Modules Offered 2018-06-19T16:00:08+00:00

Below is a list of the different modules offered for the Common Awards at Levels 4, 5 and 6. Please note that not all modules are offered each year.

Level 4 modules are offered to students studying either the CertHE, or the first year of the BA(hons) or DipHE.

Level 5 modules are offered to students studying the second year of either the DipHE or the BA(hons).

Level 6 modules are usually offered to students undertaking the final year of the BA(hons).

This module will offer students an initial overview of the New Testament, of the various genres of literature that are found in it and of the major theological themes its writings raise. It will present the contexts and concerns out of which the New Testament books emerged, set them within their broader historical, religious and cultural backgrounds, and examine the ways that the ancient authors expressed both particular pastoral concerns and more general theological convictions. Further, the module will explore some of the ways in which the New Testament has been handled and used in various eras and contexts, and will allow careful consideration of what might constitute appropriate interpretation and use of these books in today’s church and world. Students will be encouraged to read the whole New Testament in the course of their work on the module.
This module provides an initial overview of the Old Testament. The teaching is oriented around some of the key genres, since understanding the kinds of literature in the Old Testament provides important guidance about how to interpret texts appropriately in their historical, literary and cultural context. Some of the tools, methods and approaches used in modern biblical scholarship are also introduced, paying attention to their limitations as well as their strengths. Particular attention is paid to the tension between historical critical and literary approaches to the text.

In addition students will be given an overview of the developing plot of the Old Testament as it traces the journey of the people of God through the Pentateuch, the historical books, the prophets, and on towards the New Testament. Guidance is given about how to acknowledge the contingent and temporary character of much of the Old Testament, while affirming how it remains a vital theological and historical foundation for later Christian life and thought.

The aim of this module is to introduce beginners in New Testament Greek to basic elements of the language through engagement with one chapter of the Gospel of John. It will focus on basic grammar and syntax, encourage students to learn vocabulary, and to read and write basic Greek. It will help students begin to understand issues associated with the task of translating ancient texts into modern English, in relation to language, literary style and theology. This module will equip students with the skills necessary to progress onto the module TMM1077 Continuing New Testament Greek.
The aim of this module is to enable students to develop a deeper understanding of New Testament Greek. It consolidates everything covered in module TMM1067 and further develops students’ understanding of Greek grammar and syntax. It is based on reading and translating the set text (four chapters from the Gospel of John, plus material from the course text book.

Particular attention will be paid to the ways in which the Biblical text may be translated into English. This module will thus equip students with the confidence to use significant reference resources that refer to the Greek (lexicons, concordances, dictionaries, commentaries, etc.). It will enable them to engage with the Greek texts in Level 5 and 6 exegesis work if they choose these options. It will inculcate the ability to evaluate different English translations of New Testament material, especially those widely used in church life.

This module builds foundations for ongoing study in Christian Doctrine by examining the ways in which Christians have known and described God as Creator, as the Son who came to save and as the Spirit who is the Life-giver. The module will also explore the sources which have been used to describe that knowledge, namely scripture, tradition, reason and experience. These foundations will be rooted in the life of the Church both in the sense of locating where that belief emerges from but also how it is held through the creeds and how it helps to re-shape the church today. The module will be based in a faith which seeks understanding so that a passion can be instilled which enables a student to make connections between faith and life. More than this, it is hoped that by exploring the voices which have gone before, students can both make sense of the framework in which belief is set but can also find their own voices.
This module introduces students to the study of the Church in historical context. Students will be familiarised with the practices, methods, and modes of Church history through the examination of specified historical period or periods. The module will help students grasp the historical experience of the Church as a foundation for further study in Church history, doctrine, liturgy, and pastoral practice. As appropriate to the specified time-frame, particular attention will be paid to the historical context of the formation of Christian doctrine, the nature of the Church’s self-understanding and self-expression, her relations with, and her interaction with other religious and philosophical traditions. Due attention must also be paid to the variety of Christian experience in the specified periods.
The module provides students with an introduction to ongoing ministerial training and study. The module acts as a gateway into professional ministerial practice rooted in comprehensive theological study, practice wisdom and a deepening faith. In this module students will be introduced to theological reflective practice as the method of ongoing ministerial development. Theological reflective practice combines in-depth theological study with considered analysis of self and context. The module will provide students with an introduction to these three key components of ongoing ministerial development alongside study support to provide a bridge into degree level study.
This module is designed to enable participants to engage in independent learning related to a chosen subject area in the context of discipleship, mission and ministry. In consultation and negotiation with the tutor, participants will identify a topic, issue, or ministerial area relevant to the study of the theory and practice of ministry and in which there is academic expertise in the Cambridge Theological Federation. An independent learning project will be developed which may include both library and practical research. The area chosen may enhance and integrate study from the taught module programme providing the independent study is clearly distinguished from the content of such taught modules.
This module introduces students to the practice of church planting and the creation and sustaining of new expressions of church. The module will encourage students to consider the creation of new Christian communities in light of doctrinal themes such as atonement and Christology, while rooting practice in theological reflection.

