detail

  • detail

BA Theology and English

Academic Year 2017/18

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

BA Theology and English

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Bachelor of Arts

Programme Code

THE-BA-JS

UCAS Code

QV36

JACS Code

Q300 (DESCR) 50

Criteria for Admissions

• The general University and School conditions of entry must be satisfied.

• For entry to this Programme, in the case of Theology, there are no subject specific requirements; in the case of English, the requirement is grade B at ‘A’ Level English or equivalent or grade ‘A’ at AS Level English or equivalent.

• A-level: BBB
• Irish Leaving Certificate (Higher Level): B2B2B2B2CC/B2B2B2B2B2

• International candidates require at least a British Council IELTS qualification scored at a standard of 6.5. TOEFL iBT 90 with minimum marks as follows: Listening: 17; Reading: 18; Speaking: 20; Writing: 17.

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Full Time

Type of Programme

Joint Honours Single

Length of Programme

3 Academic Year(s)

Total Credits for Programme

360

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

Institute of Theology

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 6

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

English (2015)

Accreditations (PSRB)

External Examiner Name:

External Examiner Institution/Organisation

Professor Densil Morgan

University of Wales

Dr David Moffitt

University of St Andrews

Professor Wayne Morris

University of Chester

Dr Colin Graham

NUI Maynooth

Professor Lynda Mugglestone

Pembroke College Oxford

Professor Kate Hodgkin

University of Bristol

Professor Simon Bainbridge

Lancaster University

Dr Conor O'Callaghan

Sheffield Hallam

Dr Karen Lury

University of Glasgow

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

N/A

Programme Specific Regulations

A Single Honours student wishing to be admitted to the Joint Honours programme must have passed relevant modules at Level 1 in appropriate strands in Theology and have the approval of the adviser of studies for the programme.

Candidates will not normally be permitted to take more than 40 CATS of independent research in their final year of study.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

The Joint Programme in English and Theology is designed to provide students with an intellectual training in the disciplines of English and Theology which, while discrete subjects, are also complementary and mutually enriching.

Each of the subjects provides a discipline-specific perspective from which students acquire knowledge and understanding of the inter-relationship between texts and contexts, a familiarity with debates surrounding culture and identity—both individual and communal—and skills in synthesising and developing ideas and arguments from diverse literary, exegetical and theological discourse.
Together, these subjects together equip individuals with the ability to:
• think critically, process and understand complex information;
• evaluate primary and secondary sources;
• interpret a variety of types of data and information;
• pursue independent learning;
• work well in groups and formulate arguments.

The programme is also designed to equip students with a range of skills which together increase the capacity to undertake independent learning in progressive degree Stages. Whilst certain skills are subject specific, many are mutually reinforcing, including the ability to evaluate critically primary and secondary sources, whilst others are designed to be transferable and thereby enhance the employability of students. Both disciplines offer enhanced appreciation of regional literary and theological perspectives as well as extended investigation of international debate on the fundamental issues of each. Furthermore, students benefit from a multi-disciplinary education which gives them a large skill set and opens a wide range of career options following graduation.

More generally, the Joint Programme in English and Theology aims to:

• attract students from local, national, and international contexts, through a variety of entry routes, and deliver the best possible learning and teaching experience in an environment of equality, tolerance, and mutual respect;
• provide students with the necessary intellectual, practical, and key skills to enable them to develop as independent, reflective lifelong learners and able employees;
• develop a broad context for future employment, in which graduates appreciate the continuing value of an education in these two disciplines.

