1)
PROGRAMME INFORMATION
Programme Title
BA (Hons) Philosophy, Religion and Ethics
Department and Faculty
Department of Theology, Religion and Philosophy
Faculty of Humanities and Social Sciences
Date of most recent (re)validation
31 January 2014
Date(s) when Programme Specification
revised
August 2015
Revalidation due date
Academic year 2019-20
Awarding Institution
University of Winchester
Teaching Institution (if different)
N/A
Programme also accredited by (if
relevant)
N/A
Title of Final Award
Title(s) of Exit Award(s)
Bachelor of Arts (Honours) in Philosophy, Religion and
Ethics
Certificate of Higher Education in Philosophy, Religion
and Ethics
Diploma of Higher Education in Philosophy, Religion and
Ethics
Language of Study
English
Mode(s) of Attendance
Full-time, Part-time
Mode(s) of Delivery
Taught
Intake start date(s) and number of
intakes per year
September, 1 intake per year
Normal Period of Study
3 years full-time, 6 years part-time
UCAS Code
V520
QAA Subject Benchmarking Group
Theology and Religious Studies, Philosophy
2)
ADMISSIONS AND ENTRY REQUIREMENTS
Prospective students should consult the latest prospectus and/or course pages online for
programme entry requirements.
Prospective students for Taught programmes should consult the Admissions Policy for Taught
Programmes. Prospective students for Professional Doctorate programmes should consult the
Postgraduate Research Programmes Admissions Policy. Both are available on the University’s public
Page 1 of 17
webpage.
3)
3.1
EDUCATIONAL AIMS AND LEARNING OUTCOMES
The aims of the Programme are:
a) To study and analyse religion as a significant and effective dimension of human history,
thought, and culture.
b) To explore the boundaries between Theology, Philosophy and Religious Studies
methodologies.
c) To inquire into the nature and interpretation of the sources of religious beliefs, theologies
and practices.
d) To explore key themes and issues in ethics and philosophy in general especially as they
relate to particular religious traditions.
e) To engage with primary texts in philosophy, ethics, religion and theology.
f) To develop a knowledge and awareness of key philosophers in historical and contemporary
perspective, especially those who have contributed to studies relating to ethics and
religion.
g) To build a knowledge of key areas in philosophy that relate to the study of religion and
ethics, especially epistemology, metaphysics, ethics and political philosophy.
h) To develop the ability to recognize and analyze arguments both in texts and in oral debates.
i) To develop skills of critical analysis and evaluation in relation to the subject.
j) To develop the skills needed for study within an academic context.
k) To provide opportunities for the acquisition and development of key skills that will be
applicable to future employability.
The aims and outcomes of the programme relate to the Subject Benchmark Statements for Theology
and Religious Studies and Philosophy. Importantly, the programme is neither a Philosophy nor a TRS
degree per se but explores the interactions between the study of philosophy, ethics, theology and
religion. Both benchmark statements make clear that such a degree programme is not expected to
meet every requirement of the benchmark statements to the same extent as a Single Honours
programme in the relevant discipline; however, as demonstrated in Appendix 3, this programme
does meet most or all requirements of both benchmark statements at least to some extent.
3.2
The Learning Outcomes of the Programme are:
1) To develop students’ knowledge and understanding of a range of philosophical, theological
and religious studies methods, skills, disciplines and debates.
2) To acquaint students with ways in which philosophical, theological and religious approaches
to ethical and other issues have interacted with one another in different historical and
geographical contexts.
3) To equip students with a high level of study skills in the humanities, most specifically within
the theological, religious studies and philosophical domains.
4) To equip students with a range of generic and discipline-specific employability skills,
including critical, analytical, communication and IT skills and understanding of religious and
cultural diversity.
Specific BA (Hons) level 4 outcomes:
1) To provide an introduction to some of the principal methodologies in the study of religion,
philosophy and theology.
2) To provide an understanding of some key ethical and philosophical debates relating to a
Page 2 of 17
range of religious and spiritual traditions.
