Faculty of Education Youth and Community Work Studies ......contexts demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self management

Programme Specification: Date: Author:

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Faculty of Education

Youth and Community Work Studies Programme

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education


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Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 17 January 2012

2 Effective date of Approved/Reviewed Programme Specification: 01 September 2012 – 31 August 2018

3 This Version effective from: 01 September 2017

4 Version number: 2012 Version 6

Students who commenced their study on awards within this programme specification prior to

September 2012 should refer to the previous version of the programme specification published

on the CASQE website.

Modifications to Programme Specification Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in the Log of Modifications at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

http://www.mmu.ac.uk/academic/casqe/specs/index.php

http://www.mmu.ac.uk/academic/casqe/specs/index.php


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MANCHESTER METROPOLITAN UNIVERSITY PS1 PROGRAMME SPECIFICATION

0 Brief Overview

This Programme offers a BA or a PGDip/MA in Youth and Community Work, combined with a professional qualification in Youth Work and Community Development.

The courses are suitable for people seeking to develop their skills in working with young people and adults in informal ways and in community settings. There is a strong emphasis on equality and diversity, on empowerment and transformation, and the courses seek entrants from diverse communities and neighbourhoods, and from groups who may have experienced marginalisation. The courses enable students to develop critical, reflective