The programme will thereby foster an atmosphere of intellectual inquiry in each discipline, by offering modules which encourage a stimulating interchange of ideas.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

• carry out time-limited reflection upon research projects/tasks
• express in fluent and appropriate written terms the results of research
• express in fluent and appropriate oral terms the results of research
• respond quickly to alternate views and challenges to propositions made in research
• set time-tables and targets for research- and project management
• engage with theoretical models of interpretation
• comprehend complex ideas
• be self-reflective;
• exercise sound, reasoned judgment;
• think independently, originally and in a constructively critical manner;
• appreciate a variety of textual and cultural perspectives on academic enquiry;
• synthesise diverse primary evidence and subsequent academic comment;
• assess and appraise differing views on significant areas of academic debate;
• discriminate between what is central and what is peripheral to the issue in question;
• evaluate sources critically in their context;
• make judgments on the basis of varied and problematic evidence and according to the persuasiveness of the arguments or the reliability of the evidence used.
• gather, organise and deploy evidence, data and information from a variety of secondary and some primary sources, so as to formulate and support a line of reasoning, or argument;
• identify, investigate, analyse, formulate and advocate solutions to problems;
• synthesise relevant information and exercise critical judgement, primarily through essay writing;
• manage their own learning self critically;
• recognise the importance of explicit referencing and the ethical requirements of study, which requires critical and reflective use of information and information technology in the learning process;
• the capacity to produce intellectually coherent academic analysis under time-managed conditions and within word limits;
• the ability to structure, manage and adapt strategies for self-directed independent research.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods used on the English and Theology pathway foster cognitive skills in the following ways:
Lectures and tutorials together provide the opportunity to discuss, evaluate and subject-specific knowledge
• They also expose students to specific contextual and theoretical information as well as offering practical examples of different critical approaches.
• Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.
• Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.
• Dissertation work is a programme of independent study agreed between student and supervisor designed to test the student’s capacity to manage independent study
• Through class discussions, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.
• Class presentations and student interaction in small group sessions (e.g. tutorials or seminars) develop communication and rhetorical skills.
• Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to enhance further organisational and inter-personal skills.
• Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Assessments required of students on the Theology and English pathway test and develop capacity to demonstrate the following cognitive skills:
• To undertake time-limited reflection upon research projects/tasks
• To express in fluent and appropriate written terms the results of research
• To express in fluent and appropriate oral terms the results of research
• To response promptly to alternate views and challenges to propositions made in research
• To set time-tables and targets for research- and project management
• To engage with theoretical models of interpretation
• To comprehend complex ideas
• To be self-reflective;
• To exercise sound, reasoned judgment;
• To think independently, originally and in a constructively critical manner;
• To appreciate a variety of textual and cultural perspectives on academic enquiry;
• To synthesise diverse primary evidence and subsequent academic comment;
• To assess and appraise differing views on significant areas of academic debate;
• To discriminate between what is central and what is peripheral to the issue in question;
• To evaluate sources and academic comment critically in their context;
• To make judgments on the basis of varied and problematic evidence and according to the persuasiveness of the arguments or the reliability of the evidence used.
• To gather, organise and deploy evidence, data and information from a variety of secondary and some primary sources, so as to formulate and support a line of reasoning, or argument;
• To appreciate the importance of and comply with the ethical requirements of study, which requires critical and reflective use of information and information technology in the learning process

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Demonstrate an interrelated knowledge and understanding of each discipline.

• In Theology, students will have acquired the ability to:

• undertake exegetical exploration and analysis of canonical Biblical texts,
• reconstruct the context of the production of ideas and evaluate their influence on society at different historical periods as well as in the contemporary world.
• Appreciate the ways in which theological thinking informs pastoral work and mission

In English, students will have:

• acquired knowledge and understanding from a range of subject matters as well as numerous approaches, methods and theories which are employed to understand texts and their contexts;
• developed an understanding of the key concepts that are used to undertake literary, textual and historical analysis;
• addressed major themes in the history of society and culture as well as theoretical approaches to literature and language


By taking English and Theology modules together, students will have developed an understanding of the key concepts that are used to undertake literary, linguistic and historical analysis, and will be in a position to address major themes in the history of society and culture and theoretical approaches to literature and language.