3) To equip students with study skills relating to academic work in the humanities and social
sciences, most specifically within the theological, religious studies and philosophical realms.
4) To equip students with background information in relation to a variety of religious
traditions.
5) To develop a knowledge of philosophical debates both historical and contemporary,
especially as they relate to religious and spiritual traditions.
6) To equip students with a wider historical background, and deeper knowledge of specific
traditions and issues.
Specific BA (Hons) level 5 outcomes:
1) To develop further students’ knowledge of particular philosophical disciplines and the
terminology of philosophy.
2) To strengthen students’ ability to engage with material from the perspective of religious
studies and/or theological methodologies.
3) To build skills of independent learning and confidence in study skills.
4) To build transferable/ employability skills while studying this specific subject area.
5) To develop students’ abilities to analyse, argue, assess and present data in a variety of
formats.
6) To obtain a clear grasp of specific issues where philosophy and ethics intersect with
religious and theological traditions, developing the knowledge of specific philosophical
areas, thinkers and texts.
Specific BA (Hons) level 6 outcomes:
1) To provide students with an in-depth knowledge of specific issues, themes and traditions
relating to the study of religion, theology, philosophy and ethics.
2) To enable students to become competent independent learners.
3) To provide students with the skills that would enable them to progress to further study in
an academic context, as well as the confidence and ability to apply these skills in
independent work and research within a non-academic or workplace environment.
4) To equip students with sound skills of critical analysis, independent thinking, argumentation
and debate.
A grid mapping Modules to Programme Learning Outcomes is in Appendix 1
On successful completion of this programme, students will be able to demonstrate the following
skills of:
A.
Knowledge and Understanding
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
Key methodologies in the study of religion, theology and philosophy, and their application to
the study of religious and theological traditions, ethical issues, texts, and practices;
the typical sources for the study of religions, theologies and philosophies;
key themes and issues in the study of religion including the effects of commitment and
neutrality;
key themes and subjects in the study of philosophy including epistemology, metaphysics and
the philosophy of religion;
key themes and issues in the study of theology, including questions of sources, authority and
the relationship of theological enquiry to communities, traditions and practices;
the subject and discipline vocabulary;
ethical and philosophical theories and their relevance for the study of religion and theology;
ongoing debates in the areas of ethics, philosophy, theology and/or religion;
Page 3 of 17
ix.
problems of religious language, experience and multiple and conflicting interpretations of
language and symbols;
contemporary debates about religion and culture;
contemporary and classical philosophical and ethical debates;
the relationships between contemporary contexts and religious traditions, theological
understanding and philosophical thought.
x.
xi.
xii.
B.
Skills and other Attributes
i.
understanding of and skill in applying critical methodologies to the study of philosophy and
its texts, and religious beliefs, texts and practices;
ability to recognise the different kinds of primary and secondary source that may be used in
the study of religion, theology and philosophy, and their appropriate uses;
understanding of the nature of religious language and the linguistic and interpretative issues
involved in its use;
ability to understand and analyse an argument;
ability to evaluate the influence of contemporary culture on religious beliefs, texts and
practices.
critical analysis and evaluation of scholarly theory and argument
application of textual interpretation to a variety of theological and religious texts;
skill in the use of the subject's bibliographical and referencing conventions;
critical use of philosophical, theological and religious studies resources including literature,
videos, and websites;
understanding of and terminological accuracy in philosophical, theological and religious
discourse;
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
Key Graduate Employability Skills:
a) information gathering from a variety of sources (e.g. textual, fieldwork, reference
databases);
b) skills of critical reading, analysis and judgement;
c) formulation of new perspectives through synoptic reflection, selection and synthesis;
d) IT skills, including those needed for presentation, data search/selection, and
communication;
e) literary skills for presentation in written and oral form;
f) group collaborative and discussion skills;
g) self-directed study and time management skills;
h) skills of self and peer evaluation.