The module provides an opportunity for students to critically dialogue with their ministerial and missional practice in light of existing, developing and new knowledge at a foundational level. The process demands of the students’ an attentiveness to their own assumptions and biases as they develop an integrated approach to pioneer ministry. Context–based learning creates opportunity for deeper understanding of familiar settings in creative conversation with key themes from relevant disciplines, including: Christology, ecclesiology, missiology, and cultural studies (amongst others).

This module will offer students introductory material exploring some of the major themes and issues relating to pastoral care in congregational contexts. The place of pastoral care in the life and worship of Christian communities will be examined and assessed. Students will be encouraged to begin to develop the skills and dispositions required to offer sustained and appropriate pastoral care in ways that do justice to context and to their own roles and experience. These explorations will pay attention to scriptural models and a range of Christian traditions. They will also be informed by relevant material drawn from the social sciences and psychology where these offer insights into human development and life processes both for individuals and for groups. The module will offer students opportunities to practice and enhance skills that are essential within the pastoral ministries of the Church. This will include careful attention when listening, and an appreciation of the significance of loss and grief as a worked example of pastoral care. It will also enable students to begin to engage with best practice in safeguarding, child protection and the protection of vulnerable adults. As an introductory course this module will, inevitably, connect with some material in more superficial ways than at depth. It will provide starting points for further study, engagement and formation and a range of resources with which to continue to grow into the ministries of pastoral care.
This module involves a partnership between a student’s training institution and a ministerial context which enables students to encounter, and work effectively within, a specific ministerial setting. On-site staff will provide day-to-day supervision with tutors in the students learning organisation facilitating reflection and deep learning.

The module provides an opportunity for students to critically dialogue with their ministerial and missional practice in light of existing, developing and new knowledge at a foundational level. The process demands of the students’ an attentiveness to their own assumptions and biases as they develop an integrated approach to ministry and mission within their specialism. Ministerial-based learning creates opportunity for deeper understanding of familiar settings in creative conversation with key themes from relevant disciplines, including: biblical, ecclesiastical and doctrinal studies, missiology, education and cultural studies (amongst others).

This module will offer an overview of the broader context of children and family work, such as the UN Convention on the Rights of the Child (1989) and the Playwork charter. The module will introduce students to professional standards, principles and values in children and family work (including grace principles) and legal and policy frameworks such as: safeguarding, duty of care, health and safety, risk assessment. This module will offer the opportunity to reflect on issues related to management of self in a professional context and theological reflection on contemporary practices and principles of children’s work.
This module will encourage the student to consider their ministerial practice within a broader context. In particular it will challenge students to consider how they understand their ministerial identify within a pluralistic society. The module will require students to reflect on their practice in light of an understanding of youth work as the accepted approach to working with young people in a non-school setting. The student will reflect on professional standards, principles and values, as well as legal and policy frameworks such as: safeguarding, duty of care, health and safety, risk assessment. This module will offer the opportunity for the student to place their developing identity within a theological frame.
This module offers an introduction to Christian worship for the purposes of preparation for public ministry. Its perspectives are ecumenical, historical, theological and phenomenological, and it aims to help students to root their own experience and tradition within the wider contexts of the Christian faith, as well as to grow in confidence in their ability to interpret and apply their learning to their specific ministerial setting.

The historical material will provide a general overview of the origins and development of forms of Christian worship. The phenomenological study will have as its primary focus the two dominical sacraments of baptism and eucharist, as well as the proclamation of the word. The emphasis will be on the Western liturgical tradition, though reference will be made where appropriate to Eastern practice.

