Youth and Community Work BA (Hons)

Course length: 3 years full-time, 4.5 years flexible learning (for further information on flexible learning courses click here)

Overview

Studying Youth and Community Work at Newman will not only enable you to gain professional Joint Negotiating Committee (JNC) recognition, which you require to practise as a youth worker in the UK, but you also get to choose an optional pathway in a practice-based setting.

Newman offers you the opportunity to gain the knowledge and experience of the policies, best practice and skills required to develop yourself both personally and professionally. The course is taught by a team of experienced and enthusiastic tutors that have an excellent reputation for supporting students and established strong partnerships with local employers. You will also benefit from mixing with students from a variety of backgrounds and prior learning experiences.

What does the course cover?

This course covers the whole suite of modules that you will need to successfully complete in order to become a professionally qualified youth worker and an effective, competent community worker able to operate in a wide range of settings.

Youth and Community Work at Newman is about more than study, so the core modules include fieldwork at each level. In addition, optional modules at level 6 may include spirituality, community organising, crime and chaplaincy. This allows you the time you need to develop your own areas of interest.

You can expect a challenging and supportive learning environment as the Youth and Community Work team has an excellent reputation for supporting students and having strong partnerships with local employers.

What makes this course distinctive?

This is one of the few professional youth and community work courses in the West Midlands which will give you Joint Negotiating Committee (JNC) recognition. This is required to practise as a professional youth worker in the UK

The work placement element will furnish you with valuable transferable skills and you may have the opportunity to participate in international work

 You will benefit from Newman’s considerable experience and reputation in the areas of teacher education, child development and community engagement and be taught by a strong youth and community work led teaching team, most of whom have direct experience in the field and present at international conferences.

How will I be assessed?

You will experience a range of assessment formats including journals, case studies, online discussions, role plays and presentations - no exams. The course will recognise your needs as a learner and develop independent study skills that are transferable to a range of learning situations and assessment tasks.

How could this course develop my career?

In order to practice as a professional youth worker in the UK you will need to obtain recognition from the JNC for Youth and Community Workers. The programme is designed to provide you with recognition, making it a key step towards professional status and career development. You will gain skills and experience relevant to various youth work roles and an understanding of the policies and practices necessary in this important area of work.

Newman Youth and Community Work graduates have gone on to a variety of both traditional and non-traditional youth and community work jobs ranging from housing, detached youth work and counselling to peer research on a European project. Some have pursued their passion for the subject at postgraduate level.

Course Variant

In addition to this course being delivered at Newman University, the same course but as a separate route is delivered vis the Solihull College Campus (plus one module a week at Newman). Apply via UCAS but with an alternative campus designation.


Newman University would like to draw your attention to our Academic Regulations. These regulations are your Terms of Reference and should be considered when making a decision to study with our institution.

Entry requirements

September 2018 Entry Requirements

You must achieve either at least 96 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma), or a total of 88 points from a maximum of 3 A levels.

Access Students can achieve the requirements with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9 M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.

5 GCSEs at grade C or above including English or recognised equivalents, are also required.

Those who have studied youth work though FE, local authority or voluntary organisation work based learning courses (e.g. Level 2 Introduction to Youth Work, Level 3 Foundation in Youth Work) may be accepted at a lower level than that stated above. Exceptionally those who have no qualifications will be accepted if they have considerable experience of youth work (normally 300 hours verified by the employer(s) concerned) and have satisfactorily completed the written exercise.

Applicants will be required to attend and successfully complete an interview as part of the entry requirement.

Applicants will need to obtain Disclosure and Barring Service (DBS) clearance prior to starting this course.  For more information on your DBS application please click here.

Fees

Fees per academic year *

2018/19: Full-time Home/EU students:  £9,250 
               Part-time Home/EU students: £4,950 

* Please note for 2019/20 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Scholarship information

Additional costs:

A Disclosure and Barring Service (DBS) is required for entry into this programme.  The cost of the DBS is currently £55 (including processing fee) with the option of subscribing to the update service which is currently £13 per year.  For more information on your DBS application please click here

As a full time student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and dissertations are 40 credits. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

Year 1 modules


PRINCIPLES AND PRACTICES OF YOUTH AND COMMUNITY WORK


MODULE TITLE : PRINCIPLES AND PRACTICES OF YOUTH AND COMMUNITY WORK

MODULE CODE : YWU401


MODULE SUMMARY :

The module will focus upon students understanding of self and professional development. It will encourage students to explore personal and professional values, exploring how these are formed, focusing upon how they might clash or support youth and community work philosophies. Finally, the module will critically analyse the inherent political nature of youth and community work practice. This will equip students with the necessary knowledge and awareness to meet present-day requirements while enabling them to develop a strong professional discipline and identity.

CONTACT HOURS :

Scheduled : 50.00
Independent : 150.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to enable the student to: 

  • Understand and articulate their personal and professional identity
  • Understands the principles of youth and community work, their historical development and the ethical and professional dilemmas in youth and community work
  • Has a basic grasp of the policy framework that has informed youth and community work and education in general.
  • Is begging to understand the different forms of education and its relationship to experience and knowledge and be able to make links to key educational and political theory

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Critically understand learning about personal development through group participation and social, political and popular education
  • Critically understands and critique the role of community organisations in contributing to cohesion and integration, contestation and change
  • Critically understands the meaning and practice of community and the community-based context for practice
  • Is a professional who understands and can articulate their role as educators in relation to other professionals
  • Have the ability to build trusting relationships and foster democratic and inclusive practice
  • Is able to build partnerships with community groups and young people's projects and other professionals in education and in health and social care 
  • Can reflect on their own and others' value systems and the ability to explore such values
  • Can organise and articulate of opinions and arguments in speech and writing, including justifying a personal position in relation to the subject
  • Has an ability to use information and communication technologies and demonstrate digital literacy
  • Has an ability to undertake small-scale participatory research projects, collect, analyse, interpret and present qualitative and quantitative data and  present data
  • Can demonstrate a commitment to the improvement of their own learning and performance
  • Can demonstrate emotional literacy.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - 80% Attendance Requirement

Component 2 - 100% Presentation (15 minutes)

BECOMING AN INTERDEPENDENT LEARNER


MODULE TITLE : BECOMING AN INTERDEPENDENT LEARNER

MODULE CODE : YWU402


MODULE SUMMARY :

Students will use experiential learning through doing and reflecting on weekly-directed learning activities and directed reading which will introduce them to the demands of individual and group academic study. The module provides space and time to practice academic tasks designed to explore key university systems, processes and support mechanisms, whilst encouraging students to plan for the maintenance and development of their individual skills and abilities needed for success in Higher Education.

