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Privacy Notice Students
IntroductionThe college has a responsibility under data protection legislation to provide individuals with information about how we process their personal data. We are committed to holding and processing personal information fairly and lawfully. This privacy notice should be read in conjunction with the college's Data Protection Policy. We as a college collect and process personal data relating to our students to manage the collegestudent relationship. We are committed to being transparent about how we collect and use such data and to meeting our data protection obligations. The contents of this privacy notice apply, as applicable, to current and former students and, in some cases, prospective students. If you have any questions or concerns about the way in which we are processing your personal data, please contact the Executive Director (firstname.lastname@example.org).
Collection of personal dataPersonal data are normally initially provided to the college by a prospective student on an undergraduate or postgraduate application form. For successful applicants, we will add further data at registration and in the course of the student’s studies as required for the proper fulfilment of our responsibilities. After graduation or termination of studies, some data are passed to maintain our alumni database for approved purposes; other records are retained and disposed of in line with our Records Retention Schedule. The personal data of unsuccessful applicants are also retained and disposed of in line with our Records Retention Schedule. We hold special category data (e.g. ethnicity, physical or mental health or disability) for the provision of student support services to individuals and for equal opportunities monitoring and statutory reporting. Information on a student's health or disability may be required prior to admission, for purposes linked with academic progress or the provision of accommodation. We may also require information on a student’s health when a student undertakes placement work, such as for health and safety or insurance purposes. Further information may also be required if the student seeks work with the college in a paid or unpaid capacity.
Lawful basisWe process your data prior to, during and for a period after your programme of study under the basis of a contract with you. We offer student support services, in the interests of academic progression and participation in college life. We are required to demonstrate our support for students with disabilities, and for this we need to request and hold special category data and medical evidence, which we process under our legal obligations to the Equality Act 2010. At the point of being asked to disclose special category data you will be given further details on how this information will be processed. Our Learning Advisor has specific agreements outlining how special category data will be processed. We may additionally enter into a contract with you regarding residence at one of our properties. The College processes data to ensure that it is complying with our legal obligations, for example in respect of Council Tax, Home Office requirements regarding visas and obligations under the Equality Act 2010. We may also use your personal information where we need to protect your (or someone else’s) interests or where it is in the public interest. When we process your personal information we will do so provided your fundamental rights do not override those interests.
Storage of personal dataStudent data are held in the student management system (the Directory), in the alumni relations system (Association database), and the virtual learning environment (Moodle). Access to each system is limited to approved college staff members. Student data are also held locally by college academic staff and professional support services in email, network storage and paper files. Core details of each student are transferred to the college's archives for permanent preservation.
Processing of personal dataWe process data to:
- administer study, such as recording of achievements, determination of award and monitoring of attendance;
- provide student support services, such as counselling or services for students with disabilities or learning difficulties;
- provide facilities, such as the IT service and Library service;
- contact students electronically;
- administer finance, such as payment of fees;
- administer tenancies or licence agreements of college-managed properties;
- monitor equal opportunities;
- prevent and detect crime, such as using CCTV or attaching photos to ID cards;
- ensure compliance with our acceptable use policy of networked systems;
- maintain contact with alumni;
- raise funds and promote marketing initiatives;
- process student academic appeals and student discipline cases;
- inform students of activities and events;
- host mailing of services of direct relevance to student interests; and
- facilitate communication with churches and other organisations concerning opportunities for ministry and service.
Sharing of dataPersonal data are shared with our validating universities in so far as it is necessary for us and them to complete all the requirements of our validation agreements. In order to fulfil our responsibilities to students' sponsoring organisations, data, including progress reports, will also be shared with them, including, for ordinands or prospective ordinands, with the Ministry Division of the Church of England and the dioceses from or to which they are sent. Data may be shared with our partner college, Bristol Baptist College, where it is required for us to fulfil an obligation related to our students' courses of study, for example class lists for classes undertaken at the Baptist College or retreat days organised by Baptist colleagues. We may need to disclose students’ personal data to organisations contracted to work on our behalf, which could include our insurers or legal consultants. In certain and extreme circumstances we may pass the personal data of student debtors to an external debt collection agency if the we have been unable to recover the debt by normal internal processes. We may also disclose data to auditors undertaking investigations, selected individuals acting on our behalf such as former students or staff organising alumni events, external organisations undertaking market research or academic researchers, provided no personal data are published. During the course of student support, data may be shared with external agencies, for example for medical or counselling support. Students will be asked for consent to share any data with an external agency if the purpose is to secure non-urgent but specialist student support. If there is an urgent need for specialist medical help, we will seek consent to share any data, but where consent cannot or will not be given we might act without consent. We may, in order to protect the vital interests of the student or another person, contact third parties, such as medical professionals or next of kin, concerning the health of a student when we believe it is reasonable and/or in the best interests of the student to do so. We will attempt to gain the prior consent from the student to do so but where consent cannot or will not be given we might act without consent. We will share your information where legally obliged to, for example with law enforcement agencies, and may not be able to inform you of the sharing, for example where this may compromise any investigation. We are legally obliged to provide student personal data to Council Tax Registration Officers and, where applicable, to the UK Visas and Immigration (UKVI). We have a statutory requirement to disclose student personal data to the following and/or their nominees/successors: Office for Students (OfS); the Higher Education Statistics Agency (HESA); the Learning and Skills Council; the Quality Assurance Agency; the Department for Education; the Student Loans Company and Electoral Registration Officers. The purposes for which data are collected by HESA can be found in the HESA Student Collection Notice which is reviewed annually and any amendments to the current version will be available at https://www.hesa.ac.uk/about/regulation/data-protection/noticesalong with links to earlier versions.HESA takes precautions to ensure that individuals are not identified from the anonymised data which they process. Students have the right to a copy of the information HESA holds about them. You should make requests directly to HESA by emailing email@example.com. If you have concerns about your information being used for the stated purposes you should contact HESA directly. Where we participate in higher education or student surveys, such as the Graduate Outcome Survey or the National Student Survey, you will receive further privacy or data protection information if you are contacted for these surveys We will provide data about students on the Tier 4 Student Visa to the UK Visas and Immigration (UKVI) in order to fulfil our duties as an approved sponsor on international students. We may process a student’s personal data for the purpose of the prevention and detection of fraud, particularly plagiarism (this may involve disclosure to third parties e.g. in the use of plagiarism detection software). We may also process a student’s personal data in the course of disciplinary procedures or academic appeals (this may involve disclosure to third parties e.g. to seek legal advice). Where a student’s course of study requires study or a placement at a church or another organisation it will be necessary for us to transfer personal data to the external organisation, whether this is within the UK or abroad. Students should be aware that some countries outside of the EEA have lower standards for the protection of personal data than those within the EEA. Students are required to provide a digital image of themselves for reproduction on their identification card, which is also used for library purpose. The digital image may also be used on college lists or notice boards that may be displayed within the college and attached to electronic student records that can be viewed by members of staff. We may commission photography on campus or at specific events, such as the welcome service, for use in our promotional material. Students may appear on the resulting images, and the resulting images may be published. We are required to obtain information about past criminal convictions prior to offering a place on some of our programmes and as a condition of employment for certain posts. We also undertake Disclosure and Barring Service checks on those students who work with young and/or vulnerable people.
