Miss Jayne Downey As a Sarum College student you are automatically a member of Sarum College Library. It is normally open on week days between 09:00 hrs and 17:00 hrs throughout the year and until 18:30 hrs on the Fridays of Residential Weekends. It is not staffed during the lunch hour from 13:00 hrs to 14:00 hrs. It is also open Tuesday evenings until 7pm during term time, and open (but not staffed) throughout residential weekends and schools. Access at other times is by arrangement with the librarian or a member of the Sarum Ministry Programmes staff. The Library operates a postal service and also offers inter-library loan facilities. The library is extensive and widely-used and presently holds over 40,000 volumes. About 1000 volumes are added each year as a result of donations and the purchase of new books. All of the basic books are held for reference use in the library, and many of the additional reading books for each module are available for short term loan while the module is running. Subscriptions are held for about 50 current journals, which may be read in the library. One article from any one issue may be photocopied. Articles can also be supplied from journals held in other libraries. Library staff can help you to research details. The library catalogue is fully computerised and the online version Heritage Online is accessible from or from the link to the catalogue at There are many other resources, including ebooks, ejournals, the ATLA Religion database and links to other useful sites accessible from the website at the above address. Ask library staff for passwords and help. The library has wifi, allowing access to the internet from your lap-top. Ask library staff for log-on details. A library induction is offered to all students at the beginning of the academic year. Students are strongly encouraged to attend. It may also be possible for you to gain membership of theological libraries in your local area. Your Diocesan Director of Ordinands or IME Officer [Church of England], Training Officer [United Reformed Church] or Discipleship and Ministry Cluster [Methodist Church] should have relevant local information. Sarum College Library staff can also help. 45

46 3.5.3 Sarum College Bookshop Manager: Mrs Jenny Monds Assistant Manager: Bookshop assistants: Telephone: Emily Button Ms Anne Parker & Mrs Jill Browning [24 hour answering service] Sarum College Bookshop is one of the best academic theological bookshops in the UK. The Bookshop ensures copies of the main texts needed for the course are easily available. Sarum College students, Local Tutors and Training Ministers are eligible for a 10% discount on books. Extra discounts are offered to students for text books ordered ahead of modules. Order forms are posted on Sarumlearn. Books can be collected during residentials or posted. The bookshop also has a good second-hand section in the basement, as well as a wide selection of greetings cards and some gifts. It is an agent for Traidcraft. The bookshop is open 09:00 to 16:45 hrs, Monday to Friday and every Saturday from 10 am to 4 pm. It also offers a mail order service Computing As a Sarum College student you are expected to have access to a personal computer with broadband Internet access. This enables you to develop word-processing skills, to communicate by with other students and staff, to access modules and to use the Internet as a resource. If this presents a difficulty for you, please raise the matter with your personal tutor. Computer facilities are available at Sarum College via terminals in the library, which offer word-processing facilities, access to specialist software relevant to the course, and Internet access. WiFi is available in the college Sarumlearn In summer 2015 the Sarum Ministry Programmes Virtual Learning Environment will be upgraded to a new MOODLE platform. Distance learning modules will be accessed and assignments will be uploaded via this software. E-learning offers you extra facilities, compared to the conventional printed module such as, video clips, sound files, quizzes to aid your understanding of your reading, discussion boards, easy searching of the module text, and greater portability. In order to get maximum benefit from Sarumlearn you will need regular access at home to a computer with a broadband internet connection. You will receive full induction as to how to use Sarumlearn prior to your first e-learning module Other audio visual resources Sarum College is equipped with a video projector, video recorder, digital sound recorder, DVD player, digital video camera and digital still camera. This equipment supports the teaching sessions at residentials; supports the voice and presentational skills workshop; and is available for student presentations and project work. 46

47 3.6 Sarum College student support Pastoral Care Although you are free to approach other members of staff, your personal tutor will usually be your primary point of reference and will keep an eye on your overall training experience. Your Training Minister/Mentor covers all matters relating to your local church training, in discussion with your personal tutor and the Sarum Ministry Programmes training team. Your Local Tutor covers all matters related to your weekly studies, assignments, etc., in discussion with your personal tutor and the programme leader. You should ensure that you have a spiritual advisor/director who can also give you pastoral/spiritual advice and support. MA students who are doing the MA as lay education or post-ordination training relate especially to the MA Programme Leader as an ongoing point of contact and support throughout their time of study. Post Qualification students relate especially to their programme leader as an ongoing point of contact and support throughout their time of study & Co Groups Each yeargroup of students in initial ministerial training is divided into smaller & Co Groups of four to six people. These groups retain the same composition for the duration of your time at Sarum Ministry Programmes. They share leadership of worship and some learning tasks. They also provide a forum, in privacy, where there can be frank exchange and mutual support, including the commitment to pray for one another. These groups, therefore, are not open to the spouses and supporters of students. (Although those who come regularly sometimes form their own support group.) At the first weekend a Personal Tutor is attached to the & Co Group who will sit in on some of the group s meetings during the first term. After this, the staff member will be available to the group as needed and will be responsible for meeting with members individually at alternate weekends. At these interviews your Personal Tutor can assess, review and support your personal development and follow up any pastoral and practical difficulties in your training Personal Tutor If you are a student in initial ministerial training you will have an interview with your Personal Tutor at regular intervals during your course. Normally these interviews are scheduled to last between 15 to 30 minutes and take place in your Tutor s office. These interviews give us an opportunity to listen to you,, to ensure that you benefit from your time with Sarum Ministry Programmes Please keep in touch with your Personal Tutor between interviews, letting her or him know how you are, rather than bottling up your difficulties and concerns. It is true that your Personal Tutor, as well as being a pastoral support, will contribute to your formal church assessments (see ASSESSMENT FOR ORDAINED AND AUTHORISED MINISTRIES). There may therefore be times when you might wisely seek confidential support outside the system, on family and domestic issues, for instance. However, if something arises which may threaten your position in training, such as a breakdown in health, this matter must be discussed with the Principal who has a duty to keep your Church informed. Our experience is that difficulties are best and most easily solved when they are talked about, and at an early stage. If there is a particular issue to discuss which requires more time than the interview allows, then plans will be made to meet or talk on the phone at a later date. 47

48 3.6.4 Confidentiality Requests to treat certain information as confidential will be respected, apart from circumstances subject to overriding legal constraints or information shared which a member of staff regards as having a major bearing on your suitability for ordination. In the latter case, you may be encouraged to share the information with the appropriate authorities. Otherwise, the information will be passed in the first instance to the Principal who will decide how best to proceed. Other information will be shared amongst staff in order to help us to fulfil our responsibilities, educational and pastoral, towards you. Some information is on a purely course level, e.g., to do with academic work or pastoral training. Some may be of a more personal sort. When it is thought wise to share information with other members of staff the student will always be consulted first. Support for Students with Learning Differences Sarum Ministry Programmes are committed to making all necessary reasonable and anticipatory adjustments in its learning and teaching arrangements to ensure that students with disabilities (including those with physical and mobility difficulties, those with hearing or visual impairments, those with specific learning difficulties, such as dyslexia, dyscalculia, or dyspraxia, those with certain medical conditions and those with mental health problems) are not disadvantaged; for instance: Sarum Ministry Programmes has published a Student/Staff Disability Policy ; Sarum College, the venue for Sarum Ministry Programmes residential weekends, and Dauntsey s School, the venue for Spring School, offer good access for those with physical and mobility difficulties; as far as possible, Sarum Ministry Programmes enables individually-tailored support for students with disclosed learning differences, to help students play to their strengths and discover their own best learning style. If you have a learning difference, you are free, of course, not to disclose it to Sarum Ministry Programmes, but, in that case, we would not be able to take your specific needs into consideration. If you only suspect that you have a learning difference and have never had this assessed, we can put you in touch with an assessor, although Sarum Ministry Programmes itself cannot meet the cost. For Anglican students, funding is available from Ministry Division (through the Grants Officer) providing you are willing for the results of the assessment to be shared with your Sarum Ministry Programmes and your Diocese. You will need to apply for this funding through your DDO and/or IME officer. Independent students will need to meet the cost of assessment. Further advice and guidance is available from the British dyslexia association at Once you have an assessment report, Sarum Ministry Programmes will do whatever we reasonably can to implement its recommendations. Please contact the Student Learning Support officer Louise Nelstrop for more (general) information (lnelstrop@sarum.ac.uk ); or your own personal tutor to discuss, confidentially, your particular learning difference(s). Further guidance and support is available from Durham University. 48

49 3.7 Sarum Ministry Programmes Field trips, placements, other expectations 3.8 Distance Learning Modules Undergraduate Programmes You will normally be required to complete twelve tutor-supported modules over three years of training. Each of these modules contains eight units, with each unit being designed to be one week's study (please see the section on learning hours ). For each module you will be expected to purchase up to 90-worth of books, identified in the modules as basic, essential or core books. Training churches and various grant-making charities are usually generous in helping to fund the cost of these basic books. The modules are designed to be conversations in print. They contain: teaching input from the module writer or writers; specified reading from the core books you are asked to buy for the module; extended excerpts of primary texts, or other items not readily obtainable elsewhere; exercises, activities and feedback designed to help you engage with and digest the material; listings of further resources to enable you to dig a little deeper (for instance when tackling your assignments). These include: additional reading, web-site addresses, and, in some cases, addresses of relevant organisations. They are intended to give you resources for engaging with the material in a way which integrates the academic, practical and spiritual dimensions of your training. Each module ends with an assignment. Although many of the assignments are essays, Sarum Ministry Programmes also uses a variety of other written assessment methods for your assignments Local Learning Groups Students on the undergraduate programmes will have Local Learning Groups throughout their programme. These groups are drawn from church members and non-church members 5. They are a source of vernacular theology, drawn from the experience and reflection of group members, and a place where skills of facilitation and teaching may be developed. The group meets twice a module in weeks 4 & 7 (i.e., a total of 8 times a year for part time students, or monthly for full time students). These groups are NOT church groups of the sponsoring church, but your learning at 5 But not normally from members of your own family 49

50 the group will be supervised by your Training Minister. More information will be provided about this in your first module. MA Each MA module (with the exception of the final Dissertation) is taught via distance-learning materials to guide you in your reading and research on the module topic. The module text and associated supporting resources are supplied electronically as part of the e-learning provision of Sarumlearn. You will communicate with one another and the module leader via a staff-moderated online discussion forum. Face to face contact with other students, the module leader and auditing colleagues takes place via six seminars, which will take place at Sarum College on three Saturdays during the study period of the module. Each module lasts ten weeks. It is made up of eight weeks of study time, followed by two weeks to complete your assignment for that module. In the first two years of the MA there are three such modules each year. In the third year, there is a Dissertation. For your Dissertation, you will have periodic, scheduled one-to-one consultations with your assigned supervisor, supplemented by telephone and contact as necessary. Local Learning Groups Students on the MA programme also have Local Learning Groups throughout their programme. These groups are drawn from church members and non-church members. They are a source of vernacular theology, drawn from the experience and reflection of group members, and a place where skills of facilitation and teaching may be developed. The group meets twice a module (i.e., a total of 8 times a year). These groups are NOT church groups of the sponsoring church, but your learning at the group will be supervised by your Training Minister. More information will be provided about this in M-Orientation. This is an introduction to studying MA level at Sarum Ministry Programmes and is supported by a seminar and information on Sarumlearn. 3.9 Centre-Based Learning Students are required to attend the following in each year of study: six Residential Weekends (part time students), or nine residential weekends (full time students); 6 one Eight Day Residential School (Spring School) 7 the annual Awards Presentation Ceremony (in November) 6 NB independent MA students need only attend their Saturday morning seminars. 7 NB for the purpose of academic credits, independent students need only attend and complete the assignment for two Spring Schools over their course. However, they are advised to attend all, as an important formational and educational part of the course. 50

51 one safeguarding training day (first year only) The Residential Weekends and the Spring School also seek to combine the academic, practical and spiritual elements of the course. Here you have the opportunity to engage with academic material from practical perspectives, learn how to lead worship and develop in your ministerial calling through a combination of worship, training and collaborative learning. Residential learning is an important component of the initial ministerial education, training and formation offered by Sarum Ministry Programmes. It provides an excellent opportunity to come together to share perspectives in a larger group. (See the aims of residential weekends below) Education During residential training events you will be able to take advantage of the extensive theological resources of the Sarum College Library and the Bookshop. You will have personal interviews with your personal tutor about matters arising from your academic and developing ministry work, and will be able to get advice on or assistance with your assignments. You will have the opportunity to hear and interact with a greater variety of views than in your tutorial group, and you will engage with the thinking of your peers, Sarum Ministry Programmes staff and specialist guest speakers. MA seminars are scheduled to take place on a Saturday morning or afternoon.. Initial ministerial training students are expected to attend all standard weekends of their own year group as well Training Sunday mornings at Residential Weekends will often encourage the practical appropriation of the theoretical perspectives introduced on Saturdays. Work from residential events can be followed up in your own supervised ministerial practice in collaboration with your training minister Formation Being together as a Course and/or year group engenders a strong corporate sense and a shared vocational confidence. Each residential event leaves sufficient space for students to get to know each other, and gain support and help from one other Academic levels of centre-based training At Residential Weekends and the Annual Residential Schools you will be studying with students from your year group who may be doing modular study at a different level to yourself either because of credit for prior learning or because they are following another academic programme (e.g., BA or MA). For this reason, residential weekends will run two teaching streams, and you will attend the lectures relevant to the module you are studying. As mentioned above, for MA students, there will be dedicated seminars on the Saturday mornings of some residential weekends. The Residential Weekends are specific to those who enter the Course in a given academic year, at whatever level; so year 2015 entrants intending to follow a three-year programme will attend the 42/15 year-group weekends. The Eight-Day Residential School brings together students from all three year-groups. 51

52 3.9.3 Residential Weekends The Residential Weekends aim to: educate you by providing stimulus and opportunity for integrating learning and practice; train you by offering practical models for engagement in and beyond your local community; form you through worship, collaborative learning and ecumenical co-operation. Residential weekends begin with supper, followed by a brief time of gathering in prayer. News is then exchanged, and the programme is introduced, sometimes with a separate introductory teaching session. Afterwards, time is given to the student & Co Groups. Saturdays and Sundays contain teaching sessions, times of worship, some free time, and time to meet individually with core staff. There is also time later on Saturday evening for relaxation and more informal discussion. A student common room meeting is held during the weekend, chaired by the year-group representative. All students are expected to reside in College, or any alternative accommodation provided, including students who live in Salisbury and its environs Ministry Matters sessions These sessions, which continue throughout the three years as part of residential weekends, pay attention to the practice of liturgy in the participating denominations of Sarum Ministry Programmes, and other issues relating to ministerial practice. They aim to equip you to lead worship in an informed and competent way, with sensitivity and sureness. These sessions will: familiarise you with liturgical texts and styles from different traditions; explore the main types of service (Eucharist/ Communion, Daily Prayer, Services of the Word, Initiation and Pastoral Rites) and their accompanying resources, including music resources; provide guidance in practical aspects of planning and leading worship, including voice production; help you to analyse particular liturgical and musical texts, including hymns, note their history and explore their liturgical function. Sessions are usually resourced by Sarum Ministry Programmes staff, drawing on your own experience of leading and participating in worship Voice and presentation skills development This training aims to enable you to develop your potential as an effective communicator, and in so doing seeks to equip you with: understanding of good vocal technique and of strategies for on-going voice care; confidence in your own vocal style and skill, and an ability to adapt to varieties of liturgical material and of environment. The training is tutored by Ms Sonia Woolley, actor and voice teacher. 52

53 3.9.6 Dedicated denominational sessions There will occasionally be separate sessions arranged during residential periods for students of different denominations. At weekends, these sessions may take the place of one teaching session Personal Tutor Meetings You will meet with your Personal tutor for minutes every second weekend (please see the section on PERSONAL TUTOR) Annual Residential Schools The Residential Schools are held annually, either in Holy Week or Easter Week. The 2016 Spring School will be held on 29 March-3 April at Sarum College. All three year groups will be based on the same site. The eight-day Residential School offers scope for further education, training and formation, through: offering an extended experience of doing theology in community; providing supplementary teaching at depth, following the Course themes of Scripture, Theology and the Church in Mission; broadening ministerial perspectives by means of a period of critical distance from home church and context; providing extended opportunities for face-to-face contact with all other students and core staff; providing an occasion for spiritual renewal and personal study. At every Residential School you will be able to process your learning in your & Co Group and through reflection on the assignment to be completed after the Residential School. Your learning at Residential Schools will be assessed by interview at subsequent residential weekends, and more generally through student feedback Additional ingredients of residential periods Worship Worship is at the heart of our life at Sarum Ministry Programmes and we are committed to worshipping God together, regularly. The pattern of worship on Sarum Ministry Programmes weekends and during the eight-day Residential School is designed to extend and deepen your experience of worship by exposing you to the riches of other worship traditions, as well as your own. Worship takes place in college. There are also opportunities to share in the worship life of other churches, including Salisbury Cathedral. In addition to the fundamental principles of giving glory to God and building up the people of God, worship at residential periods seeks to: embed the traditions and practices of the participating denominations; root all activities in worship; 53

54 establish a rhythm of worship; use a variety of texts, rites, etc; respect the diversity and integrity of different denominations / traditions; engender collaboration in the preparation of worship; encourage good practice in the leading of worship; offer experience in planning and leading worship within and outside your own tradition Policy Regarding Celebrations of the Eucharist (Holy Communion) Present realities of Church life mean that for some students particular difficulties are raised over the matter of eucharistic presidency. In order to respond to this situation with theological and pastoral sensitivity, the Board of Trustees of Sarum College hasagreed the following policy: Mindful that recognition of eucharistic presidency is a complex and vexed matter between Christian churches and within the Church of England, Sarum Ministry Programmes resolves to: acknowledge, through appropriate educational means, the theological and pastoral complexities of the present stage of ecumenical relationships between churches and the division of opinion within, at least, the Church of England, concerning the matter of eucharistic presidency; facilitate discussion of the issues early in each student s training; respect differences of opinion and practice on the matter; engender courtesy and understanding between those who hold different views; Within a context of mutual trust and recognition, Sarum Ministry Programmes adopts the following policy with regard to attendance at celebrations of the sacrament: As an expression of our communion through our common baptism and our common membership of the Course, all students and staff are expected to attend Community Eucharists (i.e., Sarum Ministry Programmes main celebrations). In cases of celebrations presided over by someone whose eucharistic presidency a course-member does not recognise, he / she should discuss the matter with the Principal. Sarum Ministry Programmes will ensure that the programme for residential periods allows course-members to attend alternative celebrations of the Eucharist on Sundays and Holy Days in the locality. This issue is dealt with and discussed in further detail during one of the second year weekends Student planning of worship Student-planned worship is prepared by & Co Groups or volunteers. Your group may choose to: plan the worship together as a group; or delegate planning of the worship to particular members of the group (not only for reasons of economy of labour but also to encourage diversity of style and tradition); and/or invite Course members from beyond the & Co Group to assist. A wide range of worship resources is available for your use at college, although it is sensible to try to do some of the planning for worship before the residential weekend. Worship led by & Co Groups is reviewed afterwards by staff members with the group for about 20 minutes. The review asks the following questions: 54

55 How did God speak through the service? How did the service play (what was the structure, and how did it work)? How did the service fit the brief/ how was it authentic to a particular liturgical tradition? If you were to lead that service again, how might you do it differently? These issues are covered in more detail in the module Growing Together in Christ: Worship and Spirituality. Please make sure to warn people in advance if you intend to use flashing lights and/or incense in the worship in case this adversely affects the health of those susceptible Copyright logging Unlike prose, which can be quoted in short portions without breaching copyright, poetry is copyright until seventy years after the death of the author. If you plan to reproduce the words of a hymn or song in an order of service it is your responsibility to ensure that copyright requirements are met. This applies to reproduction on paper or by projection. Sarum Ministry Programmes holds a Christian Copyright Licence (number ) and a Calamus licence (number 0714) which enable us to reproduce the words of hymn and song texts that are included within either scheme for use in our worship. If the copyright holder of the text you want to reproduce is included in either scheme you may reproduce it for one-time use in Sarum Ministry Programmes worship. A list of the copyright holders is kept on the Sarum Ministry Programmes notice board. The order of service or hymn sheet should include a notice at the end in the following format: Jack and Jill went up the hill by A. N. Other copyright 1999 Mountaineering Publications. Reproduced under CCL If the author of a text died over seventy years ago it is probable that it is out of copyright (although a few have the copyright extended) and can be reproduced. If the author is alive or died less than seventy years ago, and the copyright holder is not listed by CCL you cannot use the text without obtaining permission from the copyright holder. You, not Sarum Ministry Programmes, are responsible for doing this. We have to notify CCL and Calamus of all texts used under our licence, so please contact Annette Young (ayoung@sarum.ac.uk), and she will add the information to our records. The schemes then distribute the royalties to the people whose songs have been used. The CCL and Calamus schemes were devised to make it easier for churches to use hymns and songs whilst at the same time ensuring that authors receive the royalty income to which they are entitled. Sarum Ministry Programmes are committed to good practice in this area. You are strongly advised to contact Annette before you lead worship and she will be happy to advise you on all aspects of copyright relating to the use of songs and hymns Permissions for absence from residential periods Because residential periods are compulsory elements of the Course for all students, permission to be absent from them must always be sought from the Principal, in writing. Where ill-health or other circumstances makes this impossible to do beforehand, reasons for absence, with supporting evidence (such as a medical certificate, or letter from a tutor or Training Minister) must be supplied as soon as possible after the event. If you miss a residential period you may be required to make arrangements for equivalent training by other means. 55