The Joint Honours Programme in Theology and English thus develops an understanding of the key concepts that are used to undertake literary, linguistic, theological and historical analysis, and addresses major themes in the history of society and culture as well as theoretical approaches to texts and language.

Teaching/Learning Methods and Strategies

Teaching and learning strategies used on the programme will have established:
• a knowledge of the core subject knowledge base for the academic study of English and Theology respectively

• an awareness of the most influential ideas shaping the academic discourse in each

• an understanding of how academic enquiry is conducted in each

• an understanding of academic dialectics

• an aptitude for researching, promoting and publishing ideas in an academic context

Methods of Assessment

Assessment methods used on the programme will have achieved the Knowledge and Understanding outcomes by requiring students to demonstrate:

• Analytical and critical knowledge of the key texts relevant to the disciplines as currently conceived
• significant engagement with influential contemporary and historical thinking on the subjects
• discipline-specific analytical techniques (exegesis, literary-critical analysis, historical analysis, comprehension of theoretical and methodological practice in pursuit of scholarly objectives, theoretical rigour)
• clear, concise and informed presentation of ideas
• aptitude for academic debate and discussion in both written- and oral form

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

As discrete disciplines, Theology and English each seek to promote their own unique subject skills through developing students’ capacity to understand and reflect upon the nature of the different disciplines.

Many subject-specific skills are complementary and mutually reinforcing, and students should develop the ability to research, gather, sift and deploy relevant information and concepts, discriminating between what is central and what is peripheral to the issue in question; to evaluate sources critically in their context; and to make judgments on the basis of varied and problematic evidence.

Students should also be able to understand, discriminate between, and evaluate critically conflicting theoretical and interpretative positions, and form a judgment on their validity according to the persuasiveness of the arguments and the reliability of the evidence used.

English is concerned with key debates within literary criticism, the range of critical perspectives in the analysis of texts, the critical interpretation of the ways in which different cultural and historical contexts inform the reading and writing of texts, and all aspects of linguistic description, analysis and use.

More specifically, students on the Joint Honours Degree will acquire the ability to:

• read texts with a developed awareness and appreciation of their formal, structural, stylistic, and culturally specific properties;
• bring knowledge to bear on critical interpretation of the ways in which different cultural and historical contexts inform the reading and writing of texts, as well as subsequent theological interpretations;
• analyse the forms, function, and development of language and ideological and theological constructions;
• conduct critical debate, drawing on and engaging with different critical perspectives in the analysis of texts;
• be aware of key debates concerning the development of the discipline of literary criticism and theological debate;
• write coherent, structured and intellectually rigorous essays in answer to specific questions on sacred and secular literature, language and methodology;
• comprehend and highlight key primary texts as a fundamental feature of academic debate, engaging with influential modern critical analysis;
• develop the key skills of academic presentation of work: fluency of expression, citation protocols and bibliographical conventions

Teaching/Learning Methods and Strategies

Teaching and learning strategies used on the programme will have established:

• a substantial familiarity with the core knowledge base for the academic study of Theology and English respectively

• an awareness of the most influential ideas shaping the academic discourse in each

• an understanding of how academic enquiry is conducted in each

• an understanding of academic dialectics

• an aptitude for researching, promoting and publishing ideas in an academic context both written and orally

Methods of Assessment

The assessment regime on the programme is comprised of by a variety of traditional and innovative methods, including timed unseen written examinations, data analysis, essays, critical book/article reviews, portfolios, individual and group presentations, and seminar and tutorial reports and contributions. These vary in accordance with the specific learning outcomes of particular modules as set out in the individual module descriptions. Formative written work assists the development of understanding, critical judgment, and independent thought, both through the feedback given, and through the process of writing itself. Analytical, discursive, interpretive and critical exercises – both formative and summative – test students’ ability to engage with, analyse, contextualise, interpret and criticise relevant material.