The module ‘Volunteering for Religion and Ethics’ is also seen as a way in which students can obtain
experience within a work situation while also working for their degree, and so directly related to
developing employability skills in a ‘real-life’ context.
4)
PROGRAMME STRUCTURE, LEVELS, MODULES, CREDIT AND AWARDS
This section outlines the levels of study, modules and credits required for each programme (where
there is more than one) and for final and exit awards.
The programme is offered only as a Single Honours option.
LEVEL 4
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Mandatory
RT1100 Understanding Philosophy and Religion (15 credits)
RT1101 Understanding Ethics and Religion (15 credits)
RT1102 Understanding Christianity 1: Traditions and Texture (15 credits)
RT1105 Understanding Religions 2: Issues and Contexts (15 credits)
CL1001 Introduction to Classical Philosophy (15 credits)
PO1102 Introduction to Politics and Political Philosophy (15 credits)
RT1106 Spirituality and Reason in the West (15 credits)
RT1107 Faiths and Spiritualities in the City (15 credits)
Students who exit at this point receive a Cert HE.
LEVEL 5
Mandatory
RT2124 Philosophy and Religion in Global Perspectives (15 credits)
RT2125 Independent Studies in Philosophy, Religion and Ethics (15 credits)
Optional
Students must choose 6 of these modules, the availability of which will vary from year to year. When
choosing optional modules for the coming year, students are notified of the selection of modules
expected to be available, and advised that some modules may not run if take-up is insufficient.
RT2100 Religions, Spiritualities and Ethics in the UK Today (15 credits)
RT2101 Religions, Spirituality and Ethics in Europe Today (15 credits)
HS2157 Theme Study: Neoplatonism from the Classical World to the Renaissance (15 credits)
RT2102 Philosophy, Embodiment and Religion (15 credits)
RT2121 Contemporary Christian Theology (15 credits)
RT2020 Indian Religions and Culture (15 credits)
RT2120 Buddhism in Global Contexts (15 credits)
RT2104 Imagining Islam (15 credits)
RT2012 Judaism after the Holocaust (15 credits)
RT2107 Faith and Globalization (15 credits)
RT2105 Religion, Nature and Sustainability (15 credits)
RT2126 Sacred Texts and Critical Theory
LA2006 Aesthetics (15 credits)
LA2005 Music and Philosophy (15 credits)
EL2508 The Postmodern Age (15 credits)
RT2999 Volunteering for Religion and Ethics (15 credits)
RT2025 Chinese Religion (15 credits)
RT2119 Field Studies (15 credits)
RT2103 Global Christianities (15 credits)
Students who exit at this point receive a Dip HE.
LEVEL 6
Core
RT3002 Dissertation (30 credits – this module runs over both semesters)
Page 5 of 17
Mandatory
RT3126 Critical Encounters of Philosophy, Religion and Culture: Antiquity to 1500CE (15 credits)
RT3127 Critical Encounters of Philosophy, Religion and Culture: 1500 CE to the Present (15 credits)
Optional modules
Students select four of these options. Precise options will vary from year to year. When choosing
optional modules for the coming year, students are notified of the selection of modules expected to
be available, and advised that some modules may not run if take-up is insufficient. In Advanced
Studies strands students select one option from the strand.
RT3003 Mapping Mortality
RT3116 Religion and Culture
RT3119 Advanced Field Studies
RT3120 Religion and Ethics for Teaching
PO3605 Case Study in Political Philosophy: Conservatism
RT3128 Advanced Studies in Philosophy and Ethics Strand 1 (15 credits – runs in Semester 1)
RT3129 Advanced Studies in Philosophy and Ethics Strand 2 (15 credits – runs in Semester 2)
RT3130 Advanced Studies in Religion and Spirituality Strand 1 (15 credits – runs in Semester 1)
RT3131 Advanced Studies in Religion and Spirituality Strand 2 (15 credits – runs in Semester 2)
RT3104 Advanced Studies in Theology Strand 1 (15 credits – runs in Semester 1)
RT3105 Advanced Studies in Theology Strand 2 (15 credits – runs in Semester 2)
Students may also opt to take one Value Studies module at level 5 and/or at level 6.