56 3.10 Reflective Practice The aim of all the theological education and training provided by Sarum Ministry Programmes are not simply to encourage you to develop practical skills for Christian ministry alongside your theological study. We want you to learn to connect thought and practice in rigorous, creative and prayerful ways, so that you develop ever greater critical awareness of what you are doing, why you are doing it and of how your actions fit into the ministry and mission of the whole Church. This is reflective practice. If you are in initial ministerial training, you are required to: undergo a programme of practical and pastoral training under the guidance of a Training Minister, informed and guided by each module of the Sarum Ministry Programmes Course; and gain experience on a supervised extended placement The Training Minister/Mentor 8 Sarum Ministry Programmes placements are run in accordance with the South Central RTP policy on placements and supervision. Please see the SCRTP policy on placements in Appendix 13, below. Sarum Ministry Programmes appoints your Training Minister after consultation with your sponsoring Church authority, yourself and the minister of your home church. Usually your home minister is appointed as Training Minister, unless your sponsoring authority recommends that another minister should be appointed, for educational or pastoral reasons. Potential Training Ministers are assessed as to whether they are able and willing to take on a supervisory role. Your personal tutor will also wish to meet your Training Minister during your first year at Sarum Ministry Programmes, when visiting you at home. Training ministers act as a personal guide and supervisor to each student in their local church context. They are equipped and supported at Sarum Ministry Programmes by the Training Team. Your training minister will: offer pastoral support to you throughout the time of training; meet you for minutes at least twice during each module, or once a month for full time students; help you in developing your own sense of vocation, in reflecting on what you are learning and in acquiring practical skills for ministry. enable your involvement as needed in the life of the training context, and if something expected by the training is not possible, discuss this with Sarum Ministry Programmes. ensure that any work with children or vulnerable adults is carried out in accordance with good practice and with the safeguarding policy of the parish/placement institution develop a training partnership agreement with you at the beginning of your programme, to be updated annually, identifying the particular ways in which you could best be helped to deepen and strengthen your vocation; help you in establishing a Local Learning Group; contribute to the reports needed by Sarum Ministry Programmes and the wider Church to assess ministerial development; 8 Independent lay students have a Mentor; students selected for ordination training have a Training Minister. 56

57 Raise with Sarum Ministry Programmes any significant concerns about students learning or fitness for the ministry for which they are training; authenticate a small amount of your work submitted for assessment; attend Sarum Ministry Programmes training days once a term in the first year and twice a year after that. We keep track of what you are covering in your regular meetings with your training minister through a Record of Meeting with your Training Minister, which you must submit as part of the requirements of each module Placement Sarum Ministry Programmes placements are run in accordance with the South Central RTP policy on placements and supervision. Please see the SCRTP policy on placements in Appendix 13, below. The practical and pastoral component of the Course also involves a placement in an unfamiliar context, focussing on how the world and the church inter-relate. For HE Diploma or BA students, the placement of 100 hours culminates in the writing of a report, discerning the dynamics of God s kingdom in that context, and a profile, describing one or two incidents that were critical for your own ministerial development. For MA students, the report not only makes an accurate critical assessment of the situation, but also offers strategic insights into the dynamics of God s kingdom there in a way that releases their potential in a transformative way. Your placements will be chosen by Sarum Ministry Programmes in consultation with yourself and your Diocesan Director of Ordinands/Training Officer/Oversight Tutor and Training Minister. You may undertake your placement either full-time or part-time. (This is a month or three months). It may sometimes be appropriate to arrange a mixed-mode placement, with some part-time and some-full-time elements, in consultation with the Placement Module Convenor. You may be sent to a church of a different tradition or denomination from your own, to an institution such as a hospital, prison or university, to a mission or charitable organisation, or, occasionally, you may be able to arrange a placement overseas. Your Placement Supervisor will be chosen by Sarum Ministry Programmes in collaboration with the Diocesan Director of Ordinands/Training officer/oversight Tutor of your sponsoring Church. The Supervisor is always a minister, chaplain or authorised church worker who has extensive practical knowledge and experience of ministry and of the local context. The Placement Supervisor has the following responsibilities: Agree a placement proposal with you and Sarum Ministry Programmes Enable your involvement as needed in the life of the placement context during the placement Ensure that any work with children or vulnerable adults is carried out in accordance with good practice and with the safeguarding policy of the placement institution Offer formal supervision as needed (normally a minimum of three times during the placement) Report formally to Sarum Ministry Programmes as requested Attending the placement supervisors training day Offer pastoral support you if required during the placement Raise any significant concerns about the student, their learning or their fitness for the ministry for which they are training with the training institution 57

58 Diaconal Training at Sarum Ministry Programmes Some students at Sarum Ministry Programmes are training for diaconal calling, rather than for priestly or presbyteral ministry or nationally accredited lay ministry. In addition, since all Anglican initial ministerial training students at Sarum Ministry Programmes are preparing for ordination as deacon, we aim to encourage those who anticipate subsequent ordination as priest to be intentional in their preparation for diaconal ministry, rather than seeing it just as a stepping stone to priesthood. A Placement (a module taken in the summer of year 2) offers scope for those called to diaconal ministry to spend extensive amounts of time engaging with a church or chaplaincy where diaconal ministry can be explored. Over the course of the three years of study at Sarum Ministry Programmes, some residentials address matters of direct relevance to diaconal ministry for example, pastoral care and liturgy, racial justice, youth and children, making disciples. Specific sessions at residential weekends and Spring Schools are devoted to ministry topics, including the ministry of a deacon.. Students learning through study and residentials is supported and grounded in ministry in the local church. Each student has a Training Partnership Agreement, reviewed annually, to guide their practical training. The content of the Training Partnership Agreement is determined by the student and training minister, in consultation with Sarum Ministry Programmes staff, and can be tailored to the student s vocational needs and existing experience. Within the core of ministry skills that are needed by all who are to be ordained, there is opportunity for those called to diaconal ministry to focus some of their learning in an appropriate way. As part of their formation for ministry, students read about their anticipated vocation and extensive bibliographies are provided which include up to date resources on diaconal ministry. Personal tutors encourage deacons to read on this ministry and may discuss their reading with them in interview. Students are also directed to relevant web sites and organisations, for example the Diaconal Association of the Church of England and the Methodist Diaconal Order Prayer and Spirituality Work on personal prayer and spirituality is a vital part of Sarum Ministry Programmes training. This is fully integrated into the undergraduate programmes, and into the MA programme through residential weekends and the local placement. Worship is central to every weekend s programme, and space is left for prayer around the scheduled events. You are also strongly encouraged to have a spiritual director/companion/advisor. If you don t have one, and don t know how to find one, you can ask your Training Minister or Personal tutor for advice on how to proceed. 58

59 3.11 Commitment to the Course What is expected of students? Undergraduate Programmes All undergraduate students are expected to: attend all tutorials and local learning groups, unless prevented by illness, or holiday (agreed in advance with your local tutor and personal tutor); make yourself available to attend tutorials at the local tutor s convenience (whilst taking into account students own diary constraints e.g., work commitments); attend tutorials and local learning groups punctually; prepare thoroughly for each tutorial or local learning group; contribute fully to each tutorial, without dominating or free-riding; aim to show the penultimate draft of your assignments to the local tutor for his/her comments before submission (or, at least, discuss the outline of your assignment); keep your local tutor fully informed about your progress: e.g., telling the tutor if you are dropping behind schedule, for any reason; show and discuss summative feedback from Sarum Ministry Programmes by showing the local tutor the copy of your mark sheet as soon as possible after you have received it; attend residential periods; attend meetings with your Training Minister/ Mentor; inform core staff of problems and significant changes of circumstance at an early opportunity; step back from previous commitments in your churches to free yourself for training; be disciplined about how much preaching you undertake; find 17.5 hours a week for study, tutorial/local learning group meetings, and reflective practice; respect confidentiality; contribute to the health and well-being of the Sarum Ministry Programmes community. 59

60 MA All MA students are expected to: take responsibility for your learning; attend all seminars, unless prevented by illness, or holiday (agreed in advance with your personal tutor; attend and prepare thoroughly for your local learning group; prepare thoroughly for each seminar; contribute fully to each seminar, without dominating or free-riding; participate actively in on-line discussion of their learning via the asynchronous discussion group moderated by the module leader. MA students in initial ministerial training are also expected to attend all residential times and monthly meetings with your Training Minister; inform core staff of problems and significant changes of circumstance at an early opportunity; step back from previous commitments in your churches to free yourself for training; be disciplined about how much preaching you undertake; find 14.5 hours a week for study; find 2 hours a week for ministerial practice during term-times; respect confidentiality; contribute to the health and well-being of the Sarum Ministry Programmes community What support is available? Core Staff will provide a high standard of education, training and formation, in accordance with the aims of the Course; commission, write and annually revise distance learning modules for the undergraduate programmes; commission, write and annually revise distance learning guides for the MA and offer support via seminars and online discussion groups, drawing on the help of outside specialists, when necessary; organise centre-based learning events and provide teaching input according to their subject specialisms; 60

61 keep up to date (and, as far as possible, research-active) in their subject specialisms; monitor and implement, where appropriate, new developments in educational methods and technology; offer study skills support; provide spiritual and pastoral support ( seek to mark and moderate assignments to agreed deadlines; oversee and support the roles of tutors and Training Ministers; administer the undergraduate and postgraduate programmes efficiently. Core staff may be contacted during residential study periods [Weekends and Spring School], as well as by phone, letter, , or in person at other times - usually, but not necessarily, during normal office hours. Ministry Programmes areplease note that while staff will always seek to offer appropriate pastoral support they are also responsible for overall assessment of students and reporting on student progress to the relevant church authorities Undergraduate Programmes & Postgraduate Programmes Training Ministers will meet you for minutes at least twice during each module; help you in developing your own sense of vocation, in reflecting on what you are learning and in acquiring practical skills for ministry. develop a training partnership with you at the beginning of your programme, identifying the particular ways in which you could best be helped to deepen and strengthen your vocation; help you in establishing a Local Learning Group; contribute to the reports needed by Sarum Ministry Programmes and the wider Church to assess ministerial development; authenticate a small amount of your written formational work; & give a high priority to attending the training sessions provided by Sarum Ministry Programmes (a day s orientation course before commencement, and two days per year). 61

62 3.12 Learning Hours Undergraduate Learning Hours (Part Time) You need to set aside approximately hours per week part time to do justice to the Sarum Ministry Programmes programmes. This includes up to 13.5 hours of distance-learning work (including the undergraduate programmes weekly local tutorial/ local learning group) and 3 hours of integrated ministerial practice. There are 4 modules per year, each lasting 10 weeks. Additionally, there are 6 residential weekends and a Spring School each year. The month of August is kept entirely free. The hours for a standard module break down like this: Hours per week, during the first eight weeks of the module 12 hours engagement with structured online learning materials 3 hours Tutorial, Local Learning Group or assignment preparation 3 hours on placement activities 1 hour 40 minutes Tutorial or Local Learning Group Hours per week, during the final two weeks of the module: 15 hours assignment preparation 3 hours on placement activities Over the course of the module 5 hours of lectures. 9 Two supervisions with your Training Minister/Mentor of 1.5 hours each Weekends You attend six residential weekends per year. Roughly 5 hours of teaching from residential weekends will count as teaching for each module. The rest of the time spent on residentials is spent on formation and practical training, much of which will contribute to your module study but may not be directly accredited. 9 These will usually be spread over residential weekends, but may include occasional online seminars with the module leader. 62

63 Spring School In your first and third years this is part of the teaching for your ten credit (100 hours) Integrative Learning for Collaborative Practice module. This means that the following hours completed during Spring School count towards the study hours for that module: 15 hours of lectures/seminars 16 hours of group work (some of this may take place outside of Spring School) In your third year, attendance at Spring School is a requirement for ordinands, but is not part of the teaching for an accredited module Undergraduate Learning Hours (Full Time) Standard Weekly Study Commitments for Full Time Students (35 hours per week) On average you complete six 20 credit modules per year. There will be times in the academic year when you may be studying two modules at once. You will need to plan your time to accommodate this. Each 20 credit module lasts ten weeks. One 20 credit module is roughly 200 hours of study. The hours for a standard module break down like this on average. NB this overall breakdown of hours is a largely academic exercise, and should be used as a general guide only. The proportion of time given to each activity will vary in a given week or module. For example, the final 2 weeks of a 10 week module are given over to assignment preparation and do not include structured online learning materials; lectures are usually taught during one of your nine weekend residentials. the Placement Module involves a full time placement in another context; the Integrative Learning for Collaborative Practice Module is taught through an intensive residential plus group work. Average Hours per week 18 hours engagement with structured online learning materials 5.5 hours personal study / preparation for your Tutorial, Local Learning Group and/or assignment 8 hours on placement activities 2.5 hours Tutorial or Local Learning Group (there are six tutorials per module, and you should lead on average one Local Learning Group per month) 0.5 hours lectures (usually incorporated into residential weekends) 0.5 hours meeting with your training minister (you should meet your training minister on average once per month for approx 1.5 hours over the course of the year) Weekends You attend nine residential weekends per year. 63

64 Roughly 5 hours of teaching from residential weekends will count as teaching for each module. The rest of the time spent on residentials is spent on formation and practical training, much of which will contribute to your module study but may not be directly accredited. Spring School In some years this is part of the teaching for your ten credit (100 hours) Integrative Learning for Collaborative Practice module. This means that the following hours completed during Spring School count towards the study hours for that module: 15 hours of lectures/seminars 16 hours of group work (some of this may take place outside of Spring School) In other years you may be required to attend Spring School but not to do the work for the Integrative Learning for Collaborative Practice module Post Graduate Learning Hours For MA students in initial ministerial training this time commitment is broken down in this way for each 12-month phase of study: Part Time Blended Learning 3 MA modules or dissertation (600 hours per year), which includes: 3 MA seminars per module (6x 1.25 hours) 3 Local Learning Groups per module (3x1.5 hours) Two-three meetings with your Training Minister/Mentor per module (3 hours) Additional Centre-based Learning (a) 6 residential weekends (100 hours not compulsory for independent students) (b) 1 residential Spring School (50 hours) Accelerated Pathway Blended Learning 4 MA modules (800 hours per year), plus dissertation, which includes: 3 MA seminars per module (6x 1.25 hours) 3 Local Learning Groups per module (3x1.5 hours) Two-three meetings with your Training Minister/Mentor per module (3 hours) Additional Centre-based Learning (a) 9 residential weekends (100 hours not compulsory for independent students) (b) 1 residential Spring School (50 hours) Post-Qualification Learning Hours Students completing the BA, Graduate Diploma or Postgraduate Diploma after completing initial study with Sarum Ministry Programmes, may wish to continue study at a decelerated pace of 40 credits per year. The BA, Graduate Diploma or Post Graduate Diploma all involve studying a total of 120 credits which may be completed over between 1 and 3 years. Each 10 credit module should take 100 hours of study. Each 20 credit module should take 200 hours of study. 64

65 Weekends Students are recommended to attend two Saturday teaching days at Sarum College per year. Tutorials Students on the Graduate Diploma or BA continue to receive tutorials for your modules, either with their cohort or by skyping into another group. As students from other years may be completing their studies at a more accelerated pace, attendance at tutorials is agreed between the student and tutor. Students on the Post Graduate Diploma attend MA seminars at Sarum college (3 sets of seminars per module), and may skype into these. 65

66 3.13 Sarum Ministry Programmes: Programme management, quality assurance and enhancement Governing Structure Sarum College is an incorporated charity with a Board of Trustees which operates through three subcommittees a nominations committee, an executive comminitee and a board of studies. The Ministry Programme is overseen both by the board of studies (through the minutes of the Programme Committee) and by the SCRTP Common Awards Management Committee. Student reps sit on the Library Committee, Programme Committee, Board of Studies and Common Awards Management Committee Student feedback Student feedback is encouraged and elicited in a number of ways: Distance learning feedback Distance-learning modules and MA distance learning guides are monitored through online Module Review Forms completed at the end of each Module. Reflective Practice modules are monitored through online Module Review Forms completed at the end of each Module and interviews at alternate residential weekends Centre-based learning feedback Residential weekends are monitored through Weekend Residential Review Forms completed after each weekend. MA seminars are monitored through MA Seminar Review Forms completed at the end of each module. Residential schools are monitored through Residential School Review Forms completed after each school. The Sarum Ministry Programmes staff peer review all centre-based learning, as soon as possible after the event, and later when all the student feedback has been received and independently analysed. Furthermore, the South Central RTP peer reviews Sarum Ministry Programmes teaching annually, in accordance with the South Central RTP policy on peer review Annual review Students are asked to complete an annual online review questionnaire, which is considered at the Annual Review Day Action in response to feedback Analyses of student feedback on residential weekends, staff review and staff-agreed action points are reported to students at the following weekend. 66

67 The Programme Committee, chaired by the Academic Dean with staff, student and tutor representation, reviews the findings of all regular monitoring processes termly. Minutes of Programme Committee meetings are considered at each meeting of the Board of Studies, so that the Board can give attention to salient issues arising from the process. These include proposals for the improvement or revision of modules including assignment titles or the content of centre-based teaching. The Programme Leaders submit Annual Monitoring Reports to the Board of Studies and the Common Awards Management Committee. These include recommendations for courses of action to be taken by the Board of Studies. The Annual reports, dealing with quality assurance, student data, assessment and inspection, is presented to the Sarum College Board of Studies. The Sarum College Board of Trustees takes any requisite action, including instructing the Management Committee to meet any resource implications. The minutes of the Programme Committee and the Annual Statement are submitted to the Common Awards Management Committee of the South Central RTP, which has Sarum Ministry Programmes staff and student representation. 67

68 4 Appendices common to All Institutions within the South Central RTP 4.1 South Central RTP theological objectives Please see The Theological Objectives of the South Central RTP s training The mission of the Church is to witness to, and embody, God's mission to the whole world, as definitively revealed and realized in the life, death and resurrection of Jesus Christ. The mission of the Church follows from this mission of God. From its centre in Jesus Christ it receives from God a unique (but not exclusive) origin and mission in and for the whole world. It is a theological and eschatological community, called to signify the identity and purposes of this Christ-like God in both the present and future of the world. The Church lives in dependence on God through its life of prayer and worship, its sacramental life, and its immersion in the Scriptures. In this dependence it must always seek new wisdom and empowerment for the future from God. To sustain and facilitate this mission, church life and order will need to be dynamic, flexible, and engaged with particular, changing, contexts of the wider world. But it will also need to be constantly re-engaging with the wisdom of its own worldwide histories and traditions of worship, theology and embodied life. A genuinely 'mission-shaped' church cannot ignore either emphasis if it is to be both faithful and effective. The proper character of this church will be theological (rooted in the life of God), ecclesial (related fully to the people of God and its oversight), and missiological (orientated towards God s world). Being theological means being formed in a developing and deepening grasp of the wisdom and the power of God, revealed definitively in Jesus Christ. It arises from active engagement in prayer and worship, thought and practice, including ongoing engagement with the Scriptures. Being ecclesial means being formed in a commitment to collaborative ministry founded on a clear perception of role, order, and oversight within that collaboration. Being missiological means being formed to be self-sending. It means being at the service of the other. The fundamental orientation of the SRCTP training is: Theological and doxological rooted in God and in God s praise, and therefore: Missiological directed towards God s world, and therefore: Contextual focused on the particular situations in which you are called to serve; and Ecumenical and collaborative committed to ever-widening shared participation in Christian mission and ministry. 4.2 SCRTP Programme regulations for the awards Diploma of Higher Education in Theology, Ministry and Mission This programme is available at South Central RTP, in full-time and part-time modes of study. Within the parameters of the regulations set out below, students will negotiate their choice of modules with their tutor, in light of the ministry for which they are preparing or in which they are engaged, and module availability. Inclusion of at least one module at level 4 or 5 relating to 68

