The minimum intended programme learning outcomes (MIPLOs) have been designed to meet the Generic Award Standards.

Upon successful completion of this programme, learners will be able to:

1) demonstrate understanding of the theological foundations of ministry and, in particular, their application to Salesian Youth Ministry and various aspects of Salesian Youth Spirituality in its pedagogical and group dimensions for young people, especially the spirituality of the Salesian Preventive System

2) recognise the complex interaction between theory and practice in Youth Ministry and, applying this learning, articulate the theology underpinning their ministerial identity and their practice as youth ministers

3) understand the attitudes, skills and abilities required for Youth Ministry and demonstrate growth in their competence in these areas

4) engage in self reflection on their practice in ministry and in evaluation of their own suitability for effective Youth Ministry

5) identify and engage with the particular demands of Youth Ministry in a variety of contexts

6) understand how to interpret and communicate Scripture, theology and the basics of the Christian faith from a youth perspective and engage with the complexity of youth evangelisation in a secularised society

Learning and teaching

The programme is consistent with the University Teaching, Learning and Assessment Strategy and employs these guiding principles in programme development and delivery. This includes placing a focus on the learner, striving towards excellence in teaching, and employing quality assessments.

Teaching and learning methods include: group sessions, lectures, presentations, case studies and practical workshops, and interactive seminars. Learners engage in a placement education experience of 10-12 hours per week during the programme along with three periods of Block Placement with extended contact time of 16-18 hours per week. The learning and teaching process builds on the learner’s placement practice which is 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 learner experience as a vehicle for reflection. There are opportunities for peer- and tutor‑ observations. Learners receive feedback on submitted work as part of their learning. Blended learning tasks are employed to diversify learning experiences. Teaching on the course includes mentoring, coaching and facilitation through reflective practice and placements with structured independent learning. Learners are provided with opportunities to develop a working knowledge of personal and interpersonal skills through experiential learning activities such as role play, and interpersonal activities such as triads, discussion and feedback. The learning is seen as partnership between the learner, their peers and a teaching team. It is a mix of timetabled activities and independent, 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 learners help to shape and guide their studies. This is where learners 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. Alongside the scheduled studies, ‘independent’ study makes up a large part of the programme. This can include background reading, preparation for lectures or tutorials, follow-up work, wider practice, completion of assignments. Study activity includes:

● Scheduled contact/activity time (lectures, seminars, tutorials, supervisions and other‑directed 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 learner presentations or learner-led seminars, and a form of “clinic" where students can raise any problems related to the module.

Both formative assessment and summative assessment are used to contribute to, and to evaluate, learning. Assessment takes a variety of forms. These include: practice-based practical tasks; group or individual presentations; case studies; written coursework and essays; e-assessments; reflective exercises; self-evaluation exercises; compilation of a portfolio of work. Regular reflective exercises deepen learners’ theological reflective practice on pastoral encounters to ensure more focussed integration of academic learning, while highlighting any transformation that occurs and strengthening ability to identify and understand their evolving sense of ministerial identity within such encounters. Some assessment types enhance learners’ skills in academic writing and referencing. Others, such as group work or shared presentations, build competencies and skills for working with others as well as addressing academic learning outcomes. These enhance collaboration and shared responsibility, practical planning and decision-making, mutual recognition and understanding, while deepening the learners’ contextual awareness and their understanding of the impact of culture on ministerial practice. Forms of assessment used connect closely to the teaching methodology of the module and to its learning outcomes. Typically, assessments are designed both to assess learning and to foster and support further learning, development of transferable skills, growth in competencies and confidence; and greater employment opportunities. Strong emphasis is placed on assessment tasks that develop learners’ ability to evaluate their own progress and direct their own learning. Rich feedback is provided in all modules.

One Year, Full-Time: 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. Learners 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: 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. For part-time learners, classes in Maynooth are typically on one day (at much as timetabling permits, but this cannot be guaranteed). Learners 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.

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.

Placement education sites are arranged in collaboration with the Programme Coordinator 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, pastoral 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 learners.