Below are unit descriptions for students studying the Diploma of Ministry (AQF5). For students studying the Diploma of Christian Studies please refer to the unit descriptions for Bachelor level (AQF7). The yearly unit schedule will indicate if/when these units are available.

(B) Bible

B5110 Introduction to the Old Testament

(Previous code B5020)

This unit provides an introduction to the story and contents of the Old Testament by examining each of its major sections (Pentateuch, History, Prophets, Wisdom Literature and Psalms) with particular emphasis on the meaning of the Old Testament writings in their original contexts and therefore the application of the biblical text to our contemporary world.

Focused study will include understanding the historical and social contexts in which the sections, books and passages were originally written, taking seriously the way in which God chose to inspire Scripture and will involve recognising how different kinds of writing (genres) have different goals and different means by which they reach those goals. Finally, this unit will take into consideration how the circumstances of Ancient Israel impacted the first meaning of the texts and will explore the process by which we move from that ancient message to recognising God's message for us today, in the light of the ancient meaning.

This course unit aims to introduce students to the literary forms, historical and cultural contexts and theological themes of the Old Testament. It seeks to provide a foundation for further biblical and theological study.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Summarise the main contents of the books of the Old Testament
State in general terms the main historical, social and cultural factors that provided the context of the composition of the Old Testament
Engage with introductory secondary literature in the study of the Old Testament
Utilise basic skills in exegesis of Old Testament texts
Apply insights from their study to Christian life and ministry within a specific life or ministry context

CONTENT

Brief introduction to the Canon
Introductory questions of each section and book of the Old Testament (authorship, date, historical, political and cultural contexts, etc.)
Structure and outline of selected books of the Old Testament
Literary genres of Old Testament literature
Key theological themes of the Old Testament collection
Critical approaches to Old Testament interpretation

SCHEDULE

Fundamentals: Some Preparation and Background for Studying the Old Testament
Pentateuch: Original Meaning
Pentateuch: Contemporary Significance
Historical Literature: Original Meaning
Historical Literature: Contemporary Significance
Prophets: Original Meaning
Prophets: Contemporary Significance
Wisdom Literature
Psalms
Epilogue: Concluding Overview

ASSESSMENTS

Facilitation Assessment (15%)
Word Limit: 600
Due: Week 3 & 5
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900
Due: Week 3, 5, 8, 11 & 12
Exegesis Part 1: Book Introduction (30%)
Word Limit: 1200
Due: Week 6
Exegesis Part 2: Textual Analysis (30%)
Word Limit: 1200
Due: Week 9
Minor Essay (25%)
Word Limit: 1000
Due: Week 12

B5150 Introduction to the New Testament

The 27 books and letters that make up the New Testament capture the ministry of Jesus and the development of the early Church. These documents are a source of guidance, inspiration, and encouragement, while at the same time challenging Christians on what it means to live lives conforming to the vision of God’s Kingdom. For many Christians certain passages, or sections of scripture are favourites and the rest of the New Testament is often shrouded in a dark cloud.

This unit will help the student have a sense of the whole New Testament and how the various documents fit together. Students will also be introduced to some basic exegetical skills to help them understand and apply the New Testament to various contexts in the modern world. After completing this unit students will have a solid foundation to build upon for future study in the New Testament.

This course unit introduces students to the critical study of the New Testament, its literary forms, historical and cultural contexts and theological themes. It provides a foundation for further biblical and theological study.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Summarise the main contents of the books of the New Testament
State in general terms the main historical, social and cultural factors that provided the context of the composition of the New Testament
Engage with introductory secondary literature in the study of the New Testament
Utilise basic skills in exegesis of New Testament texts
Apply insights from their study to Christian life and ministry within a specific life or ministry context

CONTENT

Outline of the books of the New Testament
Historical, cultural, political and religious contexts of the New Testament materials
Approaching the books of the New Testament as literary works
Key methodologies of Biblical interpretation
Developing skills in exegesis and writing an exegetical essay
Key New Testament themes

SCHEDULE

Introduction: The World Jesus Lived In
The Gospels: Matthew and Mark
The Gospels: Luke and John
The Ministry of Jesus
Search for the Historical Jesus
Life in the Roman Empire
From Jerusalem to Rome
Paul and the Church at Rome
More Letters from Paul
Letters for Everyone

ASSESSMENTS

Facilitation Assessment (15%)
Word Limit: 600
Due: Week 3 & 5
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900
Due: Week 3, 5, 8, 10
Textual Analysis (15%)
Word Limit: 600
Due: Week 4
Exegetical Portfolio (30%)
Word Limit: 1200
Due: Week 7
Essay (40%)
Word Limit: 1600
Due: Week 12

B5152 The Synoptic Gospels

(Previous code B5032)

Who is Jesus? What are the implications of his life and ministry? What do his death and resurrection mean? Followers of Jesus have been thinking about the answers to these questions for two thousand years. Answering these questions is not a mere academic exercise; Christians firmly believe that the answers should have implications on the manner in which one lives life. Influential biblical scholar Tom Wright comments, “With Jesus, it’s easy to be complicated and hard to be simple. Part of the difficulty is that Jesus was and is much, much more than people imagine.”1 Students will be challenged to think deeper about who Jesus is and the need to live out these convictions.

This unit of study will examine the accounts of Jesus found in Matthew, Mark, and Luke. These are commonly called the synoptic gospels because the way in which the story is presented is similar. Basic exegetical tools will be introduced to the student to aid deep understanding of the Gospel texts. A simple exploration of the cultural world that Jesus lived in will also be provided.

This course unit introduces the student to the synoptic gospels and provides an introduction to the life, ministry, and teachings of Jesus; students will also learn basic exegetical skills.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Summarise the main contents and socio-historical contexts of the Synoptic Gospels
Describe the literary forms used in the Synoptic Gospels and the theological themes they convey
Employ an accepted method in interpreting selected Synoptic Gospel texts
Engage with relevant secondary literature in the study of the Synoptic Gospels
Apply insights of the Synoptic Gospels to Christian life or ministry in a specific context

CONTENT

Introduction to the life and ministry of Jesus
Basic research tools and methodologies for the study of the Synoptic Gospels
Introduction to the work of influential biblical scholars
Overview of significant events that formed the earthly ministry of Jesus
Exploration of what his life and ministry means for the 21st century

SCHEDULE

Introduction to Studying the Synoptic Gospels
The World into Which Jesus Was Born
The Life of Jesus Before His Ministry
A Brief Overview of the Ministry of Jesus
The Death and Resurrection of Jesus
The Teaching of Jesus
Miracles in the Ministry of Jesus
Being a Follower of Jesus
Jesus is Prophet, Priest and King
A New Life

ASSESSMENTS

Facilitation Assessment (15%)
Word Limit: 600
Due: Week 3
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900
Due: Week 3, 6, 10
Map Exercise (10%)
Due: Week 5
Short Answer Questions (20%)
Word Limit: 1000
Due: Week 7
Interactive Parable Exercise (15%)
Word Limit: 800
Due: Week 8
Essay (40%)
Word Limit: 1600
Due: Week 12

(C) Pastoral Counselling

C5127 Introduction to Chaplaincy

In this unit, students will be equipped to face the unique dilemmas, challenges and opportunities faced by chaplains in a wide variety of contexts. Students will think through the principles of chaplaincy which shape their role and response in a chaplaincy environment.

CURRICULUM OBJECTIVE

This unit aims to introduce the student to the fundamental issues and challenges faced by chaplains in a variety of situations.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Describe the key elements of the role of a chaplain in a specific context
Detail the range and roles of other personnel with whom a chaplain will be required to operate as an effective people helper
Articulate essential principles for establishing and maintaining the chaplain’s personal well-being
Apply principles of chaplaincy to solving a complex issue in the context of chaplaincy
Develop a personal plan for professional conduct as a chaplain in an actual or anticipated context

CONTENT

The external factors influencing chaplaincy ministry
Factors shaping a chaplaincy ministry
Theological reflection in chaplaincy
The art of pastoral care
Standards and relationships of accountability
Self-care in chaplaincy and supporting broader chaplaincy ministry

SCHEDULE

The Changing Face of Chaplaincy
Analysing Chaplaincy Contexts
Foundational Matters in Chaplaincy
(Re-)Thinking Theologically
Pastoral Care in Chaplaincy Contexts
Standards and Relationships
The Art of Listening
Inter-Faith Perspectives
Analysing Chaplaincy
Self-Care in Chaplaincy

ASSESSMENTS

Online Forums (20%)
Word Limit: 800
Due: Week 2, 4, 6, 8, and 10
Major Essay (35%)
Word Limit: 1400
Due: Week 8
Field Assignment (45%)
Word Limit: 1800
Due: End of Trimester

C5192 The Chaplain as Carer

Many people are confronted with a broad variety of difficult issues each day. Specifically, there are categories of people who are more at risk of being affected by mental illness, psychological disorders and other social and economic difficulties. Among the vulnerable are children and youth. When working with vulnerable people, especially in chaplaincy settings, there are challenges and opportunities that we are faced with that are specific to the context of risk. How can we help them best? When do we refer? What options and resources are available to us? What legal and ethical obligations do we have when caring for vulnerable people?