69 Christian worship and marked with a * is required. Certain combinations of modules are excluded, as detailed in the module descriptors. Level 4 (120 credits) Candidates shall study and be assessed in the following compulsory modules to the value of 40 credits: TMM1131 Introduction to Christian Doctrine and History TMM1361 Mission and Evangelism Centre where normally available Gu, Ox, Sal, Sarum Ministry Programmes, Win Gu, Ox, Sal, Sarum Ministry Programmes, Win Credit value Candidates shall also study and be assessed in one module from List A (biblical studies): List A (biblical studies) Centre where normally available Credit value TMM1031 Introduction to the Bible Gu, Ox, Win 20 TMM1011 Introduction to the New Testament Sal 20 TMM1021 Introduction to the Old Testament Sal 20 TMM1051 Using the Bible Today Sarum Ministry Programmes 20 Candidates shall also study and be assessed in one module from List B (theological reflection and reflective practice): List B (theological reflection and reflective practice) Centre where normally available Credit value TMM1301 Foundations for Ministry and Mission in Context Gu 20 TMM1451 Foundations for Reflective Practice in Context (long) Ox, Sarum Ministry Programmes 20 69

70 TMM1447 Foundations for Reflective Practice in Context (short) Win 10 TMM1277 Integrative Learning for Collaborative Practice Sal, Sarum Ministry Programmes 10 TMM1437 Introducing Theological Reflection Sal 10 Candidates shall also study and be assessed in optional modules to the value of 40 or 50 credits from list C, such that they have studied and been assessed in modules with a total value of 120 credits for this level of study. List C Centre where normally available Credit value TMM1171 Christian Discipleship Gu, Ox 20 TMM1331 Foundations for Denominational Ministry Win 20 TMM1541 Foundations in Christian Worship * Ox 20 TMM1551 Growing Together in Christ: Worship and Spirituality * TMM1231 Human Identity, Theology, Vocation and Professional Practice Gu, Sarum Ministry Programmes Sarum Ministry Programmes TMM1291 Independent Learning Project (long) 20 TMM1287 Independent Learning Project (short) 10 TMM1167 Introduction to Christian Ethics Sal 10 TMM1537 Introduction to Christian Worship * Ox, Win 10 TMM1421 Introduction to Pastoral Care Ox 20 TMM1347 Introduction to Preaching * Ox, Sal, Win 10 TMM1517 Introduction to Spirituality and Discipleship Win 10 TMM1207 Preparing to Learn: Scripture, Prayer and Theology Modules from lists A and B above Level 4 modules up to the value of 20 credits from any other TEI offering Common Awards Sarum Ministry Programmes 10 Up to 20 70

71 Level 5 (120 credits) Candidates shall study and be assessed in the following compulsory module to the value of 20 credits: TMM2531 Reflective Practice in Context (long) Centre where normally available Gu, Ox, Sal, Sarum Ministry Programmes, Win Credit value 20 Candidates shall also study and be assessed in one module engaging with the Old Testament from list D, marked with ~, and one module engaging with the New Testament from list D, marked with %. The module Bible in Context fulfils both requirements: List D (biblical studies) TMM2011 Bible in Context ~ % Centre where normally available Sarum Ministry Programmes Credit value 20 TMM2031 New Testament in Context % Win 20 TMM2051 New Testament Studies % Gu, Ox 20 TMM2077 New Testament Text Study in Context % Sal, Sarum Ministry Programmes 10 TMM2041 Old Testament in Context ~ Ox, Win 20 TMM2061 Old Testament Studies ~ Gu 20 TMM2087 Old Testament Text Study in Context ~ Sal 10 Candidates shall also study and be assessed in modules to the value of 20 credits from List E (Christian tradition): List E (Christian tradition) TMM2171 Christian Faith and Ethical Living TMM2461 Ecclesiology Centre where normally available Sarum Ministry Programmes, Win Sarum Ministry Programmes Credit value TMM2451 Missional Ecclesiology Win 20 71

72 TMM2117 Selected Topic in Christian Doctrine Sal 10 TMM2121 Topics in Christian Doctrine Gu, Ox, Sarum Ministry Programmes 20 TMM2157 Topics in Church History Sal 10 Candidates shall also study and be assessed in modules to the value of 20 credits from list F (Christian practices): List F (Christian practices) Centre where normally available Credit value TMM2617 Christian Worship: Principles and Practice * Win 10 TMM2257 Christianity and Interfaith Engagement Win 10 TMM2321 Developing Ministry and Worship in Context * Ox 20 TMM2381 Developing Preaching in the Contemporary World * TMM2461 Ecclesiology Gu, Sarum Ministry Programmes Sarum Ministry Programmes TMM2197 Education for a Learning Church Sal 10 TMM2227 Exploring Leadership and Theology for Ministry and Mission Win 10 TMM2411 Mission and Apologetics in Contemporary Culture Win 20 TMM2427 Mission Entrepreneurship: Principles Win 10 TMM2451 Missional Ecclesiology Win 20 TMM2471 Pastoral Care Gu 20 TMM2367 Preparing for Public Ministry * Sarum Ministry Programmes 10 TMM2581 Texts and Traditions in Christian Spirituality Sal 20 Candidates shall also study and be assessed in optional modules to the value of between 20 and 60 credits from list I such that they have studied and been assessed in modules with a total value of 120 credits for this level of study. List I Centre where normally available Credit value TMM2567 Developing Theological Reflection Sal 10 TMM2301 Independent Learning Project (long) 20 72

73 TMM2297 Independent Learning Project (short) 10 TMM2277 Integrative Learning for Collaborative Practice Modules from lists D, E and F above Level 4 modules up to the value of 30 credits from lists A, B and C above. Level 5 modules up to the value of 20 credits from any other TEI offering Common Awards Sarum Ministry Programmes 10 Up to 30 Up to 20 The modules on Ecclesiology and Missional Ecclesiology (marked ) are included in both list E and list F, and a student who takes either module fulfils the requirement to include modules from both lists; however of course no module may be taken twice BA (Honours) in Theology, Ministry and Mission This programme is available at South Central RTP, in full-time and part-time modes of study. Within the parameters of the regulations set out below, students will negotiate their choice of modules with their tutor, in light of the ministry for which they are preparing or in which they are engaged, and module availability. Inclusion of at least one module at level 4 or 5 relating to Christian worship and marked with a * is required. Certain combinations of modules are excluded, as detailed in the module descriptors. Level 4 (120 credits) Candidates shall study and be assessed in the following compulsory modules to the value of 40 credits: TMM1131 Introduction to Christian Doctrine and History TMM1361 Mission and Evangelism Centre where normally available Gu, Ox, Sal, Sarum Ministry Programmes, Win Gu, Ox, Sal, Sarum Ministry Programmes, Win Credit value Candidates shall also study and be assessed in one module from List A (biblical studies): List A (biblical studies) Centre where normally Credit value 73

74 available TMM1031 Introduction to the Bible Gu, Ox, Win 20 TMM1011 Introduction to the New Testament Sal 20 TMM1021 Introduction to the Old Testament Sal 20 TMM1051 Using the Bible Today Sarum Ministry Programmes 20 Candidates shall also study and be assessed in one module from List B (theological reflection and reflective practice): List B (theological reflection and reflective practice) Centre where normally available Credit value TMM1301 Foundations for Ministry and Mission in Context Gu 20 TMM1451 Foundations for Reflective Practice in Context (long) Ox, Sarum Ministry Programmes 20 TMM1447 Foundations for Reflective Practice in Context (short) Win 10 TMM1277 Integrative Learning for Collaborative Practice Sal, Sarum Ministry Programmes 10 TMM1437 Introducing Theological Reflection Sal 10 Candidates shall also study and be assessed in optional modules to the value of 40 or 50 credits from list C, such that they have studied and been assessed in modules with a total value of 120 credits for this level of study. List C Centre where normally available Credit value TMM1171 Christian Discipleship Gu, Ox 20 TMM1331 Foundations for Denominational Ministry Win 20 TMM1541 Foundations in Christian Worship * Ox 20 TMM1551 Growing Together in Christ: Worship and Spirituality * TMM1231 Human Identity, Theology, Vocation and Professional Practice Gu, Sarum Ministry Programmes Sarum Ministry Programmes

75 TMM1291 Independent Learning Project (long) 20 TMM1287 Independent Learning Project (short) 10 TMM1167 Introduction to Christian Ethics Sal 10 TMM1537 Introduction to Christian Worship * Ox, Win 10 TMM1421 Introduction to Pastoral Care Ox 20 TMM1347 Introduction to Preaching * Ox, Sal, Win 10 TMM1517 Introduction to Spirituality and Discipleship Win 10 TMM1207 Preparing to Learn: Scripture, Prayer and Theology Modules from lists A and B above Level 4 modules up to the value of 20 credits from any other TEI offering Common Awards Sarum Ministry Programmes 10 Up to 20 Level 5 (120 credits) Candidates shall study and be assessed in the following compulsory module to the value of 20 credits: TMM2531 Reflective Practice in Context (long) Centre where normally available Gu, Ox, Sal, Sarum Ministry Programmes, Win Credit value 20 Candidates shall also study and be assessed in one module engaging with the Old Testament from list D, marked with ~, and one module engaging with the New Testament from list D, marked with %. The module Bible in Context fulfils both requirements: List D (biblical studies) TMM2011 Bible in Context ~ % Centre where normally available Sarum Ministry Programmes Credit value 20 TMM2031 New Testament in Context % Win 20 TMM2051 New Testament Studies % Gu, Ox 20 75

76 TMM2077 New Testament Text Study in Context % Sal, Sarum Ministry Programmes 10 TMM2041 Old Testament in Context ~ Ox, Win 20 TMM2061 Old Testament Studies ~ Gu 20 TMM2087 Old Testament Text Study in Context ~ Sal 10 Candidates shall also study and be assessed in modules to the value of 20 credits from List E (Christian tradition): List E (Christian tradition) TMM2171 Christian Faith and Ethical Living TMM2461 Ecclesiology Centre where normally available Sarum Ministry Programmes, Win Sarum Ministry Programmes Credit value TMM2451 Missional Ecclesiology Win 20 TMM2117 Selected Topic in Christian Doctrine Sal 10 TMM2121 Topics in Christian Doctrine Gu, Ox, Sarum Ministry Programmes 20 TMM2157 Topics in Church History Sal 10 Candidates shall also study and be assessed in modules to the value of 20 credits from list F (Christian practices): List F (Christian practices) Centre where normally available Credit value TMM2617 Christian Worship: Principles and Practice * Win 10 TMM2257 Christianity and Interfaith Engagement Win 10 TMM2321 Developing Ministry and Worship in Context * Ox 20 TMM2381 Developing Preaching in the Contemporary World * TMM2461 Ecclesiology Gu, Sarum Ministry Programmes Sarum Ministry Programmes TMM2197 Education for a Learning Church Sal 10 TMM2227 Exploring Leadership and Theology for Ministry and 76 Win 10

77 Mission TMM2411 Mission and Apologetics in Contemporary Culture Win 20 TMM2427 Mission Entrepreneurship: Principles Win 10 TMM2451 Missional Ecclesiology Win 20 TMM2471 Pastoral Care Gu 20 TMM2367 Preparing for Public Ministry * Sarum Ministry Programmes 10 TMM2581 Texts and Traditions in Christian Spirituality Sal 20 Candidates shall also study and be assessed in optional modules to the value of between 20 and 60 credits from list I such that they have studied and been assessed in modules with a total value of 120 credits for this level of study. List I Centre where normally available Credit value TMM2567 Developing Theological Reflection Sal 10 TMM2301 Independent Learning Project (long) 20 TMM2297 Independent Learning Project (short) 10 TMM2277 Integrative Learning for Collaborative Practice Modules from lists D, E and F above Level 4 modules up to the value of 30 credits from lists A, B and C above. Level 5 modules up to the value of 20 credits from any other TEI offering Common Awards Sarum Ministry Programmes 10 Up to 30 Up to 20 The modules on Ecclesiology and Missional Ecclesiology (marked ) are included in both list E and list F, and a student who takes either module fulfils the requirement to include modules from both lists; however of course no module may be taken twice Level 6 (120 credits) Candidates shall study and be assessed in one module from List J (independent projects): 77

78 List J (Independent projects) Centre where normally available Credit value TMM3362 Dissertation in Theology, Ministry and Mission All 40 TMM3352 Extended Project in Theology, Ministry and Mission All 40 TMM3341 Independent Learning Project (long) All 20 Candidates shall also study and be assessed in one module from List Q: List Q Centre where normally available Credit value TMM3031 Further New Testament Studies Gu 20 TMM3021 Further Old Testament Studies Gu 20 TMM3191 Leadership and Theology for Ministry and Mission Gu, Sarum Ministry Programmes 20 TMM3411 Preaching in the Contemporary World Gu, Ox 20 TMM3571 Reflective Practice: Spirituality and Ministry Gu, Ox 20 Candidates shall also study and be assessed in one module from List R: List R TMM3091 Christian Doctrine in Context TMM3227 The Creative Arts and Christian Ministry and Mission TMM3191 Leadership and Theology for Ministry and Mission TMM3591 Reflective Practice: Christian Worship Centre where normally available Sarum Ministry Programmes Sarum Ministry Programmes Gu, Sarum Ministry Programmes Ox, Sarum Ministry Programmes Credit value TMM3601 Reflective Practice: Mission and Evangelism Ox 20 TMM3551 Texts and Traditions in Christian Spirituality Gu 20 78

79 Candidates shall also study and be assessed in one module from List S: List S TMM3521 Christian Theology, Ritual and Pastoral Care Centre where normally available Sarum Ministry Programmes Credit value 20 TMM3201 Adult education and the learning church Ox 20 TMM3491 Further Reflective Practice in Context (long) Ox 20 TMM3487 Further Reflective Practice in Context (short) 10 TMM3191 Leadership and Theology for Ministry and Mission TMM3317 Integrative Learning for Collaborative Practice Gu, Sarum Ministry Programmes Sarum Ministry Programmes TMM3411 Preaching in the Contemporary World Gu, Ox 20 TMM3387 Preparing for Public Ministry Sarum Ministry Programmes 10 TMM3581 Reflective Practice: Leadership and Collaboration Ox 20 TMM3571 Reflective Practice: Spirituality and Ministry Gu, Ox 20 TMM3551 Texts and Traditions in Christian Spirituality Gu 20 Candidates shall also study and be assessed in optional modules to the value of between 20 and 80 credits from list T such that they have studied and been assessed in modules with a total value of 120 credits for this level of study. List T Centre where normally available Credit value TMM3337 Independent Learning Project (short) 10 79

80 TMM3341 Independent Learning Project (long) (if not taken from list J above) All 20 Modules from list Q, R and S above Level 5 modules up to the value of 30 credits from lists D, E, F and I above. Level 6 modules up to the value of 20 credits from any other TEI offering Common Awards Up to 30 Up to 20 Modules marked are included in more than one of lists Q, R and S. A student who takes such a module fulfils the requirement to include modules from both ; however of course no module may be taken twice Graduate Diploma in Theology, Ministry and Mission This programme is available at South Central RTP, in full-time and part-time modes of study. Within the parameters set out below, students will negotiate their choice of modules with their tutor, in light of the ministry for which they are preparing or in which they are engaged, and module availability. Certain combinations of modules are excluded, as detailed in the module descriptors. Level 6 (120 credits) Candidates shall study and be assessed in one module from list L (theological reflection and reflective practice): List L (theological reflection and reflective practice) Centre where normally available Credit value TMM2321 Developing Ministry and Worship in Context (level 5) Ox 20 TMM2567 Developing Theological Reflection (level 5) Sal 10 TMM2277 Integrative Learning for Collaborative Practice (level 5) TMM2531 Reflective Practice in Context (long) (level 5) Sarum Ministry Programmes Gu, Ox, Sarum Ministry Programmes TMM3491 Further Reflective Practice in Context (long) Ox 20 TMM3487 Further Reflective Practice in Context (short) 10 TMM3317 Integrative Learning for Collaborative Practice Sarum Ministry Programmes 10 80

81 Candidates shall also study and be assessed in optional modules to the value of between 100 and 110 credits from list M, such they have studied and been assessed in modules with a total value of 120 credits of which at least 80 credits are at level 6: List M TMM3091 Christian Doctrine in Context TMM3521 Christian Theology, Ritual and Pastoral Care TMM3227 The Creative Arts and Christian Ministry and Mission Centre where normally available Sarum Ministry Programmes Sarum Ministry Programmes Sarum Ministry Programmes Credit value TMM3362 Dissertation in Theology, Ministry and Mission All 40 TMM3201 Adult education and the learning church Ox 20 TMM3352 Extended Project in Theology, Ministry and Mission All 40 TMM3031 Further New Testament Studies Gu 20 TMM3021 Further Old Testament Studies Gu 20 TMM3191 Leadership and Theology for Ministry and Mission Gu, Sarum Ministry Programmes 20 TMM3341 Independent Learning Project (long) All 20 TMM3337 Independent Learning Project (short) 10 TMM3411 Preaching in the Contemporary World Gu, Ox 20 TMM3387 Preparing for Public Ministry TMM3591 Reflective Practice: Christian Worship Sarum Ministry Programmes Ox, Sarum Ministry Programmes TMM3581 Reflective Practice: Leadership and Collaboration Ox 20 TMM3601 Reflective Practice: Mission and Evangelism Ox 20 TMM3571 Reflective Practice: Spirituality and Ministry Gu, Ox 20 TMM3551 Texts and Traditions in Christian Spirituality Gu 20 Level 6 modules from list L above 81

82 Level 4 and 5 modules up to the value of 40 credits from lists in the BA Programme Regulations. Level 6 modules up to the value of 20 credits from any other TEI offering Common Awards Up to 40 Up to 20 Postgraduate Diploma in Theology, Ministry and Mission This programme is available at South Central RTP, in part-time mode of study. Within the paramaters set out below, students will negotiate their choice of modules with their tutor, in light of the ministry for which they are preparing or in which they are engaged, and module availability. Certain combinations of modules are excluded, as detailed in the module descriptors. Level 7 (120 credits) Candidates shall study and be assessed in the following compulsory modules to the value of 20 credits: TMM42220 Research and reflection: resources and methods Centre where normally available Ox, Sarum Ministry Programmes Credit value 20 Candidates shall also study and be assessed in optional modules to the value of 100 credits from List A: List A TMM40220 Advanced biblical studies TMM41120 Advanced topic in church history Centre where normally available Sarum Ministry Programmes Sarum Ministry Programmes Credit value TMM43920 Independent learning project 20 TMM40820 Methods in modern theology TMM42720 Mission and ecclesiology in contemporary context Sarum Ministry Programmes Sarum Ministry Programmes

83 TMM42420 Preaching in a ministerial context TMM43420 Reflective practice: Christian worship Ox, Sarum Ministry Programmes Ox, Sarum Ministry Programmes TMM43320 Reflective practice: leadership and collaboration Ox 20 TMM43520 Reflective practice: mission and evangelism Ox 20 TMM43020 Reflective practice placement Sarum Ministry Programmes 20 TMM43220 Reflective practice: spirituality and ministry Ox 20 TMM41320 Theology and science TMM43120 Words and music in worship Modules up to the value of 30 credits from list K in the BA regulations Level 7 modules up to the value of 20 credits from any other TEI offering Common Awards Sarum Ministry Programmes Sarum Ministry Programmes Up to 30 Up to 20 MA in Theology, Ministry and Mission This programme is available at South Central RTP, in part-time mode of study. Within the parameters set out below, students will negotiate their choice of modules with their tutor, in light of the ministry for which they are preparing or in which they are engaged, and module availability. Certain combinations of modules are excluded, as detailed in the module descriptors. Level 7 (180 credits) Candidates shall study and be assessed in the following compulsory modules to the value of 80 credits: TMM42220 Research and reflection: resources and methods TMM42360 Dissertation in theology, mission and ministry Centre where normally available Ox, Sarum Ministry Programmes Ox, Sarum Ministry Credit value

84 Programmes Candidates shall also study and be assessed in optional modules to the value of 100 credits from List A: List A TMM40220 Advanced biblical studies TMM41120 Advanced topic in church history Centre where normally available Sarum Ministry Programmes Sarum Ministry Programmes Credit value TMM43920 Independent learning project 20 TMM40820 Methods in modern theology TMM42720 Mission and ecclesiology in contemporary context TMM42420 Preaching in a ministerial context TMM43420 Reflective practice: Christian worship Sarum Ministry Programmes Sarum Ministry Programmes Ox, Sarum Ministry Programmes Ox, Sarum Ministry Programmes TMM43320 Reflective practice: leadership and collaboration Ox 20 TMM43520 Reflective practice: mission and evangelism Ox 20 TMM43020 Reflective practice placement Ox, Sarum Ministry Programmes 20 TMM43220 Reflective practice: spirituality and ministry Ox 20 TMM41320 Theology and science TMM43120 Words and music in worship Modules up to the value of 30 credits from list K in the BA regulations Level 7 modules up to the value of 20 credits from any other TEI offering Common Awards Sarum Ministry Programmes Sarum Ministry Programmes Up to 30 Up to 20 84