Retention of personal dataStudent data are kept, deleted or archived in accordance with our record retention schedule.
Changes to policy and practiceWe regularly review our privacy information to ensure that it remains accurate and current. We will review and update this privacy information whenever we plan to use personal data for any new purpose. Any changes to this privacy information will be communicated to you.
Further informationIf you have any questions which you feel have not been covered by this Privacy Notice, please email firstname.lastname@example.org.
Forms for 2019 new DL students to complete
Alumni, Friends & Dioceses
Student Pastoral and Wellness Team
Forms for new 2019 part-time students to complete
Postgraduate Research Conference
Watch our videos
What is 'Gathered Learning' at Trinity?How might it change you, as a person and as a Christian leader, to learn more about Jesus in the context of an intentional community? Find out more about what it might look like to prepare 'residentially' for ordination or Christian leadership through Trinity. (1:56)
What is 'Dispersed Learning' at Trinity?Train for ordination in the Church of England by coming to Bristol for six block weeks a year, remaining embedded in your local context, and participating in weekly virtual seminars and pastoral groups with your cohort. (2:31)
Postgraduate research at TrinityJoin our community of doctoral students from around the world in a programme accredited by the University of Aberdeen. Our students participate in online research seminars, a summer conference in Bristol, opportunities to interact with top scholars in theology and the Bible--all in the context of a theological training college committed to serve the church and the kingdom of God. To request a prospectus, arrange a visit, or ask questions about how what we offer might best fit your needs and circumstance, contact our admissions team: email@example.com or 0117 968 0254. To find out more about postgraduate research contact firstname.lastname@example.org.
We want Christ's kingdom values to permeate every area of our lives, affecting how we live and work each day, how we learn more of God, and how we lead his people. Our students partake in a warm, vibrant community, which includes support for student spouses, an Ofsted-registered day nursery, and regular times for prayer, Eucharist, and meals together. You can read more about our vision and values here.
We offer undergraduate, graduate, and postgraduate study options, including a certificate, diploma, BA (Hons), graduate diploma, postgraduate diploma, MA, and PhD accredited through Durham University and Aberdeen University. You can read more about our programmes here.
Our Mission has and continues to be for kingdom living, kingdom learning and kingdom leading. Our task is shaping leaders of Christ-like character in community for a missional church.
Growth in dispersed learning
Year-round contextual engagement
You may already be working for a church and want to stay, or you might be keen to look for a new church to form the context for this time of training. We will work with you to make sure that you have a supportive environment and good supervision from an experienced church leader, and you will meet with him or her (as well as with your Trinity tutor group tutor) for regular supervision.
Your church placement is important not just for the hands-on leadership experience it gives you, but because it forms the context for your assessed learning. You can use your placement experience very intentionally in order to gain particular experiences you’ve not yet had in ministry; you can also gain the experience of serving in a church environment different from the type of church from which you’ve come. You choose your church context in conversation with Trinity tutors in consultation with your diocese to determine what will best fit you, given your past experiences and your future calling.
Your practical experiences of ministry will inform your academic assignments for classes on topics such as leadership, worship, mission and pastoral theology, and vice versa – your placement church is the environment in which you’ll have the opportunity to put into practice what you’re learning in the classroom. Your learning in your placement will be supported by an opportunity to connect with your peers and tutors simply by logging in to a virtual classroom each week.
Summer church placement
Usually your placement church will cover the majority of those costs, either by way of a grant or by paying you a salary for the work you do with them, and the rest of your costs might then be covered by a diocesan grant or other grant available from Ministry Division.You can get in touch with our admissions team, and they’ll be happy to talk with you about the financial implications of your training.
Complete a Student Application
Times of worship
Student Application Submission
- Submit all your application details securely online and view your completed application form.
- We are currently experiencing (and working to address) a technical problem with saved applications. Please do not use the save button. Before you begin your application, review on the form the information you will need to have ready, then plan to have those resources with you so that you can complete and submit the application in one sitting.
Quiet times and personal reflection
Tutor groups and prayer triplets
Trinity's COVID-19 update (Nov 2020)
Four facts about our postgrad programme that might surprise you
New technology, new opportunities, and a growing community of scholars who hope their research will impact the church.
Pioneering at Trinity
Are you an Ordained Pioneer Minister (OPM) or someone looking to explore pioneering?
The church needs pioneers who will forge new and creative approaches to sharing the gospel as well as those who can do pioneering work within the church. We want to create a healthy environment for pioneers and those with a pioneering mindset to flourish, as you discern how God may be leading you.
1. We recognise the unique needs of pioneers. As you'll often be working outside normal support systems and structures, it is critical that you are well prepared.
- We offer a strong foundation of Bible and theology on which to build your current and future projects.
- You have the option to train within our residential community (train within an intentional community whilst living in the Bristol area or on-site if you are a single or commuter student) or through our non-residential dispersed learning (DL) track (come into college for six block weeks a year while remaining in your current context).
- Connect regularly with pioneer practitioners through ‘input classes,’ which are half-termly meetings, timed to coordinate with our dispersed learners’ block weeks. Hear a seminar from an external speaker and engage together for a question-and-answer time.
- Connect regularly with fellow pioneers through fortnightly small group lunchtime meetings to discuss, debate, and reflect on a curriculum intended to lead you from thinking about what pioneering can be to a more refined idea of your own calling as a pioneer.
- Our pioneer programme is led by our Tutor in Missiology, our Associate Pioneer Missioner, and by a current Trinity student who serves as Pioneer Student Rep. Our Associate Pioneer Missioner, alumnus Revd John White (Trinity 2018), has been spending time coaching those interested in becoming pioneers, offering practical help as well as help in discernment. John is currently involved in a pioneer initiative in Bristol, Hazelnut Community Farm, which seeks to combine the community of a city farm, learning together to care for the planet, and the spiritual life of the local church.
- You can decide to complete your context placement in a pioneer context.
2. Pioneer modules within the undergraduate programme include:
- Mission Entrepreneurship: Principles—encourages you to relate social entrepreneurship to mission and introduces you to the principles, history, and practice of entrepreneurship through its study in the social sector.