The purpose of this unit is to assist students to develop an understanding of possible issues associated with vulnerable people, with a particular focus on children and youth. The aim is to learn how to use appropriate strategies, responses and pastoral care plans in the chaplaincy context.

This unit focuses on some key themes including holistic care, child to adolescent development and developmental disorders, mental health issues and illness, working with people at risk and the role of pastoral care including referral and mandatory reporting.

This unit has been written to help students address the requirements of the two mandated VET units CHCMHS001and CHCCCS016 required by Commonwealth-funded Chaplains in schools in some states. However, it is up to individual employing bodies as to what training is accepted for their employees.

This diploma course unit provides students with an opportunity to focus at a basic level on an area (Chaplain as Carer) within a discipline or sub-discipline that is not available elsewhere in the curriculum. The particular topic might include: an examination of contemporary themes or current issues in the discipline; exploration of developments in research and theory; a consideration of the implications of developments in research and theory to a broad range of issues of current concern to Christian life, ministry or theology; an opportunity to learn new theories and skills and to apply them in practical or simulated circumstances.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Outline the major elements of challenge involved in the topic
Explain the intellectual and/or cultural factors that influence the issue
Select information from a range of relevant sources to inform the study of the issue
Describe the impact of the issue in the life and ministry of the contemporary church
Produce a clearly structured statement of a theologically appropriate response to the challenges presented within the issue

CONTENT

Holistic Care
Understanding Mental Health and Developmental Disorders
At Risk Issues
Referral and Reporting
Best Practice

SCHEDULE

Holistic Care
Understanding Mental Health
Developmental Disorders
Child and Youth Issues: Substances, Alcohol Use, Bullying
At Risk Issues
Child Abuse and Trauma
Responding to Abuse
Policy and Procedure
Best Practice
Self-Care

ASSESSMENTS

Resource Portfolio (10%)
Word Limit: 400
Due: Week 4
Minor Research Essay (25%)
Word Limit: 1000
Due: Week 6
Facilitation Assessment (15%)
Word Limit: 600
Due: Week 10
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900 total
Due: Week 4 & 10
Case Studies (20%)
Word Limit: 800
Due: Week 9
Chaplaincy Interview and Reflection (30%)
Word Limit: 1200
Due: Week 12

(H) History

H5100 Introduction to Christian History

(Previous code H5000)

Why study Christian History? Who cares about a bunch of old dates and dead people? Shouldn’t we be more concerned with the future than the past? People who are “required” to study Church History (including me when I began theological study) often pose such questions. Now, many years later, I offer a short answer. We intelligently study our past in order to gain an informed understanding of our present, so we may more wisely direct our future. My study of the church’s history has enabled me to “make sense” of all the theological and ecclesiological issues that have emerged and which continue to confront us. I trust that by the end of this unit, you will have started to develop some similar insights.

The approach of this unit is to focus on three key themes that emerge from a series of significant crises (pivotal “turning points”) at different stages of history. These crises have caused the church to re-think its identity and practices, with consequent re-direction of its history. Christology (the study of the person and work of Christ) is the theme of studies of the first millennium of the Church, as it was a strong influence in the Church’s movements and ideas. Ecclesiology (the structure and function of the Church) is the subject of heated debates in the mediaeval and Reformation churches through to the 16th century. Pneumatology (study of the Holy Spirit) was an influential factor in post-Reformation and modern church history. These three themes will guide the integration of our study in this unit.

This course unit introduces the student to the discipline of church history and provides an overview of significant historical periods and themes and the variety of methodological approaches to them.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Identify the major events and people in the history of the Christian churches from their origins to the present
Explain the main doctrinal and institutional issues which have marked the church’s history
Compare the contribution of key figures of the church’s history
Utilise appropriate academic sources to inform their understanding of the church’s history
Apply their knowledge of the church’s history to an account of a present-day contemporary church issue

CONTENT

Introducing the discipline of church history: approaches and tools
The Early Church and Christological developments
The Emergence of Church Traditions: Rome, the East, Mystics and Dissenters
The Medieval Church and Ecclesiological Developments
The Reformation Church: Reformed and Pietistic Movements
The Modern Church: Missions, Fundamentals, Evangelicalism, Pentecostalism

SCHEDULE

Approaching Church History Early Church, Destruction of Jerusalem, Antioch
Council of Nicaea, Post-Nicene Theology
Emergence of the Roman Church to 800
The Eastern Church
Mystics and Dissenters
Medieval Church: Spirituality of the Times
The Reformation
Reformed and Pietistic Movements
Second Wave Missions
Evangelicalism and Pentecostalism

ASSESSMENTS

Online Forums (10%)
Word Limit: 400
Due: Week 3, 5, 6, 7, and 9
Analysis of a Primary Document (35%)
Word Limit: 1400
Due: Week 6
Facilitation Assessment (15%)
Word Limit: 600
Due: Week 10
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900
Due: Week 4 & 10
Essay (40%)
Word Limit: 1600
Due: Week 12

H5194 Christian History Fieldwork (Holy Land)

(Previous code H5094)

Please Note: SCD policy limits students to studying one Fieldwork unit per year of full-time study (i.e. every 8 units), and to one Fieldwork Unit overall per sub-discipline of study also. Please ensure that you do not exceed these enrolment limits. This unit is one of those Fieldwork units.

Israel, the Holy Land, or Palestine are names used by different people to describe the same place – a place that is important to three of the world’s major faiths. This unit is based around the historical aspects of your trip to Jordan and Israel and the opportunity that it will provide you to connect what you will see with that which you have only ever read about.

This unit is designed to support your Field Experience in two ways;

Creating a historical framework in which to interpret and appreciate all that you will learn and experience.
Preparing you and your expectations for what you will experience on this Field Experience.

CURRICULUM OBJECTIVES

This unit aims to provide students with the opportunity to spend a significant period of time in one or more remote locations relevant to the biblical, theological, historical or ministry narrative of theological texts and/or movements, in order to understand the impact of such locations on the interpretation of those narratives.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Describe the main contextual features which relate to the field under study
Explain the connection between local historical, geographical and cultural features in the development of the particular narrative within the field under study
Review a topic within the field under study in terms of its local origin and influences
Reflect on the impact of the field experience on their personal development within the field under study
Apply the insights gained from the field experience to a presentation or project depicting the connection between the location visited and the narrative within the field under study

CONTENT

Section A: Preparation

Students will learn about the historical elements of the region and the major sites to be visited. This will involve a significant guided reading program, which has been prepared by the college. This material is provided in the 5 sessions of the unit.

Section B: Field Experience

Students will spend two weeks in the Holy Land, under approved faculty supervision and direction, to explore the historical significance of key sites.

The Field Experience will include;

Lectures, tutorials, visits, meetings with significant local people and cultural experiences in a cohesive program led by an ACOM endorsed faculty member.
A Journal as part of the documentary evidence for the Field Experience
A final presentation and reflection detailing the key elements and significance of the Field Experience.

The SCD Fieldwork and Experiential Learning Policy & Guidelines are to be followed.

ASSESSMENT

Pre-Departure Forums (10%)
Word Limit: 400 total
Pre-Departure Reflection (15%)
Word Limit: 600
Historical Site Report and Presentation (50%)
Word Limit: 2000
Post-Trip Reflection (25%)
Word Limit: 1000

(M) Mission

M5100 Introduction to World Mission

(Previous name & code M5092 Introduction to Mission)

This course unit shows how the understanding and practice of mission has evolved throughout the centuries in response to the changing needs of the world. It introduces students to the contemporary theological understandings and entry points for mission.

For many, mission is synonymous with proclamation or evangelism. While proclamation has remained constant and urgent throughout the history of the Church’s mission, the demands, trends and insights into mission have changed over the centuries as the needs of the world have changed. It is critical to realise this, to map the changes and to discern the new missionary activities needed today.

For many also, mission is synonymous with missionaries travelling to nations other than their own; hence, mission is cross-cultural. Of course, this view needs to be challenged. The Church’s mission is to make disciples of Christ, at home as in other nations.

Over time the role of the Church’s evangelising mission, which is international in nature, has also changed in several important ways. To begin with, the direction of travel has changed dramatically. During the 19th and much of the 20th centuries missionaries travelled from the developed nations of Europe, North America and Australia to less developed nations such as Africa, Asia and South America. Missionary travel in that direction has not ceased, yet now, the majority of missionaries travel from those ‘developing’ nations to other nations, including many in Europe, North America and Australia.

During the 20th century the duration of the trips has also changed. Initially, most missionaries relocated for many years. Today, there is an emphasis on short-term trips (STMs) of a few days, weeks or occasionally months, with most missionaries not learning the language of those they are trying to reach, nor the culture. Currently, millions of Christians are undertaking STMs each year at a cost of billions of dollars annually. Biblical stewardship demands that the effectiveness of this be evaluated. It is for these, and other reasons, why the study of the Church’s evangelising mission is not only interesting and rewarding, but essential.