85 4.3 SCRTP Assessment criteria and guidance Please see SCRTP Assessment Policy General Written feedback will be given to each student on every summatively assessed task. Feedback will also be given on all formative assessment tasks. This may be written or oral, and may be addressed to individuals or to a group of students. It may include peer feedback, but there will always be an element of tutor feedback. All summative work will be marked on the Common Awards marking cover sheets or an electronic equivalent. Feedback will always be given within a month of the submission deadline, except in exceptional circumstances (such as the illness of the tutor). Where such circumstances exist they will if possible be communicated to the student. This feedback may be given prior to any second marking / moderation and therefore may not be final; marks are in any case provisional until they have been agreed by a Board of Examiners. In instances where a formative assessment task is designed as preparation for a specific summative assessment, feedback will be provided in sufficient time as to allow students to benefit in that summative task All meetings of boards of examiners will consider students anonymously. Major projects 10 or dissertations will be assessed anonymously, as far as is possible (it may be necessary for the supervisor to act as first marker because of their subject expertise). Other work need not be assessed anonymously. Moderation of marking for summative assignments Second marking for major projects or dissertations shall be blind or unseen (i.e. the first marker s marks and the rationale for them are not communicated to the second marker until after they have completed their marking). Second marking for other assignments need not be. The first marker may ask the second marker to review any assignments on which she/he would like a second opinion. In addition, the programme leader shall allocate a proportion of the work submitted for each summative assessment to be second marked for moderation purposes. This shall consist of a minimum of six scripts for each assessment 10 Defined as the level 6 modules TMM3341 Independent Learning Project (Long) and TMM3352 Extended Project in Theology, Ministry and Mission. 85

86 and a minimum of 10% of the scripts marked by each first marker, or 35% from any first marker undertaking summative assessment for the first time (with a minimum of 12 scripts). The sample shall be selected equally from the top, middle and bottom of the marking range. If sample double marking for moderation purposes reveals a pattern of inconsistent or over-harsh or over-generous marking then steps must be taken to review the full run of marks for that assignment / script marked by that first marker. These may involve the double marking of all the work and/or increasing or reducing the marks awarded to all the candidates concerned in a systematic fashion whose rationale and procedure are recorded with the work affected, agreed with the external examiner(s) concerned and communicated to the board of examiners. Marks for individual assignments may be altered either where the first marker asked for a second opinion on that assignment or when double marking of that marker s work has been complete. In these cases when first and second markers disagree: a discrepancy of no more than 5% in the mark for the module as a whole and which does not span a classification border is to be resolved by taking the average of the two marks; a discrepancy of 5% or more in the mark for the module as a whole or spanning a classification border is to be resolved by discussion between the markers to reach an agreed mark if possible; if agreement cannot be achieved (or if one of the markers is unavailable) the work shall be referred to the programme leader or his/her nominee who will seek to reach agreement with the marker(s); if agreement still cannot be reached agreement, refer to the external examiner. The second marker shall give explicit rationale for his/her grade when this is 5% or more different from that of the first marker, or spanning a classification border, or where his/her rationale for the grade would be significantly different from that of the first marker Where the discrepancy between first and second marks is 5% or more or spanning a classification border, a note of the process followed to reach an agreed grade and the rationale for this grade shall be recorded. All feedback and grades assigned are available to the external examiner. The student need not be given any grade except the agreed one, and need not be given second marker s comments except when the first marker s grade was changed. Retention of assignments In line with Durham University policy we will retain student work: 86

87 1) until a year at least a year after the student has graduated; 2) on online plagiarism systems for up to five years from the submission of the assignment; 3) for quality assurance purposes samples of work may be retained until the next time the module is taught Group As Durham policy Oral presentations As Durham policy 4.4 SCRTP Referencing Please see A brief guide to Harvard referencing Where you are drawing on words or ideas from someone else, it is important to acknowledge this and on this course you are required to use the Harvard referencing system (in the version produced by Anglia Ruskin University). You can find a massively detailed guide to this on our website log in, then go to The aim of this guide is to provide an easier introduction to the most common kinds of referencing. 1. Formatting quotations If you quote someone else s words you must make explicit that you are doing so. Shorter quotations (up to about 50 words or two lines) are normally put in the text in quotation marks. e.g. Francis s spirituality was shaped by the context in which he lived. His stress on poverty was a rejection of what were understood to be the sins of his time. (Sheldrake, 1991, p.58) Longer quotations are put in a separate paragraph which is indented to show it is different from your words (with use of quotation marks optional). e.g. Of course, Francis s spirituality was formed in his context, but that is no different from any other: All spiritualities embody specific social values and commitments Francis of Assisi s choice of radical poverty as the gospel value was not a-historical but was a rejection of what were understood to be the sins of his time. (Sheldrake, 1991, p.58) Note the use of to indicate that some words have been omitted. If you need to add or change a word use square brackets [] to indicate things that are not in the original: e.g. The Franciscan stress on poverty is due to a rejection of what were understood to be the sins of [Francis s] time (Sheldrake, 1991, p.58). 87

88 But remember that the assignment is meant to demonstrate your understanding, so be careful not to include too many quotations, especially longer ones. 2. Referencing in the text of your work The key principle of the Harvard system is that you include in the text of your work the surname of the author(s) on whom you are drawing, the date of publication and sometimes the page number. You use a bibliography at the end of the work to give more details about the things to which you have referred, and to list other relevant things you read but which you didn t explicitly refer to. The most common form of reference puts the in-text information in brackets after the quote / idea: e.g. Jesus spoke with a prophetic voice to all people (Perkins, 1990, p.38). or Preaching needs to take seriously the congregational culture (Tubbs Tisdale, 1997). If the name of the author is already in what you have written, just put the date (and if necessary, the page number) after their name: e.g. Perkins (1990, p.38) notes that Jesus spoke with a prophetic voice to all people. Where there are two or three authors, include the names of all of them. If there are four or more, give the name of the first followed by et al. (which means and others ) though note that in the bibliography you will list all the authors: e.g. Christian theological reflection interprets the meanings of things from the perspective of faith in the Christian message (Stone and Duke, 1996, p.27) There are many models of learning styles, but all of them are scientifically dubious (Coffield, et al., 2004). If you refer to a source which you have not read directly, but has been quoted in something you have read, you cite both in the text, but only the one you have read goes into the bibliography: e.g. In the context of Judaism, one cannot speak very long or very adequately about God without speaking about the people Israel (Levenson, 2012 cited in Moberly, 2013, p.42) In the bibliography you give the details for the book by Moberly, but not the book by Levenson. Note that when you are referring to something in an edited book, the name you should include is that of the author of the section you are drawing on, not that of the editor: e.g. When preaching from a lament psalm, it is important to think about the movement between lament and praise in the psalm (Villanueva, 2010) (See below for how this would appear in the bibliography.) When you are drawing on material from a website, the basic principles are the same as for a printed source (see below for how this goes in the bibliography): e.g. In Matthew s gospel, an episode set on a mountain is one in which there is the revelation of divine presence and authority (Saunders, 2014) Obviously material accessed online may well not have page numbers. 88

89 Include the page number when you are quoting from or drawing on a specific part of the work you cite, but not when you are drawing on the broad thrust of the arguments use p. for one page and pp. for multiple pages: e.g. Villanueva (2010, pp.65-6) encourages us to consider how we ensure lament is not overwhelmed by praise in the contemporary church. but Journalling can be used in many ways to encourage learning (Moon, 2006) When you are referring to the Bible, a patristic text or other older or classic text, use the standard form of referring to the text and not the page number of the edition in which you happened to read it: e.g. Genesis 1:1; Justin Martyr First Apology 6 3. The bibliography In the bibliography, everything is listed in alphabetical order. The format should be as below. For a book Author(s), Initials., Year. Title of book. Edition (only include this if not the first edition). Place of publication: Publisher. e.g. Perkins, P., Jesus as Teacher. Cambridge: Cambridge University Press. Stone, H. and Duke, J., How to Think Theologically. 3rd ed. Minneapolis: Augsburg Fortress. The place of publication is the town or city where the publisher is based. If there are several places mentioned, choose the UK one. An edition is a revised version of a book if the book has been reprinted, give the date it was originally published and don t mention the reprint. If the book is edited, give the name of the editor(s) not of all the authors. e.g. Nelstrop, L. and Percy, M., eds., Evaluating Fresh Expressions. Norwich: Canterbury Press. Note that where you refer to specific sections from the book in the course of the assignment you need to include the details of those sections in the bibliography, and you don t need to include the overall book if you have separate entries covering all the sections you read. For a section in an edited book, Chapter author(s) surname(s) and initials., Year of chapter. Title of chapter followed by In: Book editor(s) initials first followed by surnames with ed. or eds. after the last name. Year of book. Title of book. Place of publication: Publisher. Chapter number or first and last page numbers followed by full-stop. e.g. Villanueva, F., Preaching Lament. In: G. Kent, P. Kissling and L. Turner, eds He Began with Moses : Preaching the Old Testament today. Nottingham: IVP. Pp For an ebook freely available on the internet 89

90 Author, Initials., Year. Title of book. [e-book] Place of publication (if known): Publisher. Followed by Available at: e- book source and web address or URL for the e-book [Accessed date]. e.g. Dickens, C, Little Dorrit. [e-book]. New York and Boston: Books, Inc. Available at: Google Books < [Accessed 25 June 2014]. For an ebook on a specific reader Author, Initials., Year. Title of book. [e-book type] Place of publication (if available): Publisher. Followed by Available at: e-book source and web address [Accessed date]. e.g. McGrath, A., Christian Theology: An Introduction. 5th ed. [Kindle version] Wiley-Blackwell. Available at: Amazon.co.uk < [Accessed 24 June 2014]. For a journal article If the journal has a print version (even if you happened to access it online) the best format is: Author, Initials., Year. Title of article. Full Title of Journal, Volume number (Issue/Part number), Page number(s). e.g. Easter, M., The Pistis Christou Debate: Main arguments and responses in summary. Currents in Biblical Research 9(1), pp For an article from a web-based magazine or journal which is freely available over the web: Authors, Initials., Year. Title of article. Full Title of Magazine, [online] Available at: web address (quote the exact URL for the article) [Accessed date]. e.g. Bauckham, R., Ecological Hope in Crisis. Anvil, [online] Available at: < [Accessed 26 June 2014]. f) For a newspaper or magazine article Author, Initials., Year. Title of article or column header. Full Title of Newspaper, Day and month. page number and column line. e.g. Levy, N., A better way to argue over Israel. Church Times, 6 June. p.15. g) For a website 90

91 Authorship or Source, Year. Title of web document or web page. [type of medium] (date of update if available) Available at: include web site address/url (Uniform Resource Locator) [Accessed date]. If the URL appears to be exceedingly long, provide routing details which enable the reader to access the particular page via the site s homepage. e.g. Saunders, S., Commentary on Matthew 28: [online] Available at: < [Accessed 25 June 2014]. If the author isn t clear, but the website belongs to an organisation, give the name of the organisation: e.g. BBC, Campaigners lose right to die case. [online] Available at < > [Accessed 25 June 2014]. h) For course materials/handouts You should only include these in the bibliography if you make explicit reference to them in the assignment. The required format is: Tutor/Author, Initials., Year. Title of item, Module Code (if you know one) Module title. Institution, unpublished. e.g. Smith, G., The English Reformation, Introduction to Christian Doctrine and History. Diocese of Oxford Local Ministry Programme, unpublished. For the Bible or other classic text You should reference this in the version in which you read it e.g. The Bible: New Revised Standard Version Anglicized Edition, Oxford: Oxford University Press Justin Martyr, First Apology. Translated by P. Schaff. [online]. Available at < Accessed 26 June j) And finally If you have more than one thing in the bibliography written by the same author in the same year, use letters to distinguish them (and use the same letters in any in-text references): e.g. Wright, N.T., 2011a. Simply Jesus: The Coming of the King, London: SPCK. Wright, N.T., 2011b. Revelation for Everyone, London: SPCK. If you can t find a detail you would normally include in a reference, use: For no author anon 91

92 For no date n.d. For no place of publication s.l. (Latin sine loco = no place) For no publisher s.n. (Latin sine nomine = no name) 92

93 4.5 SCRTP Interim Misconduct and Discipline Policy (NB this policy may be subject to amendment) 1. We expect that all students within the South Central RTP will engage appropriately with their learning and will maintain good standards of conduct at all times, as befits a Christian disciple. We trust that the need for discipline will infrequent. 2. Each centre shall maintain its own discipline policy to cover matters other than academic misconduct, and shall act in accordance with this. 3. Discipline is distinct from the process of assessment of those training for ordained or licensed ministry in the church. The latter indicates the student s strengths and weaknesses and highlights areas for future development. It recommends to sponsoring bishops (or those responsible for the student s training in other denominations) whether the student should continue in training or be ordained / licensed. By contrast, the disciplinary policies help clarify the boundaries of behaviour compatible with being a student. Hence there are many matters which are not disciplinary offences but would nevertheless lead to a recommendation to the sponsoring church that the candidate was not or not yet fit for public ministry (for example, matters related to honesty, sexual conduct or illegality in the person s private or work contexts). 4. Academic misconduct includes any form of malpractice associated with assessment of any kind. This is a serious disciplinary matter which can result in termination of your studies without the award of a qualification. Such malpractice may take the form of: Plagiarism, defined as submitting another person s work as if it were your own. This includes unacknowledged quotation or close paraphrasing of other people's writing, and unacknowledged use of other people s ideas. Unacknowledged use of material which is available on the world-wide web and in any other electronic form is plagiarism. Multiple submission that is the inappropriate submission of the same or substantially the same work of one's own for summative assessment, in connection with an academic award. Collusion : working with one or more other students to produce work which is then presented as one's own in a situation in which this is inappropriate or not permitted and/or without acknowledging the collaboration; Impersonation : presenting work on behalf of someone else as if it were the work of the other individual; Cheating : using any inappropriate or unauthorised means to achieve credit for a piece of coursework or an examination answer; Use of inadmissible material : using material which is not permitted to achieve credit for a piece of coursework or an examination answer. Submitting an essay purchased from an essay writing site, as if it were your own work 5. Allegations of academic misconduct will be dealt with by a fair process in accordance with the guidance for Common Awards to be produced by Durham University (a draft of which is available at ). An indication of the penalties which can be appropriately applied is found in the University s policy on assessment irregularities, to be found at 93

94 4.6 SCRTP APL policy 1. APL includes both a. APEL: Accreditation of Prior Experiential Learning, which is learning acquired through life experiences including work and uncertificated training, for which no formal qualification or academic credit has been gained and b. APCL: Accreditation of Prior Certificated Learning, which is any learning for which an award has been achieved or formal academic credit granted. 2. At least two-thirds of the credits required for any award must be gained through study on the Common Awards programme. No more than 60 credits of APEL may be granted for any award. Any exceptions to this will need to be approved by the Chair of the Management Board in accordance with section 19 below. 3. APL may be granted where the student demonstrates prior learning equivalent to that defined in the learning outcomes for one or more module(s) for which APL is being claimed. For the purposes of fulfilling programme regulations, a student who has been granted APL for a module is automatically counted as if they had passed that module through study on the programme. 4. APL may also be granted where the student demonstrates prior learning which falls within one or more of the Subject Specific Knowledge or Subject Specific Skill level learning outcomes for the programme (and may also fulfil one or more of the Key Skill learning outcomes). If the APL covers some but not all of the level learning outcomes, the claim will need to be referred to the Chair of the Management Board in accordance with section 19 below. 5. When APL is granted, consideration must be given to how the student will demonstrate fulfilment of all the level learning outcomes through either their APL or through modules they will take in their study on the programme. This may include fulfilling a level learning outcome through a module taken or APL granted at a higher level. (For example, in the study necessary to meet the level 5 SSK1 learning outcome, or in APL granted against a level 5 module which fulfils the level 5 SSK1 learning outcome, a student will necessarily meet the level 4 SSK1 learning outcome.) 6. APL may be granted against any module validated in the Common Awards in Theology, Ministry and Mission, with the exception of the level 6 and 7 dissertation modules, the level 6 Extended Project module, and the level 6 Independent Study (long) module. 7. It is the student s responsibility a. to decide whether or not to claim APL, and b. to provide evidence to substantiate any claim for APL. 8. Centres may offer support to students seeking to claim APL, but must treat all students alike in the support offered. 9. Evidence to support a claim for APL must be a. Current from within five years of the start date of the student s joining the programme (in the case of APCL this may include learning from any award conferred in the previous five years), and b. Relevant appropriately matched to the learning claimed, and c. Sufficient to demonstrate the achievement of the learning claimed, and 94

95 d. Authentic clearly related to the student s own efforts and achievements. Evidence may include material generated by a group of which the student was part, but the student s own contribution to this must be clearly identified. 10. Evidence for APEL may in principle be of any kind, including: a portfolio of evidence, a structured interview, completion of a piece of work accompanied by a reflective account of the learning achieved, artefacts, a performance-based assessment, or completion of the assessment used to demonstrate learning in the module for which comparability is being claimed. However the centre may specify how it requires claims to be presented, and may require the student to justify how the evidence relates to the learning outcomes to which it is claimed to be equivalent. 11. Each centre shall designate one or more APL officers from amongst those who are members of the Board of Examiners for the RTP. They shall be responsible for liaison with students concerning APL claims, making a preliminary assessment of such claims, and presenting them for formal consideration (including completing the checklist and mapping document provided by Durham University). [Note currently these officers are Steve Summers (Guildford), Phillip Tovey (Oxford), Duncan Strathie (Salisbury), Beth Dodd (Sarum) and Jennifer Martin (Winchester). Any student question may be addressed to the relevant APL officer.] 12. Claims shall be formally considered by a sub-committee of the Board of Examiners for the RTP, consisting of the designated APL officers from the different centres and a chair appointed by the Co-chair of the South Central RTP responsible for Accountability, Quality and Enhancement. The chair shall be responsible for convening its meetings. 13. The APL sub-committee may judge: a. That the student has substantiated their claim in whole or in part, and that APL should be granted for all or part of the claim; b. That the student has presented good evidence for their claim in whole or in part, making it probable that all or part of the claim is well founded, and that the student should be asked to supply further information (the form of which the sub-committee may choose to specify) to enable a final decision to be made. The chair of the subcommittee and an APL officer from a centre other than the one in which the student is studying (appointed by the chair) shall assess the further evidence once it has been submitted, and determine whether the claim has then been substantiated and APL should be granted, or whether the claim has still not been substantiated and therefore should be rejected; c. That the evidence presented in respect of all or part of the claim does not fall into either of the above categories, and therefore that all or part of the claim should be rejected. 14. If in accordance with section 5 above the student intends to fulfil the programme learning outcomes other than through passing modules which would normally meet the requirements of the programme regulations (or being exempted from such modules though APL in accordance with section 3 above), the APL sub-committee shall be presented with the student s proposed track and shall decide whether or not it is sufficient to meet the programme learning outcomes. 15. The discussions of the APL sub-committee as well as the outcome must be minuted so that the reasons for accepting / rejecting the application are clearly recorded. The minutes should be received and ratified by the next meeting of the full Board of Examiners. 16. The student must apply for APL in time that if the request is rejected by the APL sub-committee she/he is still in a position to take all the modules necessary to achieve the award. To this end, students must be advised of when the sub-committee will meet, and when claims must be received by the centre for processing ahead of 95

96 the sub-committee meeting. All APL claims should normally be submitted before the start of the student s second year of study. 17. Applications for APL may be made at any point after the student has received an offer of place, conditional or unconditional. 18. Applications for APL which fall outside the criteria specified here may be made to the Chair of the Management Board, at the discretion of the APL officer of the centre following consultation with the chair of the APL subcommittee and normally a preliminary consideration of the application by the APL sub-committee. 19. Applications may also be made for direct entry to level 5 of the BA in Theology, Mission and Ministry. This is where the applicant can demonstrate both a. that he or she has the prior learning or experience needed to go straight into study in that level (for example through having attained a 2:1 degree from a British University, or equivalent, or 120 credits at level 4 or above in theology and/or ministry from another institution); and either b. that he or she has met all the level 4 programme learning outcomes; or c. that he or she will demonstrate achievement of all the programme's learning outcomes by the time he or she completes their award, including all the level 4 learning outcomes. (For example, in the study necessary to meet the level 5 SSK1 learning outcome a student will necessarily meet the level 4 SSK1 learning outcome.) 20. Applications for direct entry are treated as APL. However it is noted that the focus of such applications is primarily on whether the student is ready to go straight into study on the programme at level 5 in light of his or her prior learning. 21. Classifications for any award are based on the work undertaken on the programme, not on work included as part of an APL claim or application for direct entry to level SCRTP Complaint policy Please see Student Complaint Procedure South Central RTP TEI 1. Introduction This procedure is a means for learners to obtain remedy, as far as possible, for disadvantage, damage, injury or distress caused by the acts or omissions of the South Central RTP TEI, the institutions forming centres of delivery for Common Awards within it, and their staff or agents, in connection with their delivery of the Common Awards in Theology, Ministry and Mission. (Students at centres within the RTP studying on programmes validated by universities other than Durham University should note that other procedures for handling complaints may apply to them.) 96

