. How the Learning Outcomes are assessed
Module learning outcomes Assessment criteria
The student can:
1 Demonstrate knowledge of theoretical, policy and practice issues relating to employment and accountability in youth and community work.
• Offer an in-depth discussion and rationale of possible approaches to the development of youth work programmes
• Make reference to the definitions, theories and debates from lectures and Moodle
• Show a depth of debate – i.e. does the work include various perspectives on theory and policy?
2 Demonstrate a knowledge of the key elements of effective partnership working;
• Make reference to the definitions, models, theories and debates from lectures, seminars and Moodle
• Make clear reference to relevant research
• Show a depth of debate – i.e. includes various perspectives on the area?
3 Analyse the practice of Youth and Community participation in an organisation;
• Make reference to the definitions, theories and debates from lectures, seminars and Moodle
• Offer clear evidence of critical reflection in the self assessment task
4 Critically evaluate the job market and career progression in the Youth & Community sector;
• Analyse the impact of contextual issues like policy and finances on a particular youth work role
• Demonstrate an clear understanding of various routes for professional development in the Y&C sector
5 D1 Establish and prioritise requirements for youth work (YW23, YW24) • Provide evidence that they have considered different approaches and critiqued how these could be applied
• Make clear reference to the NOS for Youth Work and how they relate to this process
6 D2 Plan and implement youth work strategy (YW26, YW27, &YW28)
• Provide clear evidence of the processes and elements involved in planning for young people’s participation in a youth work programme
• Discuss the practicalities of integrating the principles of youth and community work into a youth work programme or activity
5) READING AND RESOURCES LIST
Core Reading for this Module
Batsleer, J. (2008) Informal Learning in Youth Work, London: SAGE
Cutler, D. (2003) Organisational Standards and Young People’s Participation in Public Decision Making, London: Carnegie Yong People Initiative
Harrison, R. et al (2007) Leading Work with Young People, London: Sage
Ord, J. (2007) Youth Work Process, Product and Practice: Creating an Authentic Curriculum in Work with Young People,Lyme Regis: Russell House Publishing.
Participation Works, (2008) Listen and Change – a guide to Young People’s Participation Rights London: Children’s Rights Alliance for England
Recommended Reading:
Banks, S. (1999) Ethical Issues in Youth WorkLondon: Routledge
Blatchford, I. (1995) Praxis makes perfect—critical educational research for social justiceNottingham: Education Now Books
Brookfield, S. (1995) Becoming a critically reflective practitioner :San Francisco: Jossey-Bass.
Burke, T. Hand, J. and McFall, L. (1999) Moving On Up: how youth work raises achievement and promotes social inclusion Nottingham: Department for Education and Employment
Clements, P. &Spinks, T. (2005) The Equal Opportunities Handbook: How to Deal with Everyday Issues of UnfairnessLondon: Kogan Page
Cutler, D. (2003) Organisational Standards and Young People’s Participation in Public Decision Making, London: Carnegie Yong People Initiative
Davies, B. (1999) History of the Youth Service in England Vol. (1) and (2)Leicester: Youth Work Press
Department for Education and Skills (2002) Transforming Youth Work – resourcing excellent youth services, London: DfES
Department of Education and Science (1969) Youth and Community Work in the 70’s, (The Fairbairn-Milson Report), London HMSO.
Douglas, T. (2000) Basic Groupwork, London: Taylor Frances Group Ltd
Factor, F. Chauhan, V.& Pitts, J. Eds. (2001) Working with young people, Russell House Companion, Lyme Regis: Russell House Publishing
Feinstein, L. Brynner, J. Duckworth, K. (2006) Young People’s leisure contexts and their relation to adult outcomes.Journal of Youth Studies, 9(3): pp. 305-327
H. M. Government (2005)Youth Matters,London: Department for Education and Skills.
HM Government (2004) Every Child Matters: Change for children. London: Department for Education and Skills.
HM Treasury (2007) Aiming high for young people.A ten year strategy for positive activities.London: DCSF
Howson, C &Sallah, H. (2007) Working With Black Young People Lyme Regis: Russell House Publishing.
Ministry of Education (1960) The Youth Service in England and Wales (‘The Albemarle Report’), London: HMSO.
Lilley, K. (2001) Words to the Wise: successful peer education with young peopleLeicester: Youth Work Press
McGivney, V. (2000) Recovering Outreach: concepts, issues and practice London: NIACE
Nicholls, D. (1997) Health and Safety in Youth and Community Work, a pocket guide, Lyme Regis: Russell House Publishing
Office for Standards in Education, Children’s Services and Skills (Ofsted) (2009) Engaging young people – Local authority youth work 2005–08London: OfSTED
Roberts, J. (2009) Youth Work Ethics, Exeter: Learning Matters
Schon, D. (1991) The reflective practitioner: how professionals think in actionLondon: Ashgate.
