6. Attendance Full-time Part-time Distance learning Mode of attendance Yes Yes N/A. Minimum length of programme 1 year 2 years N/A

Transcription

1 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Youth Ministry Single honours Joint Major/minor 2. Final award Award Title Credit value ECTS Any special criteria equivalent MA Youth Ministry N/A 3. Nested award Award Title Credit value ECTS Any special criteria equivalent N/A N/A N/A N/A N/A 4. Exit award Award Title Credit value ECTS Any special criteria equivalent Postgraduate Youth Ministry N/A Diploma Postgraduate Youth Ministry N/A Certificate 5. Level in the qualifications framework M 6. Attendance Full-time Part-time Distance learning Mode of attendance Yes Yes N/A Minimum length of programme 1 year 2 years N/A Maximum length of programme 3 years 6 years N/A X 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department Department of Education & Professional Studies 10. Programme organiser and contact Details Peter Ward peter.ward@kcl.ac.uk 11. UCAS code (if appropriate) N/A 12. Relevant QAA subject benchmark/ No discipline specific benchmark applicable professional and statutory body guidelines 13. Date of production of specification March Date of programme review 2013/14

2 16. Educational aims of the programme The aims of the programme The central programme aim is to enable students to reflect critically on professional pastoral and ministerial contexts with a particular emphasis on Youth Ministry based on relevant contemporary theological discussions. The programme aims to familiarize students with key perspectives, issues and academic debates pertaining to the theory and practice of Youth Ministry. It is designed to develop wisdom, insight and critical understanding, commensurate with M Level study, by exploring four horizons of meaning: theological frameworks: the principles and history of Youth Ministry current practices: the diversity and contested nature of Youth Ministry contemporary contexts: youth ministry and contemporary ecclesial practice professional insights: the broader context of Christian ministry and students own professional and vocational practice. 17. Educational objectives of the programme/programme outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas: key biblical and theological principles, concepts and theories that inform the practice of Youth Ministry the historical development of Youth Ministry a range of Christian traditions, schools of thought and approaches, as these impact on the practice of Youth Ministry in a variety of contexts. The Generic Compulsory Module aims to equip students with theological tools that will help them to analyze the styles and the purposes of Christian ministry. With these tools (including disciplines of social science with their empirical research methodologies, historical enquiry, and scriptural interpretation) students will be in a position to articulate a theology of ministry, and to formulate methodologies for understanding and interpreting their contexts and their actions as ministers. Graduates of this programme will have a thorough understanding of the following: 1) General theological frameworks: 2) Youth Ministry 3) Professional Practice 4) Specific theological frameworks Knowledge and understanding These are achieved through the following teaching/learning methods and strategies: lectures and presentations More specifically, the programme provides a thorough understanding of: seminars, workshops, small group discussions and tutorial support guided independent study focused

3 a) current theological debates b) key biblical and theological principles, concepts and theories that inform the practice of Youth Ministry c) a range of Christian traditions, schools of thought and approaches, as these impact on the practice of Youth Ministry in ministerial contexts d) creative and critical reflection on professional and vocational practice e) the location of Youth Ministry in the broader context of Christian Ministry as a whole f) in-depth perspectives on selected themes, issues or theoretical frameworks g) the conduct and reporting of empirical and/or theoretical research in a specific area of Youth Ministry h) research ethics. on key essential and supplementary reading seminar support and guidance for empirical and/or theoretical research These methods will be applied within the context of a stimulating, open and supportive teaching and learning environment that a) provides first hand exposure to staff research b) exposes students to key concepts and theories c) opens up a range of theoretical and practical approaches for critical scrutiny d) enables students to attain a level of competence in the design and execution of an empirical and/or theoretical research project e) enables students to see connections between theological debates f) identifies and focuses on critical themes g) enables students to attain a level of competence in the design and execution of an empirical and/or theoretical research project.. Assessment: Formal summative assessment will be through essays and a dissertation, designed to assess students knowledge and understanding in each of the identified areas. Formal formative assessment will be provided by written feedback on the essays and dissertation Informal formative assessment will be provided orally, in the light of students contributions to, and participation in, seminars, workshops and tutorials via presentations, discussion, interventions etc.

4 Skills and other attributes B. The programme provides the following intellectual skills: the ability to identify, analyse and assess key issues in the field of study the ability to perform a critical reading of published studies and to evaluate their rigour, validity and relevance the ability to think critically and independently with reference to appropriate evidence and authorities the ability to plan, develop and undertake relevant research the ability to engage critically with the issues arising in a range of substantive areas. These are achieved through the following teaching/learning methods and strategies: Intellectual skills are developed through the teaching and learning strategies outlined above, which are designed to facilitate the students acquisition of relevant knowledge and understanding, together with the development of appropriate critical research skills; specifically by: independent critical reading and thinking in preparation for lectures, classes and assignments peer group discussion collaborative work in groups preparation of work for presentation to programme members preparation and development of dissertation proposals tuition for dissertation project. Assessment: Feedbacks to students will be given on the basis of direct and indirect evidence gleaned a) from interactive observation of the students participation in teaching/learning sessions, and b) through essays and dissertations. Where possible, intellectual skills are formally assessed through essays and dissertation. Practical skills: the ability to identify and source both secondary literature and primary research material the ability to undertake relevant empirical These are achieved through the following teaching/learning methods and strategies: Practical skills are developed through the teaching and learning programme,

