1. Programme title and designation Christian Education Single honours Joint Major/minor

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1 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Christian Education Single honours Joint Major/minor 2. Final award Award Title Credit value ECTS Any special criteria equivalent MA Christian Education N/A 3. Nested award Award Title Credit value ECTS equivalent Postgraduate Diploma Christian Education Exit award Award Title Credit value ECTS equivalent Christian Education Postgraduate Diploma Christian Education Postgraduate Certificate Level in the qualifications framework M Any special criteria A classified PG diploma may be offered where a student has gained 120 credits from taught modules for exit award purposes only Any special criteria An unclassified PG diploma may be offered where a student has obtained 120 credits from any combination of modules. An unclassified PG certificate may be offered where a student has obtained 60 credits from taught modules. 6. Attendance Full-time Part-time Distance learning Mode of attendance Yes Yes NA Minimum length of programme 1 Year 2 Years NA Maximum length of programme 3 yrs 6 yrs NA X 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department Department of Education & Professional Studies

2 10. Programme organiser and contact andrew Wright Details 11. UCAS code (if appropriate) NA 12. Relevant QAA subject benchmark/ No discipline specific benchmark applicable professional and statutory body guidelines 13. Date of production of specification March Date of programme review 2013/ Educational aims of the programme The aims of the programme The central programme aim is to enable students to reflect critically on professional pastoral and ministerial contexts with a particular emphasis on educational issues in Christian formation and mission based on relevant contemporary theological discussions. The programme aims to familiarize students with key perspectives, issues and academic debates pertaining to the theory and practice of teaching and learning for Christian formation and mission. It is designed to develop wisdom, insight and critical understanding, commensurate with M Level study, by exploring four horizons of meaning: theological frameworks: the principles and history of Christian Education current practices: the diversity and contested nature of the pedagogy of Christian Education contemporary contexts: teaching and learning in Christian Education in the light of secular educational theory and practice professional insights: the broader context of Christian ministry and students own professional and vocational practice 17. Educational objectives of the programme/programme outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas: key biblical and theological principles, concepts and theories that inform the practice of Christian education historical aspects and current debates in Christian education case studies of Christian education in formative and missiological situations a range of Christian traditions, schools of thought and approaches, as these impact on the practice of Christian education The Generic Compulsory Module aims to equip students with theological tools that will help them to analyze the styles and the purposes of Christian ministry. With these tools (including disciplines of social science with their empirical research methodologies, historical enquiry, and scriptural interpretation) students will be in a position to articulate a theology of ministry, and to formulate methodologies for understanding and interpreting their contexts and their actions as ministers.

3 Graduates of this programme will have a thorough understanding of the following: 1) General theological frameworks: 2) Christian Education 3) Professional Practice 4) Specific theological frameworks More specifically, the programme provides a thorough understanding of: a) current theological debates b) key biblical and theological principles, concepts and theories that inform the practice of Christian Education c) a range of Christian traditions, schools of thought and approaches, as these impact on the practice of Education in ministerial contexts d) creative and critical reflection on professional and vocational practice e) the location of Christian Education in the broader context of Christian Ministry as a whole f) in-depth perspectives on selected themes, issues or theoretical frameworks g) the conduct and reporting of empirical and/or theoretical research in a specific area of Christian Education h) research ethics Knowledge and understanding These are achieved through the following teaching/learning methods and strategies: lectures and presentations seminars, workshops, small group discussions and tutorial support guided independent study focused on key essential and supplementary reading seminar support and guidance for empirical and/or theoretical research These methods will be applied within the context of a stimulating, open and supportive teaching and learning environment that a) provides first hand exposure to staff research b) exposes students to key concepts and theories c) opens up a range of theoretical and practical approaches for critical scrutiny d) enables students to attain a level of competence in the design and execution of an empirical and/or theoretical research project e) enables students to see connections between theological debates f) identifies and focuses on critical themes g) enables students to attain a level of competence in the design and execution of an empirical and/or theoretical research project Assessment: Formal summative assessment will be through essays and a dissertation, designed to assess students knowledge and understanding in each of the identified areas. Formal formative assessment will be provided by written feedback on the essays and dissertation

