Page Navigation

Module Descriptors

This page displays the selected Module Descriptor.

Printer friendly version Printer friendly version

Session: 2022/23

Last modified: 01/06/2021 16:23:35

Title of Module: WBL and Theological Study Skills L7

Code: THEO07025 SCQF Level: 7
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:Mr Graham  Meiklejohn

Summary of Module

This module guides students through their Work Based Learning placement by introducing them to the fundamental aspects of becoming successful theological learners and providing them with key skills in reflective practice in a placement context. Through Study Skills seminars, students are introduced to the elements involved in learning to think theologically, such as engagement with different types of sources, critical thinking, argumentation and effective written communication.

Through the submission of weekly theologically reflective journal entries, students put into practice the learning from the Study Skills seminars. Students receive formative feedback encouraging them to develop their learning through theological reflection and allowing entries to be developed prior to submission for summative assessment.

The placement will normally be five weeks in duration, and is undertaken within the overall guidelines and policies of the SBC relating to WBL. (See WBL Pack available to enrolled students.) 

A Learning Agreement is negotiated between student, Module Co-ordinator and the College-approved WBL Supervisor. Through discussion the student is encouraged to identify their own learning and training requirements. Aims and objectives of the WBL experience are then formulated, agreed and approved at the outset of the placement.

Students also have an opportunity to workshop as they write their short theological essay and prepare their theological skills development plan.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
check markcheck mark

Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
check mark





check mark


Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1


Term 2check markTerm 3check mark

[Top of Page]

Learning Outcomes: (maximum of 5 statements)

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

L1. Engage with and appraise different types of sources and use referencing according to specified academic conventions

L2. Identify, evaluate and restate key points in theological texts using fundamental critical thinking and academic writing skills.

L3. Evidence ability to apply theological learning to placement experiences, and consistently reflect theologically through applying weekly formative feedback on the vocational realities of that experience.

L4. Produce short coherent pieces of theological argumentation and personal reflection.

L5. Identify personal strengths and weaknesses for further development as a theological learner, thinker, and writer.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 7.

Demonstrate an overall appreciation of some approaches to theological reflection and attain knowledge of the main theories of theological reflection.

Gain an awareness of the main concepts and principles of academic writing and research through theological reflection.

Practice: Applied Knowledge and Understanding SCQF Level 7.

Apply knowledge of some approaches to theological reflection in a placement context.

Practise knowledge of research and writing skills through regular reflective practices.

Generic Cognitive skills SCQF Level 7.

Present and evaluate theological concepts appropriate to placement contexts.

Employ a range of approaches to address routine theological issues that may be encountered in placement context.

Communication, ICT and Numeracy Skills SCQF Level 7.

Convey complex ideas in a well-structured and coherent form in reflective and essay writing.

Use a range of forms of communication, especially written forms, effectively in placement context and for theological reflection.

Autonomy, Accountability and Working with others SCQF Level 7.

Exercise some initiative in carrying out defined activities within a placement context.

Accept supervision in areas of a placement context that are less familiar to acquire an understanding of current practice.

Take account of others’ roles and responsibilities within a placement context.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

[Top of Page]

Learning and Teaching
Teaching and learning activities will be primarily in the form of lectures, workshops, and placement activity.
Lecturers will provide students with detailed information regarding reading materials to enhance student knowledge of the subject area.
Student handbook, WBL handbook and other detailed material made available to students, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery18
Tutorial/Synchronous Support Activity12
Work Based Learning/Placement 30
Independent Study140
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Ackroyd, Ruth and David Major. Shaping the Tools: Study Skills in Theology (London: Darton, 2011).

Core, Deborah, The Seminary Student Writes (Chalice Press, 2000).

Stone, Howard W., and James O. Duke, How to Think Theologically (Fortress Press, 2013).

Thompson, Judith, Theological Reflection (London: SCM 2008).

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

[Top of Page]

Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelDivinity
ModeratorDr Lina Toth
External ExaminerA Jack
Accreditation DetailsNone
Version Number


[Top of Page]

Assessment: (also refer to Assessment Outcomes Grids below)
Assessment 1: Learning log (40%)
Assessment 2: Portfolio (60%)
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Workbook/ Laboratory notebook/ Diary/ Training log/ Learning logcheck mark check markcheck markcheck mark405

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of written workcheck markcheck mark check markcheck mark6010
Combined Total For All Components100% 15 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

[Top of Page]

  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link:
As a Christian theological college, students should be aware that teaching, discussion and the college's ethos is from a confessional viewpoint.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.