CONTACT HOURS :

Scheduled : 30.00
Independent : 70.00
Placement : 0.00
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore the demands of academic study through providing space and time to practice academic tasks
  • Ensure a supportive learning environment which develops confidence and intellectual curiosity
  • Reflect on the skills, attributes and learning needed to be successful in youth work at HE level
  • Encourage students to manage their learning, working both as a member of a team and autonomously
  • Support development of academic competency in other areas of the programme, both as an individual and team member
  • Introduce key university systems, processes and support mechanisms
  • Promote understanding of individual learning styles, preferences and processes
  • Encourage SMART planning to maintain and develop individual skills and attributes needed for successful study in HE
  • Facilitate development of information and digital literacies
  • Build supportive peer-to-peer and staff-to-student relationships that reflect those needed to function in a modern professional environment.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Organise and articulate opinions and arguments in speech and writing, including justifying a personal position in relation to the subject
  • Use information and communication technologies and demonstrate digital literacy
  • Work on their own initiative and in cooperation with others
  • Undertake introductory Qualitative Research Skills, collect, analyse, interpret and present data
  • Demonstrate a commitment to the improvement of their own learning and performance

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - 80% Attendance Requirement

Component 2 - 100% ePortfolio

APPLIED REFLECTIVE PRACTICE 1


MODULE TITLE : APPLIED REFLECTIVE PRACTICE 1

MODULE CODE : YWU403


MODULE SUMMARY :

This module takes place mainly in the work setting selected for each individual student’s placement (full-time students) or in the actual work setting (employer based routes). Students are prepared for this element of the course, on the understanding that for some of them it will be their first major exposure to such an experience. They are introduced to their workplace supervisor and procedures are explained for the monitoring process that takes place involving student, supervisor and module tutor Regular meetings are scheduled to enable all parties to discuss and reflect upon the student’s progress and deal with any issues that may arise.

CONTACT HOURS :

Scheduled : 36.00
Independent : 0.00
Placement : 210.00
Total :  246.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to develop experience, awareness and practical skills in youth work
  • Encourage students to reflect on and analyse their professional roles and identities
  • Build links between theory and practice
  • Provide a context for the work-related observations and reflections in other modules.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Explore the contested nature of reflective practice and its theoretical uCritically understands the meaning and practice of community and the community-based context for practice
  • Critically understands the dynamics of power, empowerment, democratic learning and discrimination
  • Critically understands the legal obligations and duties of care in safeguarding children, young people and vulnerable adults and promoting good mental and emotional health
  • Critically understands the principles of informal education, conversation, critical dialogue,  experiential and situated learning and reflective practice
  • Is an autonomous critical and reflective practitioner
  • Is a professional who understands and can articulate their role as educators in relation to other professionals
  • Have the ability to build trusting relationships and foster democratic and inclusive practice
  • Has the capacity to facilitate young people’s and adults' individual and collective learning and development
  • Is able to build partnerships with community groups and young people's projects and other professionals in education and in health and social care  
  • Can reflect on their own and others' value systems and the ability to explore such values
  • Can organise and articulate of opinions and arguments in speech and writing, including justifying a personal position in relation to the subject
  • Has an ability to work on their own initiative and in cooperation with others
  • Can demonstrate a commitment to the improvement of their own learning and performance
  • Can demonstrate emotional literacy.

METHOD OF ASSESSMENT :

Component 1 - 30% Assessment of Attendance (80%) & Participation

Component 2 - 70% Mahara Portfolio (4000 words)

WORKING WITH COMMUNITIES


MODULE TITLE : WORKING WITH COMMUNITIES

MODULE CODE : YWU404


MODULE SUMMARY :

This module provides the basis for understanding the contexts of community work and the relationship with other workers in local communities. It will explore the diverse and contested meanings of community and related concepts putting these in sociological and cultural frameworks. It will analyse different models of intervening in communities, including those to challenge inequality and discrimination, and the relationship to youth work. It will emphasise the importance of youth workers knowing the community contexts of their work and how this is variously perceived by other professionals, and different members of the community, including young people. ‘Knowing communities’ will raise issues about different methods of enquiry and what is appropriate and ethical.

CONTACT HOURS :

Scheduled : 110.00
Independent : 90.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Analyse community based learning, and the different approaches to community work
  • Explore the contested meanings of community and related concepts such as citizenship, social capital and resilience
  • Recognise the diversity within and between communities, the range of workers in the community work and the different interests of young people from different communities
  • Identify and analyse different methods of community intervention e.g. community development, capacity building, including enabling those who see themselves as powerless to challenge inequality and discrimination
  • Evaluate methods of enquiry that develop understanding of communities and empower people within communities

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Understand the meaning and practice of community and the community-based context for practice
  • Understand contexts  in which community and youth workers are employed including the distinctive cultures of third sector and faith organisations, and multi agency approaches
  • Understand and critique the role of community organisations in contributing to cohesion and integration, contestation and change
  • Start to understand the ethical and professional dilemmas in youth and community work
  • Become an autonomous critical and reflective practitioner
  • Become a professional who understands and can articulate their role as educators in relation to other professionals
  • Have the ability to build trusting relationships and foster democratic and inclusive practice
  • Has the capacity to facilitate young people’s and adults' individual and collective learning and development
  • Is able to build partnerships with community groups and young people's projects and other professionals in education and in health and social care
  • Reflect on their own and others' value systems and the ability to explore such values
  • Organise and articulate of opinions and arguments in speech and writing, including justifying a personal position in relation to the subject
  • Demonstrate a commitment to the improvement of their own learning and performance
  • Demonstrate emotional literacy.

METHOD OF ASSESSMENT :

Component 1 - 0% Pass/Fail Element - 80% Attendance Requirement

Component 2 - 100% Strategy (3000 words)

THINKING THEORETICALLY ABOUT YOUTH AND COMMUNITY WORK - optional module


MODULE TITLE : THINKING THEORETICALLY ABOUT YOUTH AND COMMUNITY WORK

MODULE CODE : YWU405


MODULE SUMMARY :

Emphasising the importance of a theoretical basis for practice, this module aims to introduce students to relevant psychological, sociological and political concepts related to the study of youth and community work. This will enable students to better formulate and apply these theories to their direct work with young people. This module will enable students to adjust to the demands of learning at this level and gain confidence in the use of language in preparation for their application to practice.

CONTACT HOURS :

Scheduled : 40.00
Independent : 160.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:                         

  • Enable student to engage with the key theoretical, conceptual and methodological frameworks within sociology, psychology and political studies (e.g. Humanistic, Behaviourist and Psychodynamic, symbolic interactionism, conflict theory, the state and citizenship, poverty, equality, and political ideology.)
  • Enable student to interpret these within the youth work context and develop lines of argument in accordance with those frameworks
  • Enable students to explore underlying causes of young peoples’ behaviour and attitudes based on these perspectives
  • For student to begin to understand and express the complexity of interpersonal relations, self and identity.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to show that he/she: 

  • Critically understands models and meanings of development through the life course including physical, mental, emotional, and spiritual aspects
  • Have the ability to build trusting relationships and foster democratic and inclusive practice
  • Can organise and articulate opinions and arguments in speech and writing, including justifying a personal position in relation to the subject.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - 80% Attendance Requirement

Component 2 - 100% Essay (3000 words)

UNDERSTANDING GROUPS AND THE SELF


MODULE TITLE : UNDERSTANDING GROUPS AND THE SELF

MODULE CODE : YWU406


MODULE SUMMARY :

The module will examine the processes of working and intervening with groups in informal settings and the impact that the practitioner has in these situations. Theoretical input from tutors and small reflective groups will be set up in which students will be required to analyse the group’s development and their own roles and learning. 

Self-directed study focuses on observation of interactions in the workplace and in social groups in order to make links with theory and enrich the students’ experience and understanding. Students will be required to keep a weekly blog, which will inform their reflective essay at the end of the module. 