This course unit provides students with an opportunity to focus at a foundational level on an area of study (the topic) within a discipline or subdiscipline that is not available elsewhere in the curriculum.

The particular topic might include: an examination of contemporary themes or current issues in the discipline; exploration of relevant theory in the area of study; a consideration of the implications of developments in the area of study to a broad range of issues of current concern to Christian life, ministry or theology; or an opportunity to learn new skills and to apply them in practical or simulated circumstances.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Describe the biblical and theological basis of Christian mission
Outline key Christian perspectives related to the practice of world mission
Explore strategies to strengthen local church involvement in world mission
Suggest ways in which Australian churches might address cultural and religious diversity in their outreach to the local community
Apply perspectives covered in this unit to a specific mission context of personal relevance or interest

CONTENT

Biblical Foundations for mission including the Trinitarian basis of mission and Missio Dei
Historic and Contemporary missiology and practice
Trends in mission: long term, short term
Proclamation/witness and evangelism in mission
Contemporary entry points and strategies for mission in Australia
The ‘Five Marks’ of mission

SCHEDULE

Biblical Basis for Mission
History of Mission: Overview
Contemporary Missiology and Practice
Trends: Short-Term Mission
Mission in Contemporary Australia
Mark 1: To Proclaim the Good News of the Kingdom
Mark 2: To Teach, Baptise, and Nurture New Believers
Mark 3: To Respond to Human Need by Loving Service
Mark 4: To Seek to Transform Unjust Structures of Society
Mark 5: To Strive to Safeguard the Integrity of Creation and Sustain and Renew the Life of the Earth; Conclusion

ASSESSMENTS

Online Forums (10%)
Word Limit: 400
Due: Weeks 3, 6, 8, 9 and 12
Brief Paper (30%)
Word Limit: 1200
Due: Week 4
Facilitation Assessment (15%)
Word Limit: 600
Due: Week 10
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900
Due: Week 4 & 10
Essay (45%)
Word Limit: 1800
Due: Week 12

M5109 Introduction to Discipleship

This unit aims to help leaders see themselves first and foremost as disciples of Jesus whose passionate purpose in life is to make disciples of Jesus. To be a leader in Christ’s Church means we have to first be a disciple and understand how to make disciples. Our churches need to recapture the priority as set out by Jesus, which is to be a faithful follower of Jesus and to make disciples.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Identify the biblical and theological foundations of discipleship
Describe how culture and society influence discipleship and disciple-making
Compare and contrast approaches to making disciples in differing cultural and contextual situations
Outline a suggested program for living as a disciple in a particular setting
Reflect upon the practical application of discipleship to Christian life and ministry

CONTENT

The biblical basis for discipleship
Disciple making as a lifestyle
The influence of society and culture on discipleship
The role of spiritual practices in the maturity and development of a disciple
A strategy for disciple making in the local congregation
From personal growth to community transformation

SCHEDULE

Biblical Foundations of Discipleship
Emotionally Healthy Discipleship: Self-Assessment
Beyond Consumerism: Societal Context for Discipleship
Personal Formation 1: Contemplative Discipleship Practices
Personal Formation 2: Engaged Discipleship Practices
Spaces and Practicalities for Growing Disciples
Beyond Our Western Image of Jesus: Cultural Factors in Discipleship
Congregational Formation 1: Disciple-Growing Pathways
Congregational Formation 2: Catalysing a Disciple-Growing Culture
Neighbourhood Transformation: Growing Disciples Who Transform Communities

ASSESSMENTS

Reflection Paper (15%)
Word Limit: 600
Due: Week 4
Major Essay (37%)
Word Limit: 1500
Due: Week 7
Facilitation Assessment (15%)
Word Limit: 600
Due: Week 10
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900
Due: Week 4 & 10
Field Assignment (33%)
Word Limit: 1300
Due: Week 12

M5128 Developing Cross-Cultural Competence (Mission Fieldwork)

(Previous code M5086)

This course unit provides you with an opportunity to experience a supervised fieldwork placement in a cross-cultural context. Engaging in such fieldwork can be both challenging and transformative as it allows you to put your theoretical knowledge of working with other cultures to the practical test.

This course unit provides students with an in-situ experience of cross-cultural mission as a practical adjunct to their theoretical study and so to learn the significance of inter-cultural issues in a living and dynamic situation.

LEARNING OUTCOMES

By the successful completion of this unit, the student will be able to:

Describe a number of key issues involved in a specific cross-cultural ministry
Explain the implications for ministry of the interrelationships of culture and gospel within that culture
Explain how some cultural elements in their own formation may need adjustments for effectual cross-cultural ministry
Engage under direct supervision in a cross-cultural ministry experience
Apply insights gained from the field experience to a program for personal preparation for cross-cultural ministry

CONTENT

Section A: Preparation

Students must undertake supervised preparation for their cross-cultural ministry fieldwork. The preparation will include reading the set textbook and any other set readings pertinent to the specific cultural context to be experienced by their fieldwork coordinator.

In addition, the following preparation must be undertaken. Specific details are to be provided to the student by the Fieldwork Coordinator/Supervisor for each fieldwork placement:

Students must attend an Information Meeting conducted and/or organised by the Fieldwork Coordinator well before departure, which will include all enrolled students, participating faculty and, where possible, a representative of the fieldwork partner involved. Such a meeting will cover, at a minimum:

Field risk assessment, including task and location hazards
Specific Travel and accommodation arrangements and costs involved
Insurance Arrangements
A full itinerary of the fieldwork, including relevant contact details of the fieldwork partner;
A full list of participating staff and any other personnel and their respective responsibilities;
Full details of any government requirements pertinent to the travel arrangements

Students must meet all organisational requirements of the Fieldwork Placement. Special note must be taken of any additional preparation to be undertaken as required by the Fieldwork Partner (eg. international police checks, additional interviews prior to selection etc.) The Fieldwork Coordinator will advise the student of these requirements.

Section B: Fieldwork

The student will spend at least two weeks immersed in an unfamiliar culture. This learning experience may be local or international. Note that the fieldwork location is subject to an extensive approval process and cannot be modified in the enrolment period.

During the fieldwork, the fieldwork Coordinator will work with the student to:

Assist the student to make sense of their experience
Assist the student to deal with tensions, difficulties, cultural and health issues, including any placement related conflict
Assist the student to connect their learning objectives with the field practices
Guide and support the student in ethical behaviour

Section C: Post Fieldwork

The student will be debriefed upon return and will be required to reflect critically upon their learning. This will be achieved by:

Completing the post fieldwork assessment tasks.
A debrief session with the fieldwork coordinator. This session will include:

- A discussion of the Field Evaluation Report and how the learning outcomes were achieved through fieldwork placement
- Reflecting on the fieldwork placement as a learning experience
- Assisting the student to process ministry related challenges and difficulties and to refer them to specialised support if needed
- Assisting the student to process specific cultural challenges and difficulties and to refer them to specialised support if needed
- Identifying key areas for future learning
- Collating Fieldwork Placement feedback for future coursework development.

SCHEDULE

The schedule consists of three components:

Pre-departure: The student must undertake supervised preparation for the cross-cultural ministry exposure. This will involve reading the set text and working with their Fieldwork Coordinator through specific cross-cultural material and any other preparation as required.
Fieldwork Experience: Undertake the field-work experience.
Post-return reflection: The student will reflect on their experience through a supervised debriefing process and post fieldwork assessment.

ASSESSMENTS

Assessing Short Term Missions (25%)
Word Limit: 1500
Due: 2 weeks prior to departure
Cultural Analysis and Fieldwork Evaluation (50%)
Word Limit: 3000
Due: 4 weeks upon return
Critical Reflection (25%)
Word Limit: 1500
Due: End of Trimester

M5160 Talking to My Neighbour

The first followers of Jesus were entrusted with the core task of bearing witness to what God was and had done through the life, death and resurrection of Jesus Christ. The mission of the church to bear witness, to be an evangelistic community, through all ages is key to its self-understanding and core to the identity of all who call themselves followers of Jesus.

It is the task of each successive generation of believers to discover how they are able to faithfully fulfil this calling where they are and amongst the people they find themselves. The Christian Gospel message needs to be communicated in culturally appropriate and textured ways to ensure an effective reception. Historical and cultural factors always affect how people hear the Christian Gospel message, therefore one of the core tasks of the church is to continually seek to understand the context in which they live and how the Gospel continues to be good news to the world God so loves.

