KENT INITIAL MINISTERIAL EDUCATION 4-7

HANDBOOK 2013/2014

BA in Ordained Ministry(Level 6)

Table of Contents

1 OVERVIEW OF PROGRAMME 2

1.1 Why Study the Programme? 21.2 Aims of the Programme 21.3 Programme Learning Outcomes 21.4 Higher Education Levels 31.5 What will you Study? 31.6 How will you be taught? 41.7 How will you be assessed? 41.8 Where will you be taught? 5

2 PROGRAMME DATES 6

2.1 Dates for the year 2013/2014 62.2 Absence 6

3 METHODS OF LEARNING ON KIME 7

3.1 Building on past experience 73.2 Model for learning 73.3 Assessment Strategy 73.4 Thinking Behind Assessments 93.5 Submitting written work 93.6 Extensions 93.7 Assessment and Moderation 10

4 STUDENT SUPPORT AND GUIDANCE 11

5 RESOURCES 12

5.1 Libraries 125.2 Computing 125.3 Journals 12

6 GUIDELINES FOR BIBLIOGRAPHY AND REFERENCING 16

7 WORK BASED LEARNING/DISTANCE LEARNINGPLACEMENT ARRANGEMENTS

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8 COURSE OUTLINES: MODULE DESCRIPTIONS 19

9 ASSESSMENT GRIDS 38

10 APPENDICES 42

1 Entry Requirements 422 Training Incumbents 443 Programme Management 464 Claiming Expenses 475 Assignment Cover Sheet 486. Marking Template 497 Directory of names and addresses 50

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1. OVERVIEW OF THE PROGRAMME

1.1 Why study the programme?

This programme aims to continue the training of clergy in the Church of England, during the first four years of their post-ordination ministry.

The joint venture between the Dioceses of Rochester and Canterbury, for the last decade, has proved to be the field leader in this respect, combining ministerial formation with a university-validated programme which has the added benefit of a more advanced degree or diploma. This has been validated through Canterbury Christ Church University.

The rationale for the programme’s existence, however, is not primarily to provide an academic qualification. Rather, it is seen as a way to develop and monitor growth in ministry engagement during the first years following ordination, using academic assessments as one of the measurement guides. Observable vocational development leads on to the earning of the qualification.

1.2 What are the aims of the programme?

The aim of the programme is to support your development during the early stages following your ordination, and to prepare you for a responsibility position or for ministry as self-supporting clergy in the Church of England.

The main aims underlying the programme are:

1. Enable the formation of clergy with understanding of, and vision for, ministry and mission that are critically informed, grounded in their denominational context and capable of giving guidance and inspiration to local Christian communities;

2. Enable clergy to continue and deepen their disciplinary learning in theology in the context of ministerial practice within the life of the Church, so that growth in such learning transforms practice and practice constantly stimulates learning;

3. Enable the development of clergy through reflective practice in relation to core areas of ministerial activity and through attention to opportunities and challenges for sustaining spiritual growth and personal development within a lifelong vocation to ordained ministry;

4. Integrate a variety of contexts for learning, with a particular emphasis on placement/workplace based learning appropriate for ministers moving into new public ministerial roles within the Church;

5. Foster a learning community in which people from a wide variety of previous backgrounds and current ministerial contexts take responsibility for shaping their own educational journeys while learning from and with each other;

1.3 What are the IME Learning Outcomes that Shape this Programme?

By the end of the programme this is what you should be able to:

1. Critically analyse a variety of models of church, mission and ministry that are current in the contemporary context, including denominations and traditions other than your own;

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2. Demonstrate comprehensive understanding of the history, theology and practices of your own denomination, with particular reference to the expectations of ordained ministers;

3. Draw on a broad and deep appreciation of theological disciplines for reflection on practice and experience, including biblical studies, doctrine, missiology, practical theology, liturgy and interfaith dialogue ;

4. Show some familiarity with disciplines outside theology that are relevant for enhancing ministerial work, including sociology, psychology, management studies and group dynamics;

5. Demonstrate an extensive knowledge of the Christian Scriptures and other relevant texts, as well as an ability to analyse critically different approaches to their contemporary interpretation;

6. Critically analyse practice and experience through the use of complementary methods of study, including historical, systematic, hermeneutical, empirical and social scientific;

7. Listen to, articulate and learn from the perspectives of others, including ones that are in tension or conflict with your own;

8. Give a coherent account in relation to church, mission and ministry of the complex relationships between the ideals of Christian communities, as embedded in texts, discourse and practices, and wider social and cultural structures and their associated values and aspirations;

9. Demonstrate a good level of ability in relation to key skills expected of ordained ministers, with regard to such areas as leading worship, preaching, pastoral care, evangelism, administration, leadership, supervision, team work, and engaging with other agencies, churches and faiths;

10.Relate issues in the public domain to the characteristic sources and themes of Christian faith, and articulate the ways in which religious belief shapes human behaviour.

1.4 Higher Education Levels : commonly describes 5 levels of study

Level 4 describes the first year of a first degree course undergraduate Certificate

Level 5 describes the second year of a first degree course undergraduate Diploma

Level 6 describes the third year of a first degree course Degree

Level 7 describes a taught or researched second degree Master’s

Level 8 describes study for a higher research degree Higher Degrees

On this programme you will be doing work at level 6

1.5 What will you study?

Programme Structure

There are 6 modules, each of which last a semester (two per year). All are compulsory, and each carries 20 credits at HE Level 6:

Module 1 – Year 1 – Term 1: Theological Reflectionleads on to

Module 2 – Year 1 – Term 2: Christian Tradition and Practice leads on to

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Module 3 – Year 2 – Term 1: Vocation in Ministry in South East England (with placement component)leads on to

Module 4 – Year 2 – Term 2: The Law and the Church of England Priestleads on to

Module 5 – Year 3 – Term 1: Hermeneutics in Contemporary Ministry and Cultureleads on to

Module 6 – Year 3 – Term 2: Leadership in Christian Ministry

This is a part-time programme which members will complete in 3 years. Every member takes six modules at 20 credits each. There will be some flexibility in timescale for completion but it is envisaged that the normal pattern will be two 20 credit modules per year for the first three years. The fact that this represents a slightly slower rate of progress than is usual in part-time studies reflects the way that the programme is carefully designed for newly ordained working ministers and will need to give much time and energy to engaging with the demands associated with this, whilst also benefiting from a clear structure for their continuing learning in the context of immersion in practice.

1.6 How will you be taught?

Although the programme is delivered through taught sessions, the learning is primarily student-centred. The individual modules use the experiences of the course members as the focus for learning. You will propose your topics for individual study in response to programme guidelines, relating your research and learning to your own contexts for ministry. As fully engaged ministers you will be self-directed learners, working independently, with tutorial support, to your own study plans.

Learning and teaching strategies include the use of learning groups of different sizes (pairs, learning sets and larger plenary groups). Learning sessions include role-play, case studies, lectures, seminars (including student-led seminars), videos, guided study and tutorials. Differentiation of level is managed primarily through tutorials. The module leaders recognise that theological learning is ‘faith seeking understanding’. For this reason learning sessions will sometimes include prayer and worship, usually led by course members.

1.7 How will you be assessed?

The programme’s overall assessment strategy employs three main means of assessment, in order to provide course members with opportunities to demonstrate that they have acquired the programme’s stated learning outcomes. These means of assessment are designed to:

enable you to express your understanding and competence in the subject; offer opportunity for you to develop new learning and emergent ideas; provide a consistent framework in which you can integrate your ongoing learning as

the programme proceeds; develop your capacity for reflective practice in Christian ministry; offer opportunities for you to express your developing understanding of vocation for

priestly ministry; allow the examiner to adequately assess your academic knowledge, vocational

awareness, and development in personal and ministry formation.

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The three categories are:

1. The Presentation of an assignment project to peers in a local seminar group2. Submission of a précis from a Learning Journal that has been written

throughout the module3. Written submission of an Assignment Project

1.8 Where will you be taught?

The pattern of the delivery of the programme requires a mix of venues. The residential weekends will meet in locations which provide the necessary residential and teaching facilities, such as Aylesford Priory. Day Schools will be held at the International Study Centre, Canterbury Cathedral and Aylesford Priory. Local seminar groups will meet in appropriate locations in the dioceses of Canterbury and Rochester which are geographically convenient to members of the groups.

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2. PROGRAMME DATES

2.1 Dates for the year 2013/2014

Induction at CCCU Saturday, 7 September 2013 (Year 1)

Year 1, 2 & 3 Day School Saturday, 28 September 2013 - The International Study Centre, Canterbury Cathedral

Residential w/e – 11-13 October 2013 - Aylesford Priory

Local Seminar Groups – w/c 4 November 2013 w/c 2 December 2013 w/c 13 January 2014

Years 1, 2 & 3 Day School Saturday, 1 February 2014 - Aylesford Priory

Years 1 & 2 Residential w/e – 7-9 March 2014 - AylesfordYear 3 Residential w/e – 21-23 March 2014 - Bruges

Local Seminar Groups – w/c 23 March 2014w/c 12 May 2014

w/c 9 June 2014 2.2 Notifying the Programme Directors of absence Occasionally important deanery or network events are arranged that clash with KIME. We will give consent to attend one such event during the first three years, so missing one KIME day. This could be to attend a deanery residential, or a conference which other clergy in your team are attending. Consent to attend such an event will be granted if the request is supported by your training incumbent or rural dean. KIME dates will need to be shared with other clergy to avoid clashes.

There are other reasons that might cause a curate to miss or be late for KIME; for example sickness or family emergency. In these cases the curate should telephone one of the Programme Directors as soon as the situation arises.

A reminderFull participation in IME 4-7 is mandatory for all curates. Incumbents and curates will need to ensure in their planning of parish events and schedules, and holiday dates, that the curate is available to attend all KIME sessions. Occasional offices, school assemblies, regular communion services, etc. should be the responsibility of other parish or deanery staff on KIME days. Please avoid any duties for Sunday evenings of a KIME residential.

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3. METHODS OF LEARNING FOR KIME

3.1 Building on past experience

This programme recognises that newly ordained ministers will already have developed a number of key transferable skills before ordination. These are consciously developed through the programme, so that all those on the programme have a critical understanding of the underlying values and ethics of study undertaken in the context of ordained ministry.

Although the programme is delivered through taught sessions, the learning is primarily student-centred. The individual modules use the experiences of the course members as the focus for learning. Course members propose their topics for individual study in response to programme guidelines, relating their research and learning to their own contexts for ministry.

3.2 The model for learning

Within the staff team there is a high level of theological understanding, together with high levels of ministerial knowledge, experience and expertise. The teaching methods draw strongly on the adult learning cycle (sometimes called the practical theology cycle). There is a commitment to best practice in adult education, and this is seen not just in the level of the educational material used, but also in the variety of teaching and learning strategies employed. These recognise that adults have different learning preferences.

3.3 Assessment Strategy

The programme employs three main means of assessment, in order to provide students with opportunities to demonstrate that they have acquired the programme’s stated learning outcomes.

3.3.1 The Seminar Group Presentation

The Seminar Group Presentation will be on a topic agreed with the Module Tutor/Local Seminar Group Leader and will be an initial presentation of your assignment that will be developed comprehensively in the final assignment project. The seminar will involve a 30 minute presentation and discussion led and facilitated by the course member. The seminar presentation has a word equivalence of 1250 words and is worth 25% of the total mark for the module.

The seminar will be assessed on the basis of:

a) Content: clear description of the subject or issue under consideration; the appropriate use of insights of theology, human sciences and arts, individual experience and contemporary culture; the quality and depth of creative theological reflection including especially awareness and use of relevant methodology; appropriate, wise and imaginative suggestions for practical action and facilitation of group learning; and open questions inviting further exploration of the topic.

b) Process: educational and group process skills

Marking will be in accordance with the University’s assessment grids (see Appendix)

The course member will complete and hand in at the seminar their presentation. Two complete copies of their full working papers (with no additional changes) will be given in with all the other work before the deadline date (one online and one paper copy). This portfolio will be used as information for the assessment of the seminar for 25% of the mark

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of the course. Following the seminar, the tutor(s) present will give written and normally verbal feedback on both content and process to the curate and give a written summary to the course director (if applicable).

This, together with feedback from peers during the session, is a critical formative element for the course member in their ministry formation.

The feedback by the tutor(s) and peers will contribute to your revision of the content of the seminar into the final Assignment Project. This can be indicated either through an appendix or comment in the assignment. The seminar paper handed in is a literary piece of work which must comply with academic writing requirements. Pictures, power points etc used at the presentation evening must be attached as an appendix.

3.3.2 The Learning Journal

The Learning Journal offers opportunity for you to journal thoughts, reflections, new learning, prayers, poems, artwork, questions, assertions and doubts for the duration of the module. The process of journaling will enable you to focus on the academic and formational aspects of the module and will be a resource for future ministry.

The Journal is confidential to the writer but it is envisaged that you will bring the Journal to the supervision sessions with your Incumbent and speak to it. Thus it will provide a basis for discussion and ministry feedback. The supervision sessions with the Incumbent are a critical formative element for you in their ministry formation.

For assessment, the course member will provide a separate précis of 750 words from the Learning Journal that:

a) distils key learning during the course of the module

b) indicates how this learning resonates with biblical and Christian traditions

c) indicates the relevance of this learning to your present ministry context

d) summarises challenges that the module has made to your sense of vocation and understandings of ministry

e) The Learning Journal assessment has a word equivalence of 750 words and is worth 15% of the total mark for the module.

3.3.3 The Assignment Project

The Assignment Project completes the assessment of the module and is an essay that develops the subject and themes outlined in the earlier seminar. You are expected to show how your learning, theological reflection and sensitivity to ministerial issues has developed.

Course members are asked to follow the ‘practical theology cycle’ in their assignments. This follows Ballard and Pritchard (Practical Theology in Action, 1996) and Green (Let’s Do Theology, 1990). In its various guises the practical theology cycle follows the adult learning cycle from experience to exploration to reflection and then action. You are asked to demonstrate engagement with each part of the cycle.

