TMMC3071: Denominational Ministry

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• To enable students to undertake appropriate learning in the area of the Christian tradition to which they belong and explore how that tradition relates to other Christian traditions.
• To enable students to develop further a critical appropriation and evaluation of attitudes needed to function within that tradition and deepen critical understanding of that tradition in relation to other social contexts and Christian traditions.
• To refine the independent exercise of skills required by the ministry or Christian service for which the students are preparing, and further develop skills of self-awareness in Christian ministry and service.
• To enable students to develop further their skills of self understanding as a person who lives responsibly within that tradition, in the context of the independent exercise of a specific role of ministry or service if appropriate.
• To enable students to analyse and evaluate the ethos of that tradition and of attitudes needed to function within it.

• 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 denonimational history, beliefs and organisation.
• Mission and pastoral practice as carried out in that tradition.
• The content must differ from that studied by students previously in this module at another level.

Subject-specific Knowledge:

• Offer a detailed, critical and coherent account of the key historical and contemporary features of the chosen Christian tradition and its development in relation to the present ministry and mission of the church.
• Describe and analyse theological, ecclesial and contextual understandings of the nature and practices of the chosen aspects of Christian discipleship, critically evaluating such practices in relation to a range of new contexts in and beyond the church.

Subject-specific Skills:

• Consolidate and extend their competence in the key skills needed to function collaboratively and accountably within the chosen tradition in light of their learning about the tradition in this, and other relevant modules.
• Reflect critically and theologically on experience and practice in the context of discipleship, mission and ministry within the chosen tradition, drawing from relevant theological and non-theological sources, and communicating their findings with relevance, rigour, creativity and sensitivity in a range of complex and unpredictable contexts.

Key Skills:

• Work collaboratively with others to identify, gather, analyse and evaluate textual source materials, including material from primary sources and scholarly research, for a range of purposes.
• Demonstrate good reflective practice in critically evaluating different approaches, communicating their findings with clarity and fairness in a group setting to specialist audiences.
• Plan 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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