- Elements of Ministry and Mission in Context—introduces you to key terms and themes relating to Christian ministry and mission in the church tradition / vocational context for and within which you are being prepared.
- ILCP B for Creative Communication—encourages you to integrate your current learning with your preferred style of communication.
- Mission and Apologetics in Contemporary Culture—enables you to analyse cultures and subcultures, to think missionally about the relationship between the gospel and contemporary Western cultures. Equips you with the apologetic skills needed to engage with people in contemporary cultures and enables you to develop appropriate strategies for missionary engagement with contemporary cultures.
- You will also be offered assessment options within some of your classes with a pioneering focus.
3. Modules within the MA course include:
- Reflective Practice: Mission and Evangelism—supports students in their ministerial development by engaging with the forms of theological reflection that underpin reflective practice in a ministerial / professional / vocational context.
- A dissertation module (either undergraduate or postgraduate) which could be focused around a theological exploration of particular aspects of pioneer ministry.
For more information about training as a pioneer at Trinity College Bristol, call or email our admissions office: email@example.com or 0117 968 0254. Read more about some of our recent pioneers here.
Writing a Research Proposal for Postgraduate Study (MTh and PhD)
A good research proposal should not merely articulate a general topic of interest, but rather demonstrate a candidate’s ability to conceive their research in terms of a viable project. Your proposal should therefore include the following elements:
- A clear description of the proposed thesis topic, indicating the precise research question you will investigate over the course of your work.
- An account of how the proposed topic fits into the existing field.
- A description of the methodology to be used to pursue the research question (e.g., study of written sources, social surveys, fieldwork, etc.).
- An account of why Trinity College is suited to the proposed research.
- A brief, provisional outline of the thesis.
- A representative bibliography of the types of sources you plan to consult in the course of your research.
Proposals should be no longer than 1500 words, not counting the representative bibliography, and your name ought to appear in the upper right hand corner of each page of the document. The proposal should be submitted with your application alongside other supporting documents.
Accepted candidates will not necessarily be bound by the proposal that accompanied their application. Its purpose is to reveal something of the applicant’s preparation and insight. During the first months of work, research students often adjust their proposals in consultation with their supervisors.
- Two-and-a-half days in personal study a week, plus half a day spent in seminars and with your tutor group, accessed either in college or virtually.
- Two days plus Sundays in context inclusive of supervision time with your church supervisor. Clear expectations are given to supervisors in relation to your engagement in context.
- You have one day a week for rest from the programme.
Welcome to our New Wine family
Taking the step to move in order to train can feel daunting at moments, but if God is calling you to take that step of faith, he will also provide you and your family with what you need to follow him.
ADDITIONAL ONLINE RESOURCES
- Learn more about Trinity’s vision and values (with Principal Revd Dr Sean Doherty, 15:57 minutes) >
- Watch a video about studying within our residential ’gathered’ Bristol community (1:56 minutes) >
- Watch a video about studying through our non-residential ’dispersed learning’ programme (2:30 minutes) >
- What academic programmes and context experiences do we offer? (with Revd Dr Helen Collins, 9:13 minutes) >
- What will the shape of your week look like as a Trinity student? (with Revd Dr Sean Doherty) >
- Take a college tour, hosted by our students who’ve remained in on-site accommodation together during lockdown (4:55 minutes) >
- Load a PDF of the kingdom values to which you commit when you join our community >
Forms for new 2021 students to complete
Study at Trinity
Our community life is central to everything we do here whether our students are full-time or part-time or, gathered or dispersed. We offer a variety of programmes that are all deeply based on our vision and values.From this page, you can find information about our different modes of study:
Connect: Who we are
- To provide opportunities for fellowship for partners of those in full-time study at Trinity College.
- To provide support to one another, sharing our lives together and seeking God’s transformation in our lives.
- To be a means by which our members can be equipped for their future ministry, and develop their own unique callings.
How is Connect run?
Connect can only operate with the help of all its members (not just the exec)! There will be many opportunities to get involved in the running of Connect over the coming year with a range of tasks. This may be setting up a room for a meeting, giving someone a lift to an event, baking a cake, bringing snacks for children, helping organise a social, tidying up at the end of a meeting, running a children’s activity, helping to plan our programme of talks each term, helping to run a home group, leading worship, helping with prayers…the list goes on! There will be something for everyone so we look forward to you getting involved! We have found in the past that the more you put into Connect, the more you get out of it.
What is a Pioneer?
What is a 'pioneer'?The Church of England currently defines 'pioneers' as 'people called by God who are the first to see and respond to the Holy Spirit's initiatives with those outside the church within a particular context, around which others will gather with them and together establish new Christian community.' Some pioneers may be church based, working within the parish system to pioneer within an established church base, and others may be 'fresh start' pioneers, who work closely connected with a diocese but outside the conventional parish system in areas or networks with no present church connection. According to Rev Canon Dave Male, the national advisor for pioneer development in the Church of England's Ministry Division, 'Our research has shown that in just over a decade, 15 percent of diocesan church communities are now fresh expressions of church, and 60 percent of those attending fresh expressions churches are people outside the present church. Eighty percent of these new communities are taking steps to grow disciples. There is an overwhelming necessity for the Church to grasp at this moment that pioneers and pioneering are vital in leading us to the future of the Church of England's mission; they enable us to connect with the majority of the population and re-evangelise England.' To further enhance the training of our pioneer ordinands, Trinity is now offering a Pioneer Focus, for those students who have been approved as ordained pioneer ministers, or who will be serving in a pioneering curacy.
Trinity's first pioneer cohortThe first pioneer cohort, which is facilitated by mission tutor Rev Dr Howard Worsley, currently includes eight pioneering ordinands—both residential and full-time nonresidential students. It meets twice each half-term, providing opportunities for students to engage with guest practitioners and share experiences and ideas with one another while engaging in pioneer opportunities within their placements. Students are also encouraged through the group’s conversations to reflect on how what they are learning in classes will impact their pioneer ministries, and within classes are offered assessment options with a pioneering focus. Ordinand Michelle Taylor, who is preparing for a pioneer curacy in Bath and Wells Diocese, says the new cohort is ‘really exciting–what I’m hoping for is to get to hear other people’s stories, to bounce ideas off each other.’ Michelle had worked for three years in a church plant in Portishead, while questioning and re-evaluating what God wanted her to do. After receiving unsought affirmation of her call from an Anglican vicar and several months spent on retreat seeking God, Michelle became Anglican and began the discernment process. When she received a pioneer curacy offer from her diocese, Michelle says, 'For the first time, it felt like someone was saying “She can do that—let her do that.”' In her curacy, Michelle will be meeting in a primary school and in small home groups to grow community. 'I thrive on change,' she says. 'You have to be willing to take a risk. You don't know till you've tried it.'