CONTACT HOURS :

Scheduled : 40.00
Independent : 160.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Develop the students’ understanding of  the basis of their own values and appreciates the basis of others and their diversity
  • Ensure students are beginning to understand  how groups develop and the theoretical models that inform this
  • Give students a basic grasp of how to approach and engage with individuals and groups and the nature of communication

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Critically understands the dynamics of power, empowerment, democratic learning and discrimination
  • Critically understands the principles of informal education, conversation, critical dialogue,  experiential and situated learning and reflective practice
  • Critically understands learning about personal development through group participation and social, political and popular education
  • Is an autonomous critical and reflective practitioner
  • Have the ability to build trusting relationships and foster democratic and inclusive practice
  • Has the capacity to facilitate young people’s and adults' individual and collective learning and development 
  • Can reflect on their own and others' value systems and the ability to explore such values
  • Can organise and articulate of opinions and arguments in speech and writing, including justifying a personal position in relation to the subject
  • Has an ability to use information and communication technologies and demonstrate digital literacy
  • Has an ability to work on their own initiative and in cooperation with others
  • Can demonstrate a commitment to the improvement of their own learning and performance
  • Can demonstrate emotional literacy.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - 80% Attendance Requirement

Component 2 - 50% Reflective Blog Summary (1000 words)

Component 3 - 50% Poster Presentation (10 minutes)

REFLECTIVE PRACTICE


MODULE TITLE : REFLECTIVE PRACTICE

MODULE CODE : YWU407


MODULE SUMMARY :

The module will introduce students to the concept of ‘reflective practice’ and its theoretical underpinnings. By the end of the module the students will be able to reflect on action. They will be expected to be able to discuss its theoretical applications and display a degree of autonomy in doing so. The reflections could include: the impact of self on others; the tensions inherent in being reflective; the nature of vulnerability in reflective practice.

CONTACT HOURS :

Scheduled : 24.00
Independent : 76.00
Placement :
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to enable students to: 

  • Understanding the concept of a reflective practitioner and its theoretical underpinnings
  • Consider the status of youth and community work with a specific focus on the ethical nature of the practice
  • Is able to reflect on action and its theoretical applications and display a degree of autonomy in doing so
  • Reflections include the impact of self, though largely on the whole situation as it relates to them and is often reactive

LEARNING OPPORTUNITIES :

Students will, by the end of the module, to produce student who: 

  • Critically understands the dynamics of power, empowerment, democratic learning and discrimination
  • Critically understands the principles of informal education, conversation, critical dialogue,  experiential and situated learning and reflective practice
  • Critically understands learning about personal development through group participation and social, political and popular education 
  • Is an autonomous critical and reflective practitioner
  • Is a professional who understands and can articulate their role as educators in relation to other professionals
  • Have the ability to build trusting relationships and foster democratic and inclusive practice 
  • Can reflect on their own and others' value systems and the ability to explore such values
  • Can organise and articulate of opinions and arguments in speech and writing, including justifying a personal position in relation to the subject
  • Has an ability to use information and communication technologies and demonstrate digital literacy
  • Has an ability to work on their own initiative and in cooperation with others
  • Can demonstrate a commitment to the improvement of their own learning and performance
  • Can demonstrate emotional literacy.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - 80% Attendance Requirement

Component 2 - 100% Ethical Dilemmas Exercise (20 minutes)

RELIGION AND POLITICS IN CONTEMPORARY BRITAIN - optional module


MODULE TITLE : RELIGION AND POLITICS IN CONTEMPORARY BRITAIN

MODULE CODE : THU407


MODULE SUMMARY :

In this module you will explore the religious landscape of contemporary Britain. You will be introduced to key ideas in the study of religion (e.g. religion; the body; secularisation; place; culture; modernity) as well as key thinkers. Each teaching session will encourage you to develop your own reading of a particular case study. Through teaching sessions, seminar discussions and in preparing your assessments you will gain a greater understanding of the political and philosophical shifts that have transformed religion in twenty-first century Britain.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Introduce the students to critical analytical approaches to the study of religion, drawing on case studies from contemporary Britain.
  • Develop the students’ understanding of the role of religion in the civic and private life of contemporary Britain.
  • Critically reflect on the relationship between religion and society, focussing in particular on the current place of religion in British society.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Define, demonstrate and evaluate the relationship between religion and society, focussing on different religions, particular case studies and competing claims made about religious belief in Britain today.
  • Read, discuss and compare primary and secondary material related to religion in twenty-first century Britain, evaluating their benefit to students of religion.
  • Identify key ethical issues in the study of religion and develop theoretical understandings of religion that are applicable outside the classroom.
  • Work together to debate and develop ideas about the religious make-up in Britain, communicating in both written and oral modes.

METHOD OF ASSESSMENT :

Component 1 - 70% Portfolio of Exercises (2000 words)

Component 2 - 30% Group Presentation (10 minutes)

PARTICIPATION IN SPORT AND PHYSICAL ACTIVITY - optional module


MODULE TITLE : PARTICIPATION IN SPORT AND PHYSICAL ACTIVITY

MODULE CODE : PEU407


MODULE SUMMARY :

This module sets out to promote an understanding of the factors that affect participation in sport and physical activity. Further to this, strategies for encouraging participation in sport and exercise will also be considered.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to gain a basic understanding of the socio-cultural factors in sport and the relationship between sport and the society
  • Allow students to investigate selected psychological theories and models related to sport and exercise participation
  • Develop a knowledge and understanding of the basic factors that contributes to effective coaching for participation.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Demonstrate an understanding of factors that influence participation in sport and exercise
  • Critically discuss the content and application of psychological models related to sport and exercise participation
  • Demonstrate an understanding of the basic factors that contribute to effective coaching for participation.

METHOD OF ASSESSMENT :

Component 1 - 60% Essay (2000 words)

Component 2 - 40% Group Presentation (10 minutes)

INTRODUCTION TO LEARNING AND TEACHING - optional module


MODULE TITLE : INTRODUCTION TO LEARNING AND TEACHING

MODULE CODE : ESU404


MODULE SUMMARY :

This module complements and develops some of the concepts which students will have been introduced to and engaged with in ESU401 (L4-1) Introduction to Education Studies: Education and Society.

The module aims to enhance students’ understanding of a range of factors that impact upon learning and teaching to further student evaluation of contextual factors surrounding diversity in the learning and teaching experience.  The module will enable students to explore educational practice at various levels and encourage students to reflect on their own learning in order to explore the ways in which values and beliefs impact on decisions about how learning is organised, what we learn and why.

Students will be invited to interrogate a variety of differing learning experiences and engage in evaluation of these with reference to issues of equity, diversity and social justice.  Students will be encouraged to reflect on their own learning experiences with reference to critical evaluation of theoretical perspectives, reading and research and to further understanding of concepts such as education, schooling, identities, learner/teacher roles, educational values and beliefs. 

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to understand theoretical contributions to understanding the nature and processes of learning and their relevance educational practice
  • Develop students as active learners by enhancing their reflection on the impact of contextual features of the learning and teaching experience.
  • Enable students to understand how differing values and perspectives influence learning and educational experiences within various settings.
  • Enable students to draw upon a wide range of sources and theoretical perspectives to explore differing contexts for learning and teaching

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have had a range of opportunities to begin processes of:

  • Understanding the range of values and beliefs that impact upon the organisation of learning and teaching in differing contexts
  • Evaluating the effects of differing learning and teaching contexts on individual learning.
  • Analysing how concepts and theories on learning and teaching relate to interpretations in educational practice.
  • Evaluating a range of literature and other sources to interrogate educational ideas on learning and teaching and how these influence policy and practice.
  • Developing their own research, critical analysis and writing skills.