4 Informal formative assessment will be provided orally, in the light of students contributions to, and participation in, seminars, workshops and tutorials via presentations, discussion, interventions etc. B. The programme provides the following intellectual skills: the ability to identify, analyse and assess key issues in the field of study the ability to perform a critical reading of published studies and to evaluate their rigour, validity and relevance the ability to think critically and independently with reference to appropriate evidence and authorities the ability to plan, develop and undertake relevant research the ability to engage critically with the issues arising in a range of substantive areas. Skills and other attributes These are achieved through the following teaching/learning methods and strategies: Intellectual skills are developed through the teaching and learning strategies outlined above, which are designed to facilitate the students acquisition of relevant knowledge and understanding, together with the development of appropriate critical research skills; specifically by: independent critical reading and thinking in preparation for lectures, classes and assignments peer group discussion collaborative work in groups preparation of work for presentation to programme members preparation and development of dissertation proposals tuition for dissertation project Assessment: Feedbacks to students will be given on the basis of direct and indirect evidence gleaned a) from interactive observation of the students participation in teaching/learning sessions, and b) through essays and dissertations. Where possible, intellectual skills are formally assessed through essays and dissertation. Practical skills: the ability to identify and source both secondary literature and primary research These are achieved through the following teaching/learning methods and strategies:

5 material the ability to undertake relevant empirical and/or theoretical research the ability to present research and study findings in a professional manner the ability to use appropriate information technology Practical skills are developed through the teaching and learning programme, workshop attendance in preparation for the research-based dissertation. Assessment: Feedbacks to students will be given on the basis of direct and indirect evidence gleaned a) from interactive observation of the students participation in teaching/learning sessions, and b) through essays and dissertations. Where possible, practical skills are formally assessed through essays and dissertation. Generic/transferable skills: The ability to tackle problems in a rigorous and open-minded fashion, in a spirit of critical enquiry Develop effective and sustainable learning skills Work effectively as a member of a team Manage time and input to best effect in fulfilling individual assignments Make effective use of IT Write clear and well-focused essays Deliver findings to audiences with clarity and confidence These are achieved through the following teaching/learning methods and strategies: Generic and transferable skills are developed throughout the teaching and learning programme outlined above. Assessment: Feedbacks to students will be given on the basis of direct and indirect evidence gleaned a) from interactive observation of the students participation in teaching/learning sessions, and b) through essays and dissertations. Where possible, generic and transferable skills are assessed formally through essays and dissertation 18. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, regulatory and statutory body guidelines The programme considered ordination requirements for ministers in cooperation with St. Mellitus College (Church of England), draws on the experience of the Doctor of Ministry Programme, and is occupying a niche ( unique selling proposition ) in the education market The TRS benchmarking statement does not apply to postgraduate programmes; however it is helpful in allowing the opportunity to consider a variety of traditions of teaching theology. It explicitly recognises the role of university theology in preparation for the practice of ministry. The skills and knowledge expected of students stand in a close relationship to the benchmarking statement, whilst taking advantage of that statement s recognition that different courses can have different emphases to stress the aspect of relating theology to ministry in a disciplined and reflective way. In the design of the programme we have drawn upon the benchmarking statement. In particular a number of the educational objectives of the programme have been informed by the benchmarking statement. Methods of teaching adopted in the various modules have also been chosen with the guidance and

