TMMC1191: Foundations for Denominational Ministry

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• To enable students to undertake appropriate learning in the area of the Christian tradition to which they belong.
• To enhance students attitudes that are needed to function within that tradition, deepen knowledge of that tradition, and develop skills of self-understanding.
• To enable students to understand what is required of ministers and leaders within that tradition in relation to professional and ecclesial conduct.
• To encourage students to articulate an understanding of their own relationship to the tradition, and to identify their own expectations of contributing to that tradition through Christian ministry or service.

• The content will vary from one centre to another depending on the Christian tradition represented. Generally, it may include:
• Liturgy and worship as practiced in that tradition.
• Denominational identity, including denominational history, beliefs and organization.
• Mission and pastoral practice as carried out in that tradition.

Subject-specific Knowledge:

• Explore and describe competently key historical and contemporary features of the negotiated Christian tradition and their development.
• Discuss the chosen Christian tradition knowledgeably in relation to the present ministry and mission of the church, and the questions to which this gives rise.

Subject-specific Skills:

• Demonstrate initial development of the key skills needed to function collaboratively and accountably within that tradition in light of their learning about the tradition in this, and other relevant modules.
• Reflect on and relate elements of the chosen Christian tradition to experience and practice in the context of discipleship, mission and ministry.

Key Skills:

• Identify, gather and evaluate source materials from a range of disciplines for a specific purpose.
• Evaluate the appropriateness of different approaches, communicating their findings sensitively and respectfully, showing self-awareness about their own beliefs, commitments and prejudices.
• Carry out a guided task that involves: independent inquiry; management of time and resources; using IT; meeting deadlines; evaluating the task and learning from it.
• Recognise key issues in their own personal and professional development.

• Teaching methods to be specified by each TEI, selecting from the following:
• Lectures provide content, a conceptual framework and a survey of approaches within a subject area that enable students to locate their learning in a wider context, to make connections with other disciplines, and to evaluate and apply their learning to different contexts.
• Seminars offer students an opportunity to present, evaluate and apply their knowledge to specific contexts, and to engage with teaching staff and peers in debate and reflection.
• Guided reading in conjunction with lectures encourages independent learning and underpins the knowledge and understanding gained in lectures and seminars.
• Small group learning creates an environment where students learn to articulate their knowledge and understanding effectively and in a way that is relevant to the group and its context.
• Tutorials enhance learning by offering feedback and encouraging students to reflect on their own response to the knowledge and skills they have acquired.
• Programmed online learning materials guide students through knowledge content, its wider framework and different approaches to its application.
• Virtual discussion forums offer students the opportunity to articulate the knowledge and understanding they have acquired to others and to engage in informed debate.

Students will be expected to demonstrate engagement with the subject matter and the learning outcomes throughout the module by suitable formative assessments that encourage integrative and reflective skills.

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