Final award: BA (Hons) Philosophy, Religion, and Ethics
Part-time students will take 60 credits per year, so that the full BA (Hons) programme can be
completed in six years’ part-time study. There is no particular order in which level 4 modules must
be taken, though part-time students should normally take RT1100, Understanding Philosophies of
Religions, and/or RT1101, Understanding Ethics and Religion, in the first year of their L4 programme.
At level 5, part-time students should normally take Philosophy and Religion in Global Perspectives in
the first year of level 5 study, and Independent Studies in Philosophy, Religion and Ethics in the
second. Optional level 5 modules may be taken in any order according to availability. At level 6, parttime students should normally take the two mandatory ‘Critical Encounters’ modules plus two
optional modules in the first year of the level, and the dissertation plus two further options in the
second.
Glossary
Core = modules must be taken and passed
Mandatory = modules must be taken but may be eligible for compensation
Optional = modules may be selected by students, subject to availability
5)
5.1
LEARNING, TEACHING AND ASSESSMENT
Means of delivery:
The following means of delivery are used in the Programme with the Key Information Set (KIS)
Activity type indicated in brackets.
Page 6 of 17
Lecture (KIS: Lecture): tutor-led class sessions, supported as appropriate with audiovisual or other
resources, involving the presentation of key information and/or arguments, usually integrated with
whole class discussion or group work enabling students to assimilate the material presented.
Seminar (KIS: Seminar or Practical classes and workshops): work in smaller groups, tutor- or studentled, often based on the close study of key sources, case studies or problems.
Tutorial (KIS: Tutorial): one-to-one or small-group meeting of tutor with student(s), often based on
discussion of students’ written work.
Field trips and study visits (KIS: External visits): one-day or residential visits to religious
communities, sites or locations of interest to module subject matter. Some short local study visits
are mandatory; others are optional. Optional longer international study visits (1-4 weeks) are also
offered.
Fieldwork (KIS: Fieldwork): social anthropological/ethnographic fieldwork, which may be conducted
during field trips or study visits.
Placement (KIS: Work-based learning): placement in a location such as a voluntary/community
organisation or school, supervised by staff in the host organisation, overseen by the Module Leader
within the programme team.
Additional information, which complements this, is available via the Unistats ‘widget’ on the
University’s individual course pages (applicable only for undergraduate programmes).
5.2
Types of assessment employed:
The Key Information Set (KIS) Activity type is indicated in brackets.
Abstract: short summary of a key author, or a proposed essay or project. (KIS: written assignment )
Blog: using an online platform such as Wordpress, focusing on one or more topics relevant to the
module and encouraging interaction from other readers. Although the content is presented in a nonlinear fashion, blogs presented for assessment are expected to meet appropriate scholarly standards
with respect to argument, critical analysis, referencing etc. (KIS: written assignment)
Commentary: critical commentary on a primary source text, using appropriate historical, literary or
other critical approaches. (KIS: written assignment)
Dissertation: 8-10,000 word dissertation presenting the outcome of an individually-supervised
independent research project. (KIS: dissertation )
Dossier: summary account and evaluation of a selection of key resources to be used in researching
and writing on a selected topic. May be formative or summative. (KIS: written assignment)
Essay: connected written argument in answer to a question set by module tutor or agreed between
tutor and student. May be formative or summative. (KIS: written assignment)
Exam: unseen written examination with a choice of essay questions. (KIS: written exam)
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Literature review/book report: critical review of an academic book, chapter or article relevant to the
module subject matter. May be formative or summative. (KIS: written assignment )
Logbook/diary: fieldwork journal of study trip or placement experience. Usually formative. (KIS:
written assignment )
Portfolio: report and reflection on a placement experience, which may make use of visual and other
supporting material. (KIS: portfolio )
Presentation: students prepare a topic and give an oral presentation on it to their peers in class,
making use of appropriate AV and/or other resources. May be individual or group, formative or
summative. May be combined with a follow-up essay. Summative presentations are assessed for
both content and presentation skills. (KIS: oral assessment and presentation )
Project: students research a topic individually and write a report on their research. The research
report differs from a standard essay in being divided into discrete components or sections, each of
which may have an indicative word limit. (KIS: written assignment)
Proposal: research proposal and plan for an independent study or dissertation, including
components such as research context, aims/research questions, literature review and indicative
bibliography. (KIS: written assignment)
Prospectus: description of placement host organisation and the nature of a proposed placement.