This course unit examines the good news of Jesus Christ from its biblical sources, along with the issues in communicating the gospel to contemporary Australians. It explores workable strategies for sharing faith in contemporary Australian society.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Recount the Christian gospel drawn from its biblical sources
Describe the Australian/New Zealand cultural context in which the Christian gospel will be proclaimed
Identify suitable redemptive analogies for the communication of the Christian gospel in this context
Suggest strategies through which the Christian gospel can be communicated in the Australian/New Zealand context
Present a clear and coherent account of the Christian gospel in the Australian/New Zealand context

CONTENT

This course will help students understand the practice and theology of evangelism and mission in a contemporary context, specifically Australia. Content covered within this unit will include:

The foundations of the gospel from the biblical sources
The content of the gospel (kerygma)
A theology for missional/evangelistic practice
Australian culture and spirituality
The 'Engle Scale' and its applicability to evangelism
The praxis of evangelism: personal and corporate
Australians' objections to Christianity
Ethical considerations for evangelism
Strategies for evangelistic 'best practice'

SCHEDULE

Charting the Spiritual Journey
Missio Dei: Defining Evangelism Within the Bigger Story
What is the Gospel? Understanding and Communicating the Message
Biblical Principles for Evangelism
The Church’s Mission: Evangelism, Discipleship and Justice
Being Witnesses: Missional Practices for Evangelism
Contextualisation and Communicating the Gospel
Understanding the Times: The Changing Nature of Faith in Australia
Bridges and Barriers in Australian Context
Exploring and Evaluating Contemporary Models of Evangelism

ASSESSMENTS

Telling the Gospel (25%)
Word Limit: 1000
Due: Week 5
Essay (25%)
Word Limit: 1000
Due: Week 8
Facilitation Assessment (15%)
Word Limit: 600
Due: Week 10
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900 total
Due: Week 4 & 10
Evangelism Presentation (35%)
Word Limit: 1400
Due: Week 12

(P) Pastoral Theology

P5101 Introduction to Pastoral Care

This course is an introduction to pastoral theology for ministry through the understanding that it is God’s love that motivates us to care for one another. It begins with an overview of the biblical and theological foundations of caring ministry as the major themes of care are surveyed.

The practical aspects of ministry considered in the unit give particular focus to the functions of pastoral care within the church through the lens of “life together” in the “body of Christ”. A model of overlapping nets of care within the church is outlined to draw together all the ways the faith community delivers care, including through small groups. The emphasis is on how caring for one another widens the delivery of care.

The readings provided are also of relevence to chaplains who have a ministry of care in a different setting.

In particular, this unit trains ministry leaders, carers and chaplains in delivering pastoral care through increased self awareness, listening skills, group approaches and authentic community, maximising the opportunities for providing this vital support in a fracturing society.

Finally, it is noted that the ethics of helping are important and the unit ends with considering what good caring looks like for the carer as well as those cared for.

LEARNING OUTCOMES

At the end of the unit students will be able to:

Identify key issues relating to the practice of pastoral care
Understand the role of the human sciences in pastoral theology and ministry
Apply the insights of biblical and theological foundations to the practice of ministry
Demonstrate the ability to reflect in the practice of ministry
Apply knowledge and skills effectively for pastoral ministry

CONTENT

The theological and biblical foundations of pastoral theology
Aspects of church ministry: church structures and caring ministry
Developing basic listening skills
Theological reflection on contemporary pastoral issues
Methods of ministry and the place of leadership

SCHEDULE

Why Do We Minister? Why Do We Care?
Healing, Sustaining, Guiding and Reconciling
More Pastoral Theology Themes
Major Helping Approaches: Human Science Perspectives
The Theology and Practice of Peer Counselling
Suffering, Weakness and Trauma
Theology and Practice of Life Together in Community
More Strategies for Pastoral Care Ministry Through a Church
Training, Mentoring and Spiritual Direction of Care Ministry Leaders
Good Caring, Good Ministry

ASSESSMENTS

Online Forums (10%)
Word Limit: 400
Due: Week 3, 5, 7, 9 & 10
Bibliography (10%)
Word Limit: 400
Due: Week 5
Minor Essay (35%)
Word Limit: 1400
Due: Week 7
Field Assignment (30%)
Word Limit: 1200
Due: Week 12
Facilitation Assessment (15%)
Word Limit: 600
Due: Week 10
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900 total
Due: Week 4 & 10

P5104 Foundations for Ministry Training

(Previous unit name: Introduction to Theological Study)

Foundations for Ministry is designed to help students develop the skills, knowledge and attributes that will help them throughout the rest of their studies – and in ministry more broadly. Although it is intended for students to study in one of their first two trimesters of study, it is also suitable for experienced students.

Students will learn academic skills such as referencing, time management and note taking, as well as critical thinking, reflection and reading documents. More ministry -focused skills such as biblical interpretation and theological analysis will also be introduced. Crucially, they will also be exposed to broader skills or attributes of humility, empathy, listening and lifelong learning, each of which are important for academic learning, ministry performance and life more generally.

Students will also learn about God’s love, spiritual formation, identity, vocation and more. By establishing a broad foundation of useful knowledge and skills at an introductory level, students will build a scaffold that will support their ongoing learning and development.

CURRICULUM OBJECTIVES

This course unit introduces students to the skills, knowledge and qualities required for successful theological study. It offers an introductory overview to a variety of Christian disciplines and the critical thinking, theological reflection and other skills required for successful learning in theological education.

LEARNING OUTCOMES

At the end of the unit students should be able to:

Identify the skills, knowledge and qualities required for transformative theological study
Demonstrate an awareness of the issues entailed in studying selected Christian sub-disciplines
Demonstrate skills to identify and solve problems with limited assistance
Engage in theological reflection in a set context
Apply skills and knowledge to the task of theological study in an area of relevance to the student

CONTENT

The skills of academic study
Humility, listening and empathy
Reading Scripture and other documents
Theological analysis
Critical thinking and critical reflection
Developing your identity and vocation
Spiritual Formation basics

SCHEDULE

The How and Why of Ministry Training
Humility and Critical Thinking
Empathy and Critical Reflection
Reading Documents
Studying the God of Love
Identity and Spiritual Formation
Understanding the Bible
Listening for Others
Thriving Vocationally
Lifelong Learning

ASSESSMENTS

Transformative Study (20%)
Word Limit: 800
Due: Week 3
Action Reflection (3o%)
Word Limit: 1200
Due: Week 7
Facilitation Assessment (15%)
Word Limit: 600
Due: Week 10
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900
Due: Week 5 & 10
Personal Reflection (35%)
Word Limit: 1400
Due: Week 12

The official SCD name for this unit is: Introduction to Theological Study

P5110 Introduction to Youth Ministry

(Previous code P5011)

In youth ministry we tend to reproduce what we grew up in unless we go through a paradigm-shift to help is think differently about how to best minister to this post-modern generation.

The aim of this unit is to bring about a shift in paradigm and to enable the student to think outside the box in terms of ministry to young people in the 21^st century. This unit will not offer a model of ministry to be copied, but rather will offer ideas and principles applicable to many different contexts with tools to evaluate and implement these principles.

This unit outlines a theological and biblical mandate for youth ministry and provides a foundational and strategic framework for youth ministry that will help students to understand, and apply principles and programs for effective ministry to youth.

This course unit is an introduction to the practice of youth ministry. It seeks to encourage students to think differently about how best to minister to this post-modern generation. Students will be introduced to ideas and principles applicable to many different contexts and tools to evaluate and implement these principles.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Identify the nature of youth ministry within the church
Understand the relevance of the various principles of youth ministry to the ministry of the local church
Explain the theory and practice behind a specific model of youth ministry and how to apply it to a local setting
Describe the process for analysing the current context of a group with a view to setting and communicating vision and goals for the ministry
Apply lessons learned to effectively reach and minister to contemporary youth of a given context whether real or imagined

CONTENT

This course provides an understanding of the issues involved in effective implementation and development of Youth Ministry in the context of the local church. Content covered within this unit will include:

Biblical Foundations for Youth Ministry
Defining Youth Ministry
Clarifying a Call to Ministry
Philosophy of Youth Ministry
Models for Youth Ministry
Getting Started: Strategic Programming
The Principles of Programming
Prayer as a Foundation for Youth Ministry
Setting Vision and Goals for Youth Ministry
Communication with Youth
Schools Ministry
The Future of Youth Ministry

SCHEDULE

Charting the Journey: Defining Youth Ministry
Building the Foundation: Biblical Foundations for Youth Ministry
Finding a Centre: Adolescents and Christ-Centred Faith
Philosophy for Youth Ministry
Models for Youth Ministry
Intersection of Creativity and Purpose: Strategic Programming
Leaders Who Will Last: Competencies and Priorities for Youth Leaders
The Changing Years: Understanding Youth Development and Needs
Contemporary Challenges in Youth Ministry: Wrestling with the Current Social Context
Youth Ministry Beyond the Church: Engaging Youth Ministry for a Post-Church Culture

ASSESSMENTS

Online Forums (15%)
Word Limit: 600 total
Due: Week 3, 5, 8, 10
Youth Ministry Evaluation (35%)
Word Limit: 1400
Due: Week 6
Facilitation Assessment (15%)
Word Limit: 600
Due: Week 10
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900 total
Due: Week 4 & 10
Proposal for a New Youth Ministry (35%)
Word Limit: 1400
Due: Week 12

P5113 Children’s Ministry

(Previous code P5017)

Welcome to the Children’s Ministry course, which focuses on the faith formation and spiritual nurture of children. The course is designed to help you build foundational understandings of ministry with children and we hope that it will significantly shape your understanding, practice and advocacy for ministry with children within your situation for years to come.