6 prescriptions of the benchmarking statement in mind, as have methods of assessment (although the statement is less prescriptive in this area). In the generic area of ministry there are however strong indications given by the Churches that such courses should address two main areas. 1. The relationship between theology and the practice of ministry. Ballard refers to this as Theological Reflection. 2. The effects of cultural change upon the profession of ministry, the institution of the Church and its mission in the world. This programme addresses itself directly to these concerns. Firstly it encourages the study of theology in relation to the practice of ministry; secondly it offers a range of theoretical and theological frameworks for reflection on, and development of, the practice of ministry within contemporary culture. 19. Programme structure and award requirements (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards) (a) numbers of introductory, core, compulsory and optional modules to be taken in each year of the programme with related credit values Full Time: 2 x 30 credit compulsory modules, 1 x 60 credit core module, 2 x 30 credit optional modules (the optional modules are subject to a constrained choice) Part-Time: 2 x 30 credits in Year 1, 1 x 60 credit core module in Year 2, and normally at least 2 x 30 credit optional module in Year 2 (b) range of credit levels permitted within the programme 7 (c) maximum number of credits permitted at the lowest level 180 (d) minimum number of credits required at the highest level 180 (e) progression and award requirements (if different from the standard) NA (f) maximum number of credits permitted with a condoned fail (core modules excluded) 30 (g) are students permitted to take a substitute module, as per regulation A3, 20.7? Yes (h) other relevant information to explain the programme structure A Postgraduate Diploma is available as an exit qualification for students who have earned 120 credits from taught modules It is a requirement of the programme that the topic of the dissertation should be in line with the title of the programme. If this is not the case, students are required to transfer to another appropriate programme.

7 The programme allows for taking other relevant modules offered by DEPS and DTRS students are required to obtain explicit approval of the programme directors for their selections.

8 Programme structure Title Cred it level Cred it value Status (I, C, O) for each type of programme Single honour s Joint honour s Major / minor Progression Single honour s Joint honours Major / minor Assessment Educational Issues in Christian Ministry 7 30 Cp No Essay Theology in Practice 7 30 Cp No Essay Dissertation 7 60 Cr Yes Dissertation One of the following: The Pastoral use of the Bible 7 30 O No Essay Theology, Church & Worship 7 30 O No Essay Church, Mission & Society 7 30 O No Essay Philosophy, Modernity & Postmodern Culture 7 30 O No Essay One of the following: The Pastoral use of the Bible 7 30 O No Essay Theology, Church & Worship 7 30 O No Essay Church, Mission & Society 7 30 O No Essay Philosophy & Postmodern Culture 7 30 O No Essay Theology, Politics & Faith Based Organizations 7 30 O No Essay Patterns in Youth Ministry 7 30 O No Essay Patterns in Contemporary Worship 7 30 O No Essay Patterns in Contemporary Ecclesiology 7 30 O No Essay Ministry in the Bible 7 30 O No Essay Ethical Issues in Pastoral Ministry 7 30 O No Essay

9 Reformation, Revival & Revolution: Models of Ministry Any other relevant module offered by DEPS/DTRS 7 30 O No Essay 7 20, 30 O No Variable

10 20. Marking criteria The mark scheme currently in use by DEPS also in use for the DMIn programme and to be adopted by this programme - is given below. Feedback grades prior to exam board moderation are given as A to D. A mark of 70 or above (grade A) is awarded when candidates show evidence of extensive relevant reading and an outstanding grasp of current major issues in the field. This knowledge will have been reviewed critically with insight and independence of thought. Arguments and the presentation of evidence will demonstrate sophisticated reasoning and be exceptionally clear, well-focused and cogent. A mark of between 60 and 69 (grade B) is awarded when candidates show consistency and fluency in discussing and evaluating evidence and theories drawn from a wide range of sources. They will demonstrate an ability to relate this reading to their particular educational field and will clearly have understood and assimilated the relevant literature. A mark of between 50 and 59 (grade C) is awarded when there is clear evidence of knowledge and understanding but where there may be little development of ideas, critical comment or methodology. There will be reference to relevant reading, though not necessarily extensive. Within these limitations there will be indications that the student has grasped fundamental concepts and procedures in the field. A mark of below 50 (grade D) indicates a fail when candidates do not satisfy the examiners that they have read and understood the essential texts of the course and when there are weak and inaccurate answers to questions. Research involved in the writing of coursework, a report or a dissertation may be poorly organised and inadequately discussed. There may be confusion and incoherence and unfocused comment on the literature. Work may also be given a mark below 50 for poor presentation, i.e. of a standard not consistent with that expected for work at this level. 21. Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements The buildings and class rooms where the modules will be taught are accessible to people with disabilities, the material supporting the modules can be provided in an electronic form if necessary, special arrangements can be made for students with special needs.

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