5 and/or theoretical research the ability to present research and study findings in a professional manner the ability to use appropriate information technology. workshop attendance in preparation for the research-based dissertation. Assessment: Feedbacks to students will be given on the basis of direct and indirect evidence gleaned a) from interactive observation of the students participation in teaching/learning sessions, and b) through essays and dissertations. Where possible, practical skills are formally assessed through essays and dissertation. Generic/transferable skills: The ability to tackle problems in a rigorous and open-minded fashion, in a spirit of critical enquiry Develop effective and sustainable learning skills Work effectively as a member of a team Manage time and input to best effect in fulfilling individual assignments Make effective use of IT Write clear and well-focused essays Deliver findings to audiences with clarity and confidence. These are achieved through the following teaching/learning methods and strategies: Generic and transferable skills are developed throughout the teaching and learning programme outlined above. Assessment: Feedbacks to students will be given on the basis of direct and indirect evidence gleaned a) from interactive observation of the students participation in teaching/learning sessions, and b) through essays and dissertations. Where possible, generic and transferable skills are assessed formally through essays and dissertation. 18. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, regulatory and statutory body guidelines The programme considered ordination requirements for ministers in cooperation with St. Mellitus College (Church of England), draws on the experience of the Doctor of Ministry Programme, and is occupying a niche ( unique selling proposition ) in the education market. The TRS benchmarking statement does not apply to postgraduate programmes; however it is helpful in allowing the opportunity to consider a variety of traditions of teaching theology. It explicitly recognises the role of university theology in preparation for the practice of ministry. The skills and knowledge expected of students stand in a close relationship to the benchmarking statement, whilst taking advantage of that statement s recognition that different courses can have different emphases to stress the aspect of relating theology to ministry in a disciplined and reflective way. In the design of the programme we have drawn upon the benchmarking statement. In particular a number of the educational objectives of the programme have been informed by the benchmarking statement. Methods of teaching adopted in the various modules have also been chosen with the guidance and

6 prescriptions of the benchmarking statement in mind, as have methods of assessment (although the statement is less prescriptive in this area). In the generic area of ministry there are however strong indications given by the Churches that such courses should address two main areas: 1. The relationship between theology and the practice of ministry. Ballard refers to this as Theological Reflection. 2. The effects of cultural change upon the profession of ministry, the institution of the Church and its mission in the world. This programme addresses itself directly to these concerns. Firstly it encourages the study of theology in relation to the practice of ministry; secondly it offers a range of theoretical and theological frameworks for reflection on, and development of, the practice of ministry within contemporary culture. 19. Programme structure and award requirements (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards) (a) numbers of introductory, core, compulsory and optional modules to be taken in each year of the programme with related credit values Full-time students are required to take: their 30-credit subject-specific module; 60-credit dissertation; 30-credit compulsory generic module; one 30-credit perspectives optional module and one 30-credit optional module or two 30-credit perspectives optional modules. Part-time students are required to take their 30-credit subject-specific module and one 30- credit perspectives optional module in Year One, and normally take the remainder of their modules in Year Two, although students may choose to spread their study over two to four years. (b) range of credit levels permitted within the programme 7 (c) maximum number of credits permitted at the lowest level 190 (d) minimum number of credits required at the highest level 180 (e) progression and award requirements (if different from the standard) N/A (f) maximum number of credits permitted with a condoned fail (core modules excluded) 30 (g) are students permitted to take a substitute module, as per regulation A3, 20.7? Yes (h) other relevant information to explain the programme structure It is a requirement of the programme that the topic of the dissertation should be in line with the title of

7 the programme. If this is not the case, students are required to transfer to another appropriate programme. The programme allows for taking other relevant modules offered by DEPS and DTRS students are required to obtain explicit approval of the programme directors for their selections.

8 Programme structure Title Cred it level Cred it value Status (I, C, O) for each type of programme Single honour s Joint honour s Major/ minor Progression Single honour s Joint honours Major/ minor Assessment Patterns in Youth Ministry 7 30 Cp No Essay Theology in Practice 7 30 Cp No Essay Dissertation 7 60 Cr Yes Dissertation Two of the following (one optional module and one perspectives optional module, or two perspectives optional modules): Perspectives optional modules The Pastoral Use of the Bible 7 30 O No Essay Theology, Church & Worship 7 30 O No Essay Church, Mission & Society 7 30 O No Essay Philosophy & Postmodern Culture 7 30 O No Essay Reformation, Revival & Revolution: Models of 7 30 O No Essay Ministry Optional modules: Apologetics 7 30 O No Essay Theology, Politics & Faith Based Organisations 7 30 O No Essay Ministry in the Bible 7 30 O No Essay Patterns in Contemporary Ecclesiology 7 30 O No Essay Educational Issues in Christian Ministry 7 30 O No Essay Ethical Issues in Pastoral Ministry 7 30 O No Essay Any other relevant module offered by 7 20, O No Variable

9 DEPS/DTRS 30

10 20. Marking criteria The College generic criteria for assessment of postgraduate work apply to the assessment of this programme. Department-specific supplementary assessment criteria will be used for the dissertation. 21. Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements The buildings and class rooms where the modules will be taught are accessible to people with disabilities, the material supporting the modules can be provided in an electronic form if necessary, special arrangements can be made for students with special needs.