Learning together rather than aloneAs the students in the new Pioneer Focus cohort hear one another's stories and experiences, they realise what a diverse group they are. Some students have already initiated several ministries and others are just beginning. Some move quickly from one project to the next, launching a new ministry and then leaving it in others' hands, while others explore their ideas for what could be done, within and outside of the walls of a church. Pioneering ordinand Lucy Howarth had thought at 21 that she would be too young to be considered a pioneer minister. As part of the application process with her diocese, she had to put together a portfolio of what she'd done, which included a student street ministry outside a nightclub in Newcastle and a group for young adults who'd become disengaged with church but who shared an interest in climbing and outdoor activities. 'You can do Sunday church well, but I think the difference with pioneering is that you meet people where they are and ask, “How can I bring God into this? How can I turn this into church?”' Because pioneers naturally follow God into new and unlikely situations—one pioneering student recently helped organise a metal mass service that hosted one hundred people in the Bristol city centre—and because pioneers often find that they themselves do not 'fit' within established contexts, they may feel alone on their journeys. 'Pioneers are naturally isolated,' says pioneering ordinand John White. 'If we can support each other and keep each other grounded, that's huge.' Midway through his first year of ordination training at Trinity, John heard Dave Male speak at Trinity about pioneer ministry, which in turn began John on a process of applying to his diocese to become a pioneer minister. 'I want to be a bridge between the church and those outside the church. We should influence each other—the pioneer should do new things and impact the church, and the church should support and root the pioneer minister.'
Growing strong biblical rootsWhile the new pioneer cohort discusses the challenges unique to pioneer ministries, pioneering students also need a strong understanding of the Bible, theology, and the church. As they often work outside normal support systems and structures, it is perhaps even more critical that they are well prepared. 'Coming to faith later, as an adult, I had not developed good biblical foundations, and also being quite transient in my adult life—possibly another pioneer trait—I had not ever really settled into a specific church denomination,' explains pioneering ordinand Tracey Hallett. Tracey spent six years working with young people in their context, and she says, 'we accidentally developed a fresh expressions church. It was through my training as a pioneer youth and community worker that God attached me to the Church of England, and I came to Trinity because I wanted to get a good foundation in theology and biblical studies. As such, I'd like to encourage others in the same position in saying that this is the place to be if you want to develop good solid theological and biblical roots.' Tracey hopes the new pioneering focus will continue to evolve in the ways in which it can offer support and development for pioneering students, and looks forward to the role that this first cohort might be able to play in shaping the group for future students.
Looking for sparks, building bridgesAs pioneering ordinands connect to share ideas, hear from practitioners, and think together through pioneer-specific applications of what they are learning in the classroom, they can discover not only how to become stronger bridges for those outside the church but also build bridges of support for one another. They can be better equipped to help build God's kingdom faithfully, to the best of their abilities, with the leap of faith always required in new and unexplored contexts. Sonya Newton has just begun to connect with another estate where her diocese hopes for her to begin a new ministry. 'The feeling that you're called to something you've never seen—it takes a lot of struggling to figure it out. For now, I'm wandering around the estate, making friends and looking for those little lights. That's what pioneers do—they start fires. They look for the sparks, for those little lights around them that say that's what God's is doing—go there, go to them.' If you are considering theological education and are wondering if this programme could benefit your preparation for ministry, please contact our admissions office: firstname.lastname@example.org or 0117 968 0254.
Information for Needs Assessors
Life in Carter
Taking the step to move in order to train can feel daunting at moments, but if God is calling you to take that step of faith, he will also provide you and your family with what you need to follow him.
Learning ministry in Bristol
Through community and church placements, as well as volunteer work, our students find a wealth of opportunities to grow as ministers of Christ in the Bristol area.
‘I’ve never really had anything to do with hospitals, but as a vicar I’m guaranteed to be responding to people dealing with sickness and death,’ says first-year ordinand Holly Smith, who completed an intensive community placement experience in February among chaplains in Southmead Hospital in Bristol. ‘I’ve only had personal family experience with hospitals, and I know it will be different when it’s not with my own family. I’m a bit scared of hospitals, too, so I wanted to get over that.’
In addition to their ongoing church placement experiences, all of Trinity’s ordinands are required to complete a 20- to 30-hour ‘community placement’ during the first year of their programmes. Ordinands receive a list of about twenty-five organisations with which Trinity is connected, and they can select from among the choices or pursue something different.
‘These experiences help students grow in their own self-understanding, integrate their theology with the practice of ministry and theological reflection, and grow in appreciation for the contributions made by secular organisations,’ says Trinity Tutor in Pastoral Studies and Ministerial Formation Revd Dr Helen Collins. ‘In many cases our students will experience situations that are new and challenging for them.’
Holly began her week at hospital shadowing the chaplaincy team. She toured a morgue, hearing from the woman who works there about how she copes around death. In the second half of Holly’s week, she and the two other Trinity students on placement there were given lists of patients to visit. ‘It felt quite vulnerable…daunting,’ says Holly. ‘I went in scared about what I’d say, but actually they just needed someone to listen. I felt privileged to hear what they had to say. My biggest takeaway from the experience was that pastoral care isn’t about you. You are meeting people in suffering. You need to be secure in yourself so that you can be what they need. And then, when it’s not about you, how do you cope with what you’ve seen and experienced? The chaplains were always reflecting together on what they’d seen to share that burden and make sure they left it there at the end of the day. The chaplains are there for people in life-and-death situations. I learned a lot from them.’
First-year ordinand Elliot Grove connected with his community placement through his context church, Christchurch Clevedon. The national organisation Transforming Lives for Good (TLG) operates one of its centres through the church. This Christian charity works with partner churches across the nation to reach out to the most vulnerable children in the UK, with expertise in school exclusions, emotional well-being, and holiday hunger.
Last November, Elliot began spending an hour a week with a Year 4 child—forty minutes of fun activities and twenty minutes of coaching on behavioural skills, coping with anger, and developing empathy. ‘TLG’s coaching programme—volunteering to give time and invest in a person who needs it—is a powerful thing. I really love doing it, seeing how he and his parents value the sessions.’ Elliot participated in a training day before becoming involved and has regular meetings with his community placement supervisor about his work.
Elliot was training as a teacher when he realised that it wasn’t the right fit and switched to youth ministry. He's enjoyed volunteering when he can to mentor and tutor children struggling at school. But this experience has the added benefit of the model his context church has provided through its involvement in its surrounding community in partnership with organisations like TLG.
