By the end of programme, the student should have acquired specialised knowledge of a theological area, which has the potential to lead onto further research at Doctoral level.

Teaching/Learning Methods and Strategies

The Masters level programmes are designed:

- to give students a thorough grasp of presentational, bibliographical, technological, literary and linguistic skills nurtured through the compulsory AHS7001 and THE7005 modules leading onto a more personalised four module curriculum designed to reflect the student's particular interests and capabilities, deepened in a research informed 60 CATS module dissertation.

Methods of Assessment

Assessments required of students on the Theology MTh 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 respond promptly to alternative views and challenges to propositions made in research
• To set timetables and targets for research and project management
• To think independently, originally and in a constructively critical manner;
• To evaluate sources and academic comment critically in their context;
• 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

Postgraduate students of Theology develop a range of transferable skills appropriate to a wide variety of professional situations.
• Competence in IT skills at an appropriate level.
• Ability to work independently and also the ability to work in collaboration with others.
• The ability to participate in group discussion having learned to listen and converse effectively.

Teaching/Learning Methods and Strategies

Assessment of knowledge and understanding will be mainly through a pattern of coursework although some examinations will be retained, subject to the approval of the supervisor and the Theology Postgraduate Research Committee.

Methods of Assessment

Coursework assignments are designed to allow the students to discuss their performance with their supervisor and learn how to improve the presentation and content of their written work.
Students are required to show that they can present cogent arguments in their written work, access current research on each subject area and critically evaluate modern theories and approaches.
Transferable skills are normally not assessed formally but are required for the effective completion of the programme.

Consistent with the general educational aims of the programme outlined above and the QAA benchmark statement for Theology and Religious Studies, students graduating with a Master of Theology will have achieved the following learning outcomes:
• Evidence of wide and independent reading.
• Evidence of critical engagement and reflection.
• Evidence of independence and self-direction in research-based learning.
• Evidence of engagement, interaction, and independent thinking.
• Evidence of critical reflection on source materials
• Evidence of the reaching of independent conclusions.
• Understanding and development of research skills through engaging in an extended supervised dissertation.

Teaching/Learning Methods and Strategies

The Master of Theology programme encourages students to become independent learners by way of a combination of bespoke research activities which map onto students individual plans, and more general training research methods germane to the discipline.

Methods of Assessment

The coursework assignments require wide and deep reading of both primary and secondary sources.
The dissertation provides an opportunity for extensive guided research on an individually chosen and approved project.

Acquired a high level of critical awareness, currency in theological research, and the potential for original thinking in the subject.
• Acquired a high level of critical awareness, currency in theological research, and the potential for original thinking in the subject.
• Acquired a high level of presentational and communication skills.
• Acquired a high level of bibliographical and/or archival skills.
• Ability to access current research on each subject area.
• Ability to critically evaluate modern theories and approaches.
• Ability to present cogent arguments in written and oral assignments.
• Ability to discuss controversial theological issues in a way that shows sensitivity and tolerance to others with different views in a deeper way.
• Ability to question sensitively cultural and religious assumptions at an enhanced level.

Teaching/Learning Methods and Strategies

Teaching is delivered by varied methods including lectures, seminars, group and individual tutorials.

The students’ learning experience is enriched by the building up of knowledge through personal research for the completion of written assignments and active participation, presentation and discussion of their work with peers

Supervisors provide teaching in their subject specialities and guidance at all stages of the programme. Subject specific knowledge and understanding is disseminated and promoted through lectures, group and individual 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 discussions and the presentation of papers.

Students develop transferable skills through producing word processed assignments, employing relevant IT resources for information retrieval, and through presenting papers in seminars and through involvement in class discussions.

Since the coursework requires them to work on their own to an agreed deadline, the students are enabled to become independent and responsible learners within the overall structure of the MTh.

Methods of Assessment

The assessment regime on the programme is comprised of a variety of traditional and innovative methods, including essays, methodological reflection, bibliographical exercise and reflection, literature review, and individual presentations. 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, interpretative and critical exercises test students’ Ability to engage with, analyse, contextualise, interpret and criticise relevant material.

Presentations are used to encourage students to pursue their own interests, develop their understanding of a topic and acquire skills in communicating their work and its value to various audiences.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.