Placement and Fieldwork

Learning in context is an important part of the LCT programme, and is integrated into the study programme for all students. The LCT programme includes placements and fieldwork to provide opportunities for this experiential learning. These placements and fieldwork are conducted under the supervision of an experienced practitioner. They are also part of a Lindisfarne module and take place alongside the classroom learning for that module.

Placements involve students being placed outside of their home parish, so that students encounter social contexts and church traditions that differ from their home contexts. A programme of study at LCT includes two types of placement. The first of these is a chaplaincy placement in which students shadow experienced practitioners, particularly (although not exclusively) chaplains, in a world-facing context. A student typically spends 25 hours in this placement. The second placement is in a church-based context that differs from the student’s home parish. It lasts for 5-6 months, and during this period, students are immersed in their new church context and learn through direct work experience how to function as ministerial practitioners.

Fieldwork, on the other hand, requires students to engage intentionally with a particular ministry or missional aspect of their home parish. All students engage in 25 hours of fieldwork as part of a mission module and the fieldwork is missional in orientation.


Chaplaincy Placement opportunities:

 The chaplaincy placements enable students to encounter pastoral care in a variety of settings including hospitals, hospices, retail contexts, prisons, foodbanks, an airport, and schools, and to work with people who are homeless, elderly, vulnerable or seeking asylum.

’Studying with Lindisfarne has been a deeply enriching experience. Looking back over the past 2 years of my 3-year Reader training. I feel privileged to have been taught by well-informed, creative and disciplined teachers. It has been exciting to be challenged intellectually, but also reassuring to be cared for within the exceptionally strong pastoral arrangements.

Placements have been a useful learning tool and an opportunity to build on experience gathered elsewhere. Hearing of other students’ placement experiences was also interesting and underlined the diversity of ministry open to us.’’  Helen, Student

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