All these assessment methods require students to demonstrate the subject skills which are detailed in each School’s criteria for marking undergraduate work. While these teaching and assessment methods deliver information to students and test their knowledge of that information in each subject, students are encouraged to assimilate and apply knowledge of both disciplines discretely to become independent, self-reflective learners. Module guides and BA Handbooks inform students in their choice of, access to, and citation of relevant secondary materials.

The different methods of assessment serve different, but complementary, purposes:

• Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.
• Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.
• Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.
• Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

• Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

From each discipline, students will acquire a repertoire of skills which are transferable to each other as well as other areas of endeavour and enterprise, including in their future careers, specifically the ability to:

• work under time-pressure and to deadlines;
• digest material from various sources;
• evaluate and judge evidence and the quality of information
• present high-quality analysis cogently and succinctly;
• make oral and group presentations using appropriate skills;
• understand the role and use of feedback in assessing and improving performance;
• reflect on intellectual and professional priorities;
• collate and process information from an array of sources, including electronic media;
• use their knowledge in cogent, communicable ways to present arguments and clarify complex issues in both oral and written forms;
• present ideas and arguments orally in both formal and informal contexts;
• work effectively both independently and in a team setting;
• manage time efficiently;
• respond constructively to criticism;
• take notes and summarise accurately and effectively;
• use libraries and online resources;
• use IT skills (word processing, use of internet resources);
• communicate and interact effectively;
• show self-reliance, initiative, adaptability and flexibility.

Teaching/Learning Methods and Strategies

Lectures and tutorials expose students to the tasks of:
• comprehending and evaluating new and complex information within a time-limited context
• observing the techniques of expert analysis and presentation of research data

• Seminars: offer a variety of tutor- and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

• Group presentations: encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

• Dissertations: Test the capacity of students to undertake a programme of independent study agreed between student and supervisor

• Class discussions: Allow students to develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

• Class presentations: Encourage student interaction in small group sessions (e.g. tutorials or seminars) and develop communication and rhetorical skills.

• Student-centred learning situations: encourage the ability of students to present and summarise knowledge to peers in a coherent, structured form, and to enhance further organisational and inter-personal skills.

• Writing skills tutorials and lectures: develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is enhanced by introductory training in the use of libraries and online resources.

Methods of Assessment

Methods of assessment on the programme establish and refine transferable skills in the following ways:
• Written examinations:
• Ask of students high-level skills of thorough familiarisation with specific subjects
• Time-limited exposition of analysis of specific subjects
• Swift structuring and presentation of ideas
• Distillation of essentials and exclusion of information of marginal importance.

Seminars require: Interaction with subject experts and peers in analysing subjects, themes and ideas within a group or team context.

Group presentations: encourage students to collaborate with peers and negotiate the demands of teamwork.

Dissertations: Test the capacity of students to take ownership of independent study projects.
They demand discipline, maturity and high-level skills of academic organisation.

Journalling: Encourages sustained reflective and evaluative practice.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