In using the cycle you are encouraged to integrate material from a number of sources. At the heart of each assignment is the experience of the individual curate in the parish in which they serve. The programme encourages creative connections to be made between biblical studies, Christian doctrine and liturgy, social sciences and psychology. In addition,

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the written work can contain poems, prose, and images that are original creations or from archive sources.

Course members will be expected to take note of feedback received at, and following, the seminar and to have developed their thinking, reflections and proposals in the light of it. Feedback from the Tutor is a critical ministry formation component of the programme. It provides opportunity for you to reflect on your personal responses to critical feedback, and your ability to incorporate critique, new ideas and suggestions from different traditions or methodologies into your professional life and ministerial habitus. The environment of pastoral ministry is populated by occasions of critique, criticism and resistance of and to theological discourse, ministerial endeavour and Christian leadership. Thus opportunity for the curate to engage with ongoing constructive critique, from peers and tutors in the programme, is intended to develop your capacity for engagement with alternative ideas and traditions, and increased competency in articulating well-considered theological responses that inform the development of your ministry.

The Assignment Project has a word equivalence of 3000 words and is worth 60% of the total mark of the module.

3. 4 Thinking behind assessments

Because of the project element in shaping the Seminar Group Presentation (Task 1) and the Assignment Project (Task 3), and the personal dimension of the work associated with Task 3, this pattern will require a relatively high level of autonomy from you. On the other hand, the fact that both 1 and 2 require an ability to work with, and learn from, others is particularly important given the practice of ordained ministry as a role that combines high expectations around leadership and initiative with equally high expectations about working well with colleagues, managing volunteers and providing effective feedback and supervision. Tasks 1 and 2 in particular are designed to ensure that the student does not hold these two areas of thinking in separate mental compartments. Task 3 puts a strong emphasis on the importance of critical engagement with current scholarship and other resources in the selected field of study.

3. 5 Submitting Written Work

When you have completed your written work please attach an assignment cover sheet for each piece of written work. Electronic copies to be submitted through Turnitin.

Before submitting your work, you might want to use this check list :- Have you completed a cover sheet? Does the title relate to the work in the assignment? Have you included the word count? Have you numbered your pages? Have you followed the proper convention for referencing (see section 5)? Is the bibliography adequate and of the right level? Have you ensured your work is presented double-spaced? Have you submitted 2 copies of each piece of work; 1 electronically and 1 paper copy?

Canterbury assignments should be sent to Cathi Martin, Cathedral House, The Precincts, Canterbury CT1 2EH.

Rochester assignments should be sent to Thérèsa Harrison, Diocesan Office, St Nicholas’ Church, Boley Hill, Rochester ME1 1SL.

3.6 Extensions10

It is a requirement of the programme that you must submit all assessed coursework assignments by the published deadline. If you know that there will be genuine circumstances that will prevent you from meeting the assignment deadline, then an extension must be sought from one of the Co-Directors. An extension will not normally exceed a period of two weeks, in order to be just to fellow students. All applications for extensions must be made in writing to the relevant Programme Director. Any period longer than 2 weeks will require an extenuating circumstances form.

3.7 Assessment and ModerationAssessment and Moderation will be carried out by KIME course tutors and members of the Department of Theology and Religious Studies (CCCU). All assessed work (assignments, essays, presentations etc.) will be examined in accordance with the University’s Regulations and Conventions for Bachelors Degree programmes. In all cases the Department of Theology and Religious Studies will moderate the assessment of academic work.

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4. STUDENT SUPPORT AND GUIDANCE

4.1 General Comments

Contingencies for student support and guidance as described in General Information to Support Documents for Validation and Revalidation of Programmes (CCCU, QSO, 2008/2009 section 5) are reflected in the programme. Generally, students facing particular problems in relation to the academic work are entitled to the student support provided by CCCU Student Support. This includes study skills enhancement and help for students facing disability and dyslexia, absence from studies and concessions, the need for counselling and pastoral referrals.

4.2 Specific to this programme

Those to be admitted to the programme are interviewed before it begins and attend an induction session. There is a further induction session at the initial residential for those in the beginning of year 1. Course members are offered support and encouragement throughout the programme. They are strongly encouraged to attend tutorials in advance of writing their essays. Additionally, they are encouraged to be in telephone and email contact with proposals for assignments, and in general for support with any matter. A positive feature of this programme is the high level of commitment to individual and group support.

The three, monthly group sessions associated with each taught module also enable course members to offer one another support in their learning for ministry. Each group is facilitated through the support of an appointed mentor who will remain with the group throughout each module, and in some cases, throughout the programme.

The students on the programme are ministers in first appointments, and thus may encounter personal and professional challenges. In addition to student support resources referred to in 4.1 help can be sought from staff members in both dioceses who can advise about resources for ministerial and personal support, spiritual direction, counselling, etc.

Although the BA (Level 6) programmes are taught concurrently with Level 7 (PGDip/MA), more substantial tutorial support is provided for those at Level 6, and level-specific assessment criteria are applied.

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5. RESOURCES5.1 Libraries

All course members are fully inducted into University procedures for library access, and have access to St Augustine’s Library in Canterbury and the online e-library. Students also have access to the M25 Consortium of Libraries. The Programme Directors, in discussion with the Head of Department, will determine the most effective ways of making library resources available to students who are spread across a very wide geographical area. This provision may include discussion with local clergy regarding their personal libraries, Rochester Cathedral library and fellow curates and tutors.

5.2 Computing

All students have access to computing facilities and have a CLIC (Blackboard) account. In addition they have access to the Internet and email through both the University and the Department of Theology and Religious Studies, which has a dedicated student resources room.

5.3 Journals

The University Library holds the following substantial number of relevant journals:Anglican WorldBritish Journal of Religious EducationChristian Scholars ReviewChurch HistoryChurch TimesCommon GroundDownside ReviewExpository TimesFaith and PhilosophyFeminist TheologyHarvard Theological ReviewInternational Journal for Philosophy of ReligionInternational Journal of Systematic TheologyInterpretationIslam and the Modern WorldIslamic QuarterlyJewish QuarterlyJournal for the Study of the New TestamentJournal for the Study of the Old TestamentJournal of early Christian StudiesJournal of Ecclesiastical HistoryJournal of Education and Christian BeliefJournal of Feminist Studies in ReligionJournal of Jewish StudiesJournal of Religious EthicsJournal of Theological StudiesJudaismLook HearMannaModern BelievingModern TheologyMuslim WorldNew BlackfriarsPractical TheologyRE Today

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ReligionReligious StudiesReviews in Religion and TheologyScottish Journal of TheologySpiritual LifeStudia LiturgicaStudies in Christian EthicsStudies in Interreligious DialogueStudies in ReligionThemeliosTheologyWayWorld Faiths Encounter

In addition, the following journals (with dates and data bases) are held on-line:

American Jewish History 1893-1995 PAOArchivum historicum Societatis Iesu 1932-1995 PAOArs Disputandi 2001-2008 FreeBiblica 1998-2008 FreeBiblical Theology Bulletin 1999-2008 Find ArticlesBritish Journal of Religious Education 2004-2008 EBSCOCatholic Biblical Quarterly 1995-2008 Find ArticlesChurch History 1932-1995 PAOCommentary: a Jewish Review 1945-1995 PAOConcordia Journal 2001-2008 FreeDISKUS 1993-96,1999-2000 FreeEcumenical Review 1994-2008 FindArticlesEncounter 2002-2008 FindArticlesEsoterica: the journal of esoteric studies 1999-2008 FreeEthics 1938-2001 JSTORFirst Things 1993-2008 FreeHistory of Religions 1961-1996 PAOHolocaust and Genocide Studies 1986-1995 PAOInternational Bulletin of Missionary Research 1981-1990 PAOInternational Journal of Ethics 1890-1938 JSTORInternational Journal of Systematic Theology 2004-2008 EBSCOInternational Journal of Systematic Theology 2004-2008 Blackwell SynergyJewish Studies, an Internet Journal 2001-2008 FreeJournal for the Study of Judaism in the Persian, Hellenistic, and Roman Period 1970-1995 PAOJournal for Christian Theological Research 1996-2008 FreeJournal for Cultural and Religious Theory 1999-2008 FreeJournal for the Study of Religions & Ideologies 2002-2008 FreeJournal for the Study of the New Testament 2001-2008 INGENTAJournal for the Study of the Old Testament 2001-2008 INGENTAJournal of Arabic and Islamic Studies 1996-2003 FreeJournal of Biblical Studies 2001-2008 FreeJournal of Buddhist Ethics 1996-2008 FreeJournal of Early Christian Studies 1993-1995 PAOJournal of Ecclesiastical History 1998-2008 EBSCOJournal of Global Buddhism 2000-2008 FreeJournal of Hebrew Scriptures 1996-2008 FreeJournal of Philosophy 1921-1998 JSTORJournal of Religion and Film 1997-2008 FreeJournal of Religion and Popular Culture 2002-2008 FreeJournal of Religion & Society 1999-2008 Free

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Journal of Religion in Africa 1967-81, 1985-90 PAOJournal of Religious Ethics 2004-2008 EBSCOJournal of Semitic Studies 1956-1995 PAOJournal of the American Academy of Religion 2003-2008 INGENTAJournal of Theological Studies 1899-1995 PAOJournal of Theological Studies 2002-2003 EBSCOJournal of Theological Studies 2002-2008 INGENTAJudaism 1993-2008 FindArticlesLiterature and Theology 2002-2008 INGENTAMarburg Journal of Religion 1996-2008 FreeMethod and Theory in the Study of Religion 1989-1990 PAOMind 1876-1996 JSTORMinerva, an Internet Journal of Philosophy 1997-2008 FreeMuslim World 2004-2008 Blackwell SynergyMuslim World 2005-2008 EBSCONeue Zeitschrift für systematische Theologie und Religionsphilosophie 1923-55,1959-95 PAONoûs 1967-1998 JSTORNovum Testamentum 1956-1995 PAONumen 1954-1995 PAOOxford JournalsPastoral Care in Education 2004-2008 Blackwell SynergyPhilosophical Perspectives 1987-1995 JSTORPhilosophical Quarterly 1950-1998 JSTORPhilosophical Review 1892-2000 JSTORQuodlibet 1999-2008 FreeReligion 1995-2002 INGENTAReligion 2000-2008 ScienceDirectReligious Education 1906-1995 PAOReligious Education 2001-2008 EBSCOReligious Education (selected articles) 1997-2008 FindArticlesReligious Studies 2000-2003 EBSCOREVER (Revista de Estudos da Religião) 2001-2008 FreeSecond Century : a Journal of Early Christian Studies 1981-1992 PAOSociology of Religion 1993-2008 FindArticlesTC: A Journal of Biblical Textual Criticism 1996-2003 FreeTheological Studies 1940-1995 PAOTheology Today 1958-1997 FreeTheology Today 1995-2008 FindArticlesTransactions of the Unitarian Historical Society 1916-1995 PAOVigiliae Christianae 1947-1995 PAOWomen in Judaism 1997-2003 FreeZeitschrift für Religions- und Geistesgeschichte 1948-1995 PAOZeitschrift für wissenschaftliche Theologie 1858-1914 PAO

The Department of Theology and Religious Studies is presently reviewing this list, with the goal of enhancing the holdings that specifically resource the ministry programmes provided in collaboration with the Church of England. In particular, on-line access to leadership journals such as Harvard Business Review and The Leadership Quarterly, and ministry-specific publications such as Ministry Today, is being considered.

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6. GUIDELINES FOR BIBLIOGRAPHY AND REFERENCING

The University prescribes a well tried system which programme members are asked to adhere to. The system is known as the Harvard system and is set out below.

6.1 Referencing

It is important to acknowledge the source of any theoretical perspective or information used in your assignment whether you are quoting or simply describing in your own words.

a) Referencing Books

When citing any book in a bibliography at the end of an assignment, the layout should be as follows:

Author surname, initials. (date) Title. Edition Statement. Place of Publication: Name of Publisher

e.g. Smith, J. (1979) Traditional Hungarian Cookery. 3rd ed. London: Edward Arnold.

When cited within the body of the essay, if the author's name occurs naturally in the sentence, just put the year in brackets e.g. "Smith (1979) describes the meaning of life", otherwise put both the name and year in brackets at the end of the sentence, e.g. "a recent study describes the meaning of life."(Smith, 1979).

If the author has published more than one document in the same year, distinguish between them by adding a, b, c etc after the date and ensure that they are all listed in the bibliography e.g. (Smith,1979a).

b) Referencing Individual Articles/Contributions in a Book

When a book is a compilation of individual papers by different authors, or a collection of conference papers, an individual paper is cited in the bibliography as follows:

Author surname, initials. (date). "Title of article". In: Editor (ed.) Title of book. Edition statement. Place of publication: Publisher. Page number of article.

e.g. Smith, J. (1980) "The instruments of Hungarian folk dance music", In: Jones, R. and Green, D.(eds)., Folk music of Eastern Europe. London: Edward Arnold. 46 - 59.

When citing the individual article within the body of the essay, refer to it as (Smith, 1980).

c) Referencing Articles in Periodicals

These are cited in the bibliography as follows: Author surname, initials. (date) "Title of Article". Title of Periodical/Magazine . Volume number (part number), page numbers.

e.g. Smith, J. (1981) "Antique woodcarving styles from the villages of South Western Hungary", British Journal of Advanced Carpentry, 17 (3), 271 - 303.

When citing the article in the body of the essay, refer to (Smith, 1981).

d) Referencing Newspaper Articles

In the bibliography at the end, give: 16

Author surname, initials. or newspaper title (date) "Title of article". Name of newspaper, issue date, page numbers.

e.g. Soap, J. (1992) "The trends in bubble bath production", Financial Markets, 6 March, 18 -19.

In the body of the essay refer to it as (Soap, 1992)

e.g. Sunday Times (1993) "Students improve quality of written work", Sunday Times, 5 May, 17.

In the body of the essay refer to it as (Sunday Times, 1993).

e) Referencing On-line and Electronic Sources

Standards are emerging on how to cite information from, and references to, CD-ROMs, e-mail, discussion list messages, newsgroups and web pages. The following guidelines apply for web pages (at the moment):

Indicate the exact URL of the web page and the date you visited it. Do not split the URL over a line. If this is not possible, do so after a forward slash "/"

NOTE: On-line resources should be suitable to your level of study. Wikipedia is not suitable for citation on this programme.