‘This is about reaching out compassionately to your community as the church. Christchurch Clevedon do so much in the community, and this is part of how I consider parish ministry. It’s an opportunity to offer yourself out to your community, to minister to the whole community—it isn’t just within the walls of the church.’
The church and social justice
Ordinand and PhD student Sam Rylands moved his church placement to Bristol Cathedral in his second year at Trinity so he could work with the Revd Canon Martin Gainsborough and the cathedral’s Social Justice Group, with its focus on homelessness.
‘There are people sleeping in the doorways of the cathedral. The group wanted to do something and began with a focus on listening and learning, to familiarise themselves on the issues of homelessness. They go out in pairs after Morning Prayer on Fridays and loop round the local area. They offer a hot drink if people are sleeping rough and ask about their housing needs.’ The Friday morning outreach visits have become part of the cathedral’s life of prayer. ‘After the walk we write the prayers of the people we’ve met; the prayers go into a basket and are prayed for in the morning and evening prayers at the cathedral.’
As Martin shifted roles to become chaplain to the Bishop of Bristol, Sam led the cathedral’s involvement in the Bristol Churches Winter Night Shelter (BCWNS), which ran for three months through the winter. Sixty churches from a variety of denominations across Bristol rotated in offering a hot evening meal, a bed, and breakfast for twelve homeless guests. The cathedral hosted the shelter from Monday evenings to Tuesday mornings for the second six-week phase, operating with forty volunteers from within and outside the church, of varying faiths or none.
‘With this arrangement among the churches, the guests know they’ll have a safe place to stay and food to eat for three months. It gives stability,' says Sam. 'Several of the guests were holding down jobs while homeless. Participating in BCWNS was a chance for the cathedral to embody God’s love to some of the most vulnerable in our city.’
The Friday morning conversations with those living rough and time spent as an overnight volunteer in the night shelter impacted Sam as he prepares to begin curacy. ‘It’s tough. Homelessness isn’t an issue where you can change a life overnight. You can’t necessarily see an immediate impact. I’ve found it helpful to remember Jesus’ vision of the Kingdom of God. Namely that it’s the small things that make a big difference. Like yeast, salt, and light, the church is called to participate with God in the midst of the world, bit by bit, slowly transforming and changing the flavour of the society around it.’
Volunteering in a prison
Third-year ordinand Caz M was on a weekend retreat with her sending church, reading the story of the feeding of the five thousand and the twelve baskets that were left over, when she felt God telling her he wanted her to work with the 'leftover' people of society, those on the margins, for whom the idea of God’s love might be alien. With friends, Caz began regularly visiting a worship service at a prison in London and says, ‘I felt the presence of God in that place, like nothing I ever experienced before. When we sang together, everyone was worshipping and singing at full volume; it was inspiring.’ Back at college, she began volunteering to help the prison chaplains in North Bristol.
‘I help out at the family open days,' Caz explains. 'Not all the guys detained there can still see their families, but for those who do, three to four times a year the prison hosts an open day run by the chaplaincy team. The men interact with their families, and they get to be just “Dad” again, not “prisoner number…”. We facilitate craft activities, face painting, dressing up, and usually someone gives a presentation. I’ve been in the prison visitors’ hall with magicians juggling clubs right up to the ceilings, and on other occasions saw the exotic animal sanctuary team bringing unusual wildlife in through prison security. It's surreal! But it’s great fun and the guys appreciate our volunteering to make the day memorable for their children; it is so important to keep that connection with their families outside.’
Leading Bible studies and helping with a confirmation course at the prison pushed Caz to want to get as much as she can from her classes at Trinity. 'This has challenged me to consider what I actually believe when preparing to teach others and given me an appetite to learn more about the Bible and theology. This is so I can apply it practically through sharing that knowledge with the people I meet and do so in creative ways to help them grasp it for themselves,’ she says.
As Caz moves on to curacy, she plans to continue toward becoming a prison chaplain. ‘Many people in the prison system have been passed on their whole lives. I don’t want to pass them on, but instead help them encounter God and tell them about moving forward with him.’
Posted May 2020
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Options during the coronavirus pandemic
Our admissions officer can also give you access to a series of videos we created during last spring's lockdown, with information about Trinity's vision, programme options, modes of study, placement opportunities, and what your week might look like as a Trinity student. Our students who spent the spring lockdown together in our on-site accommodation also created their own video tour of the college.
When we fully reopen you will also have the option to schedule an individual visit to college by emailing email@example.com or phoning 0117 968 0254. We will normally try to schedule interviews for you with faculty members during Open Days and individual visits. These help us get to know more about your situation and calling and provide tailored advice regarding which programmes or pathways might best suit your needs.
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- If you are a prospective research student, please use the application form for research students.
- If you are an ordinand who wishes to pursue a research programme, please fill in both forms and submit your research application by either 1 Oct or 15 January to allow your application to be reviewed in time by the Church of England's Research Degree Panel.
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Learning to Disagree: Gender and Sexuality
In February, as a college, we had the opportunity to engage with and reflect on the ethical and pastoral issues for the church today concerning the areas of gender and sexuality. The week was thoughtfully planned and led by our theology and ethics tutor, Rev Dr Jon Coutts, and all students were able to engage in some or all of the week’s activities. I was fortunate enough to be able to assist with the week alongside a group of other students, supporting logistical and technical aspects of the week, as well as welcoming guest speakers. Learning, discussion, and reflection took place in large-scale lectures, pastoral groups, and presentations by visiting speakers.
There were many threads and challenges that arose across the week, and this reflection does not have the capacity to do more than scratch the surface of these. But for me, the themes of inclusivity and integrity were central to our discussions—that as a Church we are called to be inclusive and welcoming, and that we have a mandate to live with integrity and to be biblically faithful as the body of Christ, the first fruits of the new Kingdom. But what do we do when an ethical issue creates a feeling of tension between these two callings for some but not others within the Church?I was reminded that none of the individual issues we might discuss exist in a vacuum. They are shaped and mediated for us by other factors before we even begin to discuss them. For a start they sit within a much broader biblical framework, which can support, challenge, and give structure to conversations, and they are also located within the cultural norms of our societies. We cannot engage in any of these discussions except out of our own experiences and understanding, and so we must always acknowledge that we will only come with part of the jigsaw, and that in order to begin to wrestle with the bigger picture we are reliant on others to share their stories, experiences and positions. With the challenges of the ‘social media bubble’ where I have found myself following and sharing stories with those who generally think the same way as I do, and churches’ tendencies to gather in like-minded tribes where we can feel comfortable and at home, it is easy to find ourselves hearing only one side of a story. This week reminded me that, as with any issue, it is vital that we make room for the voices of those for whom these issues are not simply theological points to be debated, or church policy to be developed, but for whom the issues are personal and part of their everyday lives.
