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Session: 2022/23

Last modified: 01/06/2021 16:56:49

Title of Module: Scottish Christianity L9

Code: THEO09030 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:Alasdair  Black

Summary of Module

Scottish Christianity: Celtic Origins to Contemporary Challenges 

This module will explore the way Christianity has played a significant role in shaping the life of Scotland and in turn been shaped by this context. The course will chart the historical development of Scottish Christianity, the impact this has had on Scottish culture, and consider the interplay between socio-political realities and theological and religious development. It will also endeavour to look at these developments in relation to a wider European and global setting. The module will deliberate on the complex nature of mission  and conversion amongst various early people groups; the Celtic monastic tradition of ritual and penance; the place of the church and theology in creating a sense of national identity;  the role of Medieval Catholicism in shaping and consolidating the state; the transformation of society through the Scottish Reformation; and the diversification of Protestant traditions; before turning to questions of British imperialism and Scottish missionary activity; sectarianism and secularisation. This module may, if practical considerations allow, and health and safety requirements are satisfied, include a field trip to a site of historical significance in order to understand better the location of historical events and how events have left their mark on the land.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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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:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3


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Learning Outcomes: (maximum of 5 statements)

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

L1. Demonstrate broad knowledge and critical understanding of key events, people and debates in the emergence and development of Christianity in Scotland.

L2. Use appropriate research methods to analyse a range of historical sources and demonstrate conversance with the main themes of the subject.

L3. Undertake critical analysis of information and synthesis of ideas relating to the contextualisation of the Christian religion within the Scottish context, and in particular, evaluate how the Christian religion has shaped society and culture in Scotland.

L4. Apply detailed understanding of Christianity in Scotland in relation to contemporary debates about the prospects for the Church in Scotland, using language and grammar appropriate to the level, and with appropriate academic referencing.

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 9.

Historical awareness as an essential intellectual perspective, demonstrated in a detailed knowledge of particular movements and their historical significance from the point of view of contemporary missional questions.

Discovering the historical context of events and using this information as an interpretive tool in evaluating historical significance and influence.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Historical, theological and sociological research enabling informed and nuanced judgment of the Scottish religious context, its events and movements, their causes and consequences.

Identifying significant and relevant historical material through close reading of secondary literature, and using this argument and interpretation.

Generic Cognitive skills SCQF Level 9.

Critical analysis of historical and contemporary religious context of Scotland, enabling connections to be made between historical context and missional questions for today.

Respectful and nuanced encounter and historical understanding of traditions other than their own.

Communication, ICT and Numeracy Skills SCQF Level 9.

Demonstrate analytic and synthetic skills in negotiating intellectual positions in the context of group discussion.

Accessing a wide range of relevant sources and resources, and selecting and organizing them for effective presentation of complex ideas.

Autonomy, Accountability and Working with others SCQF Level 9.

Open discussion in which positions are argued and developed with due respect for the opinions and arguments of others where viewpoints are contested.

Working both alone and collaboratively in the process of learning about complex ideas and discussing these in a constructive class 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.

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Learning and Teaching
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 Activity18
Asynchronous Class Activity24
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:

Bruce, S. Scottish Gods: Religion in modern Scotland, 1900-2012 (Edinburgh: Edinburgh University Press, 2014)

Fergusson, D., & In Elliott, M. W (eds.). The history of Scottish theology Vols. 1-3. (Oxford: Oxford University Press, 2019)

(**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

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link:

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelDivinity
ModeratorDr Ian Birch
External ExaminerDr Alison Jack
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Essay 60%
Presentation 40%
(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) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essay  check markcheck mark600

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck mark  400
Combined Total For All Components100% 0 hours

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

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  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.