For material downloaded and accessed from e-readers, use this format:

Citation order:

Author/editorYear of publication (in round brackets)Title (in italics)Title of download website (in italics)[e-book reader]Available at: URL(Accessed: date)

f) Citation Order: citing individual works / pages found on the Web

Author/Editor surname, initials. (date). Title. [online]. Place of publication: Name of Publisher. Available from: URL [Accessed date]

e.g. Holland, M. (1996). Harvard System. [online]. Poole: Bournemouth University. Available from: http://www.bournemouth.ac.uk/services depts/lis/LIS_Pub/harvardsyst.html [Accessed 6 December 2007].

6.2 Plagiarism

Essentially, plagiarism is unacknowledged use of other peoples’ work which is presented as the original work of the candidate. This will be regarded as a serious offence. Should evidence of plagiarism be found, the standard university procedures will apply.

NOTE: It is essential that the works referenced are sufficiently “weighty” for the level of your study. For example, Grove Books can be a useful starter to help you at the beginning of a project, but they are not normally suitable as reference works for graduate and postgraduate level studies.

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Sometimes popular level works will be relevant. When referencing such works you should indicate your awareness of their level.

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7. WORK-BASED LEARNING/DISTANCE LEARNING/ PLACEMENT ARRANGEMENTS

The primary reflective material for the programme is the course members’ own experience of ministry in the parishes where they serve as curates. One module has a placement component (Vocation in Ministry in South East England). These placements will be selected in consultation with a view to providing an opportunity to experience ministry in a setting ordinarily not available to the course member. These might include for example, chaplaincies in hospitals, schools, prisons, retail/industry, rural or urban non-parochial work (e.g. street pastors or working with a rural affairs advisor), or specialist projects. Placements are designed to both expand and deepen course members’ vision of ‘ministry’. Course members will be supported through the placement period by contact with the module tutor and through consultation with the placement ‘host’.

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8. COURSE OUTLINE

Module Title: Theological Reflection as Resources for Effective Ministry

Credit Rating: 20 credits at Level 6

ECTS: 10 credits

Duration: 30 hours taught170 facilitated and work based hours

Academic Responsibility: Trevor Gerhardt/Nicholas Papadopulos

Module AimThe aim of this module is to foster development of critical-evaluative skills and perspectives in theological reflection on the encounters, values and practices of Christian ministry as engagement in practical hermeneutics by building on theoretical and practical foundations for theological reflection already established during Initial Ministerial Education (IME) 1–3.

The narrative material for this module will be drawn from students’ experiences of worship, pastoral and mission encounters as they live through the key transitions of the first months in ordained ministry. In addition to the Bible, core study ‘texts’ used will include narratives from the students’ ministry journal; theoretical studies in models of theological reflection; hymnody and worship materials; traditional and contemporary art work and popular Christian and ‘secular’ literature.

Learning OutcomesBy the end of this module students will be able to:

1. Demonstrate understanding of a range of theological reflection methodologies and their uses in relation to different encounters and contexts of ministry practice.

2. Recognise and evaluate key texts from different genres of literature in the Hebrew and New Testament Scriptures as examples of theological reflection on human experience in encounter with the Divine and implications of this for understanding Scripture as ‘revealed’ Word.

3. Offer a critical account of the values and methods inherent in particular examples of popular level contemporary Christian worship and spirituality materials.

4. Show understanding of interpretive criteria in play in evaluating the usefulness of particular examples of music, art, sculpture or literature for encouraging development of ‘true understandings’ of the Christian faith in adults.

Indicative Module ContentBefore the module begins students will be asked to complete a short questionnaire designed to identify their existing experience and understanding of theological reflection on experience, and up to three key questions this experience has raised for them. Analysis of this questionnaire will be used to set the background students bring to the first teaching and learning session.

A core text will be used as a basis for identifying and critically evaluating a range of contemporary methodologies of theological reflection in relation to encounters and contexts of ministry. This will be, Theological Reflection: Methods, Elaine Graham, Heather Walton & Frances Ward (eds) (2005) London: SCM.Understandings of different genres of biblical text as particular engagements in the practice of theological experience of human encounter with the Divine will be offered to

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stimulate critical discussion of the implications of this notion for understanding and interpretation of Scripture as ‘revealed’ Word in relation to present day.

Students will identify the ‘canon in use’ of hymnody, formal or informal liturgical materials and other media used in the worshipping life of the contemporary church and engage in critical exploration of these as examples of theological reflection that embody aspirational and actual values of cross-grained Christian discipleship. A particular focus will be provided by the question, ‘What did people do for theological reflection before theological reflection was invented?’

The hermeneutical issue of the creative tensions inherent in the relationship between experience and Christian understandings of ‘truth’ and the questions this phraseology begs will be explored with reference to particular examples of art, sculpture or literature.

Learning and Teaching StrategiesThe module aims to build on experiences of learning in theological reflection through theoretical and contextual studies during the IME 1-3 period and the pre-course questionnaire will be designed to identify the main outlines of this in a group of students from a variety of IME 1-3 institutions. The course methodology will then combine engagement through lectures, seminars and case studies with theoretical studies of set texts in theological reflection and biblical literature; narrative materials from the students’ ministry contexts; contemporary resources for worship and spirituality actually in use; and examples of art and literature. Throughout the course the student’s own experience and critical perspectives on theories and practices of theological reflection will be at a premium.

Assessment

1.  Presentation of an assignment project to peers in a local seminar group. The seminar presentation has a word equivalence of 1250 words and is worth 25% of the total mark for the module (LO1)

 2.  Submission of a Learning Journal précis for the module cycle. The Learning Journal

assessment has a word equivalence of 750 words and is worth 15% of the total mark for the module (LO2 & 3)

 3.  Written submission of an Assignment Project of 3000 words. The Assignment

Project is worth 60% of the total mark for the module (LO4)

ASSESSMENT DEADLINE - FRIDAY, 7 FEBRUARY 2014

Illustrative Bibliography (key books in bold)

Ballard, Paul &Holmes, Steven (eds) (2005) The Bible and Pastoral Practice: Readings in the Place of Scripture in the Church London: DLT.Ballard, Paul & Pritchard, John (1996) Practical Theology in Action: Christian Thinking in the Service of Church and Society London: SPCK.Begbie, Jeremy S. (2008) Resounding Truth: Christian Wisdom in the World of Music London: SPCK.Begbie, Jeremy (ed) (2002) Sounding the Depths: Theology through the arts London: SCM. Brown, David (1999) Tradition and Imagination: Revelation and Change Oxford: Oxford University Press.Brown, David (2000) Discipleship and Imagination: Christian Tradition and Truth Oxford: Oxford University Press. Brown, Frank Burch (2009) Inclusive Yet Discerning: Navigating Worship Artfully Eerdmans: Cambridge.

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Burridge, Richard A. (2007) Imitating Jesus: An Inclusive Approach to New Testament Ethics Grand Rapids: Eerdmans. Cray, Graham (2007) Disciples & Citizens: A Vision for Distinctive Living Nottingham: IVP. Croft, Stephen (2008) Mission-shaped Questions: Defining issues for today’s Church London: Church House Publishing.De La Torre, Miquel A. (2002) Reading the Bible from the Margins Maryknoll, New York: Orbis.Elford, John R. (1999) The Pastoral Nature of Theology: An Upholding Presence London: Cassell.Fowl, Stephen E. (1998) Engaing Scripture Oxford: Blackwell.Graham, Elaine; Walton, Heather; Ward Frances (eds) (2005) Theological Reflection: Methods London: SCM.Green, Laurie (1990) Let’s do Theology London: Mowbray.Gunton, Colin E. (2007) The Theologian as Preacher London: T&T Clark.Harries, Richard (2004) The Passion in Art Aldershot: Ashgate.Moon, Jennifer A. (1999) Reflection in Learning and Professional Development New York: RouetledgeFalmer.Morisy, Ann (2004) Journeying Out: A New Approach to Christian Mission London: Continuum.Oliver, Gordon (2006) Holy Bible, Human Bible: Questions Pastoral Practice Must Ask London: DLT.Pattison, Stephen; Cooling, Margaret & Cooling, Trevor (eds) (2007) Using the Bible in Christian Ministry: A Workbook London: DLT.Storr, Anthony (1992) Music and the Mind London: HarperCollins.Volf, Miroslav & Dorothy C. Bass (eds) (2002) Practicing Theology: Beliefs and Practices in Christian Life Grand Rapids: Eerdmans.Ward, Frances (2005) Lifelong Learning: Theological Education and Supervision London: SCM.Ward, Keith (2006) Is Religion Dangerous? Oxford: Lion.

JournalPractical Theology Vol. 1.2, 2008

Web Sites www.textweek.com - combines RCL Lectionary Readings, Commentaries, Art and Media Indices.www.wgo.hu/ - Web Gallery of Art: Searchable index of European Art from the Baroque to the 18th century

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Course Title: Christian Tradition and Practice

Credit Rating: 20 credits at Level 6

ECTS: 10 credits

Duration 30 hours taught170 facilitated and work based hours

Academic Responsibility: Nicholas Papadopulos

Module AimThe aim of this module is to build on students’ prior learning by deepening understanding of traditions of liturgy and spirituality in relation to issues generated by the student’s current context around ministerial identity, role and ministerial practice.

Learning OutcomesBy the end of this module students will be able to:1. Demonstrate knowledge of the relevant liturgical resources for ministry within their

denomination and of the variety of ways in which these can be used in liturgical practice;

2. Assess recommendations about worship practice from current resources designed for use by clergy and other leaders of worship;

3. Show comprehensive knowledge of one tradition in Christian spirituality and compare it with another, drawing on current scholarship in the study of Christian spirituality;

4. Identify key issues for ministerial spirituality, e.g. identity/activity, person/role, resourcing the self/self-giving;

5. Enhance their skills of reflective practice in relation to the core ministerial area of leading worship.

Indicative Module ContentThis module will explore and critically engage traditions and resources in the following areas:1. Principles and practice of leading worship;2. Design and use of liturgical space;3. Worship and mission;4. Worship in schools;5. Worship and Christian formation;6. Traditions in Christian spirituality;7. The place of the imagination and the arts in prayer and worship;8. Resources for the study of Christian spirituality;9. Spirituality and ministerial formation;10. Care/cure of souls.

Learning and Teaching StrategiesAs set out in the Programme Teaching, Learning and Assessment Strategy, the programme seeks to enable a constructive learning cycle that continually moves between prior and new disciplinary learning, the new experiences of ministry generated by the contexts of students’ appointments, the development of good ministerial practice and the growth of the person in the role.

It will follow the basic pattern set out there by including centrally taught sessions, local seminar groups, regular supervision sessions with the senior minister with responsibility for the student within the local church context, keeping an individual Learning Journal, independent study on an extended assignment project shaped by the student in consultation with the module tutor, access to tutorial support.

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Assessment1. Presentation of an assignment project to peers in a local seminar group. The seminar

presentation has a word equivalence of 1250 words and is worth 25% of the total mark for the module (LO 1, 4, 5).

2. Submission of a Learning Journal précis for the module cycle. The Learning Journal assessment has a word equivalence of 750 words and is worth 15% of the total mark for the module (LO 1, 2, 4, 5).

3. Written submission of an Assignment Project of 3000 words or equivalent if sub-divided. The Assignment Project is worth 60% of the total mark of the module (LO 3, 4, 5).

ASSESSMENT DEADLINE - FRIDAY, 4 JULY 2014

Illustrative Bibliography

Traditions of Christian Prayer and Resources for Nurturing the Spirit: Barton, Stephen, C. (1992) The Spirituality of the Gospels London: SPCK.Belting, Hans (1994) Likeness and Presence: A History of the Image before the Era of Art Chicago: University of Chicago Press.Brown, David (1999) Tradition and Imagination Oxford: OUP.Clement, Olivier (1993) The Roots of Christian Mysticism London: New City.Drury, John (1999) Picturing the Word: Christian Pictures and their Meanings New Haven: Yale University Press.Evdokimov, Paul (1998) Ages of the Spiritual Life New York: St. Vladimir’s Seminary Press.Howes, Graham (2007) The Art of the Sacred London: I.B. Taurus & Co. Ltd.Jungmann, Joseph A. (2007) Christian Prayer through the Centuries (rev ed) London: SPCK.Leclercq, J. (1983) The Love of Learning and the Desire for God: Study of Monastic Culture (3rd rev ed) Fordham University Press.Lossky, Vladimir (1957) The Mystical Theology of the Eastern Church London: James Clarke and Co. Ltd.Louth, Andrew (1981) The Origins of the Christian Mystical Tradition Oxford: OUP.Louth, Andrew (1991) The Wilderness of God London: DLT.Lubbock, Jules (2006) Storytelling in Christian Art from Giotto to Donatello New Haven: Yale University Press.McIntosh, Mark A. (1998) Mystical Theology Oxford: Blackwell.Ouspensky, Leonid (1992) Theology of the Icon (vols 1 & 2) New York: St. Vladimir’s Seminary Press.Sheldrake, Philip (1991) Spirituality and History London: SPCK.Sheldrake, Philip (1998) Spirituality and Theology London: DLT.Squires, Aelred (1980) Summer in the Seed London: SPCK.Slee, Nicola (2010) Presiding Like a Woman: Feminist Gesture for Christian Assembly London: SPCKTugwell, Simon (1984) Ways of lmperfection London: DLT.Turner, Denys (1998) The Darkness of God: Negativity in Christian Mysticism Cambridge: CUP.Viladesau Theology and the Arts (2000) New York: Paulist Press.Von Balthasar, Hans Urs (1957) On Prayer London: SPCK.Williams, Rowan (2005) Grace and Necessity: Reflections on Art and Love London: Continuum.Williams, Rowan (1990) The Wound of Knowledge (2nd rev ed) London: DLT.