Journals
Race and Class available via Athens Account
Youth and Policy available via Athens Account
Youth Studies available via Athens Account
Websites:
Community Development Foundation http://www.cdf.org.uk/
Department for children, schools and families: http://www.dcsf.gov.uk/everychildmatters/
Equality and Human Rights Commission: http://www.equalityhumanrights.com
Informal Education website: http://www.infed.org
Institute of Race Relations: http://www.irr.org.uk/
Life Long Learning UK: http://www.lifelonglearninguk.org/ (National Occupational Standards, training and professional development issues)
National Council for Voluntary Youth Service: http://www.ncvys.org.uk
6) Overview of sessions
Week Lecture Seminar Independent study
Introduction to module Placement practice learning outcomes and assessment field work agencies and learning agreements Source placement agency
2 Managing Yourself and your work
(reflective practice and accountability) Draft learning agreement and verification of questionnaire Source placement agency
3 National Occupational Standards
(JNC) Draft learning agreement and verification of questionnaire Agree placement
4 Supervision, support and accountability Fieldwork practice community profile Start Fieldwork Practice 18:5hrs
5 Working with the community Read ‘The Effective Practitioner’ pages 119 – 137 Packham, C. Active Citizenship and Community Learning (2008) Fieldwork Practice 18:5hrs
6 Employability
Motivations and limitations Meet with employers Fieldwork Practice 18:5hrs
7 Tutorial Review of course work Fieldwork Practice 18:5hrs
8 Reflection skills audit Begin draft of skills audit Fieldwork Practice 18:5hrs
9 Issues and concerns from practice Draft work for assessment review Fieldwork Practice 18:5hrs
10 Formative assessment Presentation ‘why I chose a youth work career’ Fieldwork Practice 18:5hrs
11 Managing resources Presentation ‘why I chose a youth work career’ Fieldwork Practice 18:5hrs
12 Quality standards
Creating an effective organisation Tutorial Fieldwork Practice 18:5hrs
Christmas break ( please check student timetable and UEL calendar for dates)
13 Specialism’s Documentary
Abuse Fieldwork Practice 18:5hrs
14 Working with young people in distress Group activity Fieldwork Practice 18:5hrs
15 Trafficked young people Fieldwork Practice 18:5hrs
16 Mental health and young people Fieldwork practice Fieldwork Practice 18:5hrs
17 Separated children Group Activity Fieldwork Practice 18:5hrs
18 Professional principles Group Activity Fieldwork Practice 18:5hrs
19 Tutorial Documentary homelessness Fieldwork Practice 18:5hrs
20 Homelessness Fieldwork practice Completion of fieldwork practice and mentors recommendations
21 Self- Development in practice Draft work for assessment review week 22 Completion of fieldwork practice and mentors recommendations
22 Formative assessment Review of drafts Completion of fieldwork practice and mentors recommendations
23 Addictions
(e.g. gambling, Drugs and alcohol) Review of drafts Completion of fieldwork practice and mentors recommendations
24 Working with refuges Review of submission Final portfolio preparation for Submission
7) Assessment Requirements in Detail
The assessment for this module is a 100% portfolio submitted in two parts, a Report including the NOS self-assessment and Progression Self-assessment exercise (5,000 words total) which you will prepare and submit via Turnitin
1. Professional capacity: Demonstrate the extent to which the National Occupational standards for Level 3, expressed in the learning agreement, were met by critically evaluating the management structure of the Youth Organisation with particular focus on leadership, user participation and institutional accountability (This will include Mentor and University of East London Fieldwork practice Tutor comments and recommendation for pass/fail -not included in the word count) (2,500 words)
This should address the following areas:
Professional Capacity: Using the National Occupational Standards for level 3 youth work,
• D1 Establish and prioritise requirements for youth work (YW23, YW24)
• D2 Plan and implement youth work strategy (YW26, YW27, &YW28)
http://nya.org.uk/dynamic_files/Youth_Work_National_Occupational_Standards%202012.pdf
Critically evaluate a theme of youth work specialism that based upon the climate of youth at risk identifies the global or local concerns that need to be addressed within a youth organisation. Using a community profile and placement practice, detail a strategic and partnership youth work strategy that can be implemented to intervene or compliment youth services.
This will include Mentor and University of East London Fieldwork practice Tutor comments and recommendation for pass/fail (not included in word count). (2,500 words)