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Session: 2022/23
Last modified: 10/03/2022 16:54:43
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Title of Module: The Story of God Level 9 |
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Code: THEO09033 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | G
Meiklejohn |
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| Summary of Module |
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This module explores the related doctrines of Christology and Trinity and analyses them in their relation to ecclesiology. Over the course of the module the historical development of the doctrines through the early church will be considered and, furthermore, how they are received by contemporary theologians. Weaved throughout the module, consideration will be given to the relevance of Christology and Trinity to Christian community; personal and communal relations; Christian mission and witness; and ecclesial organisation / practice.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
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.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate a critical understanding of the historical development of the doctrines of Christology and Trinity, the key terminology, and an integrated knowledge of how they relate to ecclesiology.
L2.
Using language and grammar appropriate to the level and with academic integrity, undertake some critical analysis of Christological and trinitarian traditions in relation to a variety of themes and practices within the Christian community.
L3.
Demonstrate depth knowledge of one or more contemporary interpretations of the doctrines of Christology and / or Trinity.
L4.
Apply knowledge, in writing and / or verbally, of the doctrines of Christology and Trinity to the practices, mission, and organisation of ecclesial communities and how to implement them in context. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Working with knowledge of the defining features of the doctrines of Christology and Trinity and integrated knowledge of how they have developed in history to the contemporary day.
Demonstrating a critical understanding of where Christology and Trinity intersects with ecclesiology.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Applying the doctrines of Christology and Trinity to shape ecclesial communities in their mission, organisation, and practice. |
| Generic Cognitive skills |
SCQF Level 9.
Using a variety of approaches to Christology and Trinity to evaluate and critically analyse the application of these doctrines to Christian community. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Communicating complex doctrinal themes in a coherent and logical form.
Using a range of ways to and engage with and communicate complex theological ideas to a range of audiences.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Negotiating between ranges of different views held by people within a group setting.
Exercising initiative in independent research and analysis of complex theological situations.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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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 Delivery | 25 |
| Tutorial/Synchronous Support Activity | 15 |
| Asynchronous Class Activity | 60 |
| Independent Study | 100 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Cone, James H. The Cross and the Lynching Tree, New York: Orbis Books, 2011.
Holmes, Stephen. The Holy Trinity: Understanding God’s Life. Milton Keynes: Paternoster, 2012.
Spence, Alan. Christology: A Guide for the Perplexed, London: T&T Clark, 2008.
Tanner, Kathryn. Christ the Key, Cambridge: Cambridge University Press, 2010.
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(**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)
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| Engagement Requirements |
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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:
It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study. Please refer to UWS Regulation 5.7. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Divinity |
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| Moderator | I Birch |
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| External Examiner | H Paynter |
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| Accreditation Details | |
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| Version Number | 2 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Essay 40% |
| Essay 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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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As a Christian theological college, students should be aware that teaching, discussion and the college's ethos is from a confessional viewpoint. The college actively encourages an environment of openness and religious tolerance, but the main function of the college is the training of ministerial candidates and the learning environment will be supportive of this.
Where students need additional support, this is provided by the college team with reference if appropriate to other UWS colleagues, when they are referred to Student Support Services for further assistance. In consultation with the student, the needs of individual students are met, wherever practicable, and every effort made to ensure individual students are not disadvantaged.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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