METHOD OF ASSESSMENT :

Component 1 - 100% 2500 WORD WRITTEN REPORT

AN INTRODUCTION TO ETHICS IN COUNSELLING - optional module


MODULE TITLE : AN INTRODUCTION TO ETHICS IN COUNSELLING

MODULE CODE : COU405


MODULE SUMMARY :

This module explores the central role ethics plays in any counselling approach and the importance of integrity, trustworthiness and client autonomy. Students will engage in ethical problem solving and the importance of accountability.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Develop an understanding of ethics and ethical practice in counselling and counselling skills
  • Develop skills in ethical discourse.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Gain an understanding of ethics and ethical principles
  • Engage in ethical discourse in relation to counselling and using counselling skills
  • Recall a professional code of ethical practice for counsellors (e.g. BACP Ethical Framework for Good Practice in Counselling and Psychotherapy (2013).

METHOD OF ASSESSMENT :

Component 1 - 50% Case Study (1000 word equivalent)

Component 2 - 50% Essay (2000 words)

Year 2 modules


PHILOSOPHICAL AND CONCEPTUAL ISSUES IN COUNSELLING - optional module


MODULE TITLE : PHILOSOPHICAL AND CONCEPTUAL ISSUES IN COUNSELLING

MODULE CODE : COU503


MODULE SUMMARY :

This module will explore the philosophical bases underpinning current theoretical counselling models. Students should be able to name important figures and discuss their contribution to philosophy and counselling. They should also be able to outline key philosophical concepts and relate these to socio-cultural and historical contexts, then demonstrate an understanding of how this influences developments in counselling and psychotherapy. They will be encouraged to critically consider the Eurocentric focus of much counselling in Europe and the United States, and consider alternative perspectives.

CONTACT HOURS :

Scheduled : 37.00
Independent : 163.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Give students knowledge of the philosophical underpinnings of counselling.

  • Give students a knowledge and understanding of key figures in philosophical thinking and relate these to the development of ideas in counselling and psychology

  • Enable students to relate current theories and practices in counselling to their philosophical underpinnings

  • Enable students to understand how particular socio-cultural contexts, that are underpinned by different philosophies, relate to counselling and psychology practice

     

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Study key philosophical influences in the development of counselling, including examples from the classical, renaissance, reformation and enlightenment periods.

  • Critically evaluate philosophical strands of the 19th & 20th centuries and their influences on key figures in counselling and psychology.

  • Apply the philosophical development of counselling and psychology to current models of practice.

  • Reflect upon the development of counselling and psychology in the context of differing socio-economic systems that are underpinned by different philosophies.

  • Evidence the ability to use written communication clearly, coherently and grammatically, within a given structure, using the standard referencing techniques of the discipline, demonstrating effective choice and organisation of material.

  • Use IT, in particular word processing software, to produce documentation to a professional standard. Use IT in order to produce an information leaflet to a professional standard.

  • Work as a team member within a small group.

  • Take part in discussions both within a small group and within a larger class

     

METHOD OF ASSESSMENT :

Component 1 - 100% 2 HOUR EXAMINATION

YOUTH WORK IN CONTEXT – SOCIAL ISSUES AND INTERVENTIONS - optional module


Youth Work in Context – Social Issues and Interventions: details currently unavailable

COACHING PEDAGOGY 1 - optional module


MODULE TITLE : COACHING PEDAGOGY 1

MODULE CODE : PEU505


MODULE SUMMARY :

This module is designed to provide an introduction into pedagogy and coaching science. It seeks to develop students’ working knowledge of the coaching process, for physical education and sport and support the development of basic skills in sports coaching through demonstration, practical application and delivery. It aims to provide students with an understanding of major pedagogical principles associated with successful coaching. Students will be encouraged to link theory from pedagogy, exercise physiology and sport psychology to their practical experiences.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Demonstrate a key theories and concepts underpinning disciplines in sport coaching
  • Equip students with a basic understanding of Sports coaching and its scientific and pedagogic underpinnings
  • Provide basic knowledge, understanding, scholarship and critical judgement appropriate for employment or further study in Sports Coaching Science or a related discipline in local or international contexts
  • Develop the ability to flexibly apply coaching skills in a range of practice environments.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Evaluate the characteristics and behaviour of a sports coach and their interactions with a range of participants
  • Develop thoughtful self-reflection on theory and practical experience to address challenges faced by the sports coach
  • Demonstrate and reflect upon practical skills fundamental to Sport coaching with due regard for safety (risk assess) and enhanced considerations.

METHOD OF ASSESSMENT :

Component 1 - 60% Coaching Plan and Session (7 minutes)

Component 2 - 40% Report (1000 words)

CREATIVE LEARNING - optional module


MODULE TITLE : CREATIVE LEARNING

MODULE CODE : ESU505


MODULE SUMMARY :

This module considers the function of creativity and imagination in educational practice. Drawing on contemporary thinking, research, and inspection evidence, students will explore the different ways in which creativity has been defined and conceptualised and the relationship of imagination to the creative process. The module will consider the attributes of creative and imaginative practice and the environments and conditions for promoting imagination and creativity.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Outline contemporary thinking, research and practice in creative and imaginative education
  • Enable students to understand some of the characteristics, traits and conditions that are typically associated with creative behaviour and practice
  • Consider the ways in which creativity can be considered as a culturally specific practice
  • Help students consider ways in which the outcomes of imaginative and creative work can be evaluated
  • Promote students’ understanding of their own creative and imaginative processes, and those of others, through discussion and evaluation.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate knowledge of contemporary thinking and practice in creative and imaginative education
  • Describe and critically evaluate characteristics, traits and conditions associated with creative and imaginative behaviour and practice
  • Recognise that creative and imaginative practices are subject to different interpretations depending upon cultural and historical contexts
  • Consider ways in which the outcomes of imaginative and creative work can be evaluated
  • Structure ideas and outcomes for an oral presentation
  • Negotiate the selection of material for a public presentation
  • Identify, select and synthesise appropriate literature, research data and materials for presentation
  • Critically evaluate competing definitions of creativity and imagination, and ideas and approaches to its development.