May include visual or other supporting material as well as text. (KIS: portfolio)
Timed essay: students are given a choice of essay titles to research and write with a time limit, either
in class under exam conditions or in their own time. (KIS: written assignment )
Website: collection of linked web-pages presenting various aspects of a topic set by the tutor or
agreed between tutor and student. The website may be constructed using proprietary software such
as Dreamweaver or an online website builder such as Wix. Like blogs, website assignments must
meet appropriate scholarly standards. (KIS: practical skills assessment)
The interests of students with protected characteristics will be taken into consideration and
reasonable adjustments to assessments will be made provided that these do not compromise
academic standards as expressed through the learning outcomes.
6)
QUALITY ASSURANCE AND ENHANCEMENT
6.1
Mechanisms for review and evaluation:
Quality assurance and enhancement at Module Level
Students provide feedback to module tutors through Module Evaluation Forms, reviews and other
responses. The tutor collates the evaluation forms and produces a response for discussion at
Programme Committee. The response identifies good practice and proposes remedies for any points
of concern. The response is made available to students at the next running of the module.
Quality assurance and enhancement at Programme Level
Page 8 of 17
The Programme Committee evaluates the success of the programme, paying particular attention to
student feedback and student representatives. Minutes from the Programme Committee and the
External Examiners report will inform the Annual Programme Evaluation which is submitted for
approval to the Faculty Academic Development Committee. Issues for attention are identified and
included in the action plan for the following year.
Quality assurance and enhancement at Department Level
The Annual Programme Evaluation is submitted to the Department for discussion and to draw out
department objectives.
Quality assurance and enhancement at Faculty Level
The Annual Programme Evaluation is submitted to the Faculty Academic Development Committee
which has oversight of learning development in the Faculty, including via the Peer Observation of
Teaching.
Quality assurance and enhancement at University Level
The quality of the programme is monitored by an External Examiner appointed by the University’s
Senate Academic Development Committee. The External Examiner’s Report is distributed to the
Vice-Chancellor, First Deputy Vice-Chancellor, Director of Academic Quality and Development, the
Faculty Dean and Faculty Head of Quality. A summary of all external examiner reports is received at
Senate Academic Development Committee. An annual audit of Faculties is conducted by Senate
Academic Development Committee.
Quality assurance and enhancement for Staff
The quality of learning and teaching is supported by the Peer Observation of Teaching and Staff
Development, by Staff Development and Review, by attendance at conferences and curriculumfocused staff development, by external involvement such as external examining and by involvement
in research and knowledge exchange activities.
6.2 Indicators of Quality and Standards
External Examiner Report(s)
Annual Monitoring process
Student feedback including the National Student Survey or Postgraduate Taught Experience Survey
Student representation at Faculty level and University level committees
Programme Revalidation
Higher Education Review
7)
THE REGULATORY & POLICY FRAMEWORK
7.1
The programme conforms fully with the University’s Academic Regulations for Taught
Programmes
7.2
No exemptions from the Academic Regulations are required.
Programme Level Attendance Regulations apply and details will appear in the Programme Handbook
and on the Learning Network.
7.3
External Professional Statutory Regulatory Body Accreditation
None
7.4
Engagement with UK Quality Code and Subject Benchmarks
Validation and Revalidation assure the University of the Programme’s continued engagement with
Page 9 of 17
FHEQ and appropriate consideration of subject benchmarks. Between validations external examiners
assure the University that this engagement remains active and evident.