97 It should also make the SCRTP TEI and its centres aware of such shortcomings in order that they may be lessened in the future. The aim of this procedure is to enable complaints to be dealt with as quickly as possible and at the lowest organisational level necessary for a satisfactory outcome. The process therefore has three stages: Stage 1 informal resolution within the SCRTP TEI Stage 2 formal resolution within the SCRTP TEI Stage 3 review by Durham University A learner who thinks there is justified cause for complaint should feel able to raise the matter without fear of subsequent victimisation or undue publicity. This applies whether the complaint is upheld or not. However making a malicious complaint, or behaving in a seriously inappropriate manner in the course of making a complaint or the processes that ensue, may lead to disciplinary action or be taken into account in assessing the learner s fitness for ministry. This procedure applies to all academic complaints. These can relate to any aspect of the approved academic provision including (but not restricted to) complaints from students concerning their experience of: the arrangements for, or delivery of, teaching or assessment for the academic programme; the adequacy of supervision for modules that are a formal and assessed part of the academic programme; the academic support that is part of the academic programme; assessed placements that are a formal part of the academic programme; administrative or support services that relate to the academic programme; information or publicity in relation to the academic programme; the infrastructure for academic programmes, including learning resources and teaching spaces. The above is not a definitive or exhaustive list; academic complaints may relate to other areas of academic provision or support where these are perceived to have had a negative impact on the student s academic programme or progress. This procedure does not extend to academic appeals (i.e. appeals relating to examinations or assessments or to academic progress or against expulsion or exclusion on academic grounds). Information on the University s approach to academic appeals is available in the University Calendar, General Regulation VII - Academic Appeals. Equally, the procedure does not cover the following, for which separate procedures exist: complaints involving a decision that a student has failed to meet his/her academic commitments (see Durham University s Academic Progress procedure); complaints involving an allegation of misconduct by a student (see the South Central RTP TEI discipline policy and the University Calendar, General Regulation IV Discipline). complaints involving an allegation of harassment (see the South Central RTP TEI harrassment policy and the University s Respect at Work and Study policy). 1.9 This procedure does not remove any right to legal remedy or take the place of civil or criminal actions. 97

98 1.10 This complaints procedure shall be suspended in the event of the learner s taking legal action or action under any other complaint or similar procedure against the University, RTP or centre of delivery The time limits set out in this procedure will normally be followed. However, where, for good reason, this is not possible, the complainant will be kept informed of progress. It is of course desirable that all complaints be resolved as soon as possible. 2. Procedure within the SCRTP TEI We would encourage learners to consider making an informal approach to the person whose action is the source of the grievance and/or an appropriate member of staff before invoking the complaints policy. Learners may seek counsel or support from their personal tutor or from any member of the SCRTP TEI staff regarding their complaint. All complaints will be dealt with in confidence with the proviso that enquiries will have to be made to investigate the matters that are the subject of the complaint. The student making a complaint should be advised that information may need to be disclosed to others as part of the investigation, and may choose at any point to withdraw a complaint rather than proceed with this. An individual against whom a complaint is made has the right to be supplied with a copy of the complaint and to comment on it during the investigation of any formal complaint. A complaint cannot be investigated if the student does not wish the substance of the allegation to be made known to the individual concerned. Stage 1 Informal Resolution within the South Central RTP TEI Students should raise a complaint no more than 28 days after the event that the complaint concerns unless there is good reason for the delay. 98

99 The complainants should approach their programme leader, 11 notifying the programme leader that they wish to invoke the informal stage of the complaints policy. The programme leader should acknowledge receipt of the complaint within 5 working days. The programme leader shall investigate the complaint, which shall normally include exploring with the complainant what outcome is sought from the process. The programme leader may if appropriate initiate a mediation process as part of the informal resolution. If it is inappropriate for the complainant to approach the programme leader (e.g. because an action of the programme leader is the cause of the complaint), the complainant may instead approach the Director of Ministry of their centre instead who shall fulfil the roles ascribed to the programme leader above. The complainant should receive a full response to their complaint within 15 working days of the receipt of the complaint. At the conclusion of any informal resolution attempts, the student should be informed both of the formal complaint procedure they may follow if they are not content with the outcome and of the deadline for submitting a formal complaint. Stage 2 Formal Resolution within the South Central RTP TEI A formal complaint must be made within 7 working days of the conclusion of stage 1 of this process. If the learner believes the issue is sufficiently serious they may seek to move directly to stage 2 of this process. The person receiving the complaint shall judge whether to proceed with the complaint, or to require the learner to follow the stage 1 process first. Students should raise a complaint no more than 28 days after the event that the complaint concerns unless there is good reason for the delay. Formal complaints shall be made in writing to the Director of Discipleship, Vocation and Ministry of the Diocese of Guildford Programme Leader for Undergraduate Programmes, Beth Dodd (bdodd@sarum.ac.uk). Programme Leader for Postgraduate Programmes, Anne Claar Thomasson-Rosingh (acthomasson-rosingh@sarum.ac.uk). 99

100 If it is inappropriate for the complainant to approach the Director of Discipleship, Vocation and Ministry of the Diocese of Guildford, the complainant may instead approach the Principal of Sarum Ministry Programmes. 13 Formal complaints shall normally be made on the standard form for such complaints. However the person receiving the complaint may choose to dispense with such requirements in a particular case, for example if a particularly serious matter requiring urgent action is brought to their attention and they believe it would be unreasonable to require the complainant to submit such a form before acting on the complaint. 14 Receipt of any formal complaint shall be acknowledged in writing within 5 working days. The person receiving the complaint is responsible for its investigation and for seeking resolution of the complaint. However they may request another appropriate person (whose actions are not the cause of the complaint) to undertake all or part of this on their behalf, reporting to them on progress made. Resolution of the complaint shall be sought by a means appropriate to its nature and circumstance. Such means may include: correspondence between the parties; negotiation with the student or with appropriate members of staff or with both; facilitation of a conciliation meeting between the student and student/staff concerned; facilitation of a mediation meeting between the student and student/staff concerned. The complainant must cooperate with reasonable requests in pursuit of attempts to investigate and resolve the complaint In very exceptional circumstances (for example, in particularly complex cases, or those involving disciplinary issues), the person receiving the complaint may convene a panel to consider the case. The panel shall be made up at the discretion of the person receiving the complaint, and shall consist of: a chair; two further people who are members of the SCRTP TEI staff, at least one of whom shall come from a centre other than the complainant s; no more than two other people. 12 Currently Revd Canon Dr Hazel Whitehead who can be contacted at Diocesan House, Quarry Street, Guildford, GU1 3XG, or by at hazel.whitehead@cofeguildford.org.uk. 13 Currently Anne Claar Thomasson-Rosingh (acting principal) who can be contacted at acthomasson-rosingh@sarum.ac.uk. 14 Students should note that exemption from the normal process of submitting a complaints form is entirely at the discretion of the person receiving the complaint. If students do not submit a complaints form, they should therefore assume that the matter is not being treated as a formal complaint unless and until they have explicit confirmation of this. 100

101 At a panel meeting to consider the case, the complainant and any member of staff concerned have the right to attend and hear/see all the evidence presented. (This right does not extend to the deliberations of the committee subsequent to the presentation of evidence.) They may present their case and bring any relevant evidence they may choose. Each may be accompanied by a person of their choice. This person may speak on their behalf if notification is given of this to the chair 48 hours in advance of the meeting, specifying their role (personal tutor, friend, union representative, legal representative etc.); the Adjudicator shall immediately inform the other parties involved of this. Evidence at a panel meeting shall normally be in written form; witnesses are permitted only at the discretion of the chair. The possible outcomes from the Stage 2 process include: resolution of the matter to the student s satisfaction; the upholding of the complaint in whole or part, following which a recommendation will be made outlining how the issue(s) identified in the complaint should be addressed including, if applicable, appropriate redress to the student; dismissal of the complaint in whole or part with reasons given to the student in writing Stages 1 and 2 of the complaint process shall be completed and a written response to the complaint shall be sent to the student within 8 weeks of the complaint first being received. The response will also inform the student of their right to request a review of the complaint by Durham University where applicable as set out in Stage 3 below. If any recommendation made following the upholding of a complaint is not implemented within six months, this shall be reported by the Adjudicator to the Common Awards Management Committee of the South Central RTP TEI. 3. Review by Durham University (Stage 3 of the process) available only to students registered on the Common Awards programmes, for matters classed as academic complaints If the student is dissatisfied with the outcome of Stage 2, and believes that the complaint has been handled improperly or unfairly according to this policy, the student may request that the complaint is reviewed by Durham University. The student can request a review by writing to Durham University no later than 10 working days after the date of the Stage 2 response. The student must provide the following information: details of the complaint (including relevant correspondence from Stages 1 and 2, and any further new supporting documentation); details of why the student remains dissatisfied; details of the form of resolution or redress sought. 101

102 Receipt of the request for a review will be acknowledged by the University within five working days. This acknowledgement will advise students that they may seek advice from the Durham Students Union (DSU) throughout the Stage 3 process. The University will determine whether to review the complaint to ascertain whether the TEI s policy and processes had been implemented correctly. The possible outcomes include: if procedural irregularities are identified: the complaint will normally be referred back to the TEI for reinvestigation; if the complaint is deemed to be outside the parameters of an academic complaint (as defined in para. 0, above): the complaint will be referred back to the TEI for investigation as a complaint that is outwith the Common Awards provision; if the TEI s policies and processes had been implemented correctly: the complaint normally will be dismissed, the reasons for dismissal will be provided to the student in writing, and a completion of procedures letter will be issued. The student will be notified of the University s decision within 28 days of the University s receipt of the request for a review. If the University dismisses the review request there shall be no further opportunity for the complaint to be pursued within the University. The University s formal response at the completion of Stage 3 will advise the student that they can refer their complaint to the Office of the Independent Adjudicator. 4. Office of the Independent Adjudicator (OIA) 4.1 If Stages 1-3 have been completed and the student remains dissatisfied with the outcome, the student may complain to the Office of the Independent Adjudicator (OIA) within 3 months of the issue of a completion of procedures letter by the University. Information about the OIA and the procedure for submitting complaints can be obtained from Durham University s Academic Support Office, the Durham Students' Union website, or from the OIA website: SCRTP Discipline policy Please see South Central RTP Interim Policy on Student Misconduct and Discipline 102

103 1. We expect that all students within the South Central RTP will engage appropriately with their learning and will maintain good standards of conduct at all times, as befits a Christian disciple. We trust that the need for discipline will infrequent. 2. Each centre shall maintain its own discipline policy to cover matters other than academic misconduct, and shall act in accordance with this. 3. Discipline is distinct from the process of assessment of those training for ordained or licensed ministry in the church. The latter indicates the student s strengths and weaknesses and highlights areas for future development. It recommends to sponsoring bishops (or those responsible for the student s training in other denominations) whether the student should continue in training or be ordained / licensed. By contrast, the disciplinary policies help clarify the boundaries of behaviour compatible with being a student. Hence there are many matters which are not disciplinary offences but would nevertheless lead to a recommendation to the sponsoring church that the candidate was not or not yet fit for public ministry (for example, matters related to honesty, sexual conduct or illegality in the person s private or work contexts). 4. Academic misconduct includes any form of malpractice associated with assessment of any kind. This is a serious disciplinary matter which can result in termination of your studies without the award of a qualification. Such malpractice may take the form of: Plagiarism, defined as submitting another person s work as if it were your own. This includes unacknowledged quotation or close paraphrasing of other people's writing, and unacknowledged use of other people s ideas. Unacknowledged use of material which is available on the world-wide web and in any other electronic form is plagiarism. Multiple submission that is the inappropriate submission of the same or substantially the same work of one's own for summative assessment, in connection with an academic award. Collusion : working with one or more other students to produce work which is then presented as one's own in a situation in which this is inappropriate or not permitted and/or without acknowledging the collaboration; Impersonation : presenting work on behalf of someone else as if it were the work of the other individual; Cheating : using any inappropriate or unauthorised means to achieve credit for a piece of coursework or an examination answer; Use of inadmissible material : using material which is not permitted to achieve credit for a piece of coursework or an examination answer. Submitting an essay purchased from an essay writing site, as if it were your own work 5. Allegations of academic misconduct will be dealt with by a fair process in accordance with the guidance for Common Awards to be produced by Durham University. An indication of the penalties which can be appropriately applied is found in the University s policy on assessment irregularities, to be found at SCRTP Training / partnership agreement Please see ewofteaching.page South Central RTP Policy for the role of a placement supervisor Supervisor responsibilities extended placement / home parish 103

104 Establish a training/partnership agreement with the student notified to the training institution and reviewed at least annually Encourage the student to engage fully in every aspect of their training Enable the student s involvement as needed in the life of the church (parish/benefice/circuit etc.) during their training, and if something expected by the training is not possible, discuss this with the training institution Ensure that any work with children or vulnerable adults is carried out in accordance with good practice and with the safeguarding policy of the parish/placement institution Offer formal supervision to the student as needed (normally including a minimum of eight meetings per year) Attend training/meetings as provided by the training institution Offer pastoral support to the student and, where appropriate, their family Raise with the training institution any significant concerns about the student, their learning or their fitness for the ministry for which they are training Report formally to the training institution as requested Supervisor responsibilities short-term block placement Agree a placement proposal with the student and the training institution Enable the student s involvement as needed in the life of parish/benefice [or other institution as appropriate] during placement Ensure that any work with children or vulnerable adults is carried out in accordance with good practice and with the safeguarding policy of the parish/placement institution Offer formal supervision as needed (normally a minimum of three times during the placement) Report formally to the training institution as requested Attending training/meetings as provided Offer pastoral support to the student if required during the placement Raise any significant concerns about the student, their learning or their fitness for the ministry for which they are training with the training institution South Central RTP Outline of Training/Partnership Agreement The following areas should normally be covered in the agreement. The examples aim to clarify the headings not to indicate a norm. Summary A general statement should be included which specifies the parties to the agreement and the geographical area of ministry and the church or churches to which the student will be attached. 104

105 E.g. This agreement is between A and Revd B to enable A s placement as LLM in Training within the Benefice of Washwater Valley and in particular St Mungo s, Upper Wash. Date of agreement, and when review is due The agreement should normally be reviewed at least annually, and may be reviewed at other times on request from either party E.g. This agreement is current at September It will be reviewed in June 2015, or earlier on request. Working relationship Agreed statements relating to significant areas within this e.g. confidentiality; boundaries; professional behaviour E.g. We expect to treat each other as fellow servants of Christ, maintaining courtesy and professionalism. We will be honest with one another, and willing to admit any failings. We are aware of the importance of confidentiality, but equally aware that we both need to report honestly to the training institution on our experiences. Foundations You may wish to list some underlying assumptions so it is clear that they are shared. E.g. X will make a priority of maintaining her pattern of personal prayer, and taking an annual retreat. We recognise the importance of her visiting her mother in the nursing home at least once per week, and more often when her mother s health is bad. Support and supervision It is important to clarify the expectations for these, including the place of formal supervision, planning, prayer, and pastoral support. E.g. We will meet six-weekly for formal supervision sessions, and in addition have a termly planning meeting. Prayer and support is a major function of the wider staff team (see below). Revd B commits to offering pastoral support to Y and his family during Y s training. Use of Time The agreement should make clear what student is committing to their training overall and within that to their parish/benefice. There should be clear statements of when the student is available to the parish/benefice to ensure they have appropriate time off/holidays. E.g. X is expecting to commit an average of 20 hours to her training, except for six weeks holiday per year. She expects 8 hours of this to be spent on parish activity (including preparation for this). She is not available for parish activities on Fridays and Saturdays. Worship Involvement in planning/leading worship including preaching Attendance at worship on Sunday; daily office; other midweek E.g. Y will plan and lead the family service at St Bartholomew s termly, including the talk. He will lead other services approximately quarterly and at major festivals. He will preach at other services four times in the year. Y will attend Sunday worship within the benefice when not on holiday or on a training weekend. 105

106 Y will attend morning prayer two days per week, and the Wednesday eucharist at St Bartholomew s approximately monthly Involvement in leadership Expectations for membership of and attendance at staff, PCC and other leadership meetings. E.g. X will attend the monthly wider staff meeting. She will remain a member of the PCC, but step down from the Standing Committee by April. We expect that during the year she will join, and possibly take over the co-ordination of, one of the Action Groups (evangelism, pastoral care or children). Other parish activities Indication of expectations for areas of involvement E.g. Y will help to lead the Lent course. He will continue to take a termly assembly in Lower End School. He will undertake pastoral visiting as time allows. He will shadow Revd B as appropriate to particular modules he will be undertaking during the year. Finance There should be clear statements of what expenses and other monies the student is entitled to claim. E.g. Expenses for any activity undertaken within the parish may be claimed from the PCC 4.10 SCRTP Admissions Policy 1. Admissions decisions are made by the centre of study within the RTP, by designated staff or committees within the centre. In making decisions, staff from other centres within the RTP may be consulted. 2. The Management Committee shall monitor the admissions processes within the RTP, and may issue guidance on such processes. 3. Standard entry qualifications permitting admission to the programmes are: 3.1 For postgraduate awards, either a 2:1 degree (or other equivalent level 6 qualification, e.g. a Graduate Diploma) including a substantial element of theology and/or ministry; or a 2:1 degree in any subject and an additional qualification at level 5 or above in theology and/or ministry at 2:1 standard or equivalent; or a 2:1 degree in any subject and an additional qualification at level 4 or above in theology and/or ministry at 2:1 standard or above. 3.2 For the Graduate Certificate or Graduate Diploma a Diploma of Higher Education or equivalent in theology and/or ministry, or a 2:1 degree or equivalent in any subject; 106

107 3.3 For the BA, 3 A levels at grade E or above, or equivalent or higher qualifications; 3.4 For the Diploma of Higher Education 2 A levels at grade E or above, or equivalent or higher qualifications; 3.5 For the Certificate of Higher Education 1 A level at grade E or above, or equivalent or higher qualifications; except that for mature students relevant experience may be considered in lieu of academic qualifications. 4. Others, especially mature applicants, who do not meet the above qualifications, may be admitted to the Certificate of Higher Education, Graduate Certificate or Postgraduate Certificate if the centre believes they are capable of undertaking these awards, and allowed to progress from these to higher awards if their performance in them is satisfactory. Such admissions require either the agreement of the Management Board or the satisfactory completion of an assignment equivalent to an assignment in the award to which admission is being made. (Likewise others admitted to lower awards may be permitted to progress to higher awards if their performance in the lower awards has been satisfactory.) 5. Potential applicants whose first language is not English may be asked to provide evidence of English Language ability. The centre may require evidence that would be acceptable to Durham University, as detailed in its current regulations (see Tests in English language are undertaken at the potential applicant s own expense. 6. Admissions decisions are based as appropriate on previous qualifications, evidence from church selection processes, sample work, interview and references. 7. Admissions decisions are made on the basis of merit and potential. This may include not just merit and potential with regard to the academic award per se, but also with regard to the contribution that an applicant can make to and the benefit they may gain from the life of the centre to which they are applying. 8. In making admissions decisions, staff shall take every care in accordance with the Equality Act 2010 to avoid unlawful or unjust discrimination. (However clearly a well-founded decision that an applicant is unlikely to be able to attain the programme or modular learning outcomes may be made on the grounds of, for example, certain kinds of disability, and such a judgement would not be discriminatory.) 9. Before an offer is finalised, at least one reference will be taken up, except in the case of those who have been recommended for training for ordained or licensed ministry who therefore come with the commendation of their diocese (or equivalent in other denominations). 10. Since the programmes include placement work which is likely to bring students into contact with children and / or vulnerable adults, applicants will be asked to declare any criminal convictions (including those that are spent), cautions or bindover orders, and may be asked to obtain a DBS disclosure. The centre will carry out an appropriate risk assessment and use this in assessing the applicant s suitability for the programme; the centre may make offers of places conditional on the satisfactory outcome of DBS disclosure and/or risk assessment. 11. The reasons for all admissions decisions, and supporting evidence as appropriate, shall be recorded, held by the centre, and made available to the RTP and Durham University on request. 12. Admissions may be made conditional on the candidate subsequently gaining the sponsorship of their diocese for ministerial training (or equivalent in other denominations). 107