METHOD OF ASSESSMENT :

Component 1 - 100% Paired Presentation in an Alternative Setting (15 minutes)

EDUCATIONAL POSSIBILITIES - optional module


MODULE TITLE : EDUCATIONAL POSSIBILITIES

MODULE CODE : ESU506


MODULE SUMMARY :

This module does education differently, both in terms of what we study as well as how we do it. Whereas other modules in education studies educate about education largely from a critical perspective on schools and societies, this module rips up the school and even society as we hegemonically know it. We look at, consider and discuss alternatives. The purpose of the explorations we undertake together are to know education afresh and differently. Examples of schools and a wide variety of out of school educational practice from around the world are considered. Our focus is on education with autonomy, self-direction, freedom not license, voice, community, destructured, unschooled, deschooled, home-led versions and other legal options. We will be dealing with practices within and outside the mainstream. The module has a strong focus on ideas, theories, philosophies and possibilities set within an awareness of the limitations the modern world imposes on any and all approaches which challenge ‘normality’.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Advance and critically discuss philosophical and ideological traditions pertinent to the study of education

  • Distinguish significant differences between competing conceptions of broad educational purpose and critically discuss these in light of relevant literature and personal experience

  • Draw distinction between philosophies, ideologies of education and ideas about education

  • Enable students to discuss and critically evaluate different conceptions of education in the context of the above and how these inform the shaping of educational policy, provision and practice

  • Enable students to articulate a provisional and personal philosophy of education that is informed through the above

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • Know the defining features of some of the philosophies and ideologies that shape conceptions of education and educational practice

  • Have a knowledge of the philosophical and ideological traditions pertinent to the study of education and distinguish the significant differences between competing conceptions of educational purpose

  • Know that practice, provision and policy in education is situationally defined and governed by a range of external contexts and forces

  • Have an evolving personal philosophy of education that is informed by relevant , reading, research interrogation, pair and group discussion

  • Locate and distinguish some of the competing philosophies and ideologies of education

  • Identify that ways in which such philosophies and ideologies have shaped practice, provision and policy in education

  • Describe how philosophies, ideologies and ideas about education are different

  • Articulate their own personal, provisional and developing philosophy of education in written and oral form

  • Develop their capacity for critical reflection and questioning.

METHOD OF ASSESSMENT :

Component 1 - 100% Prospectus and Commentary (3500 words)

RESEARCH SKILLS


MODULE TITLE : RESEARCH SKILLS

MODULE CODE : YWU501


MODULE SUMMARY :

The course provides participants with an understanding of qualitative research in youth and community work, its different approaches, and the framing of research questions and methods used within these approaches. It is designed to enable the participant to interrogate critically the claims made in the research literature and to understand the assumptions on which research is based.

CONTACT HOURS :

Scheduled : 30.00
Independent : 70.00
Placement : 0.00
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to understand the nature and appropriate use of qualitative research strategies and methods in gaining knowledge and developing practice.
  • Allow student to explore the range of issues pertinent to conducting research including ethics, validity and reliability, conducting a review of the literature and to develop the ability to gather, retrieve and synthesise information.
  • To explore a number of methodologies and methods including qualitative and ethnographical approaches, interviewing, surveying and participative approaches. 

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Explore the contested nature of reflective practice and its theoretical underpinnings
  • Critically understand the principles of informal education, conversation, critical dialogue,  experiential and situated learning and reflective practice
  • Reflect fluently using theory on action and starting to apply this in action with considerable autonomy 
  • Is an autonomous critical and reflective practitioner
  • Have the ability to build trusting relationships and foster democratic and inclusive practice
  • Is able to build partnerships with community groups and young people's projects and other professionals in education and in health and social care
  • Can reflect on their own and others' value systems and the ability to explore such values
  • Can organise and articulate of opinions and arguments in speech and writing, including justifying a personal position in relation to the subject
  • Has an ability to use information and communication technologies and demonstrate digital literacy
  • Has an ability to undertake small-scale participatory research projects, collect, analyse, interpret and present qualitative and quantitative data and  present data
  • Can demonstrate a commitment to the improvement of their own learning and performance.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - 80% Attendance Requirement

Component 2 - 100% Report (2000 words)

CRITICAL PEDAGOGY - optional module


MODULE TITLE : CRITICAL PEDAGOGY

MODULE CODE : YWU503


MODULE SUMMARY :

This module will begin by defining critical pedagogy and exploring student’s practice in relation to the concept.  Investigation of the historical developments of education in youth work students will lead on to exploration of how the continuum of Socratic/Platonic state oriented education and Rousseau’s development of the individual has informed pedagogical approaches and education policy ever since.  The relationship between the two educational standpoints and the formal/informal education continuum will be explored and pedagogical methods as examples of practice across the spectrum will be experienced.   

Referring to theorists including Friere, Gardner, Holt, Illich, Noddings, Russell, A.S Neill and Suissa students will explore their practice both as opposed and complementary to formal education approaches; and will explore the relevance of ‘alternative’ education arenas such as Summerhill, free schools and elective home education in critiquing the role and uses of pedagogy as a tool for either denying or promoting human rights.  

Using knowledge acquired throughout the module, students will be required to critique the educational value of youth and community work with specific reference to Youth Work NOS.

CONTACT HOURS :

Scheduled : 50.00
Independent : 150.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore and understand the tensions, and contested nature of youth and community work, both practical and conceptual
  • Identify how policy has shaped education and youth and community work, and how, and when, workers can inform and influence policy
  • Explore different histories, forms and conceptualisations of education and knowledge creation and apply them to their practice.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Critically understands the dynamics of power, empowerment, democratic learning and discrimination
  • Critically understands the principles of informal education, conversation, critical dialogue, experiential and situated learning and reflective practice
  • Critically understands learning about personal development through group participation and social, political and popular education
  • Critically understands contexts  in which community and youth workers are employed including the distinctive cultures of third sector and faith organisations, and multi agency approaches 
  • Is an autonomous critical and reflective practitioner
  • Is a professional who understands and can articulate their role as educators in relation to other professionals
  • Have the ability to build trusting relationships and foster democratic and inclusive practice
  • Has the capacity to facilitate young people’s and adults' individual and collective learning and development 
  • Can reflect on their own and others' value systems and the ability to explore such values
  • Can organise and articulate of opinions and arguments in speech and writing, including justifying a personal position in relation to the subject
  • Has an ability to use information and communication technologies and demonstrate digital literacy
  • Has an ability to work on their own initiative and in cooperation with others
  • Can demonstrate a commitment to the improvement of their own learning and performance
  • Can demonstrate emotional literacy.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - 80% Attendance Requirement

Component 2 - 100% Assignment in a Negotiated Format (4000 word equivalent)

INTERSECTIONALITY IN YOUTH AND COMMUNITY WORK


MODULE TITLE : INTERSECTIONALITY IN YOUTH AND COMMUNITY WORK

MODULE CODE : YWU506


MODULE SUMMARY :

This module focuses on the importance of recognising the interplay of social categorisations and power differentials such as ethnicity, class, nationality, sexuality, age, (dis)ability, gender etc and their impact upon the young people and communities with which we work. Using Thompson’s (2011) PCS model of analysis students will have the opportunity to explore how processes of social and cultural change can be initiated in their practice and therefore act as agents for change by questioning and challenging existing norms and structures in the professional environment.  Students will engage with a range of theories in equality, diversity and intersectionality and will be required to apply these theories in action over 90 hours of professional youth and community work practice.

CONTACT HOURS :

Scheduled : 50.00
Independent :
Placement : 30.00
Total :  80.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to understand the  nature of diversity and its complexities 
  • Enable the students to begin to understand the nature of social construction and the manufacturing of common sense
  • Develop the students ability to become articulate and critical of group dynamics and the construction of the individual and  the theoretical models that inform this
  • Ensure students have a solid grasp of how to critically engage with individuals and groups for social change and the contested nature of communication.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Critically understands the dynamics of power, empowerment, democratic learning and discrimination
  • Critically understands and critique the role of community organisations in contributing to cohesion and integration, contestation and change
  • Is an autonomous critical and reflective practitioner
  • Have the ability to build trusting relationships and foster democratic and inclusive practice 
  • Can reflect on their own and others' value systems and the ability to explore such values
  • Can organise and articulate of opinions and arguments in speech and writing, including justifying a personal position in relation to the subject
  • Has an ability to use information and communication technologies and demonstrate digital literacy
  • Has an ability to work on their own initiative and in cooperation with others
  • Can demonstrate a commitment to the improvement of their own learning and performance
  • Can demonstrate emotional literacy.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - 80% Attendance Requirement

Component 2 - 100% Project Report (4000 words)

SUPERVISION STUDIES


MODULE TITLE : SUPERVISION STUDIES

MODULE CODE : YWU507


MODULE SUMMARY :

The module will introduce students to the concept of supervision within both professional and educational frameworks. This will enable the student to embark on the transition from supervisee to supervisor. It will enable students to explore the contested nature of reflective practice within supervision and critically analyse its theoretical underpinnings.