During the plenary week we had the opportunity to hear from a range of different speakers with a variety of experiences and positions on issues of gender and sexuality. Their honesty, vulnerability, and humility meant we were able to engage with the choices they have personally made in light of their own biblical reflection and circumstances. Their stories helped me to reflect on the fact that everyone has a contribution to make to conversations in these areas; however, everyone also has to take responsibility for the position they hold, for doing the hard work of theological and pastoral reflection. We need to use every hermeneutical and reflective tool at our disposal if we are to discuss these issues robustly. I was challenged to realise that if I don't do this work, I am in danger of either resorting to platitudes or proof texts or worse—lapsing into an uncomfortable silence of indecision.Elaine Sommers, a transgender person who came to speak to us, highlighted this for me by reflecting on her own perception and experience of hearing issues of gender and sexuality spoken about in churches. Her main reflection was that, despite the ongoing debates at national and international levels, she has found an almost deafening silence in local churches around these issues. And yet it is in local churches where congregations need to be equipped to ask, ‘What is the faithful thing to do in this time and place?’ How do those of us who lead, preach, and disciple in our churches ensure that, no matter what views we hold, we speak about them constructively? This week has helped me to develop my understanding that to be able to speak constructively about divisive issues we need to be able to share the same starting points—robust theological work and engaged pastoral reflection—enabling a shared conversation with integrity and inclusivity. I was left with the challenge that both integrity and inclusivity are vital to the identity of the church as the body of Christ and the mission of God. While as the Church our witness to the world is to be shown in our love, this cannot justify avoiding taking a stand on ethical issues. However, we must also recognise that debates on ethical issues are by their very nature integral to people’s lives and will be received in relational terms. Inclusivity and integrity can only have meaning when enacted in a community rooted in a given time and place. They become a reality in the way we relate to God, the way we relate to the people around us, and how these two sets of relationships interact. In seeking to live out inclusivity and integrity in our locations, we need to speak about how to discuss and make choices with biblical faithfulness and humility. For me this week was not so much about answers to a specific issue as about developing a robust and sensitive approach to issues that might ignite division in a church. While it was both interesting and helpful to engage with the area of gender and sexual ethics, for me, my main learning was around how the church can better engage in general with challenging ethical issues. Looking to the future, as a church leader, I will have other divisive challenges to face and will need to have the skills and attitudes that will enable me to be responsible for my own opinions and to be willing to be vulnerable and humble enough to listen well to others and to God’s word. Finally, it was so encouraging that the week's conversations were framed in an attitude of respect and generosity, and as a community there was a desire for different views to be heard and considered. The vision was for a safe space where people could share their views as well as have the courage to try out new thoughts or changing ideas as the week progressed, which was visible in people's engagement in discussions, the questions they asked, and the grace with which disagreements were handled. Our existing relationships as a college community enabled courage and vulnerability to lie at the heart of disagreements rather than a desire to win an argument. For me, this showed the strength of holding these conversations in a community where relationships are built around a vision of the Kingdom as a people united in Christ. [gallery size="full" ids="4263"] Helen O’Sullivan is an ordinand from Winchester Diocese pursuing a Diploma in Theology, Ministry and Mission. (Reprinted from the Spring 2017 Trinity News)
Bachelor of Arts (Honours)
Full-time StudentsIf you are a prospective full-time student who would like to visit us, we would love to host you for an Open Day, or to schedule a visit on a different day. Just email our admissions team to arrange a time to tour the college, experience student life here, and book an interview.
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For More InformationOur prospectus will give you a good sense of who we are and what we do. Like us on Facebook or follow us on Twitter or Instagram to find out more about events and happenings around the college as well as in the lives of our larger community. Our blog will allow you to engage with some of the ideas and viewpoints of our faculty, alumni, students, and friends.
OverviewThe purpose of assessments is to ensure that you have achieved the learning outcomes of the module. While the teaching takes place in the classroom, your learning will also take place in preparatory reading or other activities for classes, the reading and thinking that is involved in the writing of your assessment, the feedback from a marked piece of work, in informal conversation and discussion with other students and with faculty. Students can usually choose an essay or other assessment task from a range of options that will be given to the class at the beginning of the module. The length of the essay will be specified in terms of a word count and assignments will have an indicative reading list. In many cases the assessment takes the form of an essay. However, some modules require other forms of assessment that allow for greater creativity, different learning styles and, above all, which ensure that you make connections between the learning of the module and practical experience and ministry. Examples of other kinds of assessment might include:
- a response to a case study
- a learning journal
- a sermon
- a theological reflection on a critical incident
- a group presentation for a specific context
- preparing a liturgy for a special occasion
- a book review
- writing an imaginary dialogue of a pastoral situation
- lay training programme for developing skills in pastoral care among church members
- a portfolio
GuidelinesGeneral guidelines for the different types of assessment can be found on Moodle or on the following link: dur.ac.uk/common.awards/assessment/guidelines. If you are not sure, do not hesitate to ask for clarification from the module tutor. In general, however, tutors do not read outlines or drafts of essays. The amount of time that you spend completing an assessment is directly proportional to the credit-weighting of the module: an assignment for a 20-credit module should take twice as long to prepare as an assignment for a 10-credit module. Some modules require more than one assignment, or are assessed by examination.
Assessment CriteriaThe most important aspect of an assessment is the learning that you have done in completing it, not the mark that you receive! It is good to remember that the purpose of your assignment is to demonstrate to yourself and to the reader that you have a good grasp of the subject matter and a clear and persuasive answer to the question posed by the title or task. Students should familiarise themselves with the detailed marking criteria which are available on Moodle and on the following link: dur.ac.uk/common.awards/assessment/criteria. Students must make sure that assignments follow the conventions stated in the Style Guide found on Moodle. You will receive more detailed assessment information through our Student Handbook when you begin your studies at Trinity. Return to Diploma page > Return to BA page > Return to Graduate Diploma page > Return to Postgraduate Diploma page > Return to MA page >
- Students must declare an exact word count when submitting written assessments. Deliberately misrepresenting the length of an assessment will be treated as an act of dishonesty and will be noted as a disciplinary offence on the student’s record.
- There are no penalties for under-length work. Work that is significantly under-length is likely to be self-penalising.
- The penalties for over-length work specified below apply to all assessments for which there is a word limit, including postgraduate dissertations.
- For assessments with a word limit of 1000 words or more there is a grace interval of 100 words. Students will not be penalised for exceeding the stated word count by 100 words. If a student exceeds the word limit by more than 100 words, the grace interval should be subtracted from the total word count before calculating the penalty to be applied (see 8).
