detail

  • detail

BA Theology and History

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 History

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

Bachelor of Arts

Programme Code

THE-BA-JS

UCAS Code

VV61

JACS Code

V140 (DESCR) 50

Criteria for Admissions

• The general University, School and Institute conditions of entry must be satisfied. There are no subject specific requirements for either subject.
• 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

History (2014)

Accreditations (PSRB)

External Examiner Name:

External Examiner Institution/Organisation

Professor Densil Morgan

University of Wales

Professor Wayne Morris

University of Chester

Dr David Moffit

University of St Andrews

Professor Jane Whittle

University of Exeter

Dr C Clear

NUI Galway

Dr R Follett

University of Sussex

Dr T Rihill

Swansea University

Professor J Wolfe

The Open University

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 Theology and History is designed to provide students with an intellectual training in the two disciplines which, while discrete subjects, are also complimentary and mutually enriching. Together, these subjects equip students with the ability to show:

o knowledge and understanding of the inter-relationship between religious ideas and society, texts and contexts;
o a familiarity with debates surrounding religion, culture and identity, both individual and communal; historical methodology
o skills in synthesising and developing ideas and arguments from diverse sources, both ancient and modern.

• The programme is also designed to equip students with a range of skills which together foster the ability to practise self-motivated learning and increase the capacity to undertake independent learning in a progressive way.

• Whilst certain skills are specific to individual disciplines, others are mutually reinforcing, in particular the capacity to evaluate critically primary and secondary sources,

• other skills enhanced by the programme are transferable and find application in the world of work beyond the university

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.

The programme provides students with the ability to be self-reflective, to exercise sound, reasoned judgement, to work autonomously and to think independently and in a constructively critical manner.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods used on the Theology and History 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 History 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 History, students will have:

• acquired knowledge and understanding of a range of historical subjects as well as diverse approaches, methods and theories which are employed to understand periods and themes in history;
• developed an understanding of the key methodological concepts that are used to undertake historical analysis;
• addressed major themes in the history of society and culture.
• Experience of critically evaluating documentary sources in a detailed fashion


By taking Theology and History 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 History 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 Theology and History 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
• analysis of primary sources is incorporated into the programme at all levels

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 History each seek to promote their own unique subject skills through developing students’ capacity to understand and reflect upon the nature of the different subjects.

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.


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

• read theological and historical 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 historical analyses, 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 academic analysis;
• be aware of key debates concerning the development of the discipline of historical study and theological debate;
• write coherent, structured and intellectually rigorous essays in answer to specific questions on sacred and secular literature, and historical periods;
• reflect on theological and historical 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
• be able to read and analyse primary sources, both critically and empathetically
• demonstrate an awareness of a range of viewpoints and an appreciation of the problems involved in interpretation of complex, ambiguous, conflicting and often incomplete material
• Intellectual independence and the initiative to set tasks and solve problems

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 History 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

• an ability to engage in original research

Methods of Assessment

The assessment regime on the programme is comprised of 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.
• Dissertations test students’ knowledge of a particular field of study and their ability to formulate and analyse an original research question

• 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. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

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 key transferable skills:

• 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 %

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%

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%

Politics and Society in 19th Century Ireland

HIS2011

2

20

YES

12 weeks

N

YES

90%

10%

0%

The American South 1619-1865

HIS2028

2

20

YES

12 weeks

N

YES

40%

10%

50%

That Vast Catastrophe

HIS3033

3

20

YES

12 weeks

N

YES

90%

10%

0%

The American Civil War and Reconstruction, 1860-1877

HIS3035

3

20

YES

12 weeks

N

YES

90%

10%

0%

Politics and Society in 20th Century Ireland

HIS2012

2

20

YES

12 weeks

N

YES

30%

10%

60%

The American South, 1865-1980

HIS2029

2

20

YES

12 weeks

N

YES

30%

10%

60%

The Origins of Protestantism

HIS3022

3

20

YES

12 weeks

N

YES

90%

10%

0%

Presbyterians in Ulster, 1690-1840

HIS3065

3

20

YES

12 weeks

N

YES

90%

10%

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%

Youth Ministry 2

THE3058

3

20

YES

12 weeks

Y

YES

100%

0%

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%

The Second World War in Europe

HIS3010

3

20

YES

12 weeks

N

YES

90%

10%

0%

The Irish Revolution, 1917-1921

HIS3073

3

20

YES

12 weeks

N

YES

90%

10%

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%

The Roman Origins of the East and West; From Augustus to Charlemagne

HIS2049

2

20

YES

12 weeks

N

YES

90%

10%

0%

New Testament Greek Texts

THE2027

2

20

24 weeks

Y

YES

40%

0%

60%

Europe between the Wars, 1919-1939

HIS2050

2

20

YES

12 weeks

N

YES

70%

30%

0%

The Peasants' Revolt 1381

HIS3011

3

20

YES

12 weeks

N

YES

90%

10%

0%

Working Class Communities in the UK 1900-1970

HIS3012

3

20

YES

12 weeks

N

YES

90%

10%

0%

Dissertation

HIS3077

3

40

YES

24 weeks

N

YES

100%

0%

0%

Youth Ministry 1

THE2057

2

20

YES

12 weeks

N

YES

100%

0%

0%

The making of contemporary Britain: 1914 to the present

HIS2018

2

20

YES

12 weeks

N

YES

90%

10%

0%

Exploring History 1

HIS1003

1

20

YES

12 weeks

N

YES

90%

10%

0%

Exploring History 2

HIS1002

1

20

YES

12 weeks

N

YES

30%

10%

60%

Kings, courts and culture in Carolingian Europe

HIS3079

3

20

YES

12 weeks

N

YES

90%

10%

0%

History and Historians: Contested Pasts

HIS1001

1

20

YES

12 weeks

N

YES

90%

10%

0%

Modernity in Missions: Overseas Christian Expansion, 1858-1980s

HIS3099

3

20

YES

12 weeks

N

YES

80%

20%

0%

Introduction to Biblical Languages

THE1046

1

20

24 weeks

N

YES

100%

0%

0%

Revolutionary Europe, 1500-1789

HIS2057

2

20

YES

12 weeks

N

YES

90%

10%

0%

Age of anxiety: Irish culture and society in interwar European context

HIS3109

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%

Nationalism and Liberation in 20th Century Africa

HIS2061

2

20

YES

12 weeks

N

YES

90%

10%

0%

Uniting Kingdoms

HIS2064

2

20

YES

12 weeks

N

YES

90%

10%

0%

Alexander The Great and the Creation of the Hellenistic World

HIS2020

2

20

YES

12 weeks

N

YES

60%

40%

0%

Double CATS Dissertation

THE3073

3

40

24 weeks

N

YES

100%

0%

0%

Apocalypse! End of the World.

HIS2065

2

20

YES

12 weeks

N

YES

90%

10%

0%

The Rise of Christianity 2: The Conversion of the Roman Empire

HIS3071

3

20

YES

12 weeks

N

YES

40%

10%

50%

Theology Project - Church History: WWI Fieldtrip

THE3074

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%

The British republic: Culture, religion and war 1649-1660

HIS3120

3

20

YES

12 weeks

N

YES

90%

10%

0%

The War of Ideas in Seventeenth-Century Ireland

HIS3121

3

20

YES

12 weeks

N

YES

90%

10%

0%

Interpreting the Voices of the Past: the oral history of Northern Ireland since 1945

HIS3124

3

20

YES

12 weeks

N

YES

90%

10%

0%

Interpreting the Irish Country House

HIS3123

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%

Thatcher's Britain

HIS3127

3

20

YES

12 weeks

N

YES

90%

10%

0%

Sin Cities? Everyday Life in the Modern Metropolis

HIS3128

3

20

YES

12 weeks

N

YES

60%

40%

0%

The Ancient City

HIS3129

3

20

YES

12 weeks

N

YES

90%

10%

0%

History and Society

HIS1005

1

20

YES

12 weeks

N

YES

60%

40%

0%

Notes

At Stage 1, students must take three HIS modules from the options available and three THE modules. In Theology students must take EITHER one Biblical Studies plus two Systematic Theology/Church History/Practical Theology module OR two Biblical Studies plus one Systematic Theology/Church History/Practical Theology module.

At Stage 2, students must take three HIS modules from the options available and three THE modules. In Theology, students must take EITHER one Biblical Studies plus two Systematic Theology/Church History/Practical Theology module OR two Biblical Studies plus one Systematic Theology/Church History/Practical Theology module.

At Stage 3, students will take 60 CATS from any three Theology modules and 60 CATS from any three History modules. Students are permitted to take a maximum of 40 CATS in total from the independent research modules in Theology and/or History.