CONTACT HOURS :

Scheduled : 60.00
Independent : 40.00
Placement : 0.00
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Provide an in-depth understanding of the theory and practice of supervision, clarifying the expectations of a professional reflective practitioner within supervision setting
  • Prepare students for the transition from supervisee to supervisor and establish a personal and professional style of critical supervision
  • Explore the contested nature of reflective practice and its theoretical underpinnings
  • Produce student who can reflect fluently using theory on action and starting to apply this in action with considerable autonomy
  • Produce students who can reflect on the impact of self, from more than one perspective, looking at specifics as well as the whole event and shows initiative in this.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Critically understands the meaning and practice of community and the community-based context for practice
  • Critically understands the dynamics of power, empowerment, democratic learning and discrimination
  • Critically understands models and meanings of development through the life course including physical, mental, emotional, and spiritual aspects
  • Critically understands the principles of informal education, conversation, critical dialogue,  experiential and situated learning and reflective practice
  • Critically understands learning about personal development through group participation and social, political and popular education
  • Is an autonomous critical and reflective practitioner
  • Is a professional who understands and can articulate their role as educators in relation to other professionals
  • Have the ability to build trusting relationships and foster democratic and inclusive practice
  • Has project management skills (incl. monitoring, evaluation, financial and resource  management and policy development)
  • Can reflect on their own and others' value systems and the ability to explore such values
  • Can organise and articulate of opinions and arguments in speech and writing, including justifying a personal position in relation to the subject
  • Has an ability to use information and communication technologies and demonstrate digital literacy
  • Has an ability to work on their own initiative and in cooperation with others
  • Can demonstrate a commitment to the improvement of their own learning and performance
  • Can demonstrate emotional literacy.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element - 80% Attendance Requirement

Component 2 - 100% Case Study (2000 words)

YOUTH DEVELOPMENT AND SOCIAL ISSUES


MODULE TITLE : YOUTH DEVELOPMENT AND SOCIAL ISSUES

MODULE CODE : YWU509


MODULE SUMMARY :

Drawing on the theoretical perspectives developed at level 4, this module will identify and analyse social issues associated historically and currently with young people through the lens of psychological, sociological and spiritual models of human development. Students will discuss and examine interventions and professional strategies to social issues in the field and be encouraged to evaluate their effectiveness and underlying theoretical, ideological and value base by presenting a seminar paper to fellow students.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Consider a range of social issues that arise within work with young people and relevant sociological, political, psychological and spiritual concepts related to the study of young people and social issues

  • Examine theoretical approaches to young people’s development and the changing meanings of childhood, youth, and adolescence in late modernity in relation to inequality, prejudice, culture and power

  • Provide students with a solid understanding of their professional role as educators and how it dovetails, differs and sits in relation to other professional interventions.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Understand models and meanings of development through the life course including physical, mental, emotional, and spiritual aspects
  • Apply these concepts in a youth work context and articulate a personal view on current contested meanings of youth
  • Apply acquired sociological and psychological concepts in a youth work context and in relation to identified social issues
  • Demonstrate detailed knowledge and understanding of youth work interventions through development of alternative perspectives and wider analysis

METHOD OF ASSESSMENT :

Component 1 - % ATTENDANCE (80% ATTENDANCE REQUIRED)

Component 2 - 100% INDIVIDUAL SEMINAR PRESENTATION ON A SOCIAL ISSUE (30 MINUTES)

APPLIED REFLECTIVE PRACTICE 2


MODULE TITLE : APPLIED REFLECTIVE PRACTICE 2

MODULE CODE : YWU510


MODULE SUMMARY :

This module takes place mainly in the work setting selected for each individual student’s placement (full-time students) or in the actual work setting (employer based routes) and build on the level 4 placement. Students are expected to explore and develop an alternative view on practice via a series of alternative experiences. They will then design and negotiate their level five fieldwork experience, which will again be around 210 hours.

CONTACT HOURS :

Scheduled : 36.00
Independent : 44.00
Placement : 320.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Enable students to gain an alternative view of youth and community work

  • Encourage students to reflect on and analyse their professional roles and identities

  • Build links between theory and practice

  • Provide a context for the work-related observations and reflections in other modules

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

 

  • explore the contested nature of reflective practice and its theoretical underpinning

  • critically understand the meaning and practice of community and the community-based context for practice

  • critically understand the dynamics of power, empowerment, democratic learning and discrimination

  • critically understand the legal obligations and duties of care in safeguarding children, young people and vulnerable adults and promoting good mental and emotional health

  • critically understand the principles of informal education, conversation, critical dialogue,  experiential and situated learning and reflective practice

  • demonstrate the characteristics of an autonomous critical and reflective practitioner

  • demonstrate they are a professional who understands and can articulate their role as educators in relation to other professionals

  • build trusting relationships and foster democratic and inclusive practice

  • facilitate young people’s and adults' individual and collective learning and development

  • build partnerships with community groups and young people's projects and other professionals in education and in health and social care

  • reflect on their own and others' value systems and the ability to explore such values

  • organise and articulate of opinions and arguments in speech and writing, including justifying a personal position in relation to the subject

  • work on their own initiative and in cooperation with others

  • demonstrate a commitment to the improvement of their own learning and performance

  • demonstrate emotional literacy.

METHOD OF ASSESSMENT :

Component 1 - 15% ASSESSMENT OF ATTENDANCE AND PARTICIPATION

Component 2 - 15% REFLECTION ON ALTERNATE EXPERIENCE (1500 WORDS)

Component 3 - 40% REFLECTIVE MAHARA PORTFOLIO (4000 WORDS)

Component 4 - 30% SUMMATIVE PIECE (1000 WORDS) AND VIVA (30 MINUTES)

Year 3 modules


ADVANCED CONTEXTUAL PRACTICE - optional module


MODULE TITLE : ADVANCED CONTEXTUAL PRACTICE

MODULE CODE : YWU603


MODULE SUMMARY :

This module seeks to afford student the opportunity to develop a range of practice skills is specific contexts, while appreciating how these context sit within the overall approach of youth and community work. It will engage students in a critical appraisal of those theories, using current research, relevant to the context chosen. In doing this student will need to negotiate specific the rest of the curriculum and criteria upon which they are to be assessed, in addition to meeting general criteria applicable to any youth and community work. There will be an element of common teaching for the first few sessions and then the group will divide into seminar groups based on specific contexts. The group will then come back together to present to each other their significances and theoretical orientation of their contexts, and try and seek common ground with other youth and community workers. The contexts to be explored will be negotiated with the group and may include: 

  • Working in housing and homelessness
  • Detached and street based youth work
  • International and Global Youth Work
  • Outdoor Education and Bushcraft work
  • Sport based work
  • Drugs and Alcohol work
  • Women’s Work
  • LGBT youth work.