The practical aspects of the module will include discussion of contemporary contextual challenges, and the need to negotiate faithfulness to the inherited tradition in situations of change and complexity. Tradition-specific practice will be covered elsewhere in tradition-specific contexts, though many of the tools that enable us to work within such contexts will be introduced in the module.

The aim of this module is to help students better understand the Bible within its original context (as that can best be reconstructed), and as it has been interpreted in many different contexts during history in order that students can develop good practice in using the Bible within their own contexts today.

Using selected Old and New Testament texts, the module will survey different approaches to these texts and ways people have explored the world behind the text, in the text and in front of the text and applied the text to their own context. Connections will be made between Old and New Testament themes in an attempt to develop a nuanced biblical hermeneutic that is consistent in its treatment of the whole Bible. We will explore what makes for better or worse applications in a particular context and attempt to critically assess one’s own interpretations and those of others.

This module will explore several major areas of doctrine with a particular emphasis on their roots in Scripture and their expression in the work of significant recent and contemporary theologians from different Christian traditions. Topics of discussion include approaches to systematic theolo-gy, Trinitarian theology, Christology, soteriology, sacramental theology, and ecclesiology. Doc-trines will be examined and interpreted with reference to their biblical foundations, selected pri-mary theological texts (in translation where not originally in English) and, where relevant, other sources (e.g. art, liturgy, hymnody or material evidence) which have influenced their shape and reception. Consideration will be given to each doctrine’s connection to the wider pattern of Chris-tian theology. Attention will be paid to the relationships between doctrine and contemporary Christian practice and experience.
This module will offer opportunities to explore a broad historical narrative of the Reformation era, with particular emphasis on England, and to consider the work of major theologians, Catholic and Protestant, of the era in their historical context. Students will be asked to choose theological issues, research their historical context and investigate an aspect of theological response contemporary to the era.

Study will begin with an historical survey of the period and some of its central issues, accompanied by analysis of key theological texts.

For their written assessment students will be asked to discuss Luther’s Freedom of a Christian in relation to the Homily of Almsdeeds, Or to the Autobiography of a Hunted Priest (John Gerard, S.J.) OR to Richard Greenham “Letter against Hardness of Heart” OR another document of their choice agreed with the module leader.

This module integrates the theory and practice of Christian ethics. It begins by looking at questions of methodology in Christian ethics, commending an approach to Christian ethics which engages with key sources: the Bible, Christian tradition, reason and experience. It considers different approaches which variously emphasise rules, consequences and virtues, before looking more closely at the key virtues of love and justice. Linked with this discussion are considerations of important issues in ecological, economic, political, medical and sexual ethics. Both academic understanding of Christian ethics and the practical living of Christian faith are emphasised.
This module is designed to enable participants to engage in independent learning related to a chosen subject area in the context of discipleship, mission and ministry. In consultation and negotiation with the tutor, participants will identify a topic, issue, or ministerial area relevant to the study of the theory and practice of ministry and in which there is academic expertise in the Cambridge Theological Federation. An independent learning project will be developed which may include both library and practical research. The area chosen may enhance and integrate study from the taught module programme providing the independent study is clearly distinguished from the content of such taught modules.
This module will help students to develop the reflective practice of ministry in their own Christian tradition, but with reference to other traditions. The specific content will vary depending on the tradition concerned. It may include for example Christian worship, the distinctive ecclesiology of your own tradition, or social ethics. The lecture schedules below will indicate the content for the relevant delivery centre.

These areas will be studied in relation to their local context within the student’s own experience and in relation to their exercise of Christian ministry. In all of the areas, the module provides further reflection on the theory and practice of Christian ministry, drawing on scholarly debates and best practice. The module therefore seeks to embody a dialogue between theory and practice which draws upon methods of theological reflection.

