Pre-requisites None
Co-requisites None
Admissions requirements Approved DBS Certification
Disqualified combinations None

1. Define an area of specialist professional interest and provide a comprehensive rationale for a practice-based research project
Knowledge and Understanding

2. Establish an appropriate literature and/or artefact-based research strategy to investigate a specialised area of practice
Enquiry
Problem Solving

3. Critically evaluate the literature, data and/or outcomes for a specific professional practice context Analysis

4. Provide sound judgements and communicate findings in a form accessible to specialist and non-specialist audiences
Learning
Communication

REPORT (100%) - 3,500 Words – To address learning outcomes 1,2,3,4

Note: The submission of a short proposal on a template provided to the student is required prior to commencing the project; the report allows for a flexible format in collating outcomes, similar to a portfolio, and may involve a visual presentation depending on the area of professional study and potential audience for the outcomes.

This module provides students with the opportunity to explore, in depth, a specialist area in professional practice and its associated literature. Students will be able to devise and progress their own research project, chosen in conjunction with their tutor. Research methods will typically be desk-based, but may involve observations and/or mixed-methods subject to the approval of a supervisor. Topics and research may include, but are not limited to:

• Peace and Reconciliation
• Creative Arts and Faith
• Sport and Outdoor Education
• Intergenerational Ministry
• Training Skills
• Mentoring
• Skills in Children’s Play and Spirituality
• Working with a School Community

Students will be offered opportunity to engage with modules that address these subject across the CYM portfolio that may inform their chosen area for researching professional practice, such as undergraduate modules and other training or sector events and projects.

This module utilises the three inter-related learning strategies for the programme. Taught workshops consist of interactive presentations, discussion, and critical debate at the residential teaching blocks. Tutorials (in person and on-line) allow discussion of the individual research that students are undertaking to prepare their assignments. Independent study and professional practice allows for critical reading around selected topics, the development of individual responses to theory and practice; and the preparation for the assessment task.

Bolton, G. (2014) Reflective Practice: Writing and Professional Development. London: Sage.

Cameron, H et al. (2010) Talking About God in Practice: Theological Action, Research and Practical Theology. London: SCM.

Nash, S. & Nash, P. (2009) Tools for Reflective Ministry. London: SPCK

Thompson, S. and Thompson, N. (2008) The Critically Reflective Practitioner. Basingstoke: Palgrave.

Plus specific reading list depending on topic negotiated

The collaborative partner has approved and fully equipped teaching spaces for taught sessions; comprehensive library provision and a bespoke VLE that supports student access to resources when working remotely.