7.5
Engagement with Work Based Learning and Placements Approved Procedures
The programme includes an optional volunteering module at level 5. This experience is defined as
‘work based learning’ in that the learning on this module will take place within the context of
(voluntary) employment.
There is also an optional level 6 module Religion and Ethics for Teaching, which is designed to help
those intended to enter teaching professions think through the interface between their other degree
subjects and their intentions for professional practice.
In all cases learning on these modules will adhere to the latest version of the University’s WorkBased Learning and Placements – Approved Procedures. Approval of work-based learning and
placement opportunities in line with these procedures will be the responsibility of the module tutor
in each case who will act in the role of placement co-ordinator as defined in these procedures. These
module tutors will, where appropriate, work in collaboration with appropriate faculty or central
University staff such as the Volunteering Co-ordinator.
Page 10 of 17
Appendix 1
Grid mapping Modules to Programme Learning Outcomes
On successful completion of this programme, students will be able to demonstrate the following
skills of:
A. Knowledge and Understanding
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
Key methodologies in the study of religion, theology and philosophy, and their application to
the study of religious and theological traditions, ethical issues, texts, and practices;
the typical sources for the study of religions, theologies and philosophies;
key themes and issues in the study of religion including the effects of commitment and
neutrality;
key themes and subjects in the study of philosophy including epistemology, metaphysics and
the philosophy of religion;
key themes and issues in the study of theology, including questions of sources, authority and
the relationship of theological enquiry to communities, traditions and practices;
the subject and discipline vocabulary;
ethical and philosophical theories and their relevance for the study of religion and theology;
ongoing debates in the areas of ethics, philosophy, theology and/or religion;
problems of religious language, experience and multiple and conflicting interpretations of
language and symbols;
contemporary debates about religion and culture;
contemporary and classical philosophical and ethical debates;
the relationships between contemporary contexts and religious traditions, theological
understanding and philosophical thought.
Level 4
A.i
A.ii
Understanding
Phil & Religion
X
X
Understanding
Ethics &
Religion
X
Understanding
Christianity 1
Understanding
Religion 2
A.iv
A.v
A.vi
A.vii
A.vii
i
A.ix
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Spirituality &
Reason in W
X
Faiths & Sp. in
the City
X
Classical
Philosophy
X
Intro to Pols &
Political Phil
Level 5
Rel,
Spiritualities &
Ethics in UK
X
X
A.i
A.ii
X
A.iii
X
X
X
X
A.iii
X
A.iv
A.v
A.xi
X
X
X
X
X
X
X
X
X
X
X
X
A.vi
A.vii
A.vii
i
X
Page 11 of 17
A.xii
X
X
X
X
A.x
X
X
X
X
X
X
X
A.ix
X
X
A.x
A.xi
A.xii
X
X
X
Rel, Sp & Ethics
in Europe
X
Phil & Rel in
Global Persp
X
X
X
X
X
X
Ind Studies in
Phil, Ethics &
Rel
X
X
Buddhism in
Global Contexts
X
X
X
X
Chinese Religion
X
X
X
X
X
X
X
X
X
Contemp Xn
Theology
X
X
Phil,
Embodiment &
Religion
X
X
Faith &
Globalisation
Field Studies
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Global
Christianities
X
X
Indian Religions
& Culture
X
X
X
X
X
X
Imagining Islam
X
X
X
X
X
X
Judaism after
the Holocaust
X
X
X
X
X
X
Religion, Nature
& Sustainability
X
X
X
X
X
X
X
X
X
X
X
X
Volunteering
X
Sacred Texts &
Critical Theory
X
Neoplatonism
X
X
X
X
X
X
X
X
X
X
Music &
Philosophy
X
X
X
Aesthetics
X
X
X
Postmodern
Age
Level 6
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
A.i
A.ii
A.iii
A.iv
A.v
A.vi
A.vii
A.vii
i
A.ix
A.x
A.xi
A.xii
Dissertation
Depending on
topic
X
X
(X)
(X)
(X)
X
(X)
X
(X)
(X)
(X)
(X)
Crit Encounters
to 1500CE
X
X
X
X
X
X
X
X
X
X
Crit Encounters
1500CE-present
X
X
X
X
X
X
X
X
X
X
Mapping
Mortality
X
X
X
X
X
X
X