English in Transition

ENG1001

1

20

YES

12 weeks

N

YES

100%

0%

0%

Mapping the Anglo-Saxon World

ENG2003

2

20

YES

12 weeks

N

YES

100%

0%

0%

Early Church History

THE1031

1

20

YES

12 weeks

N

YES

100%

0%

0%

Advanced Hebrew

THE3021

3

20

YES

12 weeks

Y

YES

100%

0%

0%

English in Context

ENG1002

1

20

YES

12 weeks

N

YES

100%

0%

0%

John

THE3014

3

20

YES

12 weeks

N

YES

100%

0%

0%

Trends in Modern Theology

THE3043

3

20

YES

12 weeks

N

YES

100%

0%

0%

Dissertation

THE3071

3

20

12 weeks

N

YES

100%

0%

0%

Romans

THE3085

3

20

YES

12 weeks

N

YES

40%

0%

60%

Christianity in the Sixteenth Century

THE3091

3

20

YES

12 weeks

N

YES

100%

0%

0%

Research project

THE3072

3

20

YES

12 weeks

N

YES

100%

0%

0%

Foundations for Speech Analysis: The Phonetics of English

ENL2001

2

20

YES

12 weeks

N

YES

70%

30%

0%

Speech Worlds: Phonology in Acquisition and Disorder

ENL3003

3

20

YES

12 weeks

N

YES

90%

10%

0%

Introduction to American Writing

ENG2072

2

20

YES

12 weeks

N

YES

100%

0%

0%

Language and Power

ENL2002

2

20

YES

12 weeks

N

YES

80%

0%

20%

History of English: Studying Language Change

ENL2004

2

20

YES

12 weeks

N

YES

100%

0%

0%

Introduction to Practical Theology

THE1043

1

20

YES

12 weeks

N

YES

100%

0%

0%

Reconciliation Studies 1

THE3068

3

20

YES

12 weeks

N

YES

100%

0%

0%

Late Medieval Literature

ENG2040

2

20

YES

12 weeks

N

YES

100%

0%

0%

Eighteenth-Century and Romantic Literature

ENG2062

2

20

YES

12 weeks

N

YES

65%

35%

0%

Youth Ministry 2

THE3058

3

20

YES

12 weeks

Y

YES

100%

0%

0%

Introduction to Shakespeare and Renaissance Drama

ENG2050

2

20

YES

12 weeks

N

YES

100%

0%

0%

Literature and Society, 1850-1930

ENG2070

2

20

YES

12 weeks

N

YES

100%

0%

0%

Irish Literature

ENG2081

2

20

YES

12 weeks

N

YES

100%

0%

0%

Televising the Victorians

ENG3069

3

20

YES

12 weeks

N

YES

90%

10%

0%

Old Testament Historical Books

THE2003

2

20

YES

12 weeks

N

YES

100%

0%

0%

New Testament Epistles A

THE2011

2

20

YES

12 weeks

N

YES

100%

0%

0%

Biblical Hebrew Texts

THE2026

2

20

24 weeks

Y

YES

40%

0%

60%

The Christian Doctrinal Tradition

THE2039

2

20

YES

12 weeks

N

YES

100%

0%

0%

The Church, Ministries and Society 3

THE3050

3

20

YES

12 weeks

N

YES

100%

0%

0%

Introduction to Theological Thinking

THE1045

1

20

YES

12 weeks

N

YES

40%

0%

60%

In search of the Good Life: ethics from Plato to Postmodernity

THE2055

2

20

YES

12 weeks

N

YES

40%

0%

60%

Study of World Religions

THE2061

2

20

YES

12 weeks

N

YES

100%

0%

0%

The Theology and Practice of Pastoral Care

THE2069

2

20

YES

12 weeks

N

YES

100%

0%

0%

Christianity in Ireland since the Reformation

THE2097

2

20

YES

12 weeks

N

YES

100%

0%

0%

New Testament Greek Texts

THE2027

2

20

24 weeks

Y

YES

40%

0%

60%

Literature and Science in the Nineteenth Century: Evolution, Degeneration, and the Mind

ENG3097

3

20

YES

12 weeks

N

YES

90%

10%

0%

Youth Ministry 1

THE2057

2

20

YES

12 weeks

N

YES

100%

0%

0%

Double Dissertation English Literature

ENG3000

3

40

24 weeks

N

YES

100%

0%

0%

Introduction to English Language

ENL1001

1

20

YES

12 weeks

N

YES

70%

30%

0%

Contemporary US Crime Fiction: the Police, the State, the Globe

ENH3008

3

20

YES

12 weeks

N

YES

90%

10%

0%

Comic Fiction, Fielding to Austen (1740-1820)