CONTACT HOURS :

Scheduled : 40.00
Independent : 170.00
Placement :
Total :  210.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Help student develop an informed and critical understanding of their professional role as educators in relation to specific contexts and other professional interventions within the framework of youth and community work.
  • Enable students to become fluent in the nature of inter-professional and interdisciplinary approaches, including the possibility of trans-professional approaches
  • Enable students to develop the ability to make informed judgments on complex ethical and professional issues in a disputed field and to act appropriately in the light of relevant professional and ethical codes of practice

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to show that he/she: 

  • Critically understands the meaning and practice of community and the community-based context for practice
  • Critically understands learning about personal development through group participation and social, political and popular education
  • Critically understands contexts  in which community and youth workers are employed including the distinctive  cultures of third sector and faith organisations, and multi agency approaches
  • Critically understands and critique the role of community organisations in contributing to cohesion and integration, contestation and change
  • Is an autonomous critical and reflective practitioner
  • Is a professional who understands and can articulate their role as educators in relation to other professionals
  • Has the ability to build trusting relationships and foster democratic and inclusive practice
  • Is able to build partnerships with community groups and young people's projects and other professionals in education and in health and social care
  • Can reflect on their own and others' value systems and the ability to explore such values
  • Can organise and articulate of opinions and arguments in speech and writing, including justifying a personal position in relation to the subject
  • Can demonstrate a commitment to the improvement of their own learning and performance
  • Can demonstrate emotional literacy.

METHOD OF ASSESSMENT :

Component 1 - % Gateway Assessment - 80% Attendance Requirement

Component 2 - 30% Group Paper (1000 words)

Component 3 - 70% Individual Poster Presentation

MANAGING AND LEADING YOUTH AND COMMUNITY WORK


MODULE TITLE : MANAGING AND LEADING YOUTH AND COMMUNITY WORK

MODULE CODE : YWU606


MODULE SUMMARY :

Drawing on a range of management and leadership theory, this module will introduce students to the necessary skills and knowledge needed to effectively lead and manage youth and community work projects in a changing and challenging environment.  It will include students demonstrating their ability, in groups, to produce a fully costed project proposal. It will also consider how to lead and manage teams through conflict and change and so that young people are safeguarded from harm.

CONTACT HOURS :

Scheduled : 110.00
Independent : 90.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Examine key theories of management and leadership including styles, motivation, and approaches to managing change and conflict. Introducing students to basic employment law, grievance and disciplinary procedures, recruitment and financial management.
  • Critically engage with safeguarding policy and consider how they can interpret this within their role as managers and leaders.
  • Analyse and develop practices which challenge existing power relations and discrimination and to identify and counter oppressive attitudes, behaviours and situations
  • Enables students to engage with groups and individuals for  collective action and social change, appreciating the contested nature of these discourses.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to show that he/she: 

  • Has project management skills (incl. monitoring, evaluation, financial and resource management and policy development)
  • Critically understands contexts in which community and youth workers are employed including the distinctive cultures of third sector and faith organisations, and multi agency approaches
  • Has an ability to use information and communication technologies and demonstrate digital literacy
  • Critically understands the legal obligations and duties of care in safeguarding children, young people and vulnerable adults and promoting good mental and emotional health
  • Has an ability to work on their own initiative and in cooperation with others.

METHOD OF ASSESSMENT :

Component 1 - % Gateway Assessment - 80% Attendance Requirement

Component 2 - 100% Group Presentation of Project Proposal

PRACTITIONERS AS RESEARCHERS - optional module


MODULE TITLE : PRACTITIONERS AS RESEARCHERS

MODULE CODE : YWU614


MODULE SUMMARY :

This module provides students with the opportunity to explore an area of particular interest in Youth and Community Studies through undertaking a small project supported by a member of staff from the subject area (or elsewhere) with appropriate specialist knowledge.

CONTACT HOURS :

Scheduled : 50.00
Independent : 150.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to identify a research or workplace problem and articulate a question/hypothesis relevant to the projects which they have opted.
  • Enable students to acquire and apply a breadth of knowledge about the issue or phenomena in which they are engaged.
  • Enable students to select appropriate methods in relation to identified research and justify their employment.
  • Support students in the development, revision and refinement of their project design.
  • Promote effective autonomous practice in the organisation and management of small-scale project.
  • Enable students to develop creative and innovative approaches to disseminating project findings.

.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:          

  • Demonstrate a breadth of knowledge and understanding of the issue or phenomena in which they have been engaged.
  • Locate appropriate methods in relation to their chosen area of study.
  • Understand the basic principles of effective project design.
  • Know about some of the key contemporary thinking in their chosen area of study.
  • Identify a research or workplace problem and articulate relevant question/hypothesis.
  • Work autonomously in the management of a small scale project with guidance from an allocated supervisor.
  • Present a coherent study – either through written means or more creative methods - that details the choice of field of study, methods, and findings.
  • Develop their capacity for critical reflection and questioning.

METHOD OF ASSESSMENT :

Component 1 - % ATTENDANCE (AT LEAST 80%) AND ASSESSED PARTICIPATION

Component 2 - 100% RESEARCH REPORT (5000 WORDS EQUIVALENT)

APPLIED REFLECTIVE PRACTICE 3


APPLIED REFLECTIVE PRACTICE 3: details currently unavailable

YOUNG PEOPLE, SPIRITUALITY AND FAITH DEVELOPMENT - optional module


MODULE TITLE : YOUNG PEOPLE, SPIRITUALITY AND FAITH DEVELOPMENT

MODULE CODE : YWU608


MODULE SUMMARY :

The module will explore the concept of youth, young people’s spirituality and faith development in contemporary society. A range of models of spirituality will be covered, which will be drawn from the experience of the students and the rich traditions within the faith communities. There will be the opportunity to study important theories of the faith development of young people, and to consider some of the issues and trends in faith and spirituality which may particularly affect young people today.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Deepen the students’ understanding of traditional and contemporary definitions of young people and models of spirituality and faith development and their applications
  • Provide a knowledge and understanding of important theories of the spiritual development and faith development of young people
  • Prepare the students to plan, lead faith and spiritual experiences with and for young people.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Develop an informed and critical understanding of a range of spiritualties
  • Demonstrate a knowledge and understanding of the stages and theories of faith and spiritual development of young people
  • Explore the requisite theological and practical expertise to plan faith and spiritual experiences or otherwise support the spiritual development of young people.

METHOD OF ASSESSMENT :

Component 1 - % Gateway Assessment - 80% Attendance Requirement

Component 2 - 100% Group Presentation (30 minutes) & Individual Reflection (1500 words)

YOUNG PEOPLE AND CRIME - optional module


MODULE TITLE : YOUNG PEOPLE AND CRIME

MODULE CODE : YWU609


MODULE SUMMARY :

This module critically examines a range of criminological theory, both historical and contemporary, that seeks to explain why young people commit crime and how it has and continues to inform governmental responses to youth crime. This will include some discussion of current policy and legislation and an analysis of structures within the British Criminal Justice System (focusing on England and Wales) such as Youth Offending Teams. Particular focus will be on how young peoples’ criminal behaviour is interpreted and contested in the media and political discourses and how youth crime policy impacts disproportionately on certain groups of young people within society (e.g. black young people, young people who meet on the street, etc). A recurrent theme will be how current models of work with young people involved in crime and multi-professional efforts to bring about desistance from that behaviour may conflict with the workers reluctance to engage in social control.