We will begin the course by focusing on issues related to keeping children safe in ministry situations and your responsibility for this. You will then explore and reflect on children as whole beings, their development and how they learn. You will consider the important role of families and communities in the process of faith formation and the spiritual nurture of children. In the later weeks of the course you will explore resources, networks and your ongoing development needs in relation to ministry with children and you will explore themes and issues related to opening the Bible with children.

There are a number of learning activities throughout the course designed to help you to broaden your perspectives and understanding of children. These include activities involving contact with children as well as reflecting and sharing your thinking and experience with other course participants.

Assessment will involve three elements:

Your participation in the discussion forums
A mid trimester essay focused on theory and its implications for practice
A final critical reflection on the ministry with children strategy in your situation

We hope that this course will be a rich and rewarding experience as you dig deep and learn all you can in your commitment to ministry with children.

This course unit aims to introduce the student to the field of Children’s Ministry. It provides a theoretical and practical framework for ministry among children in the church and a variety of community settings including child care, educational settings, community service agencies, and programs.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Outline the basic concepts of children’s ministry as a missional activity of the local church
Identify the basic features of the learning characteristics, overall development and appropriate stages of faith of children
Nurture, manage and ensure safety in children’s ministry in congregational and community settings using contemporary resources and techniques
Select children’s ministry resources and techniques that are appropriate to stage of faith development and to particular congregational and community settings
Prepare a children’s ministry program for use within a specific faith and/or community context

CONTENT

Keeping children safe in ministry situations and your responsibility
Reflecting on children through biblical history
Children as whole beings, their development and how they learn
The importance of family and community in the process of faith formation and spiritual nurture
Diverse ministry settings, resources, networks and your ongoing development
Opening the Bible with children

SCHEDULE

Safe Children
Foundations
Whole and Growing People
Growing Learners
Spiritual Nurture
Faith Formation
Children and God
Ministry Situations
Resources, Networks and Your Development
Opening the Bible with Children

ASSESSMENTS

Online Forums (10%)
Word Limit: 400
Due: Weeks 4, 6, 8, 10, and 9
Critical Reflection (40%)
Word Limit: 1600
Due: Week 6
Ministry Program - Theory and Practice (50%)
Word Limit: 2000
Due: End of Trimester

P5123 Healing Prayer (Vineyard)

Note: For Vineyard Cohort Only

(Previous code P5021)

Healing Prayer aims to establish a strong biblical and theological foundation for the student to better understand how God works , and how he wants to work through his church, in the area of healing. The unit also seeks to encourage and equip the student to engage in the practical ministry of healing.

A number of different categories of healing are examined such as physical, spiritual, emotional, demonisation, relational, etc.

CURRICULUM OBJECTIVES

This course unit aims to provide for students a biblical and theological understanding of Christian healing and its practice as seen in biblical, historical and current day contexts. It will enable the student to reflect on the importance of healing in their own personal life and ministry, as well as its place in today’s church. The unit is an Elective unit within the Diploma awards.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Articulate the biblical teaching on sickness and healing
Identify key theological positions on the Kingdom of God and how they impact healing ministry
Explain how the healing ministry of Jesus as depicted in the Gospels may serve as a model for us today
Explain how a diversity of healing approaches are used in the church today
Present a proposal for a particular exercise in healing in their own context

CONTENT

Worldview and Definitions
Healing and the Kingdom of God
Jesus’ Model and Kingdom Authority
Healing in the Church: Yesterday and Today
The Praxis of Ministry
Healing of Body and Spirit
Healing of Damaged Emotions and Past Hurts
Healing of Deliverance
Healing of Relationships, and of Death and Dying
A Church That Heals

ASSESSMENTS

Essay 1 (30%)
Word Limit: 1200
Due: Week 4
Essay 2 (30%)
Word Limit: 1200
Due: Week 7
Reflection (40%)
Word Limit: 4000
Due: End of Trimester

P5133 Kingdom and Spirit (Vineyard)

Note: For Vineyard Cohort Only

(Previous code P5132)

A key focus of the theology of the Vineyard Movement is on the Kingdom of God: it is central not only to the movement’s theology, but also gives shape to the ministry practice of Vineyard churches. In this Unit we present teaching on the Kingdom of God which compares a variety of views on the Kingdom with the “inaugurated, enacted eschatology” viewpoint held by the Vineyard and based on the teaching of George Eldon Ladd.

The unit also presents teaching and practical application of a “third-wave” view on the work of the Holy Spirit, especially as it relates to spiritual gifts, and with a particular study of the gift of prophecy. Pneumatologies other than a third wave view are also discussed.

This unit aims to equip students with a strong theological and biblical grounding for the work of ministry. It has a strong emphasis on both theory and practice related to the kingdom of God and Spirit-empowered life and ministry.

LEARNING OUTCOMES

By the successful completion of this unit, the student will be able to:

Outline the basic concepts of Kingdom of God theology;
Identify different views on the role of the Holy Spirit in empowering Christians for ministry;
Explain the practical and pastoral implications of a “Now-But-Not-Yet” theology of the Kingdom of God;
Explain the role of prophecy and other spiritual gifts in the life of the local church;
Identify ways of implementing a variety of “3^rd Wave” ministry practices in their local church context.

CONTENT

The Kingdom of God in 20^th Century Theology
Contemporary Eschatologies, including 21^st Century expressions of 3^rd Wave theology and praxis
The Here but Not-Yet of the Kingdom
Inaugurated Eschatology
Being a Kingdom Community
Person and Work of the Holy Spirit
Comparative Pneumatologies
Empowered by the Spirit
Spiritual Gifts – Traditional Views
Spiritual Gifts – Explanation and Demonstration of an Expanded (3^rd Wave) View
Prophecy
The Holy Spirit and the Local Church

ASSESSMENTS

Essay (30%)
Word Limit: 1200
Due: Week 5
Presentation (40%)
Word Limit: 1600
Due: Week 9
Application (30%)
Word Limit: 1200
Due: End of Trimester

P5148 Introduction to Christian Worship

(Previous code P5028)

This course unit outlines how expressions of Christian worship have changed and adapted from biblical times through to the present day. It introduces students to a broad range of liturgical practices and provides tools for analysing their own worship experiences. Students will further be encouraged to consider the importance of issues surrounding contemporary Christian worship practices and dialogue on future possibilities.

Students will explore practical expressions of worship cited in the Old and New Testaments, plus a range of key examples from history through to the present. Students will gain appreciation for a broad range of church worship traditions while gaining insight into the distinctiveness of their own worship heritage and practices, set against the backdrop of contemporary Christian worship practices issues and dialogue on future possibilities.

This course unit introduces students to concepts that provide a foundation for the study of Christian worship.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Identify the key elements of a church service of Christian worship
Outline the basic biblical, theological, cultural and historical foundations for the practice of Christian worship within a particular tradition
Compare and contrast the elements of Christian worship in a range of church settings
Select a range of worship resources for effective use in leading Christian worship
Construct a Christian worship service suited to a specific church context

CONTENT

Biblical basis for Christian worship
The role of theology in worship (orthodoxy, orthopraxy, orthopathy)
The role of culture in the development of worship
The historical developments in Christian worship
Current issues in Christian worship
Preparation of a Christian worship service

SCHEDULE

Worship in the Old Testament
Worship in the New Testament
Theology in Worship I: Orthodoxy (Doctrine)
Theology in Worship II: Orthopraxy (Practice)
Theology in Worship III: Orthopathy (Experience)
History of Christian Worship and Liturgical Practices I (Early Church, Middle Ages, Reformation)
History of Christian Worship and Liturgical Practices II (Renaissance, Revolution and the 20th Century)
Current Issues in Christian Worship
Contemporary Worship Cultures
Processes for Delivering Worship and Liturgy in Services

ASSESSMENTS

Reflection on Personal Worship Journey (20%)
Word Limit: 800
Due: Week 2
Quiz (10%)
Word Limit: 1400
Due: Week 5
Worship Traditions and Contemporary Practices Essay (50%)
Word Limit: 2000
Due: Week 8
Plan/Report on a Worship Service(20%)
Word Limit: 800
Due: End of Trimester

P5150 Proclaiming the Good News

(Previous code P5092)

This unit provides an introduction to the art and science of preaching. Principally, students will be taught one clear style of preaching; the strategy outlined by Andy Stanley in his book, Communicating for a Change, our text for the unit. Although this is very simple, it allows enormous diversity in practice. This unit will be helpful for: people who have never preached, and those with years of experience.

