Programme Title

BD Theology

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

Bachelor of Divinity

Programme Code

THE-BD-S

UCAS Code

V600

HECoS Code

100340

ATAS Clearance Required

No

Mode of Study

Full Time

Type of Programme

Single Honours

Length of Programme

3 Academic Year(s)

Total Credits for Programme

360

Exit Awards available

Teaching Institution

Queen's University Belfast

School/Department

Institute of Theology

Framework for Higher Education Qualification Level 
www.qaa.ac.uk

Level 6

QAA Benchmark Group
www.qaa.ac.uk/quality-code/subject-benchmark-statements

Theology and religious studies (2014)

Accreditations (PSRB)

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

N/A

Programme Specific Regulations

To be eligible for the award of Bachelor of Divinity, candidates must have taken, and passed, all compulsory language modules.
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

Learning Outcomes: Cognitive Skills

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

•a capacity to undertake exegetical analysis of sacred texts

•An ability to access current research on each subject area.

•An ability to evaluate critically modern theories and approaches.

•An ability to present cogent arguments in formal examinations and course assignments.

•An ability to discuss controversial theological issues from a variety of perspectives.

•The capacity to reflect upon and evaluate theological ideas in active Christian life.

•An ability to question sensitively cultural and religious assumptions.

•An ability to translate primary biblical texts in Greek and Hebrew using translation tools, dictionaries and grammars.

Teaching/Learning Methods and Strategies

Teaching/Learning Methods used on the BD pathway foster cognitive skills in the following ways:
• Language classes provide students with the opportunity to explore Biblical Greek and Hebrew with a view to developing some fluency in reading key texts
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 BD 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 knowledge and understanding of five key theological disciplines.

•Show knowledge of the grammar, syntax and vocabulary of the biblical languages

•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

•Possess knowledge and understanding of the main philosophical issues relating to Christian theology

•Demonstrate knowledge and understanding of the interaction between Christianity and contemporary culture.

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 Divinity
• an awareness of the most influential ideas shaping the academic discourse in Divinity
• an understanding of how academic enquiry is conducted in Divinity
• 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 (translation, 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 a discipline, Divinity seeks to promote its own unique subject skills through developing students’ capacity to understand and reflect upon the nature its different sub-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.

More specifically, students on the BD pathway 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;
•conduct critical debate, drawing on and engaging with different critical perspectives in the analysis of texts;
•be aware of key debates in theological debate;
•write coherent, structured and intellectually rigorous essays in answer to specific questions on theological and secular literature;
•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 bring to the lecture room
•reflect upon a wide range of experience and skills particularly in relation to communication and pastoral care.

Teaching/Learning Methods and Strategies

Teaching and learning strategies used on the programme will have established:
• a familiarity with the core knowledge base for the academic study of Divinity
• an awareness of the most influential ideas shaping the academic discourse in Divinity
• 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
• Subject specific knowledge and understanding is disseminated and promoted through lectures, seminars, tutorials and directed reading.
• Subject specific skills that relate to how students communicate their views and discuss controversial issues in a sensitive and effective way are generated through class discussions and the presentation of papers in seminars.

Methods of Assessment

The assessment regime on the programme is comprised of a variety of traditional and innovative methods, including timed unseen written examinations, language class-tests, 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 the Institute's of Theology criteria for marking undergraduate work. 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:

Students will be able to develop a range of transferable skills appropriate to a wide variety of professional situations as well as those required of ministry and administration in a Christian vocation.
Ability in oral and written communication.
Competence in basic IT skills.
Ability to work independently and also the ability to work in collaboration with others.
The ability to participate effectively in group discussion.
Competence in Greek and Hebrew is a requirement of the pathway.

Teaching/Learning Methods and Strategies

Language classes:
• Require a high degree of flexible thinking and close analysis of texts.
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

Language class-tests: Allow students to experience the value and utility of incremental learning

• 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