This module is designed to help students to engage missionally with our contemporary culture. There are three elements to the module that contribute to this aim. First, it explores the evolving relationship between Christianity and its social and cultural context in the West, paying particular attention to the major intellectual, social and religious trends that have helped to shape people’s thinking in the 21st century as well as had a significant impact on the church’s life and witness. Second, the module aims to equip students with relevant contemporary skills for missional engagement. Underlying these is the ability to read and analyse culture from a missional perspective, exploring the unexamined assumptions of people around us whom the church is trying to reach. It aims to identify the key components for a church’s missional engagement, and to discern the key missional questions facing congregations today. The final element in the module is the study of apologetics. It surveys major apologetic approaches and evaluates their cultural effectiveness. It also tries to foster theological and cultural discernment in thinking about apologetic strategies, as well as nurture relevant skills in practice. As part of the course, students will present an apologetic approach to a contemporary question.
This module will provide students with the opportunity to critically engage with theological and theoretical frameworks for management within a church context and offer transferable learning for management within other voluntary sector organisations. Students will develop their understanding of key management tasks within these contexts, including strategic and human resource management, and discuss how these are situated within relevant legal and policy frameworks. Students will explore notions of collaborative ministry and facilitation with a particular emphasis on their own preferences, blind spots, strengths and weaknesses as ministers, managers and facilitators.
This module involves a partnership between a student’s training institution and a ministerial context which enables students to encounter, and work effectively within, a specific ministerial setting. On-site staff will provide day-to-day supervision with tutors in the students learning organisation facilitating reflection and deep learning.

The module provides an opportunity for students to critically dialogue with their pastoral, ministerial and missional practice, in light of existing, developing and new knowledge at an intermediate level. The process demands of the students’ an attentiveness to their own assumptions and biases as they develop an integrated approach to ministry and mission within their specialism. Ministerial-based learning creates opportunity for deeper understanding of familiar settings in creative conversation with key themes from relevant disciplines, including: biblical, ecclesiastical and doctrinal studies, missiology, education and cultural studies (amongst others).

The aim of this module is to understand, and begin to make use of, the insights that a close critical reading can give through intensive study of St Paul’s letter to the Romans. In the process, students will become more aware of the range of interpretative approaches available, and the different ways in which the text can be interpreted responsibly in a variety of different contexts.

Using the tools of modern scholarship while paying attention to the text’s history of interpretation and its relevance to contemporary Christian theology, preaching and praxis, the module will include intensive study of the text. The format of the module will include a combination of lectures, small group learning and private study. This will encourage self-directed learning and reflection. The main focus will be on the central theological themes of the writings, examined through detailed study of selected portions of the texts.

The aim of this module is to understand, and begin to make use of, the insights that close critical reading can give into the interpretation of a particular text from the Old Testament. In the process, students will become more aware of their own interpretive methods. This will inculcate critical skills that can be applied to other texts throughout ministry and encourage life-long learning.

This module enables students to use the tools of modern scholarship, while paying attention to a text’s history of interpretation, and its relevance to contemporary ecclesial communities. The format of the module will include a combination of lectures, small-group learning and private study, which will encourage self-directed learning and reflection.

This module requires the student to undertake a term of study at an institution which has been approved by the Common Awards Management Board for this purpose (including approval of a conversion scheme for marks from that institution to grades for the student’s Durham award). The Management Board will also need to have approved the TEI’s processes for ensuring that:
• the particular programme the student will undertake, in conjunction with their study at their TEI, will enable them to fulfil and demonstrate fulfilment of the level 5 learning outcomes for the DipHE or BA in Theology, Ministry and Mission
• the student will be appropriately supported before and during their time away
• the student is not inappropriately charged full fees by their TEI if they are also paying a fee to the overseas institution
• the student will engage in modules as provided by and agreed with the host institution. These modules will also be subject to the agreement of the sending TEI, and where necessary the student’s sponsoring church.
The aim of this module is to explore in depth the close critical reading and intensive study of a selected text from the New Testament. In the process, you will examine the range of interpretative approaches available, and the different ways in which these texts can be interpreted responsibly in a variety of different contexts.

Using the tools of modern scholarship while paying attention to the text’s history of interpretation, and their relevance to contemporary Christian theology, preaching and praxis, the module will include intensive study of one text from the New Testament. The main focus will be on the central theological themes of the writings, examined through detailed study of selected portions of the text.

The aim of this module is to explore in depth the close critical reading and intensive study of a particular text from the Old Testament. In the process, students will examine the range of interpretative approaches available, and the different ways in which these texts can be interpreted responsibly in a variety of different contexts. This will develop critical skills that can be applied to other texts throughout ministry and encourage life-long learning.

This module enables students to use the tools of modern scholarship, while paying attention to a text’s history of interpretation, and its relevance to contemporary ecclesial communities. The format of the module will include a combination of lectures, small-group learning and private study, which will encourage self-directed learning and reflection.