108 13. If an applicant is found to have provided false or misleading information to the centre (whether in formal application processes or in other ways), this is sufficient grounds for refusing admission or withdrawing offers already made. 14. Feedback on admissions decisions is given on request only. 15. If following receipt of feedback an applicant has a concern related to a procedural error, irregularity or mal-administration in the admissions procedures or policies, a complaint may be made in accordance with the following process: a. Stage 1 informal resolution. Students should make their complaint to the centre as soon as possible and no more than 28 days after the event unless there is good reason for the delay. Even if a formal complaint is received, the TEI should try to resolve the complaint using informal mechanisms in the first instance, where appropriate. At the conclusion of any informal resolution attempts, the student should be informed of the formal complaint procedure, including the name of the person to whom the formal complaint should be submitted, and deadline for submitting a formal complaint. b. Stage 2 formal resolution. If the student remains dissatisfied once informal processes have been exhausted, they should make a formal complaint in writing to the centre as soon as possible and no more than 14 days after the end of the informal processes unless there is good reason for the delay. The centre should request a member of staff responsible for making admissions decisions from another centre within the RTP to review whether it correctly followed due process in handling student s application in light of the complaint, and report to the centre and the student within one month of the complaint being received. c. Stage 3 review by Durham University. If the complainant remains dissatisfied following the completion of both stages 1 and 2, the complainant must be informed of their right to request a review by the University. The University will determine whether to review the admissions complaint to ascertain whether the RTP s admissions policies and processes had been implemented correctly. If procedural irregularities are identified, the complaint might be referred back to the TEI for further review. d. The outcome of all formal complaints shall be reported to the Management Committee, which may request such further information concerning any complaint as it sees fit. 16. Appeals, defined as a request by an unsuccessful applicant for a formal review of the outcome of an admissions decision, will not be considered. 17. Applicants will not be discriminated against in any further application should they request feedback, or make a complaint under these policies and procedures. 18. A centre may close admissions to any programme when it believes it has recruited to its capacity. However it must ensure that fair treatment is given to all who have applied prior to the closure of admissions. This may include taking into account (in addition to merit and potential, as in section 7 above) factors such as when the application for admission was made, when the applicant made themselves available for interview, and when the applicant would be in a position to confirm acceptance of their place. 19. If further places become available following closure of admissions, the centre shall either offer those places to those who had previously applied (ensuring they are all treated fairly), or reopen a fair admissions process. 108

109 4.11 SCRTP Harrassment Policy The South Central RTP and the institutions forming centres of delivery for Common Awards within it, are opposed to all forms of harassment Harrassment is defined as behaviour which is offensive, hostile or intimidating to the recipient and would be regarded as harassment by any reasonable person. It may consist of behaviour taking place over a period of time or a single incident, but in all cases it involves an unwanted, unwelcome or uninvited act which makes the recipient feel uncomfortable, embarrassed, humiliated, unsafe or frightened. If a student believes (s)he has been harrassed by a member of staff, (s)he may invoke a process parallel to that set out in the student complaints procedure, except that review by Durham University is not available. If a student believes (s)he has been harrassed by another student, (s)he should: In most cases, first speak or write to the person concerned to let him or her know how the behaviour is being received. In some cases this may be sufficient. If this fails to resolve the issue, or the seriousness of the behaviour makes it inappropriate, speak to his or her personal tutor or programme leader to request informal investigation and action be taken. If this fails to resolve the issue, make a formal complaint in writing to the programme leader to request formal investigation and action. This process should normally take no more than twenty working days. If a student is found to have harrassed another student, this may lead to disciplinary action under the discipline policy. 109

110 4.12 SCRTP Extensions Policy Policy for extensions to summative coursework and other concessions on account of mitigating circumstances 1. Students who believe that their academic performance is being adversely affected by reasons beyond their control are strongly encouraged to contact their centre of study to explore the possible options of support. 2. If due to some adverse circumstance beyond their control a student anticipates missing a deadline to hand in summatively assessed coursework, or anticipates missing a class which leads directly to the submission of work which counts towards summative assessment and therefore cannot hand in the associated work, he / she should: a. contact his / her centre as soon as possible to discuss and seek possible mitigation and any support they might find helpful; AND b. complete and submit an extension/concession request form stating their circumstances, and then submit this form to his / her centre (either to the programme leader or to another designated person). 3. All such requests for extensions/concessions require approval from the centre. Mitigation outcomes may include, for instance, an agreed extension to a deadline (the most common outcome); a grace period to temporarily take time out from studies; or some other concession. 4. An undergraduate student may self-certify on two occasions per term for a maximum of seven consecutive calendar days on each occasion. A term in this context refers to both term-time and the following vacation. A postgraduate student may self-certify on two occasions per three month period for a maximum of seven consecutive calendar days on each occasion. The two opportunities for self-certification cannot be used consecutively (e.g. it is not possible to self-certify twice for seven days to cover a consecutive fourteen day period). The centre is responsible for checking that these limits have not been exceeded and for investigating any cases of attempts to selfcertify on more than two occasions per term (undergraduates) / three month period (postgraduates). The general expectation is that the form should be completed within five days after the problem has occurred. 5. When students self-certify within the limits stated in paragraph 4 above, they do not need to provide independent evidence in support of their absence / illness and request for mitigation. Students are trusted to selfcertify accurately and honestly. 6. If the student has used both his/her opportunities for self-certification during the term (for undergraduates) / three month-period (for postgraduates) in question, the student should discuss their situation with their centre. Independent/professional evidence may be required at this stage, and if so it is the student s responsibility to provide sufficient evidence in support of their request. However such evidence may not be required if, for example, the situation is part of a previously disclosed and evidenced long-term disability, the result of pregnancy/maternity, or it is the nature of case that no evidence can reasonably be provided. 7. The expectation is that students should apply for mitigation in advance of deadlines. However adverse circumstances such as illness will sometimes make this impractical. If a student believes that an adverse circumstance caused the failure to submit summative work by a due deadline, it is his / her responsibility to contact their centre as soon as possible to explain the situation and to request a retrospective extension (or other appropriate mitigation). This should normally be done within five days of their problem occurring, and no later than five days after the deadline for the submission of the assessment. 8. The principle is that students can use self-certification of absence to support a request for mitigation only if their absence results from circumstances beyond their control. This renders it difficult to produce a definitive list of good 110

111 reasons under which students may default on their academic commitments through self-certification. The following is indicative but not exhaustive: a. significant illness, comparable to that which would result in absence from work; b. hospital appointment, doctor s appointment, emergency dental appointment; c. bereavement; d. significant personal problems or events (e.g. a family crisis; being the victim of a crime); e. significant illness of a close relative or dependent (e.g. sufficient that the student needs to act as a carer); f. in the case of a part-time student, unexpected demands of employment. 9. Self-certification should not be used in respect of general pressure of deadlines, missing deadlines due to malfunctioning of computer equipment and so on. Students are expected to manage their work to be able to cope with such problems. 10. Whilst all requests for mitigation should be carefully considered, students should not assume that requests for mitigation will automatically be approved. There may also be some instances where it is not reasonable for the department to implement a particular type of mitigation requested by a student (for instance, it may not be feasible to offer an extension in respect of a practical assessment). In such instances, departments should consider whether another form of mitigation or support would be more appropriate. 11. In considering requests for mitigation, centres will either: a. accept that the student has good reason due to their circumstances for defaulting on his/her academic commitments and (for retrospective requests) could not reasonably have negotiated a concession in advance. In this case the centre permits an extension or retrospective extension as appropriate to the deadline for the submission of work, or offers another form of mitigation as appropriate (for instance, other means of assessing the learning outcome associated with the assessment); or b. not accept that the student has good reason for having defaulted on their academic commitments and (for retrospective requests) could not have negotiated an extension to the deadline or an excused absence in advance. In this instance, the centre should inform the student; apply the standard penalties for late submission of assessed work as appropriate; and (where applicable) considers the student as having been absent from class without good cause. 12. Normally the only grounds on which a retrospective extension will be granted are where circumstances beyond the control of the student have prevented submission. 13. The student must be informed in writing / by of the outcome of the centre s consideration of the student s request for mitigation. If an extension is granted then the new deadline must be made clear to the student, in writing / by , and the procedures with regard to meeting the new deadline should be those outlined in this policy statement. If the student fails to meet the new deadline then the centre should apply standard policy and penalties on late submission of assessed work. Students should remember that failure to submit summative assessed work on the due date without a negotiated extension or self-certification means that standard procedures and penalties on late submission of assessed work will apply. 14. Students must advise their centre if their adverse circumstances are ongoing or if new adverse circumstances come to light, such that they believe that mitigation applied is insufficient (for instance, if a student has negotiated an extension due to illness, but their illness continues longer than anticipated). The procedures outlined above 111

112 should be applied in such circumstances. Students must not wait until they receive their marks to advise their centre of such difficulties. 15. Submitting false or misleading information in making a request for an extension/concession may be treated as a disciplinary offence SCRTP Placements, Supervisors and Partnership Agreements Policy During your time on the programme, you will need to undertake one or more placements, to help ground your learning in the reality of Christian discipleship, mission and ministry today. This normally includes an ongoing extended placement in your home parish/benefice. On any placement you will have a formal placement supervisor, to help guide and enable your learning from that placement. In many cases this person will be someone you would more naturally think of as your training minister. Some key responsibilities of the supervisor are listed here. You will agree with the supervisor a training/partnership agreement to ensure there are clear expectations concerning the placement on both sides. An outline of what this would normally include can be found here. Please remember that, as indicated below, you need to be proactive in taking responsibility for your learning and development. If you think you need something (e.g. a formal supervision session, help with undertaking a particular task, or the opportunity to experience a particular area of ministry), be sure to raise this with your supervisor rather than wait for your supervisor to raise it with you. South Central RTP Policy for the role of a placement supervisor Supervisor responsibilities extended placement / home parish Establish a training/partnership agreement with the student notified to the training institution and reviewed at least annually Encourage the student to engage fully in every aspect of their training Enable the student s involvement as needed in the life of the church (parish/benefice/circuit etc.) during their training, and if something expected by the training is not possible, discuss this with the training institution Ensure that any work with children or vulnerable adults is carried out in accordance with good practice and with the safeguarding policy of the parish/placement institution Offer formal supervision to the student as needed (normally including a minimum of eight meetings per year) Attend training/meetings as provided by the training institution Offer pastoral support to the student and, where appropriate, their family Raise with the training institution any significant concerns about the student, their learning or their fitness for the ministry for which they are training Report formally to the training institution as requested 112

113 Supervisor responsibilities short-term block placement Agree a placement proposal with the student and the training institution Enable the student s involvement as needed in the life of parish/benefice [or other institution as appropriate] during placement Ensure that any work with children or vulnerable adults is carried out in accordance with good practice and with the safeguarding policy of the parish/placement institution Offer formal supervision as needed (normally a minimum of three times during the placement) Report formally to the training institution as requested Attending training/meetings as provided Offer pastoral support to the student if required during the placement Raise any significant concerns about the student, their learning or their fitness for the ministry for which they are training with the training institution South Central RTP Outline of Training/Partnership Agreement The following areas should normally be covered in the agreement. The examples aim to clarify the headings not to indicate a norm. Summary A general statement should be included which specifies the parties to the agreement and the geographical area of ministry and the church or churches to which the student will be attached. E.g. This agreement is between A and Revd B to enable A s placement as LLM in Training within the Benefice of Washwater Valley and in particular St Mungo s, Upper Wash. Date of agreement, and when review is due The agreement should normally be reviewed at least annually, and may be reviewed at other times on request from either party E.g. This agreement is current at September It will be reviewed in June 2015, or earlier on request. Working relationship Agreed statements relating to significant areas within this e.g. confidentiality; boundaries; professional behaviour E.g. We expect to treat each other as fellow servants of Christ, maintaining courtesy and professionalism. We will be honest with one another, and willing to admit any failings. We are aware of the importance of confidentiality, but equally aware that we both need to report honestly to the training institution on our experiences. Foundations You may wish to list some underlying assumptions so it is clear that they are shared. 113

114 E.g. X will make a priority of maintaining her pattern of personal prayer, and taking an annual retreat. We recognise the importance of her visiting her mother in the nursing home at least once per week, and more often when her mother s health is bad. Support and supervision It is important to clarify the expectations for these, including the place of formal supervision, planning, prayer, and pastoral support. E.g. We will meet six-weekly for formal supervision sessions, and in addition have a termly planning meeting. Prayer and support is a major function of the wider staff team (see below). Revd B commits to offering pastoral support to Y and his family during Y s training. Use of Time The agreement should make clear what student is committing to their training overall and within that to their parish/benefice. There should be clear statements of when the student is available to the parish/benefice to ensure they have appropriate time off/holidays. E.g. X is expecting to commit an average of 20 hours to her training, except for six weeks holiday per year. She expects 8 hours of this to be spent on parish activity (including preparation for this). She is not available for parish activities on Fridays and Saturdays. Worship Involvement in planning/leading worship including preaching Attendance at worship on Sunday; daily office; other midweek E.g. Y will plan and lead the family service at St Bartholomew s termly, including the talk. He will lead other services approximately quarterly and at major festivals. He will preach at other services four times in the year. Y will attend Sunday worship within the benefice when not on holiday or on a training weekend. Y will attend morning prayer two days per week, and the Wednesday eucharist at St Bartholomew s approximately monthly Involvement in leadership Expectations for membership of and attendance at staff, PCC and other leadership meetings. E.g. X will attend the monthly wider staff meeting. She will remain a member of the PCC, but step down from the Standing Committee by April. We expect that during the year she will join, and possibly take over the co-ordination of, one of the Action Groups (evangelism, pastoral care or children). Other parish activities Indication of expectations for areas of involvement 114

115 E.g. Y will help to lead the Lent course. He will continue to take a termly assembly in Lower End School. He will undertake pastoral visiting as time allows. He will shadow Revd B as appropriate to particular modules he will be undertaking during the year. Finance There should be clear statements of what expenses and other monies the student is entitled to claim. E.g. Expenses for any activity undertaken within the parish may be claimed from the PCC 115

116 5 Appendices for Sarum Ministry Programmes 5.1 Modules offered by Sarum Ministry Programmes LEVEL 4 TMM Preparing to Learn: Scripture, Prayer and Theology (L4-20 Credits) This module introduces Christian theology as a lived tradition. It explores the interrelationship of different sources of theology: scripture, tradition, experience (including corporate worship and prayer), praxis, and reason. It introduces basic principles of biblical interpretation with specific reference to Hebrew Bible narrative. As the first module it introduces students to basic study skills, and to the learning activities and context of the FdA as a whole. This involves establishing a local learning group, a training agreement with a Training Minister, participation in public worship and other church activities. TMM Human Identity, Theology, Vocation and Professional Practice (L4-20 Credits) This module helps students orientate themselves theologically, socially and personally, as they enter training for ministry and mission. It includes a suite of tools - theological reflection, social analysis, and personal review - to help students enhance their understanding of their own, and others, identity and vocation. The module is grounded in theological understanding of human personhood, paying appropriate attention to theological anthropology, scripture and Christian individual and corporate experience, resisting over-individualistic accounts of human identity. It is intended to stimulate and equip theological reflection on students own life- and faith-stories, in the light of other people s and God s stories. TMM Introduction to Christian Doctrine and History (L4-20 Credits) This module covers key periods and issues in the history of the church and major doctrinal developments. Students are introduced to a timeline for Church history and study some major events in more detail. The module covers Nicaea and Chalcedon, the Reformation, Christology and the doctrine of justification. Students explore the historical contexts within which core theological ideas were developed or formulated and read some primary documents and interpret them against their historical context. All students study the history and identity of their own denomination in depth. TMM Using the Bible Today (L4-20 Credits) This module introduces students to the Synoptic Gospels, including an in depth study of one Gospel and to the two doctrines of Christology and Soteriology. The historic development of both doctrines will be traced including an examination of the historic Creeds. Issues surrounding modern understandings of both doctrines will be examined, particularly in the light of feminist, liberation and 116

117 orthodox theology and modern understandings of the nature of sin. TMM Mission and Evangelism (L4-20 Credits) This module examines the place of Christian ministry in God s mission to the world. In enables students to develop their own perspective on mission by evaluating contemporary missiologies and contextual understandings of mission. It offers biblical, socio-historical, cultural-analytical and theological resources for this and scope for dialogue with the nine key mission themes identified by the Edinburgh2010 process. The module both surveys broad topics, such as theologies of mission, the agents of mission, and the contexts and cultures within which mission takes place, and requires closer investigation of local mission practice and study of particular mission theologians and missiological themes. TMM1551- Growing Together in Christ: Worship and Spirituality (L4-20 Credits) This module will introduce students to some of the principal Christian traditions of personal and corporate spirituality, concentrating on some major biblical, historical and liturgical foundations, their development and contribution to Christian spirituality. It involves an introduction to some principal Christian traditions of spirituality as expressed in individual and corporate worship, including daily prayer, rule of life, baptism and eucharist. Students will develop a rule of life, they will be introduced to the forms and contents of corporate liturgical and non-liturgical worship, and to the theologies, liturgies and practices of Eucharist and Baptism in their own church traditions. LEVEL 5 TMM Bible in Context (L5-20 Credits) This module will enable students to develop their understanding of the nature of the exegetical task involved preparation for preaching, as well as developing their skills in the art of preaching itself. This is a task which requires some understanding of the nature of the biblical and scriptural text, and of the task of exegesis. Accordingly, equal time will be devoted to the study of one major Old Testament text and one major New Testament text, alongside careful investigations of the nature of Scripture and the task of proclamation. TMM Reflective Practice in Context (Long) (L5-20 Credits) This module provides students with an extended (supervised) experience in an unfamiliar context. It gives students an opportunity to bring together theological reflection skills and understandings with their ability to engage with and analyse complex situations and contexts. It makes use of qualitative methods to observe and analyse the behaviour of groups, drawing from ethnography and social psychology, so that the unfamiliar situation in which students are placed can be sufficiently well understood to draw into meaningful conversation with theological perspectives. The resulting insights are intended to help students to discern God s coming kingdom wherever they are deployed in ministry. 117

118 TMM2461 Ecclesiology (L5-20 Credits) This module considers the church from three perspectives: (a) the church as a whole, (b) the church as made up of particular churches regionally and denominationally and (c) analysis and reflection on the experience of participating in the life of the church. It builds on the historical study of the church in Module 1C, and aims to develop students theological and practical understanding of the church. It covers four main topics: (1) origins and development, (2) the changing church, (3) systematic, pastoral and missional theologies of the church, and (4) church structure and organisation. It is a key module for the students ministerial training and supports students supervised training in local churches and informs their engagement with the policies and expectations of their sponsoring churches. TMM Topics in Christian Doctrine (L5-20 Credits) This module explores a variety of ways in which God has been conceived, imagined, and experienced within Christian tradition, and how language about God and to God may be understood and evaluated. There is a focus on God as Trinity and as personal agent. It engages particularly with contemporary debates about God in the light of both scientific discourse and post-modern critiques. It requires students to experience and reflect on ways in which doctrines of God may be articulated and embodied in the mission, and practices, of the church. TMM Christian Faith and Ethical Living (L5-20 Credits) This module has as its central motif the notion that Christians are called to be certain sorts of people in the world. Because of their distinctiveness, because they are formed by specific stories found in the Bible and tradition, Christians respond to the moral issues of the 21st Century in particular ways: this module will engage with some of these issues (beginning-and-end-of-life issues, sexuality, and the care of creation), analysing both Christian-specific and non-christian-specific responses to them. All students will preach on an ethical issue during the module. TMM2367/TMM Preparing for Public Ministry (L5-10 Credits) This module is designed to help students make the transition from their Sarum Ministry Programmes training to the next phase of their ministry, whether as deacons, probationers, ministers or lay ministers. It enables them to review their current attainments in relation to nationally agreed standards, to review their vocational development and to identify their further developmental needs. It provides them with essential information about the transitional liturgies that they will be participating in and helps them to anticipate other practicalities associated with moving into a new ministerial role. It also offers appropriate biblical and spiritual resources to enable students to anticipate these changes thoughtfully and prayerfully. TMM New Testament Text Study in Context (L5-10 Credits) This module is intended to take you into the study of a single New Testament text at greater depth, the book of Hebrews. Hebrews is a powerful book: elegant and creative, persuasive and disturbing. It is at once quite easy to follow and difficult. It has the ability to carry you along to places that you might not be prepared to go. Ultimately, it is a heartfelt appeal, written with all the strength that 118

119 the writer could muster, to people in danger of giving up. It comes to us, in very different circumstances today, carrying that same commitment to console and to uplift. TMM2227 Exploring Leadership and Theology for Ministry and Mission (L5-10 Credits) This module covers biblical and theological understandings of leadership, authority, service and collaboration within the perspective of the church s ministry and mission. It also includes a study of the relationship between spirituality and servant leadership, and explores leadership as listening to self, others, God and world. TMM 2347 Mission and Ministry in a Rural Context (L5-10 Credits) This module includes an exploration of the demographic, social, economic and cultural changes in rural contexts in Britain in recent years and how these have affected the church in the countryside. It covers missional and ecclesiological responses to rural contexts, including the benefits and constraints of different approaches to multi-church/parish ministry. It also explores the skills needed for leadership, partnership working, ecumenical working, collaboration and enabling of lay people in multi-church ministry. LEVEL 6 TMM Christian Theology, Ritual and Pastoral Care (L6-20 Credits) This module looks theologically, liturgically and pastorally at different stages of the human life cycle. It uses Christian rites of passage Baptism, Marriage and Funerals - as a framework to investigate how pastoral needs change through life and may be addressed in part by rites of passage. It begins with an exploration of the concepts of rite and ritual, examining their role, and the question of who is included or excluded in ritual. The Christian rites will be examined theologically (in the case of Baptism, building on the students previous studies in module Growing Together in Christ: worship and Spirituality) and their relevance in the contemporary context will be investigated. Alternatives to Christian rites will be considered and students will be invited to reflect critically on the implications of devising new, potentially hybrid rituals to address pastoral needs at different stages of the human life cycle. The stages of Birth, Middle Age, Aging and Death will be investigated theologically with opportunities for the student to reflect on their own experience and on ministerial practice. TMM Leadership and Theology for Ministry and Mission (L6-20 Credits) This module introduces students to critical reflection on patterns of leadership in the Church with particular attention to the task of leading collaborative ministry. The module is grounded in a theological understanding of anthropology and ecclesiology and will introduce students to current thinking on organisational theory and leadership. All students will analyse their own preferred team role and leadership styles and conduct a research project evaluating the leadership style demonstrated in a specific situation. TMM The Creative Arts and Christian Ministry and Mission (L6-10 Credits) An exploration of potential areas of engagement between, on the one hand, Christian belief and practice and, on the other hand, the creative arts. The module is designed for those training for, or already practitioners in, Christian ministry and mission to enable them to draw appropriately on the 119

