Learning outcomes are statements on what successful students have achieved as the result of learning. These threshold statements of achievement are linked to the knowledge, understanding and skills that a student will have gained on successfully completing a course. On completion of the course the successful student will be able to:

Knowledge and understanding (KU), Cognitive Skills (CS), Personal and Ministry skills (PM) and Key Transferrable Skills (KTS)

Knowledge and Understanding

1. Identify and apply basic methods in biblical studies and Christian theology.

2. Describe and discuss attitudes, skills, and abilities required for youth ministry.

3. Analyse and reflect critically on the attitudes, skills and abilities required for Youth Ministry.

4. Critically and systematically analyse a range of issues in Pastoral ministry

5. Engage self-reflectively and critically in developing an analysis of the attitudes, skills and abilities required for Youth Ministry

6. Engage in critical self-reflection on learning developed throughout the programme and its application for personal ministry practice within the area of Youth Ministry.

7. Complete a Portfolio that makes use of scholarly resources; devise and sustain theological arguments and examines critically an issue related to Youth Ministry

Cognitive Skills

1. Identify and apply basic methods for interpreting and communicating the biblical text

2. Demonstrate awareness of different Christian traditions and be able to represent diverse views fairly and accurately

3. Reflect critically on particular demands of Youth Ministry in a variety of contexts.

4. Analyse and apply critically methods for interpreting and communicating the biblical text in a variety of settings

5. Engage actively with and evaluate a range of perspectives and be able to represent different views fairly and accurately

6. Identify, analyse and evaluate the particular demands of Youth Ministry in a variety of contexts.

7. Understand and apply best practice, relegation and statutory requirements in relation to safeguarding in ministry

Personal and Ministry skills

1. Develop skills of independent study and self-reflective learning

2. Begin to develop skills of critical thinking and self-critical analysis

3. Reflect self-critically on the interface between theory and Youth Ministry practice

Key Transferable Skills

1. Exercise personal responsibility in developing a pattern of independent learning

2. Develop relationships that foster teamwork and mutual partnerships

3. Understand the process of analysis and critical thinking

4. Utilise library and online theological learning resources to gather secondary source material.

5. Communicate with nuanced arguments that engage with issues of academic debate

6. Identify and reflect critically on areas of personal interest for independent research

7. Reflect critically on teamwork and mutual partnerships

8. Engage in analysis and critical thinking and self-critical reflection

9. Become an increasingly self-reflective learner;

10. Apply learning in the context of ministry practice.

Learning and teaching

The learning and teaching process builds on participants’ current practice that will be discussed and reflected upon to maximise personal development and to share learning across diverse domains. The course draws extensively on models of critical reflection as a means of interrogating and theorising practice. This may take the form of learning through inquiry into individual practice, research, reflection, collaborative learning, and the modelling of the student experience as a vehicle for reflection. There will be opportunities for peer- and tutorobservations. Blended learning tasks will be employed to provide participants and to diversify learning experiences. Teaching on the course will be in the form of mentoring, coaching and facilitation through reflective practice and placements with structured independent learning.

The learning is seen as partnership between the student, their peers and a teaching team. It is a mix of timetabled activities and student’s own personal study. ‘Scheduled Contact/Activity Time’ (i.e. ‘Contact Hours’) involves interaction with, or supervision from, teaching and associated staff and the activities they set up for students to help shape and guide students’ studies. This is where students may be introduced to new ideas and knowledge; shown practical skills to practice independently; offered guidance on project work; or given personalised feedback. It may be face-to-face or mediated through other channels such as the Intranet.

The course places a strong emphasis on participative learning. At a personal level, the course addresses the integration of academic and practice-based learning, with a focus on growth in self-understanding as well as personal, relational, and spiritual development.

Course work includes group sessions, lectures, presentations, and interactive seminars. While classes are normally on Thursday and Friday of each week, students may be required to attend classes and seminars that are only available outside these times.

Students commit to a placement education experience during the programme.

One Year, Full-Time students: Placement usually takes place between Sunday and Wednesday of each week, for an average of 10-12 hours of contact time per week, with classes in Maynooth on Thursday and Friday. Students will also be required to participate in a number of block placements in their placement sites, with an extended contact time of 16-18 hours per week.

Two Year, Part-Time students: Placement usually takes place between Sunday and Wednesday of each week in the two academic years, for an average of 5-6 hours of contact time per week, with classes in Maynooth on Thursday (in Year One) and on Friday (in Year Two). Students will also be required to participate in a number of block placements in their placement sites, with an extended contact time of 8-9 hours per week.

Placement education sites are arranged in collaboration with the Programme Director and the Pastoral Practice Module Coordinator. The Pastoral Practice module includes the following: mentoring support with an on-site Placement Contact Person, or his/her Designated Alternate; ongoing one-to-one mentoring or Pastoral Supervision; two visits by an assigned Placement Supervisor; participation in weekly small-group, peer-support, theological reflection sessions; and, an end-of-year integration day. The placement education experience is a central context for learning and growth, and is fundamental for the overall pastoral formation of the students.

Placement is a distinctive feature of teaching and learning on this course. It refers to linking students’ university experiences to their placement in the field. It aims to combine academic learning with authentic practice through a set of scheduled activities that are organized either in advance of or as a follow up of the contact session such as:

• Tutor, peer or group observations on a fortnight basis
• Individual or joint hands-on tasks or inquiry projects in the classroom
• Micro teaching
• Co-teaching

Some placement activities will be compulsory, whereas others are a voluntary part of a course. They will all contribute to the achievement of the learning outcomes. The key strength of the Diploma is that it allows students to apply what they learn at university to a real work situation with the purpose to enhance personal professional practice immediately. Note that for the students on the full-time learning mode, the university will provide opportunities for placement. This process will be coordinated by the Programme Coordinator.

Alongside the scheduled studies, ‘independent’ study is very important. This is the time that students learn without direct supervision from, or contact with, a member of staff and this makes up a large part of the studies. It is likely to include background reading, preparation for lectures or tutorials, follow-up work, wider practice, the completion of assignments, revision and so on. Some independent study may be structured for students as a key part of the learning, but it also is an additional study to undertake to further improve learning. To summarise, very broadly study activity will break down into:

• Scheduled contact/activity time (lectures, seminars, tutorials, supervisions and otherdirected activities);
• Structured independent study, such as preparing for scheduled learning activity;
• Case studies that are frequently used to provide context for, and to demonstrate the application of theory;
• Placement/practical classes;
• Group/team work as a Class Preparation Assignment;
• Other methods may involve student presentations or student-led seminars, and a form of “clinic" where students can raise any problems related to the module.

Teaching methods include: group sessions, lectures, presentations, and interactive seminars.

While classes are normally on Thursday and Friday of each week, students may be required to attend classes and seminars that are only available outside these times. For part-time students, classes in Maynooth on Thursday (in Year One) and on Friday (in Year Two).