This module will offer opportunities to explore a broad historical narrative of the Reformation era, with particular emphasis on England, and to consider the work of major theologians, Catholic and Protestant, of the era in their historical context. Students will be asked to choose theological issues, research their historical context and investigate an aspect of theological response contemporary to the era.

Study will begin with an historical survey of the period and some of its central issues, accompanied by analysis of key theological texts.

During this initial stage students will be asked to identify a topic of particular interest to them and then to prepare their written assignment in two parts. Part I will require an investigation of context and construction of an introductory narrative. Part II will involve an analysis of texts. Examples might be topics such as Psalmody in Calvinist Geneva and Calvin’s Commentary on the Psalms; Bible Translations into English and Cranmer’s Liturgical use of the Bible; Pastoral Care of Recusant Catholics and The Spirituality of Ignatius of Loyola; Protestantism, Poverty and Theological Approaches to the Poor in Sermons and Homilies, Women’s Writings as Evidence of their Christian Experience during the Era, Religious Art and Lutheran OR Catholic Painting. The essay topic will need to be agreed with the module leader and students will need to propose appropriate bibliography. Students will be asked to prepare an abstract of their research for circulation and discussion with other members of the group.

This module integrates the theory and practice of Christian ethics. It begins by looking at questions of methodology in Christian ethics, commending an approach to Christian ethics which engages with key sources: the Bible, Christian tradition, reason and experience. It considers different approaches which variously emphasise rules, consequences and virtues, before looking more closely at the key virtues of love and justice. Linked with this discussion are considerations of important issues in political, ecological, economic, medical and sexual ethics. Both academic understanding of Christian ethics and the practical living of Christian faith are emphasised.
This module will enable students to explore the education of adults for Christian discipleship. It will help students to evaluate different adult education theories and to consider how these relate to the theory and practice of Christian discipleship and adult education in ministerial contexts. Students will reflect on relevant theologies which will underpin and energise their understandings of Christian education and mission, and will have the opportunity to reflect theologically on their own role and identity as a Christian educator and life-long learner. The module will engage with different ecclesial contexts and perspectives and consider texts produced by Christian churches to guide the work of Christian education.

There will be opportunities for students to develop their own skills in adult education and discipleship: planning, structuring and evaluating sessions; preparing handouts; facilitating a group discussion; integrating various media, and drawing sessions together in prayer.

This module is designed to enable participants to engage in independent learning related to a chosen subject area in the context of discipleship, mission and ministry. In consultation and negotiation with the tutor, participants will identify a topic, issue, or ministerial area relevant to the study of the theory and practice of ministry and in which there is academic expertise in the Cambridge Theological Federation. An independent learning project will be developed which may include both library and practical research. The area chosen may enhance and integrate study from the taught module programme providing the independent study is clearly distinguished from the content of such taught modules.
A dissertation provides an opportunity to develop research skills and inquiry-based learning and to lay the foundations for possible future work at a higher degree level. Participants will, in consultation and negotiation with the tutor, identify a topic, issue, or ministerial area relevant to the study of theology, ministry and mission. The proposed title of the dissertation, together with a brief description and initial bibliography, must be submitted for approval by the Examination Board.

The student is responsible for arranging supervisions and organising a timetable and plan for his/her work. An introductory meeting with the year group will introduce the dissertation and explain the process for approving the proposed topic. The area chosen may enhance and integrate study from the taught module programme provided that the independent study is clearly distinguished from the content of such taught modules.