120 arts in expressing, exploring, shaping, nourishing and critiquing faith. It considers how engagement with the arts might help to nourish and extend theological wisdom, and, in some cases, re-articulate and re-conceive it. As well as investigating a range of theoretical perspectives, the module is grounded in a wide variety of case studies, encouraging habits of informed theological and aesthetic reflection. TMM Christian Doctrine in Context (L6-20 Credits) This module addresses an area of pastoral or apologetic concern, such as faith in the public square, on the local, national and international level. TMM Dissertation in Theology, Ministry and Mission (L6-40 Credits) The Extended Independent Study Module is designed to give students an opportunity to investigate a topic of study of their own choice, relevant to the Church s ministry and mission. As befits HE Level 6 study, the module is intended to encourage autonomous study, with limited supervision. It aims to establish good habits of self-directed learning, transferable to future or actual practice of ministry. TMM1277, 2277 or Integrative Learning for Collaborative Practice (level 4, 5 or 6-10 Credits) Every year students attend the Sarum Ministry Programmes Spring School. Depending on the student s pathway, this study week may contribute to the Integrative Learning for Collaborative Practice Module. On a rolling programme of biblical studies, doctrine/history and pastoral/practical theology, students will study a topic from various theological and other disciplines in a context of group learning. You will develop cross-disciplinary skills and will work in a team towards a group assessment. The topic of study will always be relevant to Christian ministry and mission. LEVEL 7 Note: MA modules differ from undergraduate modules in being more open-ended and less prescriptive in the way they enable students to achieve their learning outcomes. These modules allow for greater electivity, inviting students to explore topics and follow-up different pathways through the recommended and suggested reading. Modules are taught in alternate years. This is to foster a larger learning community, and develop a wider pool of experience and expertise for students just joining the course. See the MA key dates for further guidance. TMM Methods in Modern Theology (L7-20 Credits) This module considers the implications of the study of theology for contemporary ministry and mission. It explores the nature and purpose of theology and its texture as a responsive, corporate, participative and public activity via the consideration of a representative range of theologies. It looks at theology in church, world and academy, and includes a more in-depth study of some theologians representing systematic, contextual and mystical engagements with theology. It covers theological reflection and theologies of revelation. 120

121 TMM Advanced Biblical Studies (L7-20 Credits) This module provides students with resources for making a constructive study of three central issues relating to how the Hebrew Bible can be used for Christian ministry and mission: historiography, ethics and exegesis. The first area explores the relationship between historicity, verifiability and faith; the second considers how to make responsible ethical use of the Hebrew Bible; the third makes a close critical examination of important examples of ideological abuse of the Hebrew Bible in the history of its reception. It also studies the Acts of the Apostles as an essential primary source for understanding Christian ecclesiology and missiology in the first century CE. It invites students to explore critically and constructively such aspects as: the textual tradition of Acts, noting major aspects of the longer text; the standard view of its shape and contents; the nature of competing contemporary scholarly engagements with Acts over the last years; current discussions of the genre of Acts and its socio-cultural setting; recent post-critical approaches to Acts. Through this, students are expected to identify and develop exegetical and hermeneutical approaches to Acts which inform thinking about contemporary church development and leadership. TMM Mission and Ecclesiology in contemporary context (L7-20 Credits) This module provides resources for an integrated study of contemporary ecclesiology and missiology. Students review current standard works in both areas, alongside recent innovative forms of church such as Fresh Expressions of church, the emerging church movement and new monasticism. The module requires each student to do a small research project in which they evaluate a local example of one of these through observation, reading and theological reflection TMM Reflective Practice Placement (L7-20 Credits) This Placement offers students an extended experience of the church s engagement with wider society in an unfamiliar context (either as a community or through the ministry of one or more of its members). It requires them to discern and evaluate the vitality and dynamics of that context, using tools of social research and theological reflection with rigour and flexibility. Students will be expected to develop a coherent theological interpretation of the kingdom dynamics of that context in order to identify and articulate possibilities for creative transformation within that context, paying careful attention to a particular area of its dynamics whether historical, political, societal, communal or interpersonal. TMM Research and Reflection: Resources and Methods (L7-20 Credits) This module provides students with the theoretical and practical skills needed for postgraduate research, covering both theoretical and applied research methods. These are applied to the development of a dissertation proposal. It considers generic and subject-specific research methods and covers the whole process from framing and delimiting a research question to presentation requirements. The emphasis is on subject-specific skills germane to advanced study of theology for Christian ministry and mission; TMM Dissertation in Theology, Ministry and Mission (L7-60 Credits) The MA concludes with a substantial research project which enables students to consolidate their ideas and examine a particular issue in depth. The dissertation topic is based on the dissertation proposal submitted for the Research 121

122 Methods module which ensures that students undertake research projects which are viable and adequately resourced so that they can be completed within the time allocated. Advanced Topic in Church History (L7-20 Credits) This module covers the British Church after the Reformation. It focuses on the formation of Anglican identity in the seventeenth century. It includes topics such as Richard Hooker s Laws of Ecclesiastical Polity; Lancelot Andrewes Sermons; the metaphysical poets; polemical tracts from the civil war years; the formation of the BCP; and the Royal Society. Preaching in a Ministerial Context (L7-20 Credits) This module involves critical discussion of the theology, theory and practice of preaching; nurturing an ongoing preaching ministry. Reflective Practice: Christian Worship (L7-20 Credits) Advanced skills in reflective practice in leading Christian worship, including in-depth study in a ministerial context of at least one area of Christian worship, e.g. eucharist funerals, weddings. Theology and Science (L7-20 Credits) This module looks at a historical overview of the development of theories of cosmology and creation, and the separation of science and religion on this, an overview of current theories of the universe (its origins and boundaries), and an exploration of different ways in which theology and cosmology/evolution are reconciled (or not). Words and Music in Worship (L7-20 Credits) This module majors on the words we sing, looking first at the different forms of hymns and songs in worship (who they address, what their purpose is in a worship context), then looking at how different collections of hymns and songs reflect different theological, ecclesiological and missiological perspectives. Then analyse how different musical and lyrical traditions contribute to a wider understanding of worship. In further modules may be available, including: Liturgy and Spirituality (L7-20 Credits) Liturgy and Mission (L7-20 Credits) Christian Spirituality: Foundations and Forms (L7-20 Credits) Contemporary Christian Spirituality (L7-20 Credits) 122

123 Christian Spirituality in Dialogue (L7-20 Credits) Theology and the Arts (L7-20 Credits) 123

124 5.2 Learning outcomes for the Sarum Ministry Programmes Programmes The learning outcomes for each level of study are copied below, but you can also find them through the links below: The learning outcomes for the HE Diploma can be found here: The learning outcomes for the BA (Hons) can be found here: The learning outcomes for the Graduate Diploma can be found here: The learning outcomes for the Post Graduate Diploma can be found here: The learning outcomes for the MA can be found here: 19_Prog-Spec_MA.pdf LEVEL 4 (HE Certificate) Subject Specific Knowledge (SSK) On successful completion of the level, students will be able to 1. discuss intelligently a range of biblical texts and various issues and methods related to their interpretation; 2. investigate and describe competently some major aspects of the Christian tradition and their development; 3. discuss knowledgeably some core aspects of Christian discipleship, such as worship, mission, spirituality or ethics, and the questions to which they give rise. Subject Specific Skills (SSS) On successful completion of the level, students will be able to: 1. identify the context and genre of selected biblical texts, and comment intelligently on their significance for the texts' interpretation; 2. engage in practices of Christian discipleship, mission and ministry in the light of theological and, where appropriate, other disciplines; 3. draw on appropriate methodologies and various relevant disciplines, with guidance from an experienced practitioner, to reflect on experience and practice in the context of discipleship, mission 124

125 and ministry, and communicate this accurately and reliably in a range of contexts. Key Skills (KS) On successful completion of the level, students will be able to: 1. identify, gather and evaluate source materials for a specific purpose; 2. evaluate the appropriateness of different approaches, communicating their findings sensitively and respectfully, showing self-awareness about their own beliefs, commitments and prejudices; 3. carry out a guided task that involves: independent inquiry, management of time and resources; using IT; meeting deadlines; evaluating the task and learning from it; 4. recognise key issues in their own personal and professional development. LEVEL 5 (HE Diploma) Subject Specific Knowledge (SSK) On successful completion of the level, students will be able to: 1. engage in detail with selected texts of the Old and New Testaments in their cultural and religious contexts, analysing and using a range of approaches to interpretation, leading to an ability to articulate the texts significance for the church and world and the questions to which they give rise; 2. research and give a detailed account of aspects of Christian doctrine, ethics and church history in a range of historical and contemporary contexts, analysing significant developments and concepts; 3. describe practices of Christian discipleship, including mission and worship, analysing theological, ecclesial and contextual understandings of such practices and of the nature of discipleship, in relation to specific contexts in and beyond the church. Subject Specific Skills (SSS) On successful completion of the level, students will be able to: 1. apply different approaches to reading and interpreting biblical texts, communicating these with relevance and sensitivity to specialist and non-specialist audiences and contexts; 2. develop existing skills and acquire new competences and modes of inquiry in practices of Christian discipleship, mission and ministry, in the light of theological and, where appropriate, other disciplines, in new contexts; 125

126 3. draw on key aspects of relevant disciplines to begin developing a critical analysis of contemporary situations, reflecting on practice and experience, in the context of discipleship, mission and ministry, recognising the importance of knowing the limits of their knowledge. Key Skills (KS) On successful completion of the level, students will be able to: 1. identify, gather, analyse and evaluate textual source materials for a range of purposes; 2. undertake a critical analysis of information and arguments, communicating these effectively to specialist and non-specialist audiences, showing critical self-awareness of their own beliefs, commitments and prejudices; 3. take responsibility for a task that involves independent inquiry; the management of time, resources and use of IT; meeting deadlines; evaluating the task and learning from it; 4. plan their own personal and professional development. LEVEL 6 (BA) Subject Specific Knowledge (SSK) On successful completion of the programme, students will be able to: 1. engage in detail with selected texts of the Old and New Testaments in their cultural and religious contexts, making confident and critical use of them in the context of complex contemporary situations, and using and critically evaluating a range of approaches to interpretation. 2. research and give a coherent and detailed account of key doctrinal and ethical questions and the controversies surrounding them, explaining how they relate to aspects of faith, church and society; 3. describe and analyse theological, ecclesial and contextual understandings of the nature and practices of Christian discipleship, critically evaluating such practices in relation to a range of new contexts in and beyond the church; 4. demonstrate a systematic understanding of key concepts and processes of inquiry involved in the study of those disciplines selected for further study at Level 6, including critical engagement with some recent research methodologies and findings. Subject Specific Skills (SSS) 126

127 On successful completion of the programme, students will be able to: 1. critically evaluate and apply different approaches to the close reading and interpretation of biblical texts, communicating these with relevance, rigour, creativity and sensitivity to a variety of audiences and contexts; 2. consolidate and extend competences and modes of inquiry in practices of Christian discipleship, mission and ministry in the light of theological and, where appropriate, other disciplines, in a range of complex and unpredictable contexts; 3. extend and apply their knowledge and understanding of key disciplines of theology, ministry and mission to new and complex contexts, reflecting critically on their impact on the life and ministry of the church, and showing sensitivity to the problems of religious language, experience, and the limits of knowledge. Key Skills (KS) On successful completion of the programme, students will be able to: 1. identify, gather, analyse and evaluate textual source materials, including material from primary sources and scholarly research, for a range of purposes, and communicate their findings with clarity and fairness using a variety of media to both specialist and non-specialist audiences; 2. critically evaluate ideas, arguments and assumptions, using them to construct and communicate coherent and well-reasoned arguments showing critical awareness of their own and others beliefs, commitments and prejudices, to both specialist and non-specialist audiences. 3. take responsibility for an extended task that involves the exercise of initiative, independent inquiry, and the effective management of time, resources and use of IT; engaging with others in planning and decision-making in complex and unpredictable contexts; meeting deadlines; evaluating the task and learning from it. take responsibility for their own personal and professional development. LEVEL 7 (MA) Subject Specific Knowledge (SSK) On successful completion of the programme, students will be able to 127

128 1. Demonstrate a systematic understanding and depth of knowledge of areas of study or of professional practice in theology, ministry and mission that is informed by research and original thinking at current boundaries of the subject. 2. Understand, assimilate and evaluate critically methodologies and findings of advanced scholarship and research in the chosen area(s) of theology, ministry and mission. 3. Demonstrate an understanding of a range of methods of analysis and inquiry in theology, ministry and mission, and an in depth engagement with methods applicable to their chosen field of research or enquiry. 4. Give a critical and comprehensive account of a range of methods for relating their chosen field of study to aspects of faith, church and society. Subject Specific Skills (SSS) On successful completion of the programme, students will be able to: 1. Apply their knowledge to undertake independent investigation of areas of study or of professional practice, reaching valid conclusions, some of which may be original, and report these findings effectively within the conventions of the relevant academic or professional community. 2. Evaluate and apply methodologies, develop critiques of them and, where appropriate, propose new hypotheses. 3. Reflect theologically in a sophisticated and rigorous manner, exercising sound judgement when engaging systematically and creatively with complex, unpredictable and ambiguous realities in the church and the world today. 4. Contribute to the debate at the forefront of their chosen area(s) of study or practice. Key Skills (KS) On successful completion of the programme, students will be able to: 1. Carry out systematic and creative research into complex issues and communicate their findings with clarity, sensitivity, fairness and imagination to specialist and non-specialist audiences. 2. Demonstrate initiative, self-direction and independence in tackling and solving problems, and in planning and implementing tasks. 128

129 3. Exercise their independent learning skills to pursue further professional development or academic study. 129

130 5.3 Guide to writing assignments The following general guidance is intended for undergraduate students, but may be helpful to all. Your progress through the course is assessed by assignments, but they are equally important for deepening your learning, as you express the ideas in the course for yourself; and developing your writing style. A good assignment starts by identifying the issues it will be dealing with and then takes the form of a reasoned argument, leading to a proper conclusion. Before showing the penultimate draft of your assignment to your tutor, please evaluate it yourself with the help of this check-list, and make any changes that are necessary: Have I answered the question? Is everything in my assignment relevant to the question? Have I covered all the relevant topics? Have I drawn on the course material? Have I demonstrated that I have read and engaged with the set books prescribed by the Module? Have I shown a good grasp of the course material? Have I re-expressed the ideas of the course in my own words and applied them for myself? Have I used quotes from other writers to illustrate my argument, and not as a replacement for a good line of argument? Do my quotes fit my argument? Have I avoided using too many (or too long) quotes? Have I brought out the meaning of the quotes? Have I adopted an analytical approach and carefully weighed the evidence? Have I presented a coherent argument, with a sequence of points, with logical links between one point and the next? Is there a clear line of thought in my assignment? Have I made clear the connections between ideas? Have I expressed my ideas clearly enough? If I have expressed my own personal viewpoint, have I supported this with evidence from reliable authorities? Have I defined technical terms? Have I expressed myself succinctly? Have I written clearly, using good English? Did I begin my assignment by identifying the issues I would be dealing with? Did I begin my assignment by briefly outlining how my assignment would address the question? 130

131 Does my assignment arrive at a convincing conclusion, rather than simply fizzling out? Does it end by stating my conclusion on the basis of all the evidence I have marshalled? Have I given accurate references? There is a useful website at which offers help with grammar, spelling and punctuation. Further guidance on assignment writing is available on the CAVLE website, at All essays and assignments need to follow a standard reference system. For the sake of uniformity and consistency please use the following conventions for all your assignments. 5.4 Referencing All Sarum Ministry Programmes assignments are required to use the Harvard Reference System (see above under the SCRTP Referencing Section). Please see the Referencing section of the SCRTP guidelines, which can be found at Bibliography A bibliography is a comprehensive list of all the references cited in an essay, arranged in alphabetical order of the authors surnames so that the reader can see which sources have been used. The items are not numbered. Please indent the second line of each entry. The bibliography should be laid out according to the referencing guidelines of the SCRTP. 131

132 5.6 Anti-Harassment Policy Sarum Ministry Programmes are committed to a working and learning environment that is free from any form of harassment. Harassment adversely affects working and social conditions for students, staff and visitors to Sarum Ministry Programmes and is unacceptable. Any incident of harassment will be regarded very seriously and may be grounds for disciplinary action. Persistent or gross harassment and, in particular, sexual or racial harassment will be treated as grounds for disciplinary action, including dismissal or exclusion from the Course. What is Harassment? Harassment causes distress and anxiety. It interferes with people's ability to work and study and may be so serious and unrelenting that the person who is being harassed may feel it necessary to change job or course. It is uninvited, may be personally offensive and is always unwelcome; it can be detrimental to all aspects of people's social and working lives. Sarum Ministry Programmes take harassment to include any behaviour that is offensive, intimidating or hostile; which interferes with individuals' academic, working or social environment; or which induces stress, anxiety, fear or sickness on the part of the harassed person. The defining features are that the behaviour is offensive or intimidating to the recipient and would be so regarded by any reasonable person. It is important to remember that differences of attitude, background or culture and the misinterpretation of social signals can mean that what is perceived as harassment by one person may not seem so to another. Being under the influence of alcohol or drugs will not be admitted as an excuse for harassment. Harassment may take many forms and involve more than one individual both as the harasser and the victim. It can range from extreme forms such as violence and bullying, to less obvious actions like ignoring someone at work. It may occur where the harasser has a position of authority and relies upon the fact that the recipient(s) are reluctant to complain for fear of ridicule or reprisals. Any act of harassment will be regarded by Sarum Ministry Programmes as more serious if it involves the abuse of the position of authority or trust. Some general examples of harassment may include: physical contact ranging from touching to serious assault verbal and written harassment through jokes, offensive language, gossip and slander, sectarian songs, letters, etc visual display of posters, graffiti, obscene gestures, flags, bunting and emblems isolation or non co-operation at work, exclusion from social activities coercion ranging from pressure for sexual favours to pressure to participate in political/religious factions intrusion by pestering, spying or following someone bullying It is important to note that both sexual harassment and racial harassment are also illegal. 132

133 Sexual Harassment: Sexual harassment always involves unwanted attention that emphasises sexual status over status as an individual, student or colleague. It can occur in a variety of circumstances but always has a distinctive feature: the inappropriate introduction of sexual comments or activities into teaching, learning, administrative working or social situations. Racial Harassment: Racial harassment is any hostile or offensive act or expression by a person of one racial or ethnic origin against a person of another, or incitement to commit such an act. Those who may be particularly affected are students and staff who are in a small minority within Sarum Ministry Programmes and, for fear of ridicule or reprisals, find it difficult to complain. Any difficulty in defining what constitutes sexual and racial harassment should not deter staff or students from complaining of behaviour that causes them distress. Nor should anyone be deterred from making a complaint because of embarrassment or fear of intimidation or publicity. Sarum Ministry Programmes will respect the particular sensitivity of sexual and racial harassment complaints and their consequences as well as the need for the utmost confidentiality. Everyone can contribute toward preventing harassment through an active awareness of the issues involved and also by ensuring that standards of conduct for themselves and for friends and colleagues do not cause offence. Procedures for Dealing with Harassment If you feel that a student or a member of staff is subjecting you to sexual, racial, or other form of harassment, do not feel that it is your fault or that you have to tolerate it. Sarum Ministry Programmes primary concern is that anyone who is subjected to harassment should receive support and assistance and, where appropriate, remedy. We also recognise that confidentiality is of the utmost importance. There are a number of possible courses of action that you can take to deal with harassment. In the first instance you are encouraged to talk about the problem with your line manager (staff) or your personal tutor (students). For Tutors and Training Ministers the line manager will be the Director of Education / Ministry. If a female student has been harassed and would feel more comfortable talking to a female member of staff but their personal tutor is male, then the female members of staff would be willing to support them and visa versa for male students. If, for any reason the individual above is not the appropriate person to consult then the Principal or the Chair of the Board of Trustees should be approached. The above persons are willing to discuss incidents or problems however large or small they may seem and could advise you on a course of action, take the matter up on your behalf or refer you for specialist advice. They may suggest a way of resolving the problem that you had not thought of. Do not hesitate to contact someone even if an incident occurs only once. Any discussion will be confidential and further action involving you will not be taken without your express permission; in particular the person about whom you are complaining will not be given your name as a complainant without your express permission. Where possible you should make it clear to the person causing the offence that such behaviour on that person's part is unacceptable to you and that it interferes with your work, study or social life. You may find it easier to do this by letter (you should keep a copy). Alternatively you may wish to get support from a friend, colleague, or line manager to help you explain your feelings to the person harassing you. If you feel unable to confront the person concerned this does not constitute consent to the harassment. It is important to begin to make a note of the details of any relevant incidents which distress you - particularly if you feel unable to speak to the person concerned or, if having spoken, the behaviour persists. You should include a note of the way in which the incidents cause you to change the pattern of your work or social life. If the harassment continues (or is of a more serious nature than can be dealt with by means of the above) then you are strongly advised to seek the help of your line manager (staff), the DoE (local tutors) or personal tutor (students) 133