Critical to the unit will be the experience of preaching to a live audience in a facilitation with other students. For those who cannot get to a facilitation, another live audience will need to be found. The audience will then be asked to complete feedback forms and your video will need to be recorded and uploaded to YouTube or similar. This will be a valuable experience, as you will receive helpful, encouraging, positive feedback that will help you to see sides of your preaching that you are blind to.

This unit starts with the foundation that preaching is important, the gospel is life-changing and God’s word is worth proclaiming. Please take the time to learn the art and science of preaching well.

This course unit seeks to establish a theology of preaching that provides an adequate theoretical foundation to preaching practice and introduces students to the foundational skills needed for the preparation and delivery of homilies/sermons.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Identify the elements of an effective sermon and its delivery
Explain the role of the sermon in worship
Review a range of typical sermons in terms of the basic principles of preaching
Compare and contrast a range of preaching styles in relation to their pastoral context
Construct an effective pastoral sermon for a given context

CONTENT

The goal of preaching/homiletics
Preparation of sermons
The language of preaching/homiletics including story and technology
Text selection and exegesis of texts for preaching/homiletics
Sermon structures: introductions, outlines, dominant thought, conclusions
Preaching style and delivery taking account of context, listeners, and medium
Evaluation of preaching

SCHEDULE

The Goal of Preaching
Method, Manner and Megaphones
The Big Idea
Outlines and Maps
Know Your Stuff
Engaging Your Audience
Know Your Audience
Develop Your Own Style
Finding the Big Idea
Missional Preaching

ASSESSMENTS

Sermon Design (15%)
Word Limit: 600
Due: Week 5
Sermon Delivery (35%)
Word Limit: 1400 (notional)
Due: Week 8 or facilitation
Multiple Choice questions (20%)
Word Limit: NA
Due: End of Trimester
Sermon Review (30%)
Word Limit: 1200 (notional)
Due: End of Trimester

P5155 Introduction to Christian Leadership

The purpose of this course is to equip you with the skills and knowledge required to understand and lead groups of people in a Christian context. This course covers the nature of leadership, biblical foundations of Christian Leadership, the character of Christian leaders, the practices of Christian leaders and working in teams in Christian ministry. These topics will stir you to explore the key premises and frameworks for Christian Leadership. Seek to apply the learnings, or for some – reminders, as soon as possible, allowing your leadership craft to grow and develop throughout the unit. If you have capacity in your weekly schedule, look to read or explore further other considerations on the art and science of Christian leadership. The more you invest in developing and understanding this important skill the more you will benefit from it. Remember that Christian leadership is a God-given mandate and so we should do our very best to excel at it. With this in mind I am sure you’ll be encouraged, inspired and challenged as you participate in this course.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Describe the biblical foundations that underpin Christian leadership
Explore the various functions of Christian leadership in pastoral ministry settings
Identify opportunities for growth in skills and character with respect to leadership
Use communication skills to transfer Christian leadership knowledge, skills and/or character to others
Apply leadership knowledge and skills to a specific ministry setting

CONTENT

The nature of leadership
The biblical foundations of Christian leadership
The character of Christian leaders
The practices of Christian leaders
Systems, culture and cultural dynamics
Working in teams in Christian ministry

SCHEDULE

Spiritual Disciplines
Christian Leadership Distinctives
Biblical Foundations of Christian Leadership
Biblical Examples of Leadership
The Character of Christian Leaders
Self-Awareness
Developing Others
Productivity
Leading a Team
A Leader in Teams

ASSESSMENTS

Biblical Foundations (20%)
Word Limit: 1000
Due: Week 4
Attributes of Christian Leadership (20%)
Word Limit: 1000
Due: Week 8
Facilitation Assessment (15%)
Word Limit: 600
Due: Week 10
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900
Due: Week 4 & 10
Leadership Development Plan (45%)
Word Limit: 1400
Due: Week 12

P5159 Church Movement Distinctives (Southern Lights)

Note: For Southern Lights Cohort Only

(Previous code P5062)

Southern Lights was born out of the CRC movement in the 1980’s. The CRC developed in the 1940’s and the cultural milieu of that time. It was a product of the Australian Pentecostal movement that started in the 1900’s. That in turn was a product of the Keswick and Holiness movements of the late 1800’s. If we are going to accurately understand the distinctives of Southern Lights, we need to understand whose shoulders we are standing upon. We need to look at the history of the church in Australia, the development of the Pentecostal movement and its evolution over the last 100 years, particularly since 1987 when Southern Lights was established.

This course will examine the origins and development of Southern Lights in areas such as Vision and Values, Leadership and Organisation, and Doctrinal Emphases. In the area of doctrine, for example, students will discover views that Southern Lights holds in common with other major Pentecostal movements, and some which are more distinctive. Some doctrines and practices which were once distinctive have become more mainstream, while others have evolved and been refined over that time.

For this reason Southern Lights’ Statement of Faith, which will be examined in this unit, is written in such a way as to allow for a variety of opinions within a framework that clearly states those things which are held to be essential. This unit will also examine the CRC's history in order to give students an understanding of the movement's development and distinctive doctrines, leadership and organisational style as a movement of interdependent churches and ministries and how that shaped Southern Lights as it is today.

LEARNING OUTCOMES

By the successful completion of this unit, the student will be able to:

Identify elementary sociological, historical and theological perspectives that shaped the formation of Southern Lights;
Describe core distinguishing beliefs and practices that differentiate Southern Lightsfrom other Christian church groups;
Identify contemporary issues impacting Southern Lights;
Integrate perspectives from their broader theological studies with their analysis of Southern Lights; and
Apply the perspectives from the unit to the specific context of the student’s life, vocation and ministry practice.

CONTENT

Australian and Pentecostal Church History
CRC and Southern Lights History
Evangelical Distinctives of Southern Lights
Pentecostal Distinctives of Southern Lights
Other Distinctives

Please note the official SCD name for this unit is: Church Movement Distinctives

P5159 Vineyard Distinctives

Note: For Vineyard Cohort Only

(Previous code P5062)

This unit provides students with an opportunity to focus at an introductory level on the distinctives of the Vineyard movement. It enables students to examine theological, historical and sociological perspectives within the Vineyard’s ministry practice and to examine how to apply those perspectives to contemporary ministry.

The unit takes a thorough look at the history of the Vineyard from its early association with Chuck Smith and the Calvary Chapel movement through to becoming a global movement in the 21st Century. Special emphasis will be placed on the ministry of John Wimber and his ecclesiological and theological perspectives.

An examination of core beliefs and practices, and the local and global implications they have had for the movement will be undertaken.

CURRICULUM OBJECTIVES

This course unit provides students with an opportunity to focus at a foundational level on the denominational distinctives of the Vineyard movement. This unit provides an opportunity for the student to explore their own vocation in relation to future volunteer or ordained ministry within the Australian Vineyard movement.

LEARNING OUTCOMES

By the successful completion of this unit, the student will be able to:

Identify elementary sociological, historical and theological perspectives that shaped the formation of the Vineyard;
Describe core distinguishing beliefs and practices that differentiate the Vineyard from other Christian church groups;
Identify contemporary issues impacting the Vineyard;
Integrate perspectives from their broader theological studies with their analysis of the Vineyard; and
Apply the perspectives from the unit to the specific context of the student’s life, vocation and ministry practice.

CONTENT

The life and legacy of John Wimber
The history and development of the Vineyard Movement
An examination of the theological themes and emphases of the Vineyard Movement
Vineyard Core Values

ASSESSMENTS

Essay 1 (30%)
Word Limit: 1200
Due: Week 4
Essay 2 (30%)
Word Limit: 1200
Due: Week 8
Essay 3 (40%)
Word Limit: 1600
Due: End of Trimester

Please note the official SCD name for this unit is: Church Movement Distinctives

P5171 Supervised Ministry 1

(Previous code P5082)

Supervised Ministry units allow students to explore the practice of ministry with greater depth. They require students to spend focused time in practical ministry in a certain area of interest, meet regularly with a supervisor, have a mentor, engage in relevant readings, interact with specialists in the field and write practical essays to anchor their learning.

A Supervised Ministry unit should be designated in a specific area of ministry. This may include Children’s Ministry, Mission, Youth and Young Adult Ministry, Chaplaincy, Pastoral Care, Worship and Creative Ministries and others. For students in Learning Centres your coordinators will help you to work out what area your ministry placement will be in. At the top of every assignment you submit for this unit, please state the specific area of your ministry placement (e.g. “Pastoral Care”).

This course unit incorporates learning experiences at a practical level as well as giving opportunity to reflect on both the practice and theory of ministry. This reflection occurs with both an appointed supervisor and mentor as well as the formal classroom situation. The mentoring would be with experienced pastors or those in recognised specialist ministries.