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Basic Reference and source books:Bradshaw, Paul (ed) (2002) The New SCM Dictionary of Liturgy and Worship London: SCM Press.Jones, Wainwright & Yarnold (eds) (1986) The Study of Spirituality London: SPCK.McGuinn, Meyendorff & Leclerc (1989) Christian Spirituality (3 vols) London: SCM.Murray, Peter & Linda (eds) (1996) The Oxford Companion to Christian Art and Architecture Oxford: OUP.Mursell, G. English Spirituality (2001) (2 vols) Louisville: Westminster John Knox Press.Sheldrake, Philip (ed) (2005) The New SCM Dictionary of Christian Spirituality London: SCM. Wainwright, Geoffrey & Westefield Tucker, Karen B. (2006) The Oxford History of Christian Worship New York: OUP.

Texts of Christian Spirituality and Commentaries: ‘The Classics of Western Spirituality’ series, published by SPCK.

Liturgical Leadership, the art of worship and its environment:Dawtry, Anne & Irvine, Christopher (2003) Art and Worship Collegeville: The Liturgical Press.Eucharistic Presidency: A Theological Statement by the House of Bishops (1997) London: Church House Publishing.Gibbons, Robin (2006) House of God: House of the People of God London: SPCK.Gordon-Taylor, Benjamin & Jones, Simon (2005) Celebrating the Eucharist London: SPCK.Green, H. Benedict (1994) Lay Presidency at the Eucharist? London: DLT.Hovda, Robert (1976) Strong, Loving and Wise: Presiding in the Liturgy Collegeville, MN: Liturgical Press.Hughes, Graham (2003) Worship as Meaning: A Liturgical Theology for Late Modernity Cambridge: CUP.Irvine, Christopher (ed) (2008) Anglican Liturgical Identity Joint Liturgical Study 65, Norwich: The Canterbury Press.Irvine, Christopher (2005) The Art of God: The Making of Christians and the Meaning of Worship London: SPCK.Irvine, Christopher (ed) (2007) The Use of Symbols in Worship London: SPCK.Kavanagh, Aidan (1982) Elements of Rite: A Handbook of Liturgical Style New York: Pueblo.Lathrop, Gordon (1993) Holy Things: A Liturgical Theology Minneapolis: Fortress Press.Perham, Michael (1992) Lively Sacrifice: The Eucharist in the Church of England Today London: SPCK.Perham, Michael (2000) New Handbook of Pastoral Liturgy London: SPCK.Roles in the Liturgical Assembly (1981) New York: Pueblo.Seasoltz, R. Kevin (2005) A Sense of the Sacred: Theological Foundations of Christian Architecture and Art London: Continuum.Transforming Worship: Living the New Creation (2007), a report by the Liturgical Commission, General Synod of the Church of England, GS1651.Yates, Nigel (2008) Liturgical Space: Christian Worship and Church Buildings in Western Europe 1500-2000 Aldershot: Ashgate.

Ordination, leadership, and the care of souls The Anglican Theological Review Winter 2009, vol 91, No.1.Common Worship: Ordination Services, study edition (2007) London: Church House Publishing.Congar, Yves (1985) Lay People in the Church London: Geoffrey Chapman.Countryman, William (1999) Living on the Border of the Holy: Renewing the Priesthood of All New York: Morehouse Publishing.

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Dowling, Ronald D. & Holeton, David R. (2006) Equipping the Saints: Ordination in Anglicanism Today Dublin: The Columba Press.Ford, David F. (2007) Christian Wisdom: Desiring God and Learning in Love Cambridge: CUP.For such a time as this: A renewed diaconate in the Church of England (2001) A House of Bishops Working Party Paper, London: Church House Publishing, 2001.Fowler, J. W. (1999) Becoming Adult: Becoming Christian NY: Jossey-Bass.Guidelines for the Professional Conduct of the Clergy (2003) London: Church House Publishing.Jones, Alan (1982) Exploring Spiritual Direction: An Essay on Christian Friendship San Francisco: Harper and Row Publishers.Lash, Nicholas (2004) Holiness, Speech and Silence Aldershot: Ashgate.Lathrop, Gordon W. (1999) Holy People: A Liturgical Ecclesiology Minneapolis: Fortress.Leech, Kenneth (1986) Spirituality and Pastoral Care London: SPCK.The Mission and Ministry of the Whole Church: Biblical, theological, and contemporary perspectives (2007) GS Misc 854, London: Church House Publishing.Roberts, Richard Religion, Theology and the Human Sciences (ch.6) (2002) Cambridge: CUP.Ulanov, A.B. (1982) Primary Speech: A Psychology of Prayer Atlanta: John Knox Press.

JournalsAnaphora – the journal of the Society for Liturgical StudyArt and Christianity: the quarterly journal of Art & Christian Enquiry (ACE)PRAXIS: News of WorshipStudia Liturgica

Websiteswww.Oremus.orgwww.transformingworship.org.uk

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Module Title: Vocation in Mission in South East England

Credit Rating: 20 credits at Level 6

ECTS: 10 credits

Duration: 30 hours taught170 facilitated and work based hours

Academic Responsibility: Neville Emslie

Module AimThe Christian Church in the United Kingdom is slowly making the transition to being intentionally a Church in mission. As part of this process, ministers and churches need to be equipped to explore and reflect in depth on: a variety of models and theologies of mission vocational paths which are not available to the student within a parish setting, or which

might become part of a minister’s ‘portfolio’ of responsibilities as his/her work in the Church progresses beyond IME 4-7.

The South East of England offers rich material for missiological and vocational reflection because of its historical, social and environmental context.

The aim of the module is to provide students with a deeper theological understanding of mission in the context in which the students minister. Fundamental to the module is a deep appreciation of the region’s history and development. Further, students will reflect on the contribution key people and movements have made to present ecclesiological structures and understandings of mission and how these may inform present practice of mission. Candidates in full-time employment unable to undertake a placement are required to submit a reflective study of the missional aspects of their ministry within the context of their secular employment. 

The context of the module in the South East of England, may include: chaplaincies (hospital, hospice, military, prison, retail, industrial) work as theological educators Church in Society issues (e.g. environmental issues, interfaith relations, diocesan

science advisers) other non-parochial mission settings (e.g. school, psychiatric unit, inner-city area, farm,

youth club, etc) Fresh Expressions of Church (Ordained Pioneer Ministry)

Intended Learning OutcomesBy the end of this module students will be able to:1. Describe the historical expressions of Christian mission within the South East of

England.2. Determine and critically assess the dominant theologies of their non-parochial

placement setting.3. Describe key theological and ministry formation reflections that have arisen from the

vocational placement.4. Propose how their academic study and placement experience can integrate

missiologically by developing a coherent theology of mission that is appropriate in that place utilising insights drawn from contemporary mission studies and the human sciences.

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Indicative Module ContentThis module will survey significant periods in the life and history of the church in the South East of England, with a particular emphasis on the outworking of patterns of Christian mission.

Students will be introduced to contemporary issues in mission.

A vocational placement appropriate to the student’s learning needs. The student will be supervised by someone who works in the placement context and who is responsible for regular supervision sessions. Subjects for the seminars will be agreed by the Programme Directors using as a guide an indicative list of issues relating to ministry and mission. An initial bibliography and seminar outline will be supplied by the student and commented on by the Programme Directors. Preparatory reading and reflection upon their own experience is expected from each student.

All subjects selected must be within the following parameters: Clarity concerning how the placement chosen will help develop the student’s

vocation Reasonable goal setting with appropriate measurements and timelines A focus of exploration which is appropriate for the level and number of credits of the

module An appropriate guiding question to explore for the duration of the placement (e.g.,

for a hospital chaplaincy, shopping-mall chaplaincy, etc, someone might wish to explore the question of whether a chaplain can have a role as a patient or consumer advocate).

Missiological reflections on the contribution of historical and social contexts to the placement and strategies for ongoing mission; these will be further developed in the Assignment Project

Learning and Teaching StrategiesAs set out in the Programme Teaching, Learning and Assessment Strategy, the programme seeks to enable a constructive learning cycle that continually moves between prior and new disciplinary learning, the new experiences of ministry generated by the contexts of students’ appointments, the development of good ministerial practice and the growth of the person in the role.

It will follow the basic pattern set out there by including centrally taught sessions, followed by local seminar groups designed to integrate learning. Regular supervision sessions with the Supervisor with responsibility for the student within the vocational placement will be supplemented by the keeping of an individual Learning Journal. Independent study will proceed throughout on an extended assignment project shaped by the student in consultation with the module tutor. Meetings with ‘non-ministerial experts’ in the setting, if appropriate, shall take place (e.g., a senior healthcare manager in a hospital chaplaincy, consumer advocate in a retail setting, school’s head teacher) and access to tutorial support.

Assessment1. Presentation of an assignment project to peers in a local seminar group. The seminar

presentation has a word equivalence of 1250 words and is worth 25% of the total mark for the module (LO 1, 2).

2. Submission of a Learning Journal précis for the module cycle. The Learning Journal assessment has a word equivalence of 750 words and is worth 15% of the total mark for the module (LO 1-4).

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3. Written submission of an Assignment Project of 3000 words or equivalent if sub-divided. The Assignment Project is worth 60% of the total mark of the module (LO 3, 4).

ASSESSMENT DEADLINE - FRIDAY, 7 FEBRUARY 2014

Vocational Placement (for student information)

Thank you for agreeing to offer a placement experience to one of our ministerial students – we are most grateful. This brief document is intended to give some basic background and practical information which hopefully will make clear the purpose and nature of the placement and answer some questions that you might have. Please feel free to contact us via the email addresses or phone numbers at the end, should you have any questions or concerns that are not dealt with here.

Aims and Learning Outcomes

This placement is part of a module the students are undertaking in the second year of ordained ministry, entitled Vocation in Mission in South East England. The module is designed to make the students think further about a variety of models and theologies of Christian mission and engagement with the world (especially in the local South East of England region) beyond those they are encountering in the present parish-based role. Its aim is therefore to broaden their experience of Christian activity and mission in the world, and to provide fresh areas of stimulation and theological experience, beyond the parochial, for them to reflect upon. The module’s purpose is also to deepen the student’s awareness of other, non-parochial, vocational roles or paths – partly in the expectation that their own future ministries might include elements of these roles.

Examples of contexts in which the students might conduct this exploration include: chaplaincies (hospital, hospice, military, prison, retail and industrial); those working in relation to particular contemporary issues (environmental issues, interfaith relations); other non-parochial mission settings (e.g. schools, farms, youth clubs, community centres etc).

Within these overall aims it is hoped that the placement will give the students experiences and insights to inform a seminar presentation to fellow students, a longer written assignment project, and a learning journal that they will maintain throughout the module. Key areas that we expect the students to grapple with in relation to the placement, and their subsequent written exploration of it, include: the historical development of the activity and the context in which it has evolved and within which it presently operates; how contemporary mission-studies might be relevant to the activity, or challenged by it; and how their experiences whilst engaged with this activity might influence, or make them re-assess, the understanding they have of their own ministries and their general theological outlook.

It is hoped that the placement will be genuinely challenging for the students, so that they not only deepen their understanding about the issues at stake, but are also stretched personally and professionally. This is why they have not been allowed to choose a placement in an area where they have some previous experience. A significant purpose of the module is to enable them to understand more deeply their personal qualities and resources (and even areas of weakness) as a Christian minister and as someone actively engaged in Christian mission.

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The Placement

Each placement will naturally take its own shape and will need to be treated flexibly. But there are a few basic parameters that it should to adhere to.

Length: The placement needs to be of at least 30 hours duration. Ideally this would be done on separate occasions over a number of weeks rather than in one continuous period, although it is recognised that this might not be possible for every placement.

Start and finish dates: The module begins in September 2014 and ends in January 2015. The placements can start as soon as is convenient to both parties. Ideally most of the 30 hours will have been completed by mid-December 2014, to allow time for the longer piece of written work that will be submitted at the end of the module.

Supervision: The student will need to have a designated superviser, available to them throughout the placement. This may be you, as the person who has been involved with us in arranging the placement, or it may be someone to whom you have designated this task. The superviser’s role is to oversee the student’s involvement and activity whilst with you, to suggest and enable areas of participation and engagement in your work, and to be someone with whom the student can discuss their experiences and ideas as the placement takes place. They will be a support to the student, but hopefully will also feel able to challenge them, when helpful, to enable the student to gain as much from their time with you as possible. The nature and frequency of meetings between the student and supervisor will be for them to determine as they feel most useful, but we would expect at least three dedicated meetings of a significant length to be arranged during the placement.

CRB: All the students are ordained ministers within the Church of England and have recently undergone an Enhanced CRB procedure. If you need to see their certificate, please ask them.

Report: In order to complete our annual assessment of the student’s progress we need a brief written report by yourself on the placement after the student has completed it. Ideally this would include information relevant to the following areas:• activities the student has been involved with• how the student has integrated personally and professionally into your context• strengths that the student has and areas where they were challenged• a summary of how the supervision process has been carried out• any other information that you believe would be helpful to the student or those

involved in their ongoing professional training

A blank pro-forma with these headings is included with this document, that you might like to use and return to us. We would encourage you to share your comments with the student, and perhaps to draft the report with them in a supervision session. Please return the report within 14 days of the end of the placement, to the address indicated at the end of the form.

Thank you again for offering this service, and your time, to the students – we much appreciate it. We foresee their placement being a very significant part of their initial training as new ministers.

Please feel free to contact us at any time before the placement starts or when it is underway.

For Canterbury Diocese: The Rev Canon Nicholas Papadopulos - ? - Nick.Papadopulos@canterbury-cathedral.org

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For Rochester Diocese: The Rev Trevor Gerhardt - 01634 560000 trevor.gerhardt@rochester.anglican.org

Module Leader: Mr Neville Emslie - 01227 459401 - NEmslie@diocant.org

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Dioceses of Canterbury and RochesterKent Initial Ministerial Education

Year 2, Module: Vocation in Mission inSouth East England

Vocational Placement

Student Name:

Superviser Name and contact details:

Activities undertaken by the student:

How the student has approached the placement personally and professionally:

Strengths the student has shown:

Ways in which they have been challenged:

How they have been supervised:

Any other comments:

For Diocese of Canterbury students please return the form to:?

For Diocese of Rochester students please return the form to:

The Rev Trevor Gerhardt, Diocesan Office, St Nicholas’ Church, Boley Hill, Rochester, ME1 1SL (trevor.gerhardt@rochester.anglican.org)

Please check with the student if you are unsure as to which Diocese they belong.

