Youth and Community Work top-up award (JNC recognised)

Course length: 1-2 years part-time

Overview

The Youth and Community Work degree is for those who work with and advise young people or who wish to develop a career in this area. It is one of the few professional youth and community work courses in the West Midlands which will give you Joint Negotiating Committee (JNC) recognition.

 

The Youth Studies programme is for those who do not have levels 4 and 5 of a JNC recognised course but want to look at issues regarding young people.

Engaging with young people and community involvement are recognised as essential to developing a cohesive society, and youth work has a key role to play in this. Over the duration of your studies you will look at social and educational policy, and gain a thorough understanding of the roles and responsibilities of agencies working with young people and communities.

You will undertake a piece of research into your area of interest and undertake a series of specialised options such as spirituality, crime, housing, homelessness, political education and social action, and community organising.

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.

Assessment

Assessment will be through a range of strategies such as portfolios, presentations, written reports and essays, work-based studies and practical tasks. 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

Career Opportunities

You may wish to pursue your passion for the subject at postgraduate level. Alternatively, the course may enable you to develop in your current role or move on to a more senior position.

Entry requirements

All applicants will need to have 120 credits at level 4 and 120 credits at level 5 in a relevant Foundation Degree or HND (JNC recognised).

Fees

2017/18*
Home/EU students:  £9,250 

£6,750 (for students who have completed a Foundation Degree at Newman and are continuing on the part-time top-up.)

* From 2018/19 tuition fees may rise in line with inflation.

Finance information.

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 : 14.00
Placement : 150.00
Total :  200.00

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 : 80.00
Independent : 120.00
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


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 : 140.00
Placement :
Total :  180.00

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 : 40.00
Independent : 140.00
Placement :
Total :  180.00

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)

Year 2 modules


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


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 :
Independent :
Placement :
Total :  0.00

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)

Course code

Youth and Community Work

Full time course apply via UCAS - course code L59B

Part-time apply directly to Newman

 

For all enquiries relating to admissions or entry requirements, email us at admissions@newman.ac.uk

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