134 if you have not already done so. This will enable you to discuss the nature of your complaint in confidence and to try to arrive at an acceptable solution on an informal basis. If the harassment is serious or has not been resolved by the above means then you or someone acting on your behalf has the right to make a formal written complaint to the Principal. If the problem still cannot be resolved to your satisfaction you may then take your complaint (in writing) to the Chair of Trustees. In some cases it may be appropriate for staff to use the grievance procedures. Either route may lead to efforts to arrive at an acceptable solution on an informal basis or to the initiation of the appropriate disciplinary procedures. Cases of sexual, racial or physical assault If you have been attacked, you are advised to seek help immediately. You may decide to report the attack to the police. Your line manager (staff), DoE (local tutors), DoM (training ministers) or Personal tutor (students) will willingly give you support and help you decide what to do. If you go to them further action involving you will not be taken without your express permission. If you decide to go to the police you will not have to go alone, unless you so wish. If you have been sexually assaulted or raped you are advised to seek advice and medical help as soon as possible. Information on advice and help for women and men who have been raped or sexually assaulted is included on the attached list. For your own protection and the protection of others it is important that any attack should be reported either to the Principal or your Personal tutor. In either case, when reporting the attack you will not have to go alone, unless you so wish. Even if an attack happened some time ago you are encouraged to report it and/or seek advice from either your line manager, DoE, DoM or personal tutor. Vexatious Complaints Complaints of harassment are treated seriously by Sarum Ministry Programmes. It should therefore be noted that anyone making mischievous or malicious complaints might have disciplinary action taken against them, up to and including dismissal or exclusion from the Course. What to do if you are accused of harassment Harassment is an issue that must be taken seriously by colleagues, students and Sarum Ministry Programmes Board of Trustees. An accusation of harassment does not signify a judgement that you are guilty and there will need to be a discussion with you in order to establish the true nature of the situation. It is possible that there might be a behaviour-at-work problem that has arisen because you have not realised the effect of your actions and you may not have intended the effects complained of. The perception of the person complaining of harassment is, however, an important factor in determining whether or not harassment has taken place. You may contact your line manager (staff), DoE (local tutors), DoM (training ministers), or Personal tutor (students) if you are accused of harassment. The aim of the person you contact will be to facilitate discussion with a view to resolving the problem at source if possible. You have the right throughout any discussions or formal actions, to be accompanied by a colleague of your choice. In many cases the problem will be solved informally through discussion. You will be asked to reflect on your behaviour and the possibility that you might be at fault, whether consciously or not. A simple discussion between you and the person with a complaint may set matters right. Details relating to the circumstances that gave rise to the complaint, the existence of witnesses and the nature of the professional relationship between the person complaining and yourself will all be taken into account. If the complaint is taken to a formal stage, Sarum Ministry Programmes will ensure that any formal procedures are fairly and properly followed. Throughout any informal or formal procedures the principal objective is that of identifying the underlying issues and eliminating the cause of offence as quickly as possible and with minimal recrimination. 134

135 5.7 Safeguarding Policy Sarum Ministry Programmes are part of the South Central RTP, whose general safeguarding policy can be found at: This is the Sarum Ministry Programmes Safeguarding Policy: Every person has a value and a dignity which comes directly from the creation of male and female in God s own image and likeness. Christians see this potential as fulfilled by God s recreation of us in Christ. Among other things this implies a duty to value all people as bearing the image of God and therefore protect them from harm. Taking into consideration the fact that Sarum Ministry Programmes does not have direct responsibility for children or vulnerable adults, we recognize that safeguarding is a responsibility of the whole church community and therefore We accept and endorse the principles of the House of Bishop s Policy for safeguarding children (Protecting All God s Children, 2010) and safeguarding adults in the Church of England (Promoting a Safe Church, 2006) We commit ourselves to nurture, protect and safeguard all members of the college community, and its guests, especially children 15 or those who are vulnerable. We will respond without delay to concerns or allegations that a child or adult at risk may have been harmed, cooperating with the police and social care services in any investigation. We will challenge any abuse of power by anyone in a position of trust. We will seek to offer pastoral care and support to anyone who has suffered abuse, developing with them an appropriate healing ministry. We will seek to offer pastoral care and support, including supervision and referral to the proper authorities, to anyone known to have offended against a child, young person or adult at risk. Students on placement are expected to follow the safeguarding policies of their denomination and the local church. Responding to a concern, allegation or disclosure of abuse In the event of an allegation, suspicion or disclosure of abuse we will follow the guidance laid out in Protecting All God s Children, including making an immediate referral to social service, the police and other safeguarding authorities as appropriate. Contact the diocesan safeguarding officer or district safeguarding co-ordinator for advice in the event of an allegation /disclosure concerning a member of the clergy, we will refer immediately to the diocesan registrar or to the District Chair Training and support 15 Children who are guests in college are the responsibility of their parent/carer at all times. 135

136 Sarum Ministry Programmes offers annual safeguarding training. All students are expected to attend at least one day safeguarding course during their training, and must attend safeguarding training during their first year of study. Staff also attend the course on rotation. Useful links The House of Bishops Policies Methodist Church Safeguarding Policy For information and advice contact Elizabeth Hall, National Safeguarding Officer, (Office Hours) or Or for confidential advice about any safeguarding concern contact CCPAS Helpline NSPCC Helpline Disability Equal Opportunities Policy Sarum Ministry Programmes are part of the South Central RTP, whose general equal opportunities policy can be found at: Sarum Ministry Programmes are committed to a policy of equal opportunities for disabled staff and students and aims to create an environment that enables them to participate fully in Sarum Ministry Programmes life. This is reflected in our Student/Staff Disability Policy, as follows: Disability: A person has a disability if he or she has a physical or mental impairment that has a substantial and longterm adverse effect on his or her ability to carry out normal day-to-day activities. (Equality Act 2010). Disability covers a wide range of physical and mental impairments including physical and mobility difficulties, hearing impairments, visual impairments, specific learning difficulties including dyslexia, medical conditions and mental health problems. Introductory Statement The Board of Trustees is committed to a policy of equal opportunities for disabled staff and students and aims to create an environment that enables them to participate fully in the mainstream of Sarum Ministry Programmes life. The object of the policy is to ensure that members of Sarum Ministry Programmes community with disabilities have access to both facilities and a learning environment that is, subject to the present constraints within Sarum College 136

137 and to the constraints which may arise from the use of distance learning, comparable to that of their non-disabled peers. To this end Sarum Ministry Programmes will ensure that: All staff, local tutors, training ministers and placement supervisors are made aware of this policy and the legal framework and treat disabled people, whether students, staff or members of the public in accordance with these provisions. In all policies, procedures and activities consideration is given to the means of enabling disabled students and staff to participate in all aspects of the academic and social life of Sarum Ministry Programmes; Publicity, programme details and general information will be accessible to people with disabilities and will contain clear and accurate information on the physical environment and the human and technical support available; Applications from all students will be assessed on the basis of academic and ministerial suitability for the Course. Criteria and procedures used for selecting students will relate to the requirements of the programme and do not unjustifiably disadvantage or debar applicants with disabilities. Discussions about the support requirements of students will be separate from assessment of suitability Students with disabilities will have access to the full range of support services, appropriate to their needs, that are available to their non-disabled peers. Where existing services cannot be made available, alternative services and arrangements will be sought. Clear information about access to buildings and support facilities is made available to prospective students. With regards to teaching and learning: Consideration will be given to the requirements of disabled students during the approval of programme validation processes and appropriate amendments. Programme specifications will include no unnecessary barriers to access by disabled people. Academic staff will plan and employ teaching & learning strategies, which make the delivery of the programme as inclusive as is reasonably possible and, where appropriate and reasonable, adapt it to accommodate the individual requirements of disabled students. Disabled students will have access to academic and vocational placements, including field trips. Assessment and examination policies, practices and procedures should provide disabled students with the same opportunities as their peers to demonstrate the achievement of learning outcomes. Where studying is interrupted as a direct result of a disability-related cause, this should not unjustifiably impede a student s subsequent academic progress. Where appropriate evidence is provided that delayed completion of assessed work, non-attendance at residential weekends, deferral or withdrawal has been due to a disability-related cause, Sarum Ministry Programmes will ensure that this is recorded in non-prejudicial terms in the relevant student file. Staff 137

138 The Equality Act (2010) makes it unlawful for Sarum Ministry Programmes to discriminate in the field of employment, against a disabled person for a reason that relates to the person s disability, if that treatment cannot be justified. This applies not only to recruitment but all areas of employment including terms of employment, opportunities for promotion, transfer or training, dismissals or redundancies. 5.9 Disclosure and Confidentiality Sarum Ministry Programmes are mindful of its responsibilities under the Data Protection Act 1998 and will do all it can to ensure the needs of disabled staff and students are not compromised by the competing requirements of this legislation with the responsibilities it places on Sarum Ministry Programmes in respect of the Equality Act Sarum Ministry Programmes aims to develop an environment within which individuals feel able to disclose their disability. Every encouragement and opportunity will be given to students and staff to disclose any disability that may have a substantial and long-term adverse effect on his/her ability to carry out normal day-to-day activities. Sarum Ministry Programmes will require explicit, informed and written authority for the giving of consent in respect of the processing of sensitive personal data which is disclosed. Monitoring and Evaluation Sarum Ministry Programmes will monitor the application, admission and academic progress and nature of impairment of disabled students. It will operate systems to monitor and review the effectiveness of provision for students and staff with disabilities, evaluate progress and identify opportunities for enhancement. Complaints Sarum Ministry Programmes has in place procedures to deal with complaints arising directly or indirectly from a student disability. In the first instance issues should be resolved by the Personal tutor, where this is not possible then a formal written complaint should be addressed to the Principal. Should the problem still remain unresolved then it will be forwarded to the Chair of Trustees, as the ultimate arbiter. 138

139 5.10 Equal Opportunities Sarum Ministry Programmes are part of the South Central RTP, whose general equal opportunities policy can be found at: Sarum Ministry Programmes are committed to preventing unlawful discrimination, promoting equality of opportunity and promoting mutual respect. It seeks to ensure that students and staff do not engage in discriminatory practices, in relation to, for instance, age, disability, gender reassignment, pregnancy & maternity, race, religion and belief (including lack of religion or belief), sex and sexual orientation. This is not only enshrined in the student compact, but is also integral to the content of the Sarum Ministry Programmes Course, reflecting key elements of Christian belief and anticipated practice. Sarum Ministry Programmes are committed to a working and learning environment that is free from any form of harassment: procedures for dealing with harassment by a student or member of staff are detailed in the Sarum Ministry Programmes Policy Statement on Harassment. 139

140 5.11 The Education and Training Team Denominational Support Church of England Ministry Division; Directors of Ordinands; CME Officers TRAINING MINISTER/MENTOR Sarum Ministry Programmes STAFF Core Ministry Team The Revd Dr James Woodward (Principal) The Revd Dr Anne Claar Thomasson- Rosingh University Validating Body The South Central RTP Durham University External Examiners PERSONAL TUTOR Students with their prior skills and experience MODULE CONVENORS People of theological expertise who facilitate education and formation The Revd Paul Burden Dr Elizabeth Dodd Sarum College Academic Staff The Revd Dr Colin Greene Dr Tim Harle Dr Louise Nelstrop Dr Barnabas Palfrey The Revd Dr James Steven Associate Staff (Academic) The Revd Keith Lamdin Dr Chloe Reddaway Dr Carys Moseley Dr Peter King Dr Ross K A Thompson The Revd Tom Clammer John Baxter-Brown When you join Sarum Ministry Programmes for initial ministerial education you are allocated to a personal tutor, who will normally also be the tutor for the other members of your & CoGroup. Your personal tutor will interview you at each alternate weekend, will visit you and your Training Minister at home during your first year, and will take a particular interest in your progress through the Course, drafting reports from Sarum Ministry Programmes to your church authorities. Sarum Ministry Programmes Academic Core Staff Associate Staff (Pastoral) Sr Mairead Quigley [Chaplain] The Revd Jackie Lowe The Revd Andy Edmeads Ms Sonia Woolley The Revd Ann Philp Rev. Margaret Jones The Revd Jonathan Plows Administrative Staff Mrs Annette Young 140

141 Core Ministry Team Paul Burden is Director of Ministry and e-learning, and BA Programme Leader. He initially trained in engineering, and had a short career in industry before training for ordination at Wycliffe Hall. He was 22 years in Bath and Wells Diocese, serving a curacy in Clevedon before becoming Rector of Bathampton and Claverton, two churches on the edge of Bath, and so brings a wealth of experience of parish ministry. During that time he has been a Training Incumbent, Archdeaconry Warden of Readers, a member of the Vocations Team, and involved with other aspects of training and ministry support. A focus of academic work has been around the craft of preaching and he is on the National Executive of the College of Preachers. Other interests include walking, gardening, music and driving a convertible car on a sunny day ; pburden@sarum.ac.uk Elizabeth Dodd is MA Programme Leader and Academic Tutor. In the past she has been a chaplaincy assistant and has worked with the UK Student Christian Movement. Her research interests are in literature, theology and Anglican identity, and has published work on the theological writer, Thomas Traherne. She is also interested in theological aesthetics and the theme of innocence in Christian literature. She enjoys walking the fells, and crochet in the long winter evenings ; bdodd@sarum.ac.uk Anne Claar Thomasson-Rosingh is Tutor in Biblical Studies. In the past she has worked as a Remonstrant minister in a parish (Remonstrants are a small (liberal) reformed denomination in the Netherlands), as an HE and FE chaplain and as the adviser for licensed lay ministry training in the CofE diocese of Bristol. She has researched in Feminist Theology and the church father Basil of Caesarea (fourth century). Her current academic interest is in the Old Testament ; acthomasson-rosingh@sarum.ac.uk James Woodward is the principal of Sarum College. He was previously a Canon of Windsor where he was responsible for the fabric of St George s Chapel alongside 55 domestic buildings that sit within Windsor Castle. During his 30 years in ministry, he has worked in a number of contexts. As parish priest in two rural parishes in the Diocese of Birmingham, he developed a robust theological critique of health policy, serving as a lay member of the Royal College of Anaesthetists and non-executive Director of Solihull Primary Care Trust. As Master of the Foundation of Lady Katherine Leveson, James made fresh and significant contributions to the public discussion on theological issues of ageing and the spiritual care of older people. He has delivered public lectures, seminars and consultancy support to many English dioceses and academic institutions, including a recent visit to Princeton Theological Seminary. James has written extensively in the areas of practical and pastoral theology, spirituality, health care and ethics, illness, old age and the end of life care. He has recently completed a series of four books (with Paula Gooder and Mark Pryce) on the Gospels. 141

142 As well as their specific responsibilities, all staff members play a part in designing, writing and editing our distance learning materials, and teaching at residential periods. All are expected to be research-active and time is set aside for their research. Sarum College Academic Staff Details of the other members of staff at Sarum College and other academic staff can be found at Associate Staff Sr Mairead Quigley is a Roman Catholic Sister, belonging to the Society of the Sacred Heart, an international congregation involved in education in the widest sense. She has worked in Ireland, Scotland, Wales, USA, France and finally in England. For the last five years she has been Chaplain to both Sarum College and Sarum Ministry Programmes. She is pastoral tutor on the Sarum MA in Spirituality and is also involved in Retreat Work, Spiritual Direction and Supervision. For as long as she can remember she has had a passionate interest in Ecumenism, even though as a child she did not know such a word existed! She loves books, poetry, theatre and film and is never happier than when in the country or near water. For many years she was involved with The Irish Girl Guide movement working with all ages and adult training which was great fun, especially camping and hiking. (0) ; smq@sarum.ac.uk Sonia Woolley is Tutor in Voice and Presentation Skills. She has many years experience of theological student training, both for Sarum Ministry Programmes and in Salisbury & Wells Theological College. She is a professional actress, a member of the Voice Care Network (UK), a tutor for The College of Preachers and Sarum Fellow in Voice & Word. Her leisure interests also involve voice in different forms - she sings in the Salisbury Musical Society, and enjoys giving poetry readings and visiting the theatre. Her great indulgence (apart from chocolate!) is taking as many short break holidays as possible, and spending at least two weeks each year by the sea in Suffolk ; sonia.woolley@virgin.net Jackie Lowe is a United Reformed Church minister, working ecumenically in the Chalke Valley, and as a Team Minister in the Salisbury and Broad Chalke Pastorate. She trained at Sarum Ministry Programmes (23/96) and has continued her involvement through the Rural Church and Community weekends which are regularly hosted by the Chalke Valley. Jackie is personal tutor to a number of students. Ann Philp is a retired Anglican priest and an expert in liturgical studies, who provides pastoral support and tutoring in liturgy Sarum Ministry Programmes Administrative Core Staff 142

143 Annette Young is the Course Administrator. She has overall responsibility for the day to day administration of the Sarum Ministry Programmes. She works Monday, Tuesday, Thursday and Fridays. Annette s pastimes include walking, cycling and the theatre ; ayoung@sarum.ac.uk 143

144 5.12 Residential practicalities Cars and car-parking Car-parking space at Sarum College is limited. Please car-share or use public transport if you are able. Car drivers will be supplied with a parking permit: please ensure this is displayed on your windscreen. Car access to and from the Cathedral Close is via the High Street gate (or the Harnham gate but this is only an exit). On entry into the Close, car drivers need to inform the Close Constable that they are going to Sarum College. Cars should be parked at the back of the College though they can be unloaded at the front of the building. They must not be left in the Close where they are liable to be charged or clamped. The Close gates The main gate is closed at 10:30 pm re-opening at 7:00 am the following morning. The Harnham Gate is closed between 10 pm and 7 am and is not staffed. St Ann's Gate is only ever open for pedestrians; it also is closed at night between 10 pm and 7 am and is not staffed. A key is available at weekends in case of emergencies. Security You are asked to: close the front door at all times when the Bookshop/Reception is not open; lock bedroom doors; close windows when leaving a ground floor room. At each residential period an & Co Group will be given responsibility for checking that all the windows and doors in the communal areas are closed and locked and that all unnecessary lights are turned off (except the safety lights, with red switches). In case of emergency, please phone 999. College bar The College bar is open at the end of each evening during residential periods and before most meals. The & Co group on duty staffs the bar. Their responsibilities include: checking stock and notifying the Sarum Duty Manager of any gaps; cashing-up every night, removing the notes and taking them to a bedroom for safety; removing takings, leaving about 50 in the till in notes/coins, and giving them to the Sarum Duty Manager. Health 144

145 The local doctor available for emergencies is: the Duty Doctor at the Harcourt Medical Centre, The surgery is not open on Saturdays. Your first port of call for non-emergencies should be NHS 111: The College First Aid Point is just inside the entrance to the refectory lobby. The nearest Accident and Emergency Dept is at Salisbury District Hospital at Odstock. Telephone, mail and messages The main phone number at Sarum Ministry Programmes are messages left on the answerphone will only be picked up during normal office hours, Monday to Friday. The Sarum College phone number is If a message is left then: a brief note is made on the large white board in the front hall; emergency messages will be communicated directly to the recipient. In case of fire There is a fire notice in each room. Those in residence are urged to familiarise themselves with the fire evacuation procedure and check for nearest fire exits. Sounding the fire alarm does not automatically alert the Fire Brigade: in the event of fire, call 999 as well. The Sarum College Duty Manager will then check that the building has been evacuated. Families and friends You are welcome to invite your spouse or a close friend to Sarum Ministry Programmes weekends from around the time of the third weekend of the Course. There will not always be enough spare rooms for them to have a room of their own and they may have to camp in your room. Children are welcome too, but they need to be in the care of another adult. Spouses may, if they wish, form a spouses & Co Group when attending residential weekends. There are not many double rooms and these will be allocated on a first come first served basis. There is a charge payable by students for visitors. Please use the booking form provided in the Handbook Appendix. Details of the current charges are available from Sarum Ministry Programmes General Office. 145