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Illustrative Bibliography

Recommended reading (key books in bold)Bevans, Stephen B. & Schroeder, Roger P. (2004) Constants in Context: A Theology of Mission for Today Maryknoll, NY: Orbis Books.Bosch, David (1991) Transforming Mission Maryknoll, N.Y.: Orbis.Brandon, Peter & Short, Brian (1990) The South East From AD1000 (Regional History of England) London: Longman.Cray, Graham, et al (2003) Mission-Shaped Church: Church Planting And Fresh Expressions Of Church In A Changing Context House of Bishops Report HB(03)46.Davison, Andrew and Milbank, Alison (2010) For the Parish: A Critique of Fresh Expressions, SCM Press, NorwichGameson, Richard (ed) (1999) St Augustine and the Conversion of England Sutton Publishing Ltd.Higham, N.J. (1997) The Convert Kings: Power and religious affiliation in early Anglo-Saxon England Manchester and New York: Manchester University Press.Webb, J. F. & Farmer, D. H. (transl) (1983) The Age of Bede Harmondsworth: Penguin.

Background readingAllison, B., et al (1996) Research Skills for Students London: Kogan Page.Bede Ecclesiastical History of the English People (1969; rev ed 1990) B. Colgrave & Mynors R.A.B. (eds and transl) Oxford: OUP. Boud, D. (ed) (1985) Reflection: Turning experience into learning London: Kogan Page. Brown, Peter (1989) The World of Late Antiquity: A.D. 150-750 London: Thames and Hudson.Cameron, Helen (ed) (2005) Studying Local Churches: A Handbook London, SCM.Cocksworth, Christopher (2006) Being a Priest Today: Exploring Priestly Identity Norwich: Canterbury.Croft, Steven, et al (2005) Evangelism in a Spiritual Age London: Church House.Dewar, Francis (2000) Called or Collared? An Alternative Approach to Vocation (2nd ed) London: SPCK.Dunn, James D.G. ‘What Meaning has ‘the Kingdom of God’ for Today?’ in Dunn, James D.G. et al (eds) The Kingdom of God and North-East England (1986) London: SCM, 3-18.Graham, Elaine; Walton, Heather & Ward, Frances (eds) (2005) Theological Reflections: Methods London: SCM. Graham, E. (2002) Transforming Practice (2nd ed) Eugene OR: Wipf and Stock. Heitink, G. (1999) Practical Theology: history, theory, action domains: manual for practical theology Grand Rapids: Eerdmans.Hillman, George M. Jr. (2008) Ministry Greenhouse: Cultivating Environments forPractical Learning Alban Institute.Jenkins, Robert C. (1880) Diocesan Histories; Canterbury London: SPCK.Jolly, Karen L. (1996) Popular Religion in Late Saxon England: Elf Charms in Context Chapel Hill and London: University of North Carolina Press.Kirk, J. Andrew (1999) What is Mission? Theological Explorations London: DLT.Knox, I. (2002) Older People and the Church Edinburgh: T&T Clark.Markus, R. A. (1999) Augustine and Gregory the Great from Richard Gameson (ed) St Augustine and the Conversion of England.Markus, R.A. (1997) Gregory the Great and his World Cambridge: CUP.Scherer, James A. & Bevans, Stephen B. (eds) (1994) New Directions in Mission and Evangelism 2: Theological Foundations Maryknoll, N.Y.: Orbis.van der Ven, J.A. (1993) Practical Theology: an Empirical Approach Kampen: Kok Pharo.Williams, Rowan (2003) The Dwelling of Light, Canterbury Press.Williams, Rowan (2005) Why Study the Past? The Quest for the Historical Church London: DLT.Willows, D. & Swinton, J. (eds) (2000) Spiritual Dimensions of Pastoral Care: Practical Theology in a Multidisciplinary Context London: Jessica Kingsley.

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Woodward, James and Pattison, Stephen (ed) (2000) The Blackwell Reader in Pastoral and Practical Theology Oxford: Blackwell.

JournalsChurch TimesJournal of Anglican StudiesModern BelievingPractical Theology

Websiteshttp://www.alban.org http://www.anglicancommunion.org/http://www.archbishopofcanterbury.org/http://www.cofe.anglican.org/http://www.freshexpressions.org.uk/index.asp?id=1

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Module Title: The Law and the Church of England Priest

Credit Rating: 20 credits at Level 6

ECTS: 10 credits

Duration: 30 hours taught170 facilitated and work based hours

Academic Responsibility: Clive Mansell

Module AimTo consider how Church law and formal guidance, with their embedded understanding of Church order, together with relevant secular law and statutory frameworks inform the practice of ministry and the identity of ordained ministers.

Learning OutcomesBy the end of this module students will be able to:1. Demonstrate systematic knowledge of the formal frameworks for ordained ministry

within their denomination and the ability to apply such knowledge to specific situations in the light of interpretive issues

2. Analyse and critically evaluate the understanding of Church order embedded in such frameworks by drawing on different theological disciplines, including Biblical Studies and Missiology

3. Analyse and critically evaluate the understanding of ordained ministry embedded in such frameworks as part of the on-going process of reflection on their own identity and role

4. Reflect theologically on situations where secular law and statutory frameworks shape the life of congregations in the contemporary context

5. Enhance their skills of reflective practice in relation to guiding the decision-making processes of Christian congregations.

Indicative Module Content1. Law and order in Anglican tradition; history and theology 2. The Canons and ordained ministry3. Laws of the land: what do I need to know?4. Partnership with the secular and the mission of God5. Parish Governance6. Being a minister: conduct7. Being a minister: ecclesiastical office8. Being a minister, making decisions: weddings and other services9. Being a minister, making decisions: premises (church buildings, churchyards, halls,

other plant and property; grant applications, planning laws, Faculties)10. Being a minister, making decisions: money (understanding accounts, budgeting,

personal issues [expenses, gifts, giving], employing people, trusteeship).

Learning and Teaching StrategiesAs set out in the Programme Teaching, Learning and Assessment Strategy, the programme seeks to enable a constructive learning cycle that continually moves between prior and new disciplinary learning, the new experiences of ministry generated by the contexts of students’ appointments, the development of good ministerial practice and the growth of the person in the role.

The course methodology will then combine engagement through lectures, local seminar groups, regular supervision sessions with the senior minister with responsibility for the student within the local church context, the keeping of an individual Learning Journal;

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independent study on an extended assignment project shaped by the student in consultation with the module tutor, and access to tutorial support.

Assessment1. Presentation of an assignment project to peers in a local seminar group. The seminar

presentation has a word equivalence of 1250 words and is worth 25% of the total mark for the module (LO 1, 2)

2. Submission of a Learning Journal précis for the module cycle. The Learning Journal assessment has a word equivalence of 750 words and is worth 15% of the total mark for the module (LO 3, 4, 5)

3. Written submission of an Assignment Project of 3000 words or equivalent if sub-divided. The Assignment Project is worth 60% of the total mark of the module (LO 1, 2, 3, 4)

ASSESSMENT DEADLINE - FRIDAY, 4 JULY 2014

Illustrative Bibliography

Anglican Marriage in England and Wales: A Guide to the Law for Clergy (Faculty Office of the Archbishop of Canterbury).Behrens, James (2005) Practical Church Management (2nd ed) Leominster: Gracewing.Canons of the Church of England (Church House Publishing 2008; also available on-line at http://www.cofe.anglican.org/about/churchlawlegis/canons).Church of England Measures (ref. http://www.cofe.anglican.org/about/churchlawlegis/legislation/measures/).Church of England Rules, made pursuant to Measures.Cocke, Thomas (ed) (2001) The Churchyards Handbook (4th ed) London: Church House Publishing.Common Worship: Ordination Services, study edition (2007) London: Church House Publishing.Croft, C. (ed) (2006) The Future of the Parish System: Shaping the Church of England for the 21st Century London: Church House Publishing.Guidelines for the Professional Conduct of the Clergy (2003) London: Church House Publishing.Hill, Mark (2007) Ecclesiastical Law (3rd ed) Oxford: OUP. Hooker, R. (2008) Of the Laws of Ecclesiastical Polity Cambridge: CUP.Parrott, David (2008) Your Church & The Law. Norwich: Canterbury Press.

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Module Title: Hermeneutics, Ministry and Contemporary Culture

Credit Rating: 20 credits at Level 6

ECTS: 10 credits

Duration: 30 hours taught170 facilitated and work based hours

Academic Responsibility: Nicholas Papadopulos and Trevor Gerhardt

Module AimThe aim of this module is to facilitate the capabilities for sustained and critical theological reflection in the understanding of contemporary western culture and in appropriate hermeneutical reflection and creative readings of scripture in relation to it. Students will demonstrate the ability to apply this reflection to preaching and pastoral care.

Learning OutcomesBy the end of this module students will be able to:1. Demonstrate an understanding of key features of contemporary western culture, their

roots in earlier movements of thought and life, and their mutual interaction;2. Demonstrate an understanding of the significant, and often conflicting, voices in

contemporary hermeneutical debate;3. Utilise contemporary hermeneutical reflection to understand and reflect theologically

on the interaction between the Bible and contemporary western culture;4. Demonstrate what difference hermeneutics makes in interpreting the Bible to

contemporary culture by way of interpretation of key biblical passages (e.g. Genesis 1-3 and Matthew 5-7);

5. Demonstrate that the process of integrating these insights into a coherent approach to scripture and into their ministerial practice is well begun and is well grounded in ecclesial self-understanding and engagement with contemporary culture;

6. Demonstrate appropriate skills in a method of theological reflection which takes account of insights from the human sciences and impacts on mission and cultural engagement.

7. Demonstrate an understanding of the historical place of the Bible in the Church, particularly as shown in attempts to chart the Church of England’s self-understanding.

Indicative Module Content 1. Contemporary principles of hermeneutics and interpretation theory;2. Analysis of central texts in hermeneutics in the western tradition;3. Multiple readings of the bible in the early Church and in contemporary literary theory;4. Key concepts of culture and society; the ways they are often investigated by cultural

and social studies and theological interpretation of culture;5. The various ways in which Biblical themes and Christian doctrines (e.g., theology of

creation; reason and revelation; the kingdom of God) have influenced, and been influenced by cultural developments and looking ahead to ways in which fresh readings of scripture may enable the church to engage with tomorrow's complex culture, especially through the preaching ministry;

6. Students will be expected to undertake their own research in a category that pertains to contemporary culture and present a seminar that explores how hermeneutical theory can contribute to the church’s engagement in this area; suggested categories may include:

The American Dream and Star Wars: cinema as the media of questions Rock, Soul and Spirituality: popular music That's entertainment: television and mass market messages Surfing for Answers: the growth of the web

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Literature on Life: novelists’ and poets’ ‘take’ on the human condition Visually Speaking: Freud, Hirst and high prices Narrative and Logic: Chesterton, Lewis and Schaeffer Christian Presence: from Anne Atkins to Simon Mayo, the Christian in the media Cultural and Celebrity Icons: character and function in a post-Christian context Ephemera and Periphera: what is important and for how long?

Learning and Teaching StrategiesAs set out in the Programme Teaching, Learning and Assessment Strategy, the programme seeks to enable a constructive learning cycle that continually moves between prior and new disciplinary learning, the new experiences of ministry generated by the contexts of students’ appointments, the development of good ministerial practice and the growth of the person in the role.

It will follow the basic pattern set out there by including centrally taught sessions, local seminar groups, regular supervision sessions with the senior minister with responsibility for the student within the local church context, keeping an individual Learning Journal, independent study on an extended assignment project shaped by the student in consultation with the module tutor, access to tutorial support.

Assessment1. Presentation of an assignment project to peers in a local seminar group. The seminar

presentation has a word equivalence of 1250 words and is worth 25% of the total mark for the module (LO 3, 4, 5).

2. Submission of a Learning Journal précis for the module cycle. The Learning Journal assessment has a word equivalence of 750 words and is worth 15% of the total mark for the module (LO 1, 2, 4, 5).

3. Written submission of an Assignment Project of 3000 words, or equivalent if sub-divided, that outlines then offers sustained and critical theological reflection, with integration from the human sciences, on a ministry case study that pertains to mission and cultural engagement. The theological reflection component should comprise at least ¾ of the essay. The Assignment Project is worth 60% of the total mark of the module (LO 3, 4, 5).