Religion &
Culture
X
X
X
X
X
X
X
Page 12 of 17
X
Advanced Field
Studies
X
X
X
Rel & Ethics for
Teaching
X
X
Adv Stud in Phil
& Ethics 1 & 2
X
X
Adv Studies in
Rel & Sp 1 & 2
X
X
Adv Studies in
Theology 1 & 2
X
X
Case Study in
Pol Philosophy
B.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Skills and other Attributes
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
understanding of and skill in applying critical methodologies to the study of philosophy and
its texts, and religious beliefs, texts and practices;
ability to recognise the different kinds of primary and secondary source that may be used in
the study of religion, theology and philosophy, and their appropriate uses;
understanding of the nature of religious language and the linguistic and interpretative issues
involved in its use;
ability to understand and analyse an argument;
ability to evaluate the influence of contemporary culture on religious beliefs, texts and
practices.
critical analysis and evaluation of scholarly theory and argument
application of textual interpretation to a variety of theological and religious texts;
skill in the use of the subject's bibliographical and referencing conventions;
critical use of philosophical, theological and religious studies resources including literature,
videos, and websites;
understanding of and terminological accuracy in philosophical, theological and religious
discourse;
Key Graduate Employability Skills:
xi.
xii.
xiii.
xiv.
xv.
xvi.
xvii.
xviii.
information gathering from a variety of sources (e.g. textual, fieldwork, reference
databases);
skills of critical reading, analysis and judgement;
formulation of new perspectives through synoptic reflection, selection and synthesis;
IT skills, including those needed for presentation, data search/selection, and
communication;
literary skills for presentation in written and oral form;
group collaborative and discussion skills;
self-directed study and time management skills;
skills of self and peer evaluation.
Level 4
B.i
B.ii
B.
iii
B.
iv
B.v
B.
vi
Understanding
Phil & Religion
X
X
X
X
X
Understanding
Ethics & Rel
X
X
X
X
B.
vii
X
B.
viii
B.i
x
B.x
B.x
i
B.
xii
B.
xiii
B.
xiv
B.
xv
B.
xvi
B.
xvii
B.
xviii
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Page 13 of 17
Understanding
Christianity 1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Understanding
Religion 2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Spirituality &
Reason in W
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Faiths & Sp. in the
City
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Classical
Philosophy
X
X
X
X
X
X
X
X
X
X
X
X
X
Intro to Pols &
Political Phil
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Level 5
B.i
B.ii
Rel, Sp & Eth in UK
X
Rel, Sp & Ethics in
Europe
B.
iii
B.
iv
B.v
B.
vi
B.
vii
B.
viii
B.i
x
B.x
B.x
i
B.
xii
B.
xiii
B.
xiv
B.
xv
B.
xvi
B.
xvii
X
X
X
X
X
X
X
X
X
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X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Phil & Rel in
Global Persp
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Ind Stud in Phil,
Ethics & Rel
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Buddhism in
Global Contexts
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Chinese Religion
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Contemp Xn
Theology
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Phil Embodiment
& Religion
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Faith &
Globalisation
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Field Studies
X
X
X
X
X
X
X
Global
Christianities
X
X
X
X
Indian Religions &
Culture
X
X
X
X
Imagining Islam
X
X
X
Judaism after the
Holocaust
X
X
Religion, Nature &
Sustainability
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Volunteering
X
Sacred Texts &
Critical Theory
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Neoplatonism
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Music &
Philosophy
X
X
X
X
X
X
X
X
X
X
X
X
X
Aesthetics
X
X
X
X
X
X
X
X
X
X
X
X
X
Postmodern Age
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Page 14 of 17
B.
