BA (Hons) Theology and Religion

1. demonstrate detailed and critical understanding of biblical texts, the contexts of their production and reception, and aspects of their ongoing interpretation
2. demonstrate detailed and critical understanding of a range of classic texts from the Christian theological tradition in their historical contexts, and of their importance for ongoing theological debate
3. demonstrate detailed and critical understanding of the main themes of Christian doctrine, of aspects of their history, and of current debates surrounding their meaning and implications
4. demonstrate detailed and critical understanding of a range of questions in philosophical theology, and of the current debates surrounding them
5. demonstrate detailed and critical understanding of a range of personal, ethical and political questions raised by Christian theology, and of contemporary debates surrounding them

ILOs 1-5 form the basis of the programme at all levels. However, more sophisticated analysis and understanding is expected in the final stage. These skills are developed in stages 1 and 2 by means of lectures, which are a key element of module teaching methods and are used to provide information, and to model modes of argument and interpretation. There is also an element of interaction in lectures, whether that be simply an opportunity for questions, or more substantial elements such as ‘buzz group’ sessions, full class discussions, breaking down into small group conversations. The prevalence of such interactivity tends to increase over the three or four stages, as you increase in your ability and willingness to contribute publicly to discussion.

Seminar presentations are another key element of module teaching methods. During stage 1, you will be required to prepare and deliver short seminar presentations according to clear and detailed guidelines, normally not summatively assessed. In stages 2 and 3, seminar presentations are normally more substantial, and frequently summatively assessed. Some seminar presentations are prepared and delivered by groups rather than simply by individual. Seminar presentations are normally accompanied by written handouts. Seminars regularly involve students in commentary upon specific primary texts and/or specific secondary texts.

The assessments of ILO’s 1-5 are made through a combination of seminar presentations, written work, and in particular by essays of varying kinds and lengths. During stage 1, you will begin with fairly short formatively assessed essays, and will move on from these to summatively assessed essays only once you have received feedback on them. Small group tutorials are often provided to prepare essays for summative assessment.

ILO’s1-5 are also, in part, assessed by written examinations, which normally involve you either answering essay-style questions, or commenting on short extracts from primary texts, within a fixed time-limit. Examinations show how well you can recall material, arguments, and points of view, express these concisely and use them creatively in arguing for a particular case in answer to previously unknown questions.

6. demonstrate comprehension of and intelligent engagement with the richness of at least one religious tradition in its varied and central forms
7. state clearly, discuss and demonstrate critical comprehension of some of the following: social, textual, intellectual, historical, theological, ritual, ethical, institutional or aesthetic expressions of the religion(s) studied
8. discuss and demonstrate where appropriate critical comprehension of the religion(s) classical sources and their subsequent interpretation in different historical periods and in different social or geographical settings;
9. evaluate and critically analyse a diversity of primary and secondary sources, including materials from different disciplines;
10. demonstrate comprehension of and critically analyse a range of themes, debates and methods of the discipline and where appropriate related disciplines (e.g., history, philosophy) and evaluate a range of critical scholarship associated with this discipline;
11. demonstrate sophisticated understanding of the multi-faceted complexity of religions, for example in the relationship between specifically religious beliefs, texts, practices and institutions, and wider social and cultural structures, norms, aesthetics and aspirations;
12. demonstrate intellectual flexibility through the practice of a variety of complementary methods of study: philosophical, historical, and systematic/dogmatic;
13. demonstrate awareness of and critical assessment of aspects of religious contributions to debate in the public arena about values, truth, beauty, identity, health, peace and justice;
14. demonstrate a sophisticated understanding of how personal and communal identities and motivations are shaped by religion, how this has both constructive and destructive effects, and how important such identities are;

ILO’s 6-14 are delivered through all modules, and developed throughout the programme by means of lectures, essay writing, workshops, discussions and oral presentations in seminars and study groups, tutorials, work experience and other learning activities throughout the programme.

In the second and final stages you are expected to prepare longer and more sophisticated seminar presentations, and write longer essays in order further to develop these skills. In the final stage there is a focus on developing, in the context of your particular subjects, the more complex analytical skills listed opposite.

The assessment of ILO’s 6-14 is made through a combination of essays, examinations and written work which involve detailed textual commentary on primary texts and secondary texts in which you are expected to note in particular the disagreements between various authors.

ILO’s 6-8, 10-14: You will also be expected to demonstrate most clearly that you appreciate the complexity of your subject matter, that you are becoming proficient with the appropriate methods of study, and that you are capable of building convincing arguments backed up by appropriate evidence.

ILO9: As the stages progress, you will find an increasing expectation that you will explore bibliographies for yourself, find the most appropriate literature on them, and begin to develop the ability to locate additional material for yourself. This progression also includes the use of online materials, where students are given very careful guidelines on appropriate sources earlier on, and then helped to develop the judgment to make more independent use of online materials as the programme progresses.

15. undertake independent work within broad guidelines
16. shape information independently into a coherent and creative account
17. demonstrate critical and creative thought
18. make critical and independent use of written sources
19. find, evaluate and use on-line materials
20. demonstrate sensitive and critical understanding of the differences between the practices and traditions of various groups
21. reflect critically on their own learning experience
22. communicate clearly in written and oral forms
23. participate appropriately in a learning group
24. discuss sensitive issues with appropriate generosity

Personal and key skills are delivered through all modules, and developed in lectures, workshops, study groups, tutorials, work experience and other learning activities throughout the programme.

ILO’s 15-18 and 22 are developed though the dissertation, which involves students negotiating a question with a supervisor and, with minimal guidance, producing an independent, creative and critical answer to that question.

ILO’s 19, 23 and 24 are developed through the preparation and delivery of oral presentations in most modules at all levels, and through the oral discussion of challenging material in all modules in the programme, in both seminars and tutorials.

ILO 19 and 20 are developed through researching essays, seminar presentations, and the dissertation (if chosen).

ILOs 20 and 21 developed through examinations at all levels and through written assignments at all levels.

ILO 22 is developed through participation in study groups with other students in most modules in the programme. It is also developed through meetings with personal tutors, one-to-one tutorials giving feedback on written work and through discussion in seminars.

The assessment of these skills is through a combination of presentations and participation in seminars, log-books, web-based assessments, essays, exams, other written reports/projects, and a dissertation.

Outcomes C15-20 are also strongly developed in the course of the portfolio of assessed essays
and other written work produced through Stages 1, 2, and 3. These assessments work on the principle of offering formative feedback to support the development of your written work within as well as between modules. Feedback on one assignment is intended to inform the next piece of work you undertake on the module; the next piece of work on the programme, or the future learning of graduates.

Outcome C21 is associated especially with a learning journal for a core module in which you are encouraged to reflect critically upon your own learning. In other modules lecturers provide more informal means by which students can discuss their reactions to and
difficulties with the material they are studying, the methods by which it is approached, and the assumptions which they, their fellow students, and their teachers bring to the study.

C22-24 are also accomplished in the course of ‘real-time’ formal assessments such as presentations and end of module exams, which occur in all three levels of the programme.