ASSESSMENT DEADLINE - FRIDAY, 7 FEBRUARY 2014

Illustrative Bibliography (key books in bold)

Barsotti, C.M. & Johnston, R.K. (2004) Finding God in the Movies: 33 Films of Reel Faith Grand Rapids, MI: Baker Books.Bartholomew, Craig et al (eds) (2000-), Scripture & Hermeneutics Series (Grand Rapids: Zondervan & Carlisle: Paternoster), 5 vols to date from a series of 8.Bartlett, Alan (2007) A Passionate Balance: The Anglican Tradition, Darton, Longman and Todd Limited: LondonBarton, John (ed), (1998) The Cambridge Companion to Biblical Interpretation Cambridge: CUP.Bauckham, Richard J. (2003) The Bible and Mission: Christian Witness in a Postmodern World Carlisle: Paternoster.Begbie, Jeremy (ed) (2002) Sounding the Depths London: SCM.Begbie, Jeremy (2008) Resounding Truth London: SPCK. Bennet, A. (2000) Popular Music & Youth Culture Palgrave: Macmillan.Bouma-Prediger, S. (2001) For the Beauty of the Earth: A Christian Vision of Creation Care Grand Rapids: Baker.Braaten, C.E. & Jensen, R.W. (eds) (2002) The Strange New Word of the Gospel: Re-Evangelizing the Postmodern World Grand Rapids: Eerdmans.Briggs, Richard (2003) Reading the Bible Wisely London: SPCK.Bruce, S. (2002) God Is Dead: Secularization in the West: Religion in the Modern World

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Oxford: Blackwell.Brueggemann, Walter (2005) The Book That Breathes New Life Minneapolis: Fortress.Brueggemann, W. (2001) The Prophetic Imagination (2nd ed) Minneapolis: Fortress. Carson, D. (1996) The Gagging of God: Christianity Confronts Pluralism Grand Rapids: Zondervan.Cosgrove, Charles H. (2002) Appealing to Scripture in Moral Debate: Five Hermeneutical Rules Grand Rapids: Eerdmans.Davie, G. (2002) Europe the Exceptional Case: Parameters of Faith in the Modern World London: DLT.Davis, Ellen F. & Hays, Richard B. (eds) (2003) The Art of Reading Scripture Grand Rapids: Eerdmans.Drane, J. (2000) Cultural Change and Biblical Faith Carlisle: Paternoster.Fowl, Stephen E. (1998) Engaging Scripture Oxford: Blackwell. Ford, David F et al (eds) (2005) The Modern Theologians (3rd ed) Blackwell Publishing: Oxford Best, Steven & Kellner, Douglas (1991) Postmodern Theory: Critical InterrogationsPalgrave Macmillan: BasingstokeFretheim, Terence E. & Froehlich, Karlfried (1998) The Bible as Word of God in a Postmodern Age Minneapolis: Fortress Press.Gill, R. (2003) Changing Worlds: Can the Church Respond? London: Continuum.Greeley, A. (1998) God in Popular Culture Chicago: Thomas More.Hamilton, W. (1993) A Quest for the Post-Historical Jesus London: SCM.Irvine, Christopher, editor (2008) An Anglican Liturgical Identity Alcuin/GROW Joint Liturgical Study 65, Canterbury Press: NorwichJeanrond, W.G. (1991) Theological Hermeneutics: Development and Significance Basingstoke: Macmillan London: SCM.Lynch, G. (2005) Understanding Theology and Popular Culture Oxford: Blackwell.Maggi, Dawn “I Am the Truth”: Text, Hermeneutics and the Person of Christ’ in Anglicanism: The Answer to Modernity edited by Duncan Dormor, Jack McDonald and Jeremy Caddick (2003) Continuum: LondonMarsh, C. (2002) Christianity in a Post-Atheist Age London: SPCK.McLaren, Brian (2010) A New Kind of Christianity Hodder & Stoughton: LondonMitchell, J. & S. Marriage (eds) (2003) Mediating Religion London: T& T Clark.Moberly, R.W.L. (2000) The Bible, Theology, and Faith Cambridge: CUP.Newbigin, Lesslie (1989) The Gospel in a Pluralist Culture London: SPCK.Peacock, C. (1999) At the Crossroads: An Insider’s look at the past, present & future of contemporary Christian music Nashville: Broadman & Holman.Pelikan, J. (1987) Jesus through the Centuries New York: Harper and Row.Percy, M. (2005) Engaging with Contemporary Culture: Christianity, Theology and the Concrete Church Aldershot: Ashgate.Pinsky, Mark I. (2002) The Gospel According to the Simpsons: The Spiritual Life of the World's Most Animated Family Louisville: Westminster John Knox Press.Porter, S.E. et al (1997) Images of Christ: Ancient and Modern Sheffield: Sheffield Academic.Postman, N. (1985) Amusing Ourselves to Death Harmondsworth: Penguin.Powell, Mark Allan (2001) Chasing the Eastern Star: Adventures in Biblical Reader-Response Criticism Louisville, KY: Westminster John Knox Press.Romanowski, W.D. (2001) Eyes Wide Open: Looking for God in Popular Culture Grand Rapids: Brazos Press.Shillington, V. George (2002) Reading the Sacred Text London: T&T Clark, 2002.Smith, James K A (2004) Introducing Radical Orthodoxy: Mapping a Post-Secular Theology Baker Academic: Grand RapidsThiselton, Anthony C. (1992) New Horizons in Hermeneutics London: HarperCollins.Thiselton, Anthony (2006) Thiselton on Hermeneutics Aldershot: Ashgate.Watson, Francis W. (2004) Paul and the Hermeneutics of Faith London: T&T Clark.

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JournalsJournal of Contemporary ReligionJournal of Religion and FilmJournal of Religion and Popular Culture

Websiteshttp://www.gospel-culture.org.uk/links.htm - links to Gospel and Culture websiteshttp://www.gospel-culture.org.uk/resources.htm - website resources http://www.ntgateway.com/tools-and-resources/hermeneutics/ - mainly biblical hermeneutics

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Module Title: Leadership in Christian Ministry

Credit Rating: 20 credits at Level 6

ECTS: 10 credits

Duration: 30 hours taught170 facilitated and work based hours

Academic Responsibility: Trevor Gerhardt and Nicholas Papadopulos

Module AimLeadership has always been essential in providing the Church with spiritual and organisational direction, undertaking mission in response to the Gospel, providing theological resources for the discipleship development of members of the church, and inspiring a common purpose for the sake of God’s world.

The aim of this module is to equip reflective practitioners for making the transition from curate to incumbent by means of a deeper theological and vocational understanding of leadership. As part of this process students will reflect in depth on a variety of models and theologies of leadership, as well as on the contribution key people, traditions and movements that have led to present ecclesiological structures and understandings of leadership.

Learning OutcomesBy the end of the module, students should be able to:1. Demonstrate an ability to work collaboratively with others, both lay and ordained in

formal settings of training and practice;2. Demonstrate an awareness and practice of a biblically defined servanthood that

enables the exercise of teamwork and collaborative leadership;3. Demonstrate appropriate accountability and responsibility, according to ecclesial

definitions and expectations, in faithfully and loyally receiving the authority of others, consistent with a position of responsibility;

4. Show an integration and integrity of authority, obedience and service, according to the biblical and church traditions, and informed by contemporary leadership theories and praxis, that empowers and enables others in their leadership and service.

Indicative Module ContentThis module will introduce and explore key areas that represent the leadership role of an incumbent including:1. Developing oneself as a resource for developing/coaching others;2. Securing accountability (for worship, ministry and mission outcomes, finances,

physical resources, etc);3. Overseeing the organisational needs of the local church(es);4. Leading and strengthening a (holy, learning, missionary & evangelistic) community;5. Coping with conflict, and understanding one’s own conflict style;6. Working with local ministry teams;7. Collaborating with clergy colleagues, DAC, Resources Group;8. Shaping the Future.

Learning and Teaching StrategiesAs set out in the Programme Teaching, Learning and Assessment Strategy, the programme seeks to enable a constructive learning cycle that continually moves between prior and new disciplinary learning, the new experiences of ministry generated by the contexts of students’ appointments, the development of good ministerial practice and the growth of the person in the role.

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This module will follow the basic programme pattern by including centrally taught sessions, local seminar groups, regular supervision sessions with the senior minister with responsibility for the student within the local church context, keeping an individual Learning Journal, independent study on an extended assignment project shaped by the student in consultation with the module tutor, and access to tutorial support.

Agreed learning strategies should promote students’ abilities to both initiate and respond to change.

Learning opportunities should promote collaborative thinking and behaviours required by ordained ministers working in a support role to a stipendiary ordained minister who acts as supervisor (e.g. tactical thinking, contextual understanding, effective interpersonal relationships, emotional self-awareness). After the first session it is open for a student to part lead any of the sessions, and to use that work towards writing the Assignment Project.

Specific Learning Strategies include:

1. Self-directed learning - taking responsibility for one’s own learning is essential for this module, while working under the supervision of a module tutor;

2. Collaborative learning - learning from others including peers, experienced incumbents, members of a local ministry team;

3. Purposeful reflection - reflective practice, results of team action, pastoral initiatives;4. Action-orientated - demonstrate impact of learning experiences on improving their

own effectiveness in pastoral ministry as a team-member or leader;5. Case studies (student led).

Assessment1. Presentation of an assignment project to peers in a local seminar group. The seminar

presentation has a word equivalence of 1250 words and is worth 25% of the total mark for the module (LO 1, 2)

2. Submission of a Learning Journal précis for the module cycle. The Learning Journal assessment has a word equivalence of 750 words and is worth 15% of the total mark for the module (LO 3, 4)

3. Written submission of an Assignment Project of 3000 words or equivalent if sub-divided. The Assignment Project is worth 60% of the total mark of the module (LO 1 - 4)

ASSESSMENT DEADLINE - FRIDAY, 4 JULY 2014

Illustrative BibliographyBede, (1969, rev ed 1990) Ecclesiastical History of the English People (eds and transl B. Colgrave and R.A.B. Mynors) Oxford: OUP.Boyd-MacMillan, E. & Savage, S. (2008) Transforming Conflict Cambridge: CUP. Buckingham, Marcus (2007) Go Put Your Strengths To Work Simon & Schuster.Chittister, Joan (1992) Rule of Benedict: Insight For The Ages Crossroad.Collins, Jim (2005) Good to Great and the Social Sectors Jim Collins.Cranwell-Ward, Jane et al (2002) Inspiring Leadership: Staying afloat in turbulent times Thompson.De Waal, Esther (2006) Life-giving Way (new ed) New York: Continuum.Friedman, Edwin H. (1985) Generation to Generation: Family Process in Church and Synagogue New York: Guilford.Friedman, Edwin H. (2007) A Failure of Nerve: Leadership in the Age of Quick-fix Seabury Books.Goleman, Daniel (2002) The New Leaders London: Little, Brown.

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Greenleaf, Robert K. (2002) A Journey into the Nature of Legitimate Power & Greatness New York: Paulist Press.Guder, Darrell (ed) (1998) Missional Church Grand Rapids: Eerdmans.Heifetz, Ronald H. (1984) Leadership Without Easy Answers Harvard: Harvard University Press.Heifetz, Ronald H. & Linsky, Marty (2002) Leadership on the Line, Staying Alive Through the Dangers of Leading Harvard: Harvard University Press.Herrick, Vanessa & Mann, Ivan (1998) Jesus Wept: Reflections on Vulnerability in Leadership London: Darton Longman & Todd.Hirsch, Alan (2006) The Forgotten Ways Grand Rapids: Brazos Press.Hybels, Bill (2002) Courageous Leadership Grand Rapids: Zondervan.Katzenback, John R. & Smith, Douglas K. (1998) The Wisdom of Teams: Creating The High-Performance Organisation McGraw Hill.Kolb, David; Rubin, Irwin & McIntyre, James (1984) Organisational Psychology: A Book of Readings Prentice Hall.Lawrence, James (2004) Growing Leaders: Reflections on Leadership, Life and Jesus CPAS.Lencioni, Patrick (2002) The Five Dysfunctions of A Team San Francisco: Jossey-Bass.Lilley, Roy (2002) Dealing with Difficult People Kogan Page.Morgan, Gareth (1997) Images of Organization Sage.New, David & Cormack, David (1997) Why Did I Do That?: Understanding and Mastering Your Motives Hodder & Stoughton.Roberts, Richard H (2002) Religion, Theology and the Human Sciences Ch 6, Cambridge University Press: CambridgeRoxburgh, Alan J. & Romanuk, Fred (2006) The Missional Leader: Equipping Your Church to Reach a Changing World San Francisco: Jossey-Bass.Sadgrove, Michael (2008) Wisdom and Ministry: the call to leadership London: SPCK.Sampson, Anthony (2004) Who Runs This Place? The Anatomy of Britain in the 21st Century John Murray.Scharmer, Otto (2007) Theory U: Leading from the Future as it Emerges Berrett- Koehler.Swindoll, Charles R. (1989) Living Above the Level Of Mediocrity: A Commitment to Excellence Word Publishing.Warren, Yvonne (2002) The Cracked Pot: The State of Today’s Anglican Parish Clergy Mayhew.Wilkes, C. Gene (1998) Jesus on Leadership: Discovering the secrets of servant leadership from the life of Christ Tyndale House Publishers.Woolfe, Lorin (2002) The Bible on Leadership: From Moses to Matthew, AMACOM.Wright, Walter C. (2000) Relational Leadership: A Biblical Model for Leadership Service Paternoster.

JournalsLeadershipPractical TheologyRural Theology

Websites:http://hbswk.hbs.edu/ - Harvard Working Knowledge. http://www.rbinsights.blogspot.com/ - Joan Chittister, OSB, Rule of Benedict, Insights for the Ages.http://www.teal.org.uk/about.htm - The Teal Trust. http://www.solonline.org/ - Society for Organisational Learning. Mackintosh, Robin G. J. Wisdom for Leadership in Turbulent Times (2002) The Leadership Institute (contact rdale@diocant.org for access).

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9. ASSESSMENT GRIDS: LEVEL 6

Level 6: Written WorkThe weightings for each element within this table will vary between pieces of work. The final mark represents the overall balance

of these elements.Percentage 0-29

Fail30-39Fail

40-49Pass

50-59Pass

60-69Merit

70-79Distinction

80-100Distinction

Focus of Assignment

Failed to address question set.

Focus is ill defined. Some sense of focus and mostly sustained.

An appropriate focus.

A clear focus that is sustained throughout.

A sharply defined focus sustained throughout. A distinctive understanding of topic.

A sharply defined focus sustained throughout. Perceptive understanding of topic.

Achieving learning outcomes:

No evidence of attempt to meet learning outcomes.

Did not meet learning outcomes.

Learning outcomes met superficially.

Learning outcomes met adequately.

Learning outcomes met competently.

Learning outcomes fully met.

Learning outcomes fully met.

Achieving learning outcomes: Knowledge and Understanding

Knowledge and understanding is superficial and inaccurate.

Some knowledge and understanding but superficial and inaccurate.

Broad knowledge and understanding with application of underlying concepts in a conventional way.

Knowledge and understanding is detailed demonstrating the application of concepts and principals to a range of situations.

Systematic understanding and coherent and detailed knowledge informed by recent thinking in subject. Acknowledges limits of knowledge.

Systematic understanding and coherent and detailed knowledge.An appreciation of the uncertainty, ambiguity and limits of knowledge.

Knowledge showing considerable depth and insight and is at the forefront of the subject.

Achieving learning outcomes Cognitive and intellectual

Does not proceed beyond description. Unsubstantiated statements/opinion/anecdote. Observations crude. Conclusions not always relevant.

Generally descriptive. Argument not developed and/or illogical, drawing on a limited evidence base. Observations are superficial/not always relevant. Weak conclusions.

Key issues raised although not fully explored. A sense of argument with some evidence. Awareness of different stances. Valid conclusions.