- For assessments with a word limit of less than 1000 words there is no grace interval. In these cases any piece of work which exceeds the word count should be subject to the penalties set out below.
- The penalties for over-length work are as follows:
Up to 10% over-length: Deduction of 10 percentage points from the mark.
11-20% over-length: Deduction of 20 percentage points from the mark.
21-50% over-length: Mark will be capped at pass level (40% at Levels 4-6; 50% at Level 7).
More than 50% over-length: A mark of zero will be given.
- In cases where the work is 50% over-length or less, if the application of a penalty for exceeding the word limit would reduce the mark of an assignment which would otherwise pass to a mark below pass level, then the mark for the assignment should instead be capped at pass level.
- The above penalties are calculated after subtracting the grace interval (where this applies) if the student has exceeded the word count by more than 100 words. For example, in the case of an assessment with a word limit of 1000 words, a piece of work which is 100 words over the limit should receive no penalty because it is within the grace interval, but for pieces of work between 101 and 200 words over-length 10 percentage points should be deducted from the mark (1,101-1,200 minus the 100 word grace interval is equivalent to 1001-1100 words, i.e. up to 10% over-length).
Programmes of study at Trinity
Trinity is a community of people studying theology for different reasons, but we all have one thing in common -- a desire to live meaningful, missional kingdom lives wherever God might call us.
Library and study information
Extension requests and extenuating circumstances
Deadlines and assignment submissions
Academic DeadlinesThe ability to complete a piece of academic work in a prescribed amount of time is part and parcel of the assessment process. All assignments have firm deadlines. The full list of submission dates is available on Moodle and on the noticeboard outside the lecture rooms. We recognise that some terms will inevitably have heavier workloads than others and that often you will be juggling community responsibilities as well as practical placements or context work with your studies. However, one of the skills that you will develop during your time at College is to organise and manage your workload. This means setting your priorities in such a way as to meet deadlines successfully and learning to cope with the inevitable fluctuations in work pressure.
Submitting AssignmentsYou may submit your assignments as soon as they are finished, even if it is before the deadline. Assignments must be submitted via Turnitin using Moodle 2 by midnight on the deadline date (with the exception of modules assessed by a portfolio, which must be submitted by hard copy only). Markers aim to complete marking within five weeks of the deadline wherever possible. This will enable you to respond to feedback in subsequent assignments and so to progress through the year. If this is not possible, for example, through illness, you will be notified as soon as possible of the revised return date. Marking of your first assignment will be fast tracked if possible. From September 2016, we are planning to introduce online marking for most modules. In a few cases, it will be necessary to hand in hard copies as well as electronic submission. Students will be advised of the modules where this is necessary. In such cases, hard copies must be handed in to the Academic and Practical Training (APT) Office by 9:00 am on the day following the deadline date (whereas electronic submission is by 11:59pm on deadline day). A cover sheet is needed for each assignment. These are available to download from Moodle or from the APT Office.
Teaching, learning, and support
At Trinity, you will learn through a combination of
- Classroom lectures (through term time and block weeks)
- Smaller seminars or discussion groups
- School of Leadership lectures and discussions
- Your own time spent reading, studying, and in the completion of required tasks
- Experiential learning through church placements
- Experiential learning through community placements
- Interaction with tutors and fellow students through pastoral groups and in other settings
- Outside speakers invited to college to preach, teach, and participate in special events and workshops.
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Student Feedback Processes
We greatly value feedback from the student body, and various mechanisms are in place to analyse the quality and delivery of the modules offered at all levels. All students complete an online questionnaire at the end of each module; students may also make any comments on individual modules directly to the member of the Student Executive responsible for Learning. We also ask for student feedback on the programme as a whole at the end of each year.
Extra Support and Help
To enable all students to reach their potential, we provide learning support throughout your time at Trinity. All students on undergraduate and taught postgraduate programmes are allocated a pastoral group tutor who is available to give support and advice if needed, in addition to weekly tutor group meetings. We also have three chaplains on staff, who are available to be a listening ear and to pray with you about any needs or concerns.
Some of our students have been out of education for a number of years, or have not studied at degree level before. All undergraduate students attend study skills sessions at the start of their programme, and further one-to-one support is also available.
Students who have been assessed as having specific learning or other needs may access further support if this is needed. Read more about our learning and disability support here.
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Student and Family Support
We want you to grow and flourish during your time at Trinity. Below are some of the ways in which our students can develop networks of support, many of which will outlast your time in our community.
What happens after your programme?
The majority of our students are preparing for ordination. Toward the end of your programme, we will provide you with plenty of practical information about finding a curacy that is the right fit for you and your family. We will help you think carefully through the process, as well as providing helpful information regarding how the process works.
Other members of our community have used their education to serve in leadership roles within churches, Christian ministries, and other nonprofit organisations. Or you might choose to remain in your current workplace and use your education to enrich your daily life.
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Give to Trinity
During your time at Trinity you will have benefitted from the generosity of many alumni and friends who have given faithfully over the years to help fund the kingdom work of the college.
When you give to Trinity, you help us continue in our mission to shape leaders of Christ-like character in community for a missional church. You help our independent (non-ordinand) students pay their fees and you provide funds for the development of the college, in areas like ongoing IT improvements, investment in the library and student studies, and our site development projects. We are grateful for your partnership!
Text UHMK13 to 70070 along with the amount you’d like to donate.
If you want your gift to contribute specifically toward helping decrease the cost of student fees, please designate 'bursary fund' when you give. Meet some of the students who have benefited from your gifts to our bursary fund:
Information for vocational and discernment directors
- Our Faculty
- Associate faculty
- Our programmes of study
- Fees and student information
- Ordination Training
- Pioneers at Trinity
- Postgraduate Research Programme
- Community life at Trinity
- Student and family support
Changes in place for increased safety
We will be open between 8am and 6pm, Monday to Friday, and closed at the weekends. This is because when Trinity is open, we need to have domestic staff working to keep our buildings clean and sanitised. There will be a one-way system for movement around our main building (Stoke House); please follow the signs. Everyone who is able to wear a mask should bring one and be prepared to use it when in public spaces and particularly when moving through the corridors. The standard government guide for physical distancing will apply (2m distance wherever possible and the use of a mask and a minimum of 1m distance where 2m is not possible). There will be hand sanitiser available at several points around Stoke House, but you may wish to bring your own. All toilet facilities will be in use and frequently cleaned and disinfected. There will be a protective Perspex sheet installed at the reception desk.
Certificate in Theology, Ministry and Mission
WHO IS IT FOR?This course is ideal for those wishing to begin studying theology. Those who complete the certificate programme as full-time students will gain the additional benefits of a deeper engagement in the Trinity community.
