A).
1). Responding critically and sensitively to problems of biblical and theological interpretation
2). Learning through group processes
Making group presentations to youth
Playing an active role in various communities
Communicating effectively in a community
3). Managing study time and project commitments
Demonstrating accountability in the faith community
Managing personal wellness, physically, spiritually and mentally
4). Collecting information from various sources
Analysing information on social problems
Organising information systematically
Critically interpreting and evaluating sources
5). Communicating through creative and expositional writing
Communicating effectively through oral medium
6). Using audio-visual media effectively
Showing concern for the environment
Responding concretely to community problems
7). Respecting theological and denominational differences
Demonstrating knowledge of relatedness between problems of a particular faith in community and larger communities
B).
1). Relating learning gained from individual experience to knowledge encountered in an academic environment and vice versa
Relating learning from experience and academic contexts to different contexts using present and future scenarios
Explaining his/her place in the world
Interpreting local conditions in relation to international conditions
Interpreting the past and present in relation to the future
Reflecting on personal experience and academic disciplines
Making connections from personal experience to problems of local and national community
Analysing and reflecting on the theory and practice of the Diploma of Biblical Ministry programme
2). Reflecting on the history of their family, religious community and social context
Explaining their relationship with their family, religious community, culture and country
Accepting and initiating, through knowledge of the development of Christian theology and practice, the enculturation of Christianity in their localities
3). Showing understanding of others
Describing their relationship with others
Deepening their acceptance of others through listening, reading and interaction
Reflecting on the history of others
4). Analysing the needs of a particular community, in relation to the needs of a larger community
Identifying the nature and causes of specific social problems, such as alienation, abuse, poverty, unemployment, AIDS, environmental degradation, violence racism, gender bias, etc.
Engaging in biblically based social action in response to such problems, in the form of substantiated proposals for action
5). Identifying the nature of their roles and contributions within a Christian community and larger society
Integrating spirituality and sensitive Christian witness into these roles and contributions
Networking with other community workers or groups and observing how they conceive their unique contributions to community processes
Interrelating with people in small and large group contexts
Explaining the ethical basis of their community involvement
Identifying the challenges inherent in cultural and religious pluralism and express their theological responses to these challenges
Fostering small Christian communities that promote social transformation by networking, analysing, evaluating and resolving conflict in prayer, biblical study, youth or action groups
Organising and planning Bible camps, retreats, reflection days, mainly for youth but also for adults
6). Generating contextually relevant interpretations of the Bible by using recognised exegetical methods
Using secondary sources to interpret the Bible in addressing contemporary issues
Explaining the cultural and social features of the biblical texts and identifying the differences between those and contemporary communities
7). Producing persuasive forms of writing and/or oral communication (of the contextually relevant theological insights mentioned above) in order to overcome cultural barriers, deepening a community’s inner life, fostering capacity building within it, strengthening its ability to reach out to others and overcoming social problems
Expressing themselves clearly so as to be optimally understood by their communities
Designing and facilitating liturgies that encourage participation and celebration
Integrated assessment:
1). Continuous assessment:
The lecturers observe the learners and assess their progress during
Whole class interaction
Group work
Individual activities, problem solving and mini-assignments
The progress of individual learners is discussed and compared in staff meetings. When required special interventions are put in place:
Individual learners are assisted with their problems during tutorial periods
The English lecturer is asked to help learners whose difficulties with language are hampering progress in the academic subjects
2). Formative and summative assessment:
The progress of the learners during each module is also assessed by means of assignments. These take the form of:
Written essays on set research projects
Shorter pieces of writing based on lecture content and/or the learners’ own research
Oral and written reports
Group projects
Group presentations
Summative assessment in the academic subjects usually takes the form of formal written assessments
Summative assessments in the Group 4 modules usually takes the form of group or individual presentations and oral as well as written presentations
Both the summative and the continuous assessment are considered in the overall assessment of the learner’s competence in each subject. At the moment the summative assessment grade carries more weight (80% of the final mark) than the continuous assessment (20% of the final mark). The college is working towards equal weighting between the two.
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