This module will examine the history and principles of the United Reformed Church. While rooted in the theology and ecclesiology which arose from the Protestant Reformation and found its home in what became the Reformed Tradition, attention will also be given to the importance of Dissent and Nonconformity and how they shaped the contemporary life of the URC. The main questions pursued in the module are (1) What does history tell us about how and why the URC came to be as it now is? And (2) Does the tradition inherited from those who have gone before enable the URC to respond to the call to be the Church in the twenty-first century? The module explores how the URC is called to live, organise itself and engage with the world, and to do so in such a way that builds up the life of the Church and gives glory to God.
This module is designed to help students to engage missionally with our contemporary culture. There are three elements to the module that contribute to this aim. First, it explores the evolving relationship between Christianity and its social and cultural context in the West, paying particular attention to the major intellectual, social and religious trends that have helped to shape people’s thinking in the 21st century as well as had a significant impact on the church’s life and witness. Second, the module aims to equip students with relevant contemporary skills for missional engagement. Underlying these is the ability to read and analyse culture from a missional perspective, exploring the unexamined assumptions of people around us whom the church is trying to reach. It aims to identify the key components for a church’s missional engagement, and to discern the key missional questions facing congregations today. The final element in the module is the study of apologetics. It surveys major apologetic approaches and evaluates their cultural effectiveness. It also tries to foster theological and cultural discernment in thinking about apologetic strategies, as well as nurture relevant skills in practice. As part of the course, students will present an apologetic approach to a contemporary question.
This module involves a partnership between a student’s training institution and a ministerial context which enables students to encounter, and work effectively within, a specific ministerial setting. On-site staff will provide day-to-day supervision with tutors in the students learning organisation facilitating reflection and deep learning.

The module provides an opportunity for students to critically dialogue with their pastoral, ministerial and missional practice, in light of existing, developing and new knowledge at an intermediate level. The process demands of the students an attentiveness to their own assumptions and biases as they develop an integrated approach to ministry and mission within their specialism. Ministerial-based learning creates opportunity for deeper understanding of familiar settings in creative conversation with key themes from relevant disciplines, including: biblical, ecclesiastical and doctrinal studies, missiology, education and cultural studies (amongst others).

This module aims to support students in the variety of relationship with others which forms the heart of ministry. In particular the module encourages and facilitates considered self-reflection in order to develop the robust emotional intelligence that ministry demands. Within this there will be a focus on a healthy acceptance of power within all relationships, the nature of assertiveness within conflict and non-conflict situations, and the importance of self-care in sustainable long-term engagement. These considerations will draw on a number of disciplines while students are encouraged to locate them all in a theological worldview that is able to live in the tension between and within hope, faith and love.
The aim of this module is to facilitate student’s development as an advanced children and families minister. The module encourages students to synthesise and integrate their learning within a considered approach to ministry that can be articulated to both fellow professionals and non-specialists. The module facilitates student’s self-understanding as a children and family minister and prepares them for engagement in future ministry where they will be expected to communicate a vision for the work to multiple audiences.
The aim of this module is to facilitate student’s development as an advanced youth minister. The module encourages students to synthesise and integrate their learning within a considered approach to ministry that can be articulated to both fellow professionals and non-specialists. The module facilitates student’s self-understanding as a youth minister and prepares them for engagement in future ministry where they will be expected to communicate a vision for the work to multiple audiences.
The aim of this module is to explore in depth the close critical reading and intensive study of St Paul’s letter to the Romans. In the process, students will examine the range of interpretative approaches available, and the different ways in which this text can be interpreted responsibly and critically in a variety of different contexts.

Using the tools of modern scholarship while paying attention to the text’s history of interpretation, and its relevance to contemporary Christian theology, preaching and praxis, the module will include intensive study of this foundational New Testament text. The main focus will be on the central theological themes of the letter, examined through detailed study of selected portions of the text in class.

The aim of this module is to explore in depth the close critical reading and intensive study of a particular text or texts from the Old Testament. In the process, students will examine the range of interpretative approaches available, and the different ways in which these texts can be interpreted responsibly in a variety of different contexts. This will develop critical skills that can be applied to other texts throughout ministry and encourage life-long learning.

This module enables students to use the tools of modern scholarship, while paying attention to a text’s history of interpretation, and its relevance to contemporary ecclesial communities. The format of the module will include a combination of lectures, small-group learning and private study, which will encourage self-directed learning and reflection.

This module requires the student to undertake a term of study at an institution which has been approved by the Common Awards Management Board for this purpose (including approval of a conversion scheme for marks from that institution to grades for the student’s Durham award). The Management Board will also need to have approved the TEI’s processes for ensuring that:
• the particular programme the student will undertake, in conjunction with their study at their TEI, will enable them to fulfil and demonstrate fulfilment of the level 6 learning outcomes for the BA or Graduate Diploma in Theology, Ministry and Mission
• the student will be appropriately supported before and during their time away
• the student is not inappropriately charged full fees by their TEI if they are also paying a fee to the overseas institution
• the student will engage in modules as provided by and agreed with the host institution. These modules will also be subject to the agreement of the sending TEI, and where necessary the student’s sponsoring church.