LEARNING OUTCOMES

At the end of the unit students should be able to:

Identify the value of mentoring for ministry practice
Demonstrate an awareness of recent literature pertaining to practice in their area of ministry
Incorporate the supervisory process in self-evaluation
Demonstrate involvement and initiative in the process of practical church ministry
Apply the process of being mentored as a means to personal growth

CONTENT

Ministry placement
Involvement in the process of mentoring and theological reflection with an appointed supervisor
Seminars and group interaction
The theory and the practice of pastoral ministry
Develop an initial personal ministry profile
Legalities of pastoral ministry (e.g. regulation checklists for children’s workers)
The importance of self-care and supervision

ASSESSMENTS

Ungraded:

Placement Agreement (Satisfactory/Unsatisfactory)
Word Limit: NA
Due: Tri 1 Week 3
Midyear Review (Satisfactory/Unsatisfactory)
Word Limit: NA
Due: Tri 2 Week 6
End-of-Year Evaluation (Satisfactory/Unsatisfactory)
Word Limit: NA
Due: Tri 3 Week 12

Graded:

Placement Observation Report (15%)
Word Limit: 600
Due: Tri 1 Week 8
Placement Activity Report (20%)
Word Limit: 750
Due: Tri 2 Week 2
Significant Incident Report (25%)
Word Limit: 900
Due: Tri 3 Week 1
Essay (40%)
Word Limit: 1750
Proposal Due: Tri 3 Week 2
Essay Due: Tri 3 Week 11

P5172 Supervised Ministry 2

(Previous code P5083)

A Supervised Ministry unit should be designated in a specific area of ministry. This may include Children’s Ministry, Mission, Youth and Young Adult Ministry, Chaplaincy, Pastoral Care, Worship and Creative Ministries and others. For students in Learning Centres, your coordinators will help you to work out what area your ministry placement will be in. At the top of every assignment you submit for this unit, please state the specific area of your ministry placement (e.g. “Pastoral Care”).

Most students who enrol in Supervised Ministry 2 will already have completed Supervised Ministry 1. This unit builds on Supervised Ministry 1, continuing the mentoring, practical ministry experience, reflection and readings. The readings will come from the same list provided in Supervised Ministry 1.

This course unit enables the student to work in a supervised ministry context for an extended period of time gaining valuable practical ministry experience within an existing ministry team. The process of reflection on practice is developed through personal and theological reflection. The unit expands and develops the Supervised Ministry 1 experience of the student. The student will work with both an appointed supervisor and mentor for the duration of this placement.

LEARNING OUTCOMES

At the end of the unit students should be able to:

Demonstrate an ability to engage in ministry within a supervised context
Explore the integration of theological understanding and practice
Review the ministry practice of others and identify areas of learning
Observe the effectiveness of a relevant ministry area
Apply personal and peer reflection to their ministry experience

CONTENT

Substantial ministry placement
Involvement in the process of mentoring with an appointed mentor
Reflection on the practice of ministry
Group dynamics and working in ministry teams

ASSESSMENTS

Ungraded:

Placement Agreement (Satisfactory/Unsatisfactory)
Word Limit: NA
Due: Tri 1 Week 3
Midyear Review (Satisfactory/Unsatisfactory)
Word Limit: NA
Due: Tri 2 Week 6
End-of-Year Evaluation (50%)
Word Limit: NA
Due: Tri 3 Week 12

Graded:

Placement Observation Report (15%)
Word Limit: 600
Due: Tri 1 Week 8
Placement Activity Report (20%)
Word Limit: 750
Due: Tri 2 Week 4
Significant Incident Report (25%)
Word Limit: 900
Due: Tri 2 Week 8
Essay (40%)
Word Limit: 1750
Proposal Due: Tri 3 Week 2
Essay Due: Tri 3 Week 8

P5191 Christian Venues

Note: For Christian Venues cohort only

In God’s journey with His people, He has long sought to shape and transform us into the likeness of His son. Often along the journey God has used wilderness experiences to shape and stretch, to enlighten and to grow his people.

Being away from home, changing the context and providing space outside of the normal rhythm of life provides a significant platform for transformation to occur. One such platform seeking to promote this potential for transformation is Christian Camping.

This unit seeks to identify and describe the foundational principles of the power of temporary community and encourage a deeper engagement in the potential ministry opportunities presented in the context of Christian venues.

CURRICULUM OBJECTIVES

This course unit provides students with an opportunity to study at an introductory level the topic of Christian Venues. It is designed to present a general overview of Christian Venues. The unit is an Elective unit within the Diploma awards.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Describe the major elements involved in the topic of Christian Venues;
Trace the factors that have given rise to the topic of Christian Venues;
Select information from a range of sources to inform the study of the topic of Christian Venues;
Plan an approach to implementing their knowledge of the topic of Christian Venues in an active Christian context;
Produce a clearly structured statement of the central element/s of the topic of Christian Venues in relation to Christian thought or practice.

CONTENT

This unit aims to provide insight into the principles and practices of healthy Christian venues, seeking to harness transformational moments through temporary community opportunities.

SCHEDULE

God and the Wilderness – Part 1
God and the Wilderness – Part 2
The Temporary Community
The Spiritual Value of Christian Camping – Social Change and Spiritual Trends
The Value of Camping to the Church
The Evolution of Christian Camping in Australia
Structured for Health and Growth
Transformation
Retreat
Adventure

The official SCD name for this unit is: Introduction to Christian Venues

P5191 Demonstrating the Kingdom (Vineyard)

Note: For Vineyard Cohort Only

This course is designed to produce followers of Jesus who both announce and demonstrate the kingdom of God, with emphasis on the “demonstrating” aspect. It also seeks to develop a strong biblical and theological foundation to support this ministry, and which is laid down more thoroughly in the Vineyard unit entitled “Kingdom and Spirit”.

Its central focus is the coming of the kingdom by the presence and power of the Holy Spirit, through the distribution and impartation of charismatic gifts, particularly those gifts that enable mission and evangelism. The purpose is to build faith and expectation in disciples of Jesus to receive the empowering of the Spirit for witness, leading to a radical obedience to his commission, through revelatory/prophetic gifts, gifts of healing and deliverance, all combining to help bring about effective evangelism and mission. A key step in the equipping process is to lay a strong foundation in Christian identity.

It is expected that students will have completed the Unit Kingdom and Spirit before commencing this unit.

SCHEDULE

The Kingdom of God
Christian Identity
Empowered By the Holy Spirit
Gifts of the Spirit
The Prophetic Ministry
Healing Ministry
Deliverance Ministry
Power Evangelism
Prayer Ministry
“The Powers”

P5192 Developing Disciplemaking Movements (SHIFTm2M)

Note: For participants in the SHIFTm2M program only

(Previous code P5095)

It is the conviction of this course that in the life of Jesus we not only see the means of salvation, but in Jesus God gave us the very model for the Christian life and mission in the world. Jesus as fully God and fully Human is the great mystery of the incarnation. In his lived humanity he demonstrated the perfect model of a life lived in full obedience to the Father’s kingdom agenda in the world and fully dependent on the indwelling power of the Holy Spirit. Jesus did not simply live his life focused on the cross, but in his life he set in motion the Spirit-empowered movement that would carry the gospel of the kingdom into all ‘Judea, Samaria and to the ends of the World’ (Acts 1:8). Jesus gathered around him a group of followers whom he selected, invested himself in, trained, equipped and sent to continue the movement that he had begun. These first disciples were instructed to go into all the world, in the authority of Jesus, filled with the Holy Spirit, to ‘make disciples of all nations, baptising them in the name of the Father and of the Son and of the Holy Spirit and teaching them to obey everything’ he had commanded (Matt 28:19f). As the Father had sent Jesus, so he sent his followers and this process continues wherever the Gospel of the kingdom is proclaimed. The Church, at its heart, is to embody the continuing mission of Jesus- a disciple-making movement that sees the world as its mission field.

All too often the church has been distracted from this core mission of making disciples and in our contemporary climate it is no different. People seek for the latest model that will make their church, mission or ministry grow and be effective. We desire instant results and quick fixes to our programs. Ultimately though, Jesus’ movement of disciple-making is not a quick fix, or an instant result, but it is our model for the church. It is in his life, teaching, mission and ministry that we see what we are to be like and on what we are to focus.

This course builds the foundations for developing a disciple-making framework drawn from the life of Jesus as recorded in the Gospels and the New Testament. It will help students form a missional hermeneutic for engaging with the Gospels and Acts. Students will draw core principles from the unfolding process of Jesus’ disciple-making and apply them in their own context.

LEARNING OUTCOMES

By the successful completion of this unit, the student will be able to:

Demonstrate a basic knowledge of disciple-making movements
Describe a range of primary and secondary literature dealing with disciple-making movements
Evaluate the disciple-making movements using the methodologies appropriate to the discipline
Show competence in practical skills and/or descriptive, critical and analytic skills with respect to disciple-making movements
Apply the results of their study to enrich Christian ministry.

