12.7 displayed conceptual understanding of the issues surrounding different translations of the texts
13. A synopsis of the curriculum
The module is intended to give students an introduction to the literature of early Christianity.
A variety of texts will be read – the gospels, apocryphal gospels, early martyrdom texts, edifying tales and hagiography - to show the variety of genres that existed and the intertextual fluidity of these genres. The texts will be contextualised against the historical developments of the Roman Empire. Social and cultural issues will also be raised, such as the new roles of women and men in an emerging Christian world and the concepts of pain, sacrifice, authority, virginity and asceticism will be examined.
14. Indicative Reading List
P. Brown, The cult of the saints (Chicago, 1982)
E. A. Castelli, Martyrdom and Memory: Early Christian Culture Making (Columbia, 2004)
W. H. C. Frend, Martydom and persecution in the early church (Oxford 1965)
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
There will be three contact hours per week consisting of one lecture and a two-hour seminar for ten weeks. This will address learning outcomes 11.1-6 and 12.1-7
Total contact hours: 30 hours
Total Study hours: 300
The student will be expected to prepare reading for seminars. This will take between 3-5 hours of preparation per week. This will provide them with 2-5 hours per week for further private study
16. Assessment methods and how these relate to testing achievement of the intended learning outcomes
40% creative assignment (max 2000 words)
I level: creating a martyrdom.
This will address Learning outcomes 11.1-3 and 12.2
H level: creating a hagiography
This will address Learning outcomes 11.1-3 and 5-6 and 12.2
60% long essay (max 3000 words)
This will address Learning outcomes 11.1-6 and 12.1-7
The essay questions are differentiated at I and H level with different questions appropriate to the level.
18. The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s disability/dyslexia support service, and specialist support will be provided where needed.
Campus(es) where module will be delivered:
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
Director of Learning and Teaching
Statement by the Head of Department:"I confirm that the Department has approved the introduction of the module and, where the module is proposed by Departmental staff, will be responsible for its resourcing"