Durham University
Programme and Module Handbook

Undergraduate Programme and Module Handbook 2020-2021 (archived)

Module TMMC1071: Introduction to Christian Doctrine and History

Department: Theology, Ministry and Mission

TMMC1071: Introduction to Christian Doctrine and History

Type Tied Level 1 Credits 20 Availability Available in 2020/21 Module Cap None. Location Durham


  • None


  • None

Excluded Combination of Modules

  • L4-10 Brief Introduction to Christian Doctrine L4-20 Introduction to Christian Doctrine and History


  • To give students an overview of the main areas of Christian doctrine and their interrelationships.
  • To foster in students a critical awareness of methods and sources for the study of theology.
  • To excite in students a passion for the exploration of doctrine and equip them for further study at level 5.
  • To encourage students to begin to integrate critical thinking about doctrine into their own spiritual formation and ministerial development.


  • Key areas of Christian doctrine including, but not limited to, doctrine of God, creation, Trinity, Christology, soteriology, and pneumatology.
  • The sources and methods of Christian theology.
  • Contemporary issues and problems in Christian thought about doctrine.
  • Some limited primary texts by major theologians. • Some other forms of theological discourse, such as art, hymnody etc.

Learning Outcomes

Subject-specific Knowledge:
  • Investigate and describe competently one or more major areas of Christian doctrine.
  • Investigate and describe competently one or more major developments in church history.
  • Discuss intelligently some key issues in contemporary Christian thought about these areas of doctrine.
Subject-specific Skills:
  • Describe how aspects of Christian doctrine and history can be appropriately related to experience and practice in the context of discipleship, mission and ministry.
Key Skills:
  • Identify, gather and evaluate source materials for a specific purpose.
  • Evaluate the appropriateness of different approaches, communicating their findings sensitively and respectfully, showing self-awareness about their own beliefs, commitments and prejudices.
  • Carry out a guided task that involves: independent inquiry; management of time and resources; using IT; meeting deadlines; evaluating the task and learning from it.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Teaching methods to be specified by each TEI, selecting from the following:
  • Lectures provide content, a conceptual framework and a survey of approaches within a subject area that enable students to locate their learning in a wider context, to make connections with other disciplines, and to evaluate and apply their learning to different contexts.
  • Seminars offer students an opportunity to present, evaluate and apply their knowledge to specific contexts, and to engage with teaching staff and peers in debate and reflection.
  • Guided reading in conjunction with lectures encourages independent learning and underpins the knowledge and understanding gained in lectures and seminars.
  • Small group learning creates an environment where students learn to articulate their knowledge and understanding effectively and in a way that is relevant to the group and its context.
  • Tutorials enhance learning by offering feedback and encouraging students to reflect on their own response to the knowledge and skills they have acquired.
  • Programmed online learning materials guide students through knowledge content, its wider framework and different approaches to its application.
  • Virtual discussion forums offer students the opportunity to articulate the knowledge and understanding they have acquired to others and to engage in informed debate.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 16 1.75 28
Personal Study 172
Total 200

Summative Assessment

Component: Written Assignment Component Weighting: 50%
Element Length / duration Element Weighting Resit Opportunity
Essay 2,500 words 100%
Component: Written Assignment Component Weighting: 50%
Element Length / duration Element Weighting Resit Opportunity
Essay 2,500 words 100%

Formative Assessment:

Students will be expected to demonstrate engagement with the subject matter and the learning outcomes throughout the module by suitable formative assessments that encourage integrative and reflective skill

Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University