CONTENT

The ministry of Jesus
Preparation and foundations for ministry
Outreach and multiplication
Movements

SCHEDULE

Developing a Disciple-making Framework for Contemporary Contexts
Imitatio Christi- Christ as Our Model
Ministry Preparation
Ministry Foundations Pt 1
Ministry Foundations Pt 2
Ministry Training
Expanded Outreach
Expanded Outreach: Contextualisation
Leadership Multiplication
Movements of Multiplication

ASSESSMENTS

Essay (30%)
Word Limit: 1200
Due: Week 5
Field Assignment (30%)
Word Limit: 1200
Due: Week 8
Ministry Application and Strategy (40%)
Word Limit: 1600
Due: End of Trimester

Please note the official SCD name for this unit is: Issues in Pastoral Theology

(S) Spirituality

S5101 Spiritual Formation

(Previous name & code P5001 Introduction to Personal Formation)

Christianity is about transformed lives, not just assent to Christian beliefs. This unit provides students with an opportunity to develop an understanding of Christian spirituality and the disciplines and attitudes necessary for personal spiritual formation. This unit encourages students to intentionally participate in the journey of personal spiritual formation. This unit will challenge students to grasp more fully the reality of their individual identity and who God has created them to be, both in their unique personality and in their God-given spiritual gifts. The overall goal of this unit is to provide a foundational understanding of Christian spiritual formation that will assist the students not only in their personal Christian walk, but that will further serve as a foundation for development as a Christian leader with spiritual practices that will sustain and enrich their longevity in ministry.

This unit promotes the foundation of self-awareness as pivotal to the development of deeply personal, faithful discipleship that equips the student for effective pastoral ministry to others.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Outline a general knowledge of self-awareness as it applies to their own personal maturity exercised in a pastoral context
Interpret theologically their own spiritual developmental journey and its significance for their (actual or potential) pastoral role
Explore and analyse the outcomes of key spiritual disciplines within a pastoral vocation
Establish principles of accountability and transparency in the exercise of spiritual self-care
Develop principles and practices for the promotion of spiritual growth in others

CONTENT

Using personal narrative to understand self and others
Biblical foundations of spiritual maturity
Basic spiritual disciplines and practices
The importance of community in spiritual formation
Spiritual leadership

SCHEDULE

Invitation to a Journey
Developing a Biblical Theology of Spiritual Formation
Introduction to Identity: Personality and Preference
Introduction to Identity: Calling and Vocation
Life Story: Developing Your Spiritual Autobiography
The Classical Christian Pilgrimage: From ‘Awakening’ to ‘Unity’
Introduction to the Spiritual Disciplines
The Nature and Inner Dynamics of the Spiritual Disciplines
For the Sake of Others
Spiritual Leadership

ASSESSMENTS

Spiritual Autobiography (40%)
Word Limit: 1600
Due: Tri 1 Week 10
Researching a Spiritual Discipline (20%)
Word Limit: 800
Due: Tri 2 Week 10
Personal Reflection (40%)
Word Limit: 1600
Due: Tri 3 Week 10

Please note the official SCD name for this unit is: Introduction to Personal Formation

(T) Theology

T5105 Introduction to Christian Doctrines

(Previous code T5005)

Welcome to the unit ‘Introduction to Christian Doctrines’ which has been specially designed for the Diploma of Ministry. This unit will examine some of the foundations of theological discussion and introduce you to some key issues and topics that lie at the heart of what it is to ‘do’ theology today.

Of course, not many of us start out imagining that we are (or even could be) theologians. Most of us it seems have more interesting things to do! Indeed, the thought of having to open up dry, dusty books that contain the thoughts of people who are long dead doesn’t really appeal to those of us whose interest is in the here and now. We are rightly more concerned with our current ministries and helping those in need around us than in, for example, the value of Trinitarian analogies or the arguments that surround certain words of the Nicene Creed. But the simple fact is that whenever we engage in ministry or even just talk to someone about our faith we are actually doing theology—whether we know it or not! This is because theology is, by definition, what happens when we talk about God.

So the study of theology, or reflecting on why we believe what we do (and not, in fact, something else), is a task we should enter into with a sense of anticipation and enthusiasm. This unit of study is ultimately practical, for it will help to equip you with the tools and knowledge that you need to be able to communicate the truth of who God is and what God has done in the world to those around you. In other words, thinking about the Christian faith in more detail than we normally do is not about dusting off the old volumes because we have nothing better to do. Rather it is to discover what others have thought about God in the hope that their thoughts might challenge and guide our own so that we can in turn challenge and guide others. After all, the task of theology is never static because people, communities, and societies are never static. We must always be on the lookout for ways to express our Christian faith in terms our community can understand.

As an introductory overview of doctrine this course will necessarily only touch on some key topics. But even going on what could be considered a ‘helicopter flyover’ of the theological landscape will nonetheless open up the world of theological thinking to you in a systematic and welcoming way. In doing so you will begin to develop a solid framework with which to build upon in the future.

This course unit introduces the student to the beliefs of a Christian tradition, enabling them to explore their faith within the context and shape of that tradition. It provides a foundation for all future theology course units.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Identify the major Christian doctrines
Explain a given doctrine within the context of a particular Christian tradition
Incorporate selected theological texts either ancient or modern into a theological discussion
Assess the implications of a selected Christian doctrine for Christian life and practice
Apply insights from their study to a selected ministry context

CONTENT

Christian Creeds and Doctrine
The Value of Faith
The Christian Tradition: Essential Doctrines

SCHEDULE

Christian Creeds and Doctrine
I Believe (Faith)
Believing in the Father
Believing in the Trinity
Believing in the Son
Believing in the Cross
Believing that Jesus Lives and Reigns
Believing in the Spirit
Belonging to the Church
Believing in the Christian Hope

ASSESSMENTS

Portfolio (15%)
Word Limit: 600
Due: Week 3
Theological Response (30%)
Word Limit: 1200
Due: Week 7
Facilitation Assessment (15%)
Word Limit: 600
Due: Week 10
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900
Due: Week 4 & 10
Small Group Study Guide (40%)
Word Limit: 1600
Due: Week 12

T5110 The Person and Work of Christ

(Previous code T5031)

Two thousand years have come and gone but still the story of Jesus of Nazareth remains a story that refuses to go away. It continues to be told because from the very beginning, the man ‘Jesus’ was identified as being not only ‘of Nazareth,’ but also, crucially, as ‘the Christ’. This title demands that Jesus be acknowledged, proclaimed and worshiped as the Messiah, the one anointed by the Spirit to bring salvation to the world.

Christology (literally, the study of Christ) is the word given to the theological investigation into what it means to affirm that Jesus of Nazareth is, in fact, the Christ. In this unit we will begin such a study, looking at two aspects of Christology – the person of Christ and what it is that Christ does (his works). There are key questions for both aspects that must be considered including, for example, what does it mean to say that Christ is both God and Man? How are we to understand what happened on the cross? How can that horrendous event possibly be necessary for redemption? How can I explain the saving significance of the cross in my context?

To help us address these questions (and more) we will look at Scripture, Church history and contemporary theological thought and practice in order to reflect on ways in which we can apply the truths we discover to our own life and ministry contexts. It is very easy - in some sense - to treat a study of Christology as an abstract, intellectual exercise. But we must always keep in mind that the Christ we talk and write about is the second person of the Godhead, who gave his life so that we might live. This will, therefore, be a personal journey of encounter—with the Jesus who walked the streets of Palestine and with the Christ of faith who will one day come again in power and glory.

This course unit is designed to provide students with a foundational knowledge of the person and saving work of Jesus Christ. It also seeks to enable students to begin to explore the relevance of this understanding in the light of contemporary Christian thought and discipleship.

LEARNING OUTCOMES

At the end of this unit students will be able to:

Demonstrate familiarity with the Biblical foundations of the Person and Work of Christ
Explore developments in Christian teaching on the Person and Work of Christ
Analyse selected theological literature relevant to the study of the Person and Work of Christ
Evaluate selected contemporary challenges to the Christian understanding of the Person and Work of Christ
Apply knowledge of the Person and Work of Christ to the practice of the Christian life in a selected ministry context

CONTENT

Methodological issues and/or foundational concepts in the study of Christology and Soteriology
The New Testament and the Person and Work of Jesus Christ
The Church’s Teaching on Jesus Christ and Salvation
Major currents of thought in Christology and Soteriology
Contemporary Culture and the Person and Work of Jesus Christ
Implications for the life of the Church and Christian Discipleship

SCHEDULE

Christology: Setting the Scene
The Many Faces of Jesus
Jesus: The God Man
Who Do You Say That I Am?
A Life Like No Other
Approaching the Cross
Motifs of Atonement
Communicating the Atonement Today
The Resurrection
The Ascended King

ASSESSMENTS

Critical Discussion (30%)
Word Limit: 1200
Due: Week 5
Facilitation Assessment (15%)
Word Limit: 600
Due: Week 10
OR
Integrated Learning Portfolio (15%)
Word Limit: 1900
Due: Week 10
Tract Project (45%)
Word Limit: 1800
Due: Week 10
Appraisal (10%)
Word Limit: 400
Due: Week 12

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Back to unit descriptions

Unit Schedules

Diploma Unit Descriptions

(B) Bible

(C) Pastoral Counselling

(H) History

(M) Mission

(P) Pastoral Theology

(S) Spirituality

(T) Theology

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