WHAT IS INVOLVED?All certificate students complete taught modules totalling 120 credits. Full-time certificate students can choose to join our gathered learning community in Bristol on Tuesday, Thursday, and/or Friday mornings, or to join our dispersed learners, who come to college in block weeks throughout the year for classes. Part-time certificate students can join us for classes on Tuesday nights. Certificate students also participate in an induction week and study skills sessions. Take a look at our sample module list to see some of topics with which you may engage.
WHAT QUALIFICATIONS DO I NEED?
At least one A-level or equivalent. Relevant work experience may be considered. Applicants will need to demonstrate their potential to benefit from study at this level. The certificate provides the ideal foundation to theology and, should you be considering the possibility of studying towards an MA in the long term, it best translates into studying at MA level (as long as the mark obtained in the certificate meets Durham's minimum requirement, and you have a previous degree in any discipline of at least a 2.1).
TIME MANAGEMENTFull-time study will require about the same amount of work as a full-time job, so you will need to plan your time accordingly.
IS IT POSSIBLE TO ATTEND CLASSES BUT NOT DO THE ASSESSED COURSE?The teaching is available to those who wish to attend lectures without the pressure of having to write assignments. Students can choose one or two modules that interest them rather than having to do the whole course.
HOW DO I APPLY?If you are interested in completing the certificate as a full-time student, please contact Alison Branston (firstname.lastname@example.org or 0117 968 0254). If you would like to complete the certificate as a part-time student, please contact Jo Norman (email@example.com or 0117 968 0253).
Why study theology if you aren't becoming a vicar?
Our independent students join the Trinity community to study theology for a wide range of reasons that include:
- Church leadership outside of the Church of England. We work in partnership with Bristol Baptist College and with local non-denominational churches, and our community includes students and tutors from a mix of backgrounds.
- Those who want to teach RE, Bible, or theology at the primary, secondary, or tertiary levels. Some of our current independent students are preparing to teach RE in secondary schools, while others are accessing our postgraduate research MA and PhD options to prepare themselves to teach at university level. [Meet an independent student who will teach lay leaders the Bible.]
- Lay leadership in the Church of England. We will offer you a robust theological education as you prepare to teach, preach, work with children and youth, and engage in mission through your church.
- Mission work. Perhaps God is asking you to serve him somewhere outside the UK, perhaps he is calling you to come alongside those in need within the UK. As you prepare to engage with the practical and spiritual needs of others, a strong theological education will be foundational to all you do.
- Other! Some of our independent students have goals to become human rights activists, chaplains, or some join us simply out of a desire to gain a deeper understanding of the Bible as followers of Jesus Christ. Time spent gaining a deeper understanding of how to read your Bible and what it means to follow Jesus Christ in today's world will never be wasted. [Meet an independent student who wants to pursue human rights law.]
Welcome Week (12-18 September) for new students will happen with restrictions in place, including limiting the numbers in rooms to enable physical distancing. Larger events will be streamed across more than one room.
We host several open days during the year for our different modes of study.
Please get in touch with firstname.lastname@example.org if you would like to discuss prospective study further.
See the form below for our next open days
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ADDITIONAL ONLINE RESOURCES
To help you learn more about us in advance of the Open Day, below are links to a series of short videos we created during last spring's lockdown for prospective students, including a college tour made by a group of our students who spent the lockdown together on-site.
- Learn more about Trinity's vision and values (with Principal Revd Dr Sean Doherty, 15:57 minutes) >
- Watch a video about studying within our residential/'gathered' Bristol community (1:56 minutes) >
- Watch a video about studying through our non-residential/'dispersed learning' programme (2:30 minutes) >
- What academic programmes and context experiences do we offer? (with Revd Dr Helen Collins, 9:13 minutes) >
- What will the shape of your week look like as a Trinity student? (with Revd Dr Sean Doherty) >
- Take a college tour, hosted by our students who've remained in on-site accommodation together during lockdown (4:55 minutes) >
- Load a PDF of the kingdom values to which you commit when you join our community >
Lectures this year will be a mix of in-class and virtual (delivered online in real time). All in-class lectures will also be available virtually to those who cannot be present in class. Lecture rooms will be arranged to enable physical distancing; where it is not feasible to maintain 2m, students who are able to wear masks will be asked to do so. Class start and end times will be staggered to minimise the number of people moving through the building.
Tutor groups will continue to meet on Wednesday mornings and pray together on Thursday mornings, with staggered start and finish times. To enable social distancing, groups will meet in larger rooms, rather than in the tutors’ studies. Supervision sessions will continue to take place on Wednesday mornings and will normally be online.
The library will be open for accessing books, but numbers allowed in will be restricted. The library will not be open to external users. We will be increasing our provision of online resources. Student studies will be allocated this year in a way that enables physical distancing; smaller rooms will have single occupancy.
Worship will continue to be led from the chapel at 8:30am each weekday morning. To enable physical distancing, only the tutor group leading worship and two other tutor groups will take turns being physically present in the chapel, and the other groups will participate via a live link in the dining room. Worship will also be streamed through the Trinity’s YouTube channel. Current government guidance prohibits congregational singing, but musicians and small groups may sing and play at the front of chapel. Evening prayer will continue to take place daily at 5pm but now in the main chapel with physical distancing.
Meetings with tutors
The majority of tutors and staff will continue to be physically present and accessible, and their availability is an important part of your formation. Some staff, including tutors, will need to work from home for shielding purposes. Student should continue to arrange meetings, in person or online, with tutors for valuable pastoral, theological, and formation discussions. Rather than popping into offices, students should email to arrange a time to meet with a faculty or staff member.
We are currently planning to host lunches in the form of a take-away, which can be eaten in various locations around the college. If you want to meet in groups, you will need to meet outdoors if weather permits or to arrange to meet in a room designated for small group use. Coffee breaks will be staggered in accordance with adjustments to the academic and formation timetable to reduce the numbers gathering in one place and moving around the building. We recognise that, given the importance our community places on eating together, this is one of the more difficult changes we need to make this year. We will keep the situation under review and bring back gathering for meals when we can do so safely.
Our Tuesday evening part-time students will be attending lectures virtually, at least until Christmas, with part-time ordinands coming in person for tutor group meetings. Students will be advised about times to access the library.
School of Leadership
The School of Leadership will be moving online to enable our dispersed learners and part-time students to access seminars as well.
If you feel unwell
If you display any possible symptoms of COVID-19, do not come in but rather follow public health guidance with respect to self-isolation, book a test, and inform us of the result. Please also do not come to college if you have a cold. If you are unwell and a student, please alert both your tutor group tutor and Sophie Davis (email@example.com).