xviii
X
X
X
X
X
Level 6
B.i
B.ii
B.
iii
B.
iv
B.v
B.
vi
B.
vii
B.
viii
B.i
x
B.x
B.x
i
B.
xii
B.
xiii
B.
xiv
B.
xv
B.
xvi
B.
xvii
Dissertation
Depending on
topic
X
X
(X)
X
(X)
X
(X)
X
X
X
X
X
X
X
X
X
X
Crit Encounters to
1500CE
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Crit Encounters
1500CE-present
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Mapping Mortality
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Religion & Culture
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Advanced Field
Studies
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Rel & Ethics for
Teaching
Adv Stud in Phil &
Ethics 1 & 2
X
X
Adv Studies in Rel
& Sp 1 & 2
X
Adv Studies in
Theology 1 & 2
Case Study in Pol
Philosophy
X
B.
xviii
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
(X)
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
(X)
X
X
X
X
X
X
X
X
X
X
X
X
X
Page 15 of 17
Appendix 2
Grid mapping Assessments
Each column is headed by the name of assessment type, as defined by the Programme (not KIS), eg
blog, essay, portfolio.
Key
Abst: Abstract
Blog: Blog
Com: Commentary
Dis: Dissertation
Dos: Dossier
Ess: Essay
Exm: Exam
Lit R: Literature review/book report
Log: Logbook/diary
Pf: Portfolio
Pres: Presentation
Proj: Project
Prop: Proposal
Pros: Prospectus
T Es: Timed essay
Web: Website
Level 4
Abst
Blog
Ess
Exm
Understanding Phil
& Religion
X
X
Understanding
Ethics & Religion
X
Understanding
Christianity 1
X
Understanding
Religion 2
X
Spirituality &
Reason in W
X
Faiths & Sp. in the
City
X
Classical Phil
Com
Dis
Dos
X
Rel, Spiritualities &
Ethics in UK
Rel, Spiritualities &
Ethics in Europe
Blog
Com
Pres
Proj
Prop
Pros
T Ess
Web
Prop
Pros
T Ess
Web
X
X
X
X
X
Dis
Dos
Ess
X
Exm
Lit R
Log
Pf
Pres
Proj
X
X
X
Phil & Rel in Global
Persp
Ind Studies in Phil,
Ethics & Rel
Pf
X
X
Abst
Log
X
Intro to Pols &
Political Phil
Level 5
Lit R
X
X
X
Page 16 of 17
X
X
X
Buddhism in Global
Contexts
X
Chinese Religion
X
Contemp Xn Theol
X
X
X
X
Phil, Embodiment &
Religion
X
X
X
Faith &
Globalisation
X
Field Studies
X
Global Christianities
X
Indian Religions &
Culture
X
Imagining Islam
X
X
X
X
X
X
Judaism after the
Holocaust
X
Religion, Nature &
Sustainability
X
Volunteering
Sacred Texts &
Critical Theory
X
X
X
X
Neoplatonism
X
Music & Philosophy
X
Aesthetics
X
X
Postmodern Age
X
X
Level 6
Abst
Blog
Dissertation
Com
Dis
Dos
X
X
Log
Pf
Pres
Proj
Prop
Pros
T Ess
Web
X
X
X
X
Rel & Ethics for
Teaching
X
Adv Studies in Phil
& Ethics 1 & 2
Depending on topic
X
X
X
X
Advanced Field
Studies
Adv Studies in Rel &
Sp 1 & 2
Depending on topic
Lit R
X
Mapping Mortality
Religion & Culture
Exm
X
Crit Encounters to
1500CE
Crit Encounters
1500CE-present
Ess
X
X
Adv Studies in
Theology 1 & 2
Depending on topic
X
Case Study in Pol
Philosophy
X
X
X
X
X
Page 17 of 17
X
X
X
X
X
X
X
X
X
X