CONTACT HOURS :

Scheduled : 40.00
Independent : 160.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Introduce students to fundamental concepts in criminology, looking at how these have developed over time in relation to young people, and how they can be applied to practice,
  • Analyse the legal framework around young people and crime (including the Criminal Justice System), the rationales behind its structure and young people’s experience of it,
  • Critically reflect on current discourse, policy and practice around young people and crime,
  • Introduce students to the skills, knowledge and understanding needed to work within the Youth Justice system.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to: 

  • Examine and critically appraise a range of theories which seek to explain youth crime    
  • Consider a range of responses and strategies designed to bring about desistance from crime
  • Hear visiting speakers from the youth justice field sharing their experiences of working with young offenders
  • Articulate a coherent personal position on the effectiveness of current policy responses to youth crime
  • Understand how those policy responses impact on a diverse range of young people.

And demonstrate that he/she: 

  • Critically understands contexts  in which community and youth workers are employed including the distinctive cultures of third sector and faith organisations, and multi agency approaches
  • Is a professional who understands and can articulate their role as educators in relation to other professionals
  • Can organise and articulate of opinions and arguments in speech and writing, including justifying a personal position in relation to the subject.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Element: 80% Attendance Requirement

Component 2 - 100% Essay (3000 words)

DISSERTATION (CAPSTONE PROJECT) - optional module


MODULE TITLE : DISSERTATION (CAPSTONE PROJECT)

MODULE CODE : YWU601


MODULE SUMMARY :

This module provides students with the opportunity to explore an area of particular interest in Youth Studies through undertaking a small project supported by a member of staff from the subject area (or elsewhere) with appropriate specialist knowledge.

CONTACT HOURS :

Scheduled : 100.00
Independent : 300.00
Placement :
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to identify a research or workplace problem and articulate a question/hypothesis relevant to the projects which they have opted.
  • Enable students to acquire and apply a breadth of knowledge about the issue or phenomena in which they are engaged
  • Enable students to select appropriate methods in relation to identified research and justify their employment
  • Support students in the development, revision and refinement of their project design
  • Promote effective autonomous practice in the organisation and management of small-scale project.
  • Enable students to develop creative and innovative approaches to disseminating project findings.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:          

  • Demonstrate a breadth of knowledge and understanding of the issue or phenomena in which they have been engaged
  • Locate appropriate methods in relation to their chosen area of study
  • Understand the basic principles of effective project design
  • Know about some of the key contemporary thinking in their chosen area of study
  • Identify a research or workplace problem and articulate relevant question/hypothesis
  • Work autonomously in the management of a small scale project with guidance from an allocated supervisor
  • Present a coherent study – either through written means or more creative methods -  that details the choice of field of study, methods, and findings
  • Develop their capacity for critical reflection and questioning.

METHOD OF ASSESSMENT :

Component 1 - 100% Dissertation (10000 words)

COMMUNITY ORGANISING - optional module


Community Organising


Module Title: Community Organising

Module Code: YWU610

Module Summary:
This module explicates the tradition of community organising as it has been developed in the United States and its subsequent translation to the context of the UK. It will provide students with the practical tools to be community organisers. The module combines seminars, practical work and group reflection to develop the skills and tools needed to work as a community organiser. Workshops cover the relational meeting; constructing political narratives; doing a power analysis; time management; planning; leadership development; recruiting institutions (and understanding the different traditions practiced by faith communities, the labour movement and the community development movement); campaign strategy; using new media (and workshops on film production); the art of negotiation; developing relationships with power and; creative thinking.

CATS Value: 20

ECTS Value: 10

Contact Hours

Scheduled: 40
Independent: 160 (Guided study 80; Guided research 80)
Placement: 0
Total Hours: 200

Module Curriculum Led Outcomes:
This module aims to:
• Knowledge about the tradition of community organising as it was developed and practiced by Saul Alinsky, in 1930s Chicago and as it has since evolved.
• Knowledge and understanding about the key methods and tools deployed by community organisers to effect change and strengthen democracy.
• Produce practitioners pro active and fluent with a range of sociological, psychological and political ideas and apply them to themselves and the young people and communities they work with
• Produce practitioner who can make connections between theory and practice and identifying tensions, issues and theoretical and practice based gaps and actively explore, challenges and works with the complexity of their own and others interpersonal relations, and identities

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• Critically understands the meaning and practice of community and the community-based context for practice
• Critically understands the dynamics of power, empowerment, democratic learning and discrimination
• Critically understands the principles of informal education, conversation, critical dialogue, experiential and situated learning and reflective practice
• Critically understands learning about personal development through group participation and social, political and popular education
• Critically understands contexts in which community and youth workers are employed including the distinctive cultures of third sector and faith organisations, and multi agency approaches
• Critically understands and critique the role of community organisations in contributing to cohesion and integration, contestation and change
• Is an autonomous critical and reflective practitioner
• Is a professional who understands and can articulate their role as educators in
• relation to other professionals
• Have the ability to build trusting relationships and foster democratic and inclusive practice
• Has the capacity to facilitate young people’s and adults' individual and collective learning and development
• Is able to build partnerships with community groups and young people's projects and other professionals in education and in health and social care
• Can reflect on their own and others' value systems and the ability to explore such values
• Can organise and articulate of opinions and arguments in speech and writing, including justifying a personal position in relation to the subject
• Can demonstrate a commitment to the improvement of their own learning and performance
• Can demonstrate emotional literacy.

Assessment:
Component 1: (Gateway assessment) Students on the BA Youth and Community Work route have to attend at least 80% of the taught element of the course unless there are mitigating circumstances negotiated with the Programme Leader (Pass/Fail).

Component 2: 100% Produce a strategy for conducting community organising within an identified community (5,000 words)

CHAPLAINCY WITH YOUNG PEOPLE - optional module


Chaplaincy with Young People


Module Title: Chaplaincy with Young People

Module Code: YWU611

Module Summary: This module will enable students to enhance their skills and knowledge on the concept of Chaplaincy, locating these within their own values, faith and work context. Students will explore their own faith tradition alongside others and consider the skills needed in the area of pastoral care with young people.

CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 36
Independent: 164
Placement: 0
Total Hours: 200

Module Curriculum Led Outcomes:
This module aims to:

• Ensure the students are able to base their practice as Chaplains on a secure grasp of their faith tradition, holy texts, teachings and rituals
• Acquire a knowledge and practice of key skills that support the mission, ethos and values of pastoral care with young people (e.g. Faith based)
• Develop an understanding of what contributes towards spiritual and human development from a faith perspective.

Learning Opportunities:
Students will, by the end of the module, have the opportunity to:

• Demonstrate an informed understanding of key aspects of values, beliefs, teachings and rituals within their own faith
• Demonstrate the ability to carry out the role of a Chaplain in a professional and sensitive manner
• Demonstrate an awareness of a range of opinion on sensitive ethical and practical issues.

Assessment:
Component 1: (Gateway assessment) Students have to attend at least 80% of the taught element of the course unless there are mitigating circumstances negotiated with the Programme Leader (Pass/Fail)

Component 2: 100% Individual Seminar (30 minutes) and Seminar Paper (2,000 words)

Course code


L530

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