ENH3013

3

20

YES

12 weeks

N

YES

90%

10%

0%

Introduction to Biblical Languages

THE1046

1

20

24 weeks

N

YES

100%

0%

0%

Marvels, Monsters and Miracles in Anglo-Saxon England

ENG3011

3

20

YES

12 weeks

N

YES

90%

10%

0%

Introduction to Jesus and the Gospels

THE1002

1

20

YES

12 weeks

N

YES

40%

0%

60%

Renaissance Performance, Gender, Space

ENG3181

3

20

YES

12 weeks

N

YES

90%

10%

0%

Contemporary Irish and Scottish Fiction Devolutionary Identities

ENG3060

3

20

YES

12 weeks

N

YES

90%

10%

0%

Broadcasting and Identity

ENL3002

3

20

YES

12 weeks

N

YES

100%

0%

0%

Picturing America: Shaping the States in Word and Image

ENG3061

3

20

YES

12 weeks

N

YES

90%

10%

0%

Double CATS Dissertation

THE3073

3

40

24 weeks

N

YES

100%

0%

0%

The Structure of English

ENL3110

3

20

YES

12 weeks

N

YES

90%

10%

0%

Digital textualities and the History of the Book

ENG3178

3

20

YES

12 weeks

N

YES

100%

0%

0%

Apocalypse! End of the World.

HIS2065

2

20

YES

12 weeks

N

YES

90%

10%

0%

Representing the Working Class

ENG3064

3

20

YES

12 weeks

N

YES

90%

10%

0%

Theology Project - Church History: WWI Fieldtrip

THE3074

3

20

YES

12 weeks

N

YES

100%

0%

0%

Broadcasting in a post-conflict society

ENL3010

3

20

YES

12 weeks

N

YES

90%

10%

0%

Writing New York, 1880-1940

ENG3183

3

20

YES

12 weeks

N

YES

100%

0%

0%

Biblical Theology

THE2008

2

20

YES

12 weeks

N

YES

40%

0%

60%

Old Testament Prophetic Texts

THE3009

3

20

YES

12 weeks

N

YES

100%

0%

0%

Contemporary Literature: Poetry and Precariousness in the Twenty-First Century

ENG3184

3

20

YES

12 weeks

N

YES

100%

0%

0%

Irish Gothic

ENG3330

3

20

YES

12 weeks

N

YES

80%

20%

0%

Stevens & Bishop

ENG3333

3

20

YES

12 weeks

N

YES

90%

10%

0%

Beyond Paradise: an introduction to the Pentateuch

THE1003

1

20

YES

12 weeks

N

YES

100%

0%

0%

Writing Africa: The Colonial Past to Colonial Present

ENG3185

3

20

YES

12 weeks

N

YES

100%

0%

0%

Knowledge, Power and Imagination: Writing the East, 1662-1835

ENG3186

3

20

YES

12 weeks

N

YES

100%

0%

0%

Stylistics: Analysing Style in Language

ENL3011

3

20

YES

12 weeks

N

YES

100%

0%

0%

An Introduction to Critical and Cultural Theory

ENG2000

2

20

YES

12 weeks

N

YES

100%

0%

0%

Art/History

DRA2011

2

20

YES

12 weeks

N

YES

100%

0%

0%

Work-based Learning

AEL3001

3

20

24 weeks

N

YES

100%

0%

0%

3

20

YES

12 weeks

N

YES

100%

0%

0%

Notes

At Stage 1, students must take the three core ENG modules at 60 CATS, with the remaining 60 CATS being taken from THE, with EITHER one Biblical Studies plus two Systematic Theology/Church History/Practical Theology modules OR two Biblical Studies plus one Systematic Theology/Church History/Practical Theology module.

At Stage 2, students must take the three ENG modules from the options available, with the remaining 60 CATS being taken from THE, with EITHER one Biblical Studies plus two Systematic Theology/Church History/Practical Theology modules OR two Biblical Studies plus one Systematic Theology/Church History/Practical Theology module.

At Stage 3, students must choose 60 CATS from each subject area. Students are permitted to take a maximum of 40 CATS in total from the independent research modules in Theology and/or English.