Issues explored. A logical argument with supporting evidence. Recognition of different stances. Some critical awareness. Sound conclusions.

Critical analysis a consistent feature. A balanced argument with carefully selected evidence. Appropriate and relevant conclusions beyond the immediate context.

Critical analysis with perceptive points supported by pertinent evidence. A convincing argument with awareness of the scope of the study. Conclusions are significant. Evidence of original thought emerging.

Analysis is probing and supported by pertinent evidence. The argument is detailed, perceptive and sophisticated. Conclusions are reflective, subtle and thought provoking. Evidence of original thought.

Achieving learning outcomes Subject specific

No evidence of theological or pastoral engagement.

Some evidence of either theological or pastoral engagement.

Evidence of engagement with both theological and pastoral aspects of ordained ministry.

Theological subject and pastoral skills explored with concrete examples

Critical engagement well evidenced for both pastoral practice and theological thought. General implications discerned.

Critical analysis of both theology and pastoralia with clear indication of their interrelation, well-argued with a wide range of evidence and indication of subject scope. Some evidence of emerging originality.

Detailed, sophisticated analysis with engaged probing and development. Subtle conclusions, with evidence of some original thought. Reflective and sustained argument.

Achieving learning

No evidence of self-awareness re

Some evidence of some self-

Evidence of self-awareness

Critical self-awareness of

Critical self awareness of beliefs

Good argument for own beliefs sustained

Own beliefs, assumptions and

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outcomes: Key skills

beliefs and cultural assumptions; no articulation of others’ values.

awareness re beliefs and assumptions; no attempt to express others’ values.

concerning beliefs and assumptions; values and priorities of others expressed.

beliefs, cultural assumptions and communal identity; explored together with expression of others’ ideas and priorities.

and identity explained and argued with evidence. Values and priorities of others seen in contradistinction and carefully articulated.

with range of evidence critically appropriated; priorities and values of others pertinently expressed with substantiated argument.

identity and priorities and beliefs of others analysed with critical sophistication; argument is reflective and coherent with some originality.

Assessed work: Use of Literature

No evidence of reading and therefore superficial knowledge demonstrated.

Some knowledge of literature base and evidence of reading, although limited to descriptive use only.

Some knowledge of the extent of the literature. Key authors cited. Critical reading and research connected to argument.

Sound understanding demonstrating theory/research in the literature and its application. Primary sources used.

Clear knowledge demonstrated of current research. Considered use of literature in the work to support own views.

Literature used critically and confidently to substantiate argument. A strong, relevant and contemporary bibliography.

A sophisticated integration of theory/research from the literature, own views and application. Clear insight of the field of enquiry.

Assessed work: Clarity of Expression and Academic Style

Limited academic style. Frequent colloquial use of language.

Expression unclear or simplistic with little evidence of academic style of expression.

Generally clear and coherent. Academic in style.

Coherent and confident in use of academic language. Succinct expression.

A reflective and academic style of writing. The language used is sharp, clear and expressive.

Precise selection of vocabulary with expression that develops and sustains the written argument. Strong academic style.

A sophisticated and reflective style. Critical and convincing expression, presented with references subtly integrated in text.

Assessed work: Integration of Theory and Practice

None or limited reference to relationship between theory and practice.

Appreciates the relationship between theory and practice but limited application.

Appropriately Integrates theory with practice.

Integrates theory to practice in a range of situations.

Integrates theory and practice in an informed and comprehensive way.

Inter-relate theory with practice showing creative thought.

Inter-relate theory with practice in creative and innovative ways even to the extent of reforming theory.

Assessed work:Organisation and Presentation

Lacking in clear structure. Presentation lacks care or is confusing. Conventions not followed.

Discernible structure; some links tenuous. Presentation not always in support of study. Custom rarely followed.

A clear discernible style and structure. Presentation is confident and competent.

A logical and systematic structure. Presentation is effective and confident.

A strong sense of systematic, logical development. Presentation is mature with an emerging personal style.

Detailed and coherent structure demonstrating a personal style and engagement with the work.

Complex information organised and presented in an academically and convincing emerging style.

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Level 6: Written Work

To achieve consistency in marking, tutors will assess assignments on the basis of the following criteria.

Percentage 0-49Fail

50-59Pass

60-69Good pass

70+Distinction

Focus of Assignment

Some sense of focus but not articulated in key questions. Some reflection on relationship of key questions to study but little awareness of issues involved. No sense of direction and limited relationship between key questions and conclusions.

Key questions acknowledged and reflection on relationship between questions and study. Some awareness of the issues involved and discernible relationship between objectives of the study, i.e. questions to be answered and conclusions.

Key questions clearly stated and sound reflection on relationship of questions to process of study. Issues well covered and conclusions should be informative in relation to objectives of assignment.

Good questioning with clear expression of relationship between questions and process of study. Good range of issues identified and distinctive approach to dealing with them. Conclusions clearly related to objectives of the assignment and expressing a degree of originality.

Achieving learning outcomes:

Partial and limited meeting of learning outcomes.

Learning outcomes adequately achieved.

Learning outcomes competently met.

Learning outcomes fully met.

Achieving learning outcomes: Knowledge and Understanding

Knowledge is limited and unsystematic; no evidence of intelligent engagement with the subject of the essay.

Knowledge is systematic but not comprehensive; there is some awareness of its limitation and some evidence of intelligent engagement with the subject of the essay.

Knowledge is both systematic and comprehensive and there is critical awareness of its limitation. The essay evidences intelligent and sophisticated engagement and some evidence of originality.

Systematic knowledge is critically appraised. The essay is thought provoking, subtle and sophisticated. Its engagement with its topic is critical, analytic and intelligent and shows originality.

Achieving learning outcomes Cognitive and intellectual

There is no demonstration of intellectual flexibility or critical application of resources.

Resources are applied critically and with some sophistication; there is evidence of intellectual flexibility in the analysis and critique of the subject.

Varied resources are critically applied to different aspects of ordained ministry. Analysis and critique are appropriate and sophisticated with evidence of independent and some original thought. There is flexibility of mind.

Sophisticated application of resources to different and appropriate aspects ordained ministry with intellectual flexibility, and sophistication. There is good historical and contemporary perspective and evidence of original thought.

Achieving learning outcomes Subject specific

There is no evidence of theological or practical pastoral engagement and no critical independent application.

There is evidence of critical theological and pastoral engagement, independence of mind and practical application.

The application of pastoral skill and theological engagement is critical and analytical showing independence of mind and the beginnings of original thought.

Pastoral and theological engagement is highly developed and critical. There is evidence of originality and of independence of mind. There is integration of theology and pastoral practice.

Achieving learning outcomes: Key skills

No evidence of innovative thought or critical self-awareness; no coherent expression of the values of others and their implications.

Evidence of independent and innovative thought and of critical self-awareness re own beliefs, assumptions and identity; expresses ideas and values of others with awareness of their implications.

Ideas and arguments of others and self brought into critical and innovative dialogue with some evidence of original thought, critical awareness of own position and developed analysis.

Arguments and ideas of others are expressed with sophistication, with awareness of their implications and in critical dialogue with innovative understanding of one’s own position. Analysis shows some originality.

Assessed work: Use of Literature

Reading is limited and selection weak; presentation

Sound reading. Some critical presentation and recognition of

Good reading, well selected from key texts. Critical analysis of

Excellent range of well selected reading. Good critical analysis of

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uncritical with little awareness of issues raised.

issues implicit in the literature. literature and good exposition of issues implicit in literature.

text including original and perceptive observations. Issues implicit in the literature made explicit and integral to the argument.

Assessed work: Clarity of Expression and Academic Style

Little sense of direction and the essay will not answer the question in any academically or acceptable way. Some sense of argument but poorly expressed with conclusions not always following premises. Weak, though discernible, lines of thought. Limited sense of connection between sections. No methodology explained.

Arguments reasonably expressed. Most conclusions following from premises. Lines of thought clearly discernible and reasonable connection between sections and subsections. Organised assignment with methodology explained.

Arguments reasonably expressed. Conclusions following from premises. Lines of thought clearly discernible and well reasoned connection between sections and subsections. Methodology clearly explained.

Well argued throughout. Clear and logically expressed. Reader is taken comfortably through the work easily apprehending general line of argument. Methodology is clearly explained and demonstrated.

Assessed work: Integration of Theory and Practice

No evidence of integration of theory and practice.

Evidence of integration of theory and practice with implications of one for the other expressed.

Evidence of good integration of theory and practice with implications of one for the other well expressed and critically analysed.

Evidence of thorough integration of theory and practice with implications of one for the other well expressed and critically analysed with some originality.

Assessed work:Organisation and Presentation

Assignment is poorly organised and presented.

Organised assignment adequately presented.

Well organised assignment pleasingly presented.

Excellently organised assignment, outstandingly presented.

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10. APPENDICES

APPENDIX 1 Entry Requirements

The normal entry requirement for a programme at level 7 is successful completion of theological studies to level 6:

At all stages, student entry onto the programme at an appropriate level, and their progression to any subsequent level, is monitored by the Programme Directors and then reported to the Programme Board of Studies.

All candidates will be required to show evidence of previous level of attainment in the form of appropriate certificates. For each candidate there will be references from the college or course where the initial training was located. Penultimate and final year reports are supplied to the ordaining bishops. One section of the final year report is also copied to the relevant programme director. This report offers advice concerning further academic study. The programme directors will seek advice through these reports, and from the ordaining bishops, as to the level of course upon which any given curate should be encouraged to embark.

The programme directors will interview every curate to make a judgement about the level at which the curate should work on the programme. The normal expectation will be that those who have achieved awards at level 6 or above will work for a PG Diploma/Master’s Degree.

All those ordained in the Church of England are required to obtain a qualification at level 5 or above as part of their training for ordination (called initial training). This qualification will be in ministry or theological studies. In some circumstances deacons will have qualifications at higher levels gained in other subject disciplines prior to initial training.

Those with level 5 will normally proceed to the BA programme. In exceptional circumstances, students who have not obtained an HE level 5 qualification may be accepted into Level 6 study. In such cases, the programme directors, in consultation with TRS at CCCU, may cite as criteria a combination of factors including a student’s prior qualifications (i.e., in ministry, theological studies or a cognate discipline), academic recommendations, and/or practical experience.

In exceptional circumstances students will be able to move directly from level 5 to level 7. In this case students will be required to show they are able to work at level 7. This will be done following consultation with the joint Programme Directors and the Head of the Department of Theology and Religious Studies. In addition prior college or course reports will show that evidence of the potential for working at this level has been seen as a possibility through initial training. Other evidence might be supplied by other higher education awards held by the individual concerned.

In each case evidence will be required of attainment of the required level in the form of the appropriate certificate(s), before a student can commence their appropriate programme of study. The programme directors will receive all such evidence in the first instance, reporting to the Programme Board of Studies on the state of compliance for each cohort at the beginning of each academic year.

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The following chart outlines this information in terms of student progression:

Theological College or Course following selection by the Church of Englandfor training for ordained ministry.

Level 5 Qualification Level 6 Qualification or above

BA PG Diploma

MA

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Appendix 2: Training Incumbents

Consultation, Induction and Evaluative Feedback Arrangements

1. Training Incumbents are selected by the Bishops in consultation with the Directors of Formation and Ministry and normally fulfil the following criteria:

i. A priest established in a life- long culture of ministerial development

ii. Having a mature degree of self-awareness, understanding their own: strengths and weaknesses psychological make - up and personality ability to make an appropriate relationship with a colleague in training

iii. Settled into their parish, in other words appointed at least one year before receiving the curate.

iv. Committed to staying in the parish at least two years after receiving the curate.

v. Having a genuine desire to be a Training Incumbent, and prepared to invest time and energy in the training relationship including: preparation of the congregation to participate in the training willingness to undertake training him or herself as the Bishop may require willingness and ability to give time to the task of supervision

vi. Willing to have their function as a Training Incumbent regularly reviewed.

vii. Be clear and confident about relating professionally, personally and appropriately to both ministerial colleagues and lay people of either gender.

viii. Having a theological stance which is creative and flexible able to articulate their own theological position willing to listen and engage constructively with that of others ready to work with a curate with a theological position and devotional

style which may be different from their own open to styles of mission and pastoral ministry which may differ from what

they expect

2. Consultation

Prior to their agreement to accept the role, potential Training Incumbents are called by the Bishop or a person designated by him, to ensure they understand the commitment expected of the curate and incumbent to the IME 4-7 process.

3. Induction

A 3 day Training conference is held for Training Incumbents about three months before the scheduled ordination date of the curate. The content of this day includes:

Understanding the training partnership between parish, diocese and university. The role of the Training Incumbent Design of Curacy Agreements and Bishop reports Briefing on the KIME Course The purpose, structure and content of supervision in the parish Reporting and evaluation processes

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4. Training Incumbent/Curate Support

The Joint Programme Directors may personally, or through a third party, arrange for consultations to take place with the Training Incumbent and Curate within the context of the parish. Pastoral and technical support is made available as necessary.

On three occasions each year of the curacy theological reflection and training mornings are arranged by the Joint Programme Directors for the Training Incumbents.

5. Evaluation

i. Two/three months after the start of the programme the first Draft Curacy Agreement is revised in the light of early experience and the First Full Curacy Agreement is lodged with the Joint Programme Directors.

ii. Nine months into Year 1 the Training Incumbent and Joint Programme Directors report to the Bishop on the curate’s suitability to proceed to ordination as priest. The reports are ‘open’ to the candidate and supported by evidence compiled in the 9 month Bishop Report.

iii. Annual Reports are prepared for the Bishop on the curate’s progress and included as part of the 19 month Bishop Report.

iv. A final Bishop Report is prepared at 30 months followed by an individual meeting with the Bishop deciding whether the curate will be signed off ‘fit to practice’ or remain in further training.

v. At the end of the curacy the KIME Programme Director facilitates the completion of a questionnaire reviewing their partnership with the curate in Training.

Details of these Bishop Reports can be found in the Training Incumbent and Curates Handbook.

