This document expands on the style of the 2014 document Formation Criteria for Ordained Ministry in the Church of England. Significantly, measuring ministerial Development and Formation in terms of Criteria has been changed in the new Formation Framework to assessing ministerial development and formation in terms of “qualities to be inhabited” by the curate. The Formation Framework consists of 7 “Qualities”: Love for God; Call to Ministry; Love for People; Wisdom; Fruitfulness; Potential; Trustworthiness. These are considered in 4 “Domains”: Christ; Church; World; Self. 

Listed below is the IME 2 Priestly Formation Curriculum; separate documents outlining the IME 2 Formation Curriculum for Distinctive Deacons and Pioneer Ministers will be added to the final version of this Handbook. 

The following is a short introduction to the IME 2 Formation Curriculum by the National Ministry Team (previously the Ministry Division): 

• The ‘patterns of life’ attempt to describe the ‘wisdom and godly habit of life’, which has been the Church’s normative understanding of the goal of ministerial formation since ACCM 22 in 1987. These ‘habitus’ statements are intended to integrate knowledge, skills and dispositions in consistent practice. 
• The disposition statements draw heavily on the Beatitudes and also on the definition of love which is based on the ‘non-possessive delight in the uniqueness of the other.’ In the Christian, this might be better understood as trust in God’s call and empowering, as Paul so eloquently argues in 2 Corinthians.
• The knowledge and skills boxes include a lot of emotional intelligence competencies. They are drawn from the work of Daniel Goleman and it is recognised that there are well-founded objections to making this tool a part of the Church’s normative understanding of ministry. Notwithstanding the possible objections, it seems clear that EI is at least as important for business leadership as cognitive intelligence and if this is true for business how much more for the Church? 
• There are considerable areas of overlap in knowledge, skills and dispositions. There are no explicit overlaps in the way the learning outcomes are phrased in the evidence boxes but in terms of subject matter they do come pretty close to one another if not overlapping.   
• The evidence boxes repeat those from the evidence grid but this Formation Curriculum grid gives IME 2 providers permission to make their own insertions around evidence gathering.  For example: to name the actual range of contexts that a candidate in IME 2 will be experiencing and from which evidence will be drawn.  This should give flexibility and permission to interpret where best the evidence might be sought for meeting a quality.  In this sense this grid acts as a local document for each IME 2 curate, training incumbent and IME2 officer.