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Appendix 3: Programme Management

The Programme Board of Studies reports to the Head of Department of Theology and Religious Studies and the Department’s regular Department Meetings, and through these is answerable to the Academic Board of Canterbury Christ Church University. Independently but relatedly, the Programme Directors are also responsible to the Bishops of the Dioceses of Rochester and Canterbury. Notwithstanding such ecclesial responsibilities, the academic provision and its bearing on awards is under the governance of the Conventions and Regulations as laid down by Canterbury Christ Church University.

The Programme Board of Studies meets regularly to discuss issues raised by the Programme Directors, the Department, and the student body. Its membership comprises:

The Head of the Department of Theology and Religious Studies of Canterbury Christ Church University;

The Programme Directors; A course member representing each of the three year groups; A training incumbent per diocese.

The Programme Board of Studies is responsible for the current and future development of the Programme and for quality assurance and future development of the programme. The chair is the External Partnerships Officer for Theology and Religious Studies, and the Board meets twice a year to monitor the programme and the progress of students. The Board of Studies discusses all matters of general governance as unreserved business, with a reserved agenda that will be the sole province of staff for discussion of matters relating to named individuals.

The Programme Board of Studies, through the Head of Department, reports directly to the Department of Theology and Religious Studies, which is responsible for the preparation of the annual programme monitoring report. The programme directors supply data and content for the report, which is approved in draft by the Programme Board of Studies before it is submitted to the Department.

The Programme Directors are appointed by the dioceses of Rochester and Canterbury, with appropriate consultation with CCCU. They have responsibility for the day to day administration, evaluation and delivery of the programme.

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Appendix 4: Expenses

Canterbury Diocese

Claims for mileage should be made to the course member's parish at the current diocesan mileage rate. This reflects the principle that the cost of training in the first years of ministry is shared between diocese and parish.

The diocesan CMD budget is available to curates in KIME from the start of ?

Rochester Diocese

Claims for mileage to and from KIME should be made to the programme member's parish at the current diocesan mileage rate.

Curates may seek help with the purchase of books, travel to libraries and residential costs incurred whilst studying from the parish training budget. It is good practice to negotiate with parish treasurers before the costs are incurred. Curates should discuss their training budget needs with their training incumbent, and supply parish treasurers with an estimation of costs for the next year at the time the parish budget is produced in October/November of the current year.

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APPENDIX 5

CANTERBURY CHRIST CHURCH UNIVERSITY

KIME 4-7 Assignment Cover Sheet

Name :

Year :

Date of submission :

Seminar Group Presentation / Learning Journal / Assignment Project (circle one)

Title :

Number of Words :

Submitted as part of the:

BA (Level 6)*

PgDip/MA (Level 7)*

(*delete as necessary)

This work has not been submitted in part or whole for any other award in this or any other academic establishment.

Signed ………………………………………..

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APPENDIX 6

Canterbury Christ Church University

KIME 4-7 Assignment Marking Sheet

Name : Tutor :

Year : Level:

1st Marking: Seminar Assignment Journal Total

Second Marker Comments:

The mark may be revised through the process of moderation.

Mark Awarded

Title :

General Comments

Focus of assignment, methodology and clarity of reasoning

The use of sources and organisation of material

Presentation and documentation

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Appendix 7: Directory of names and addresses

ADDISON, Joyce (C) Curate of St Martin, Maidstone85 Loose RoadMaidstoneME15 7DA

Telephone 07854481259Email - joyceaddisonuk@gmail.com

ALEXANDER, Pam (R) SSM Curate of St Peter w St Margaret, 10 College Road RochesterThe Historic DockyardChathamME4 4QX

Telephone 01634 817500Email - pmaalexander@aol.com

ARNOLD, Christine (C) Curate of St Peter in Thanet: St Peter the 6 East Northdown Close ApostleMargateCT9 3YA

Telephone 01843 224449Email - chrisarnold06@btinternet.com

BARKER, Miriam (R) Curate of the Southborough Team MinistryThe Vicarage6 Brook StreetTonbridgeTN9 2PJ

Telephone 01732 353079Email - miriam.barker@ststephenstonbridge.org

BENDALL, Robin (C) OLM Curate of Sandwich, St Clement24 DelfsideSandwichCT13 9RL

Telephone 01304 617458Email - robinbendall@hotmail.com

BOON, Stephen (R) SSM Curate of St John, Tunbridge WellsFlat 11The NightingalesQueens RoadTunbridge WellsTN4 9LU

Telephone 01892 548424Email - stephen.boon@cantab.net

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BOURNE, Anne (R) SSM Curate of St Luke, Sevenoaks27 St James’ RoadSevenoaksTN13 3NQ

TelephoneEmail - rev.annebourne@gmail.com

BOWEN, Julie (R) Curate of St John the Evangelist, BexleySt Martin’s Vicarage93 Pelham RoadBarnehurstBexleyheathDA7 4LY

Telephone 01322 523344Email - julie@bowen.to

BREWER, Christina (R) Curate of St Paul, Crofton55 Place Farm AvenueOrpingtonBR6 8DG

Telephone 01689 897751Email - ca.brewer@tesco.net

BROADIE, Stephen (R) Curate of St John, Welling52 Clifton RoadWellingDA16 1QD

Telephone 07763 105092Email - sjwcurate@gmail.com

BURN, Helen Local Seminar Tutor, Rochester DioceseThe Vicarage1 Binnacle RoadRochesterME1 2XT

Telephone 01634 841183Email - helenburn@ssesurf.co.uk

BURNETT, Gemma (R) Curate of St Mary, BromleyThe Vicarage1 Lake AvenueBromleyBR1 4EN

Telephone 07733325133Email - gemmaburnett@gmail.com

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COLEMAN, Julie (C) Curate of Adisham Holy Innocents, 61 The Street Aylesham St Peter & Nonington St MaryAdishamCanterburyCT3 3JN

Telephone 01304 842839 or 07874607897Email - jvcoleman@btinternet.com

COPESTAKE, Sharon (R) Curate of St Philip & St James, Chatham3a Kit Hill AvenueChathamME5 9ET

Telephone 01634 864348Email - sharon.copestake@pipnjims.co.uk

COUPER, Simon (R) Curate of SS Peter & Paul, Tonbridge14 Salisbury RoadTonbridge TN10 4PB

Telephone 0793314771Email - spmcouper@hotmail.co.uk

COX, Kenneth (C) Curate of St Laurence in Thanet Team 297 Margate Road MinistryRamsgateCT12 6TE

Telephone 01843 594895Email - kennethcox954@btinternet.com

DAVEY, Mark (C) Curate of Herne Bay, Christ Church66 Linden AvenueHerne BayCT6 8TZ

Telephone 01227 506403Email mark.davey@live.co.uk

DENCH, Chris Director of Formation & Ministry,Diocesan Office Rochester DioceseSt Nicholas ChurchBoley HillRochesterME1 1SL

Telephone 01634 560000Email - chris.dench@rochester.anglican.org

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DOYLE, Eileen (R) SSM of the United Benefice of Coxheath63 Felderland CloseMaidstoneME15 9YD

Telephone 01622 236170Email - eileen@leedoyle.co.uk

DREW, Jo (R) Curate of Christ Church, Milton18 Brenchley AvenueGravesendDA11 7RQ

Telephone 07946 086605Email - jodrew9@hotmail.co.uk

DURRANS, Janet (R) Curate of St Nicholas, ChislehurstSouth BeechOld Perry StreetChislehurstBR7 6PP

Telephone 07752 053960Email - jandurrans@googlemail.com

FEARNLEY, Andy (R) Curate of St Nicholas, Sevenoaks40 South ParkSevenoaksTN13 1EJ

Telephone 07709 448080Email - fearners@hotmail.co.uk

GERHARDT, Trevor Director of KIME, Rochester DioceseDiocesan OfficeSt Nicholas’ ChurchBoley HillRochesterME1 1SL

Telephone 01634 560000Email - trevor.gerhardt@rochester.anglican.org

GREIG, Phil (C) Curate of Chartham, St Mary79 Rentain RoadCharthamCanterburyCT4 7JJ

Telephone 01227 732473Email - revphilgreig@me.com

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HARROP, Eileen (C) Curate of Tenterden BeneficeSt Michael’s VicarageAshford RoadTenterdenTN30 6PY

Telephone 01580 441069Email - ekgharrop@gmail.com

HOBBS, Andy (R) Curate of St Augustine, Bromley Common20 Bromley CommonBromleyBR2 9PD

Telephone 07875191703Email - adhobbs@hotmail.co.uk

HODGKINS, Chris (C) Curate of G7The Vicarage8 GlebelandsEgertonAshford TN27 9DH

Telephone 01233 756731Email - ctahodgkins@hotmail.co.uk

HUNT, Craig (C) Curate of Canterbury, St Mary Bredin38 Nunnery RoadCanterburyCT1 3LS

Telephone 07837830231Email - craig.a.hunt@gmail.com

HURST, Ted (R) SSM Curate of South Gillingham83a Otterham Quay LaneRainhamGillinghamME8 8NE

Telephone 01634 263580Email - notfatherted@gmail.com

JONES, Ben (C) Curate of Folkestone, St John2 Chalk CloseFolkestoneCT19 5TD

Telephone 01303 771667Email - ben@stjohnsfolkestone.org

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KELSEY, Tina (R) Curate of St George, Beckenham37 Rectory RoadBeckenhamBR3 1NL

Telephone 07512 710085Email - tina.jk42@yahoo.co.uk

KHOVACS, Julie (C) Curate of Ashford, St Mary24 Sweet Bay CrescentAshfordTN23 3QA

Telephone 07540418623Email - Juliekho@gmail.com

KILGOUR, Chris (R) Curate of St Mary, Chalk57 New House LaneGravesendDA11 7HJ

Telephone 07905992924Email - chris@kilgour.org.uk

LAWRENCE, Lorraine (R) SSM Curate of St George, Gravesend39 Darnley StreetGravesendDA11 0PH

Telephone 01474 326268Email - lorraine_lawrence@btinternet.com

MACLEAN, Christopher (C) Curate of WalmerThistledownWalmerDealCT14 7XE

Telephone 01304 761630Email - busyonasunday@gmail.com

NOBLE, Chris Local Seminar Tutor - Rochester DioceseThe Rectory9 The Coach DriveVigo VillageGravesendDA13 0SZ

Telephone 01732 822494Email - rev@stmarysstansted.com

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NORMAN, Ann (R) SSM Deacon of Northumberland Heath27 Kempton CloseErithDA8 3SR

Telephone 01322 340902Email - ann.norman@hotmail.com

POPADOPULOS, Nicholas Director of KIME, Canterbury Diocese15 The PrecinctsCanterburyCT1 2EL

Telephone 01227 865233Email - canon.treasurer@canterbury-cathedral.org

PARTRIDGE, Sarah Local Seminar Tutor – Rochester Diocese Long HedgesStation RoadRotherfieldTN6 3HP

Telephone 01892 853451Email - sm.partridge@outlook.com

PATTLE, Suzanne Local Seminar Tutor - Rochester DioceseThe Vicarage27 Gillingham GreenGillinghamME7 1SS

Telephone 01634 850529Email - suzanne.pattle@btinternet.com

PETTIT, Alice (C) Curate of Teynham w Lynsted & 32 Valenciennes Road KingsdownSittingbourneME10 1EN

Telephone 01795 479568 or 07961470270Email - alicepettit1@gmail.com

PICKLES, Christopher (C) Curate of Canterbury City Centre Parishes21 High StreetBridgeCanterburyCT4 5JZ

Telephone 01227 830265Email - chrispickles1@live.co.uk

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PINNEGAR, Alan (C) Curate of Bearsted Holy Cross w 66 Peverell Drive ThurnhamBearstedMaidstoneME14 4PS

Telephone 07595653068Email - apinnegar@btinternet.com

POWELL, Laurence (R) Curate of St Nicholas w St Mary, Strood 18 Honeypot CloseStroodRochesterME2 3DU

Telephone 07850 367777Email - laurence.powell@me.com

RATCLIFFE, Nicholas (C) Curate of Chartham, St Mary4 Cobbs HillOld Wives LeesCanterburyCT4 8AR

Telephone 01227 738537Email - nhb.ratcliffe@btinternet.com

READ, Jamie (R) Curate of St Peter, Tunbridge Wells6 Concord CloseTunbridge WellsTN2 3PW

Telephone 01892 671077Email - jamesread76@gmail.com

RESCH, Liz (C) SSM Curate of Sittingbourne w Bobbing88 Albany RoadSittingbourneME10 1EL

Telephone 01795 473393Email - lizresch@me.com

ROUTLEDGE, Christopher (R) Curate of Northfleet & RoshervilleSt Mark's Vicarage123 London RoadNorthfleetGravesendDA11 9NH

Telephone 01474 535814Email - rev.chrisr73@gmail.com

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SHAW, Judith (C) SSM Curate of Newenden and RolvendenBanks HouseSmallhytheTenterdenTN30 7NG

Telephone 01580 763468Email - shawmalthouse@aol.com

SHELDRAKE, Phil (C) Curate of Maidstone, St FaithSt Faith’s VicarageMoncktons Lane MaidstoneME14 2PY

Telephone 07985161357Email - revdphilsheldrake@gmail.com

STARKINGS, Sue (C) OLM Curate of G7Stable CottageChurch LaneHothfieldAshfordTN26 1EL

Telephone 01233 643497Email - Sue.Starkings@btinternet.com

SUTHERLAND, Sophie (R) SSM Curate of CheveningBrasted PlaceBrastedTN16 1JE

Telephone 01959 565611Email - sophie.sutherland@gmail.com

TAYLOR, Simon (R) SSM Curate of St Philip, Tunbridge WellsSeptember CottageMonks LaneWadhurstTN5 6EN

Telephone 01892 782043Email - st@cloisters.com

THORPE, Ben (C) Curate of Deal, St George35 Church PathDealCT14 9TN

Telephone 07763068751Email - benthorped85@gmail.com

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VALLENTE-KERR, Sue (R) Pioneer curate for Strood Deanery85 Rivenhall WayHooRochesterME3 9GF

Telephone Email - suziqvk@yahoo.co.uk

WILSON, Rachel (R) SSM Curate of St Edmund, Dartford62 Whitehill RoadGravesendDA12 5PQ

Telephone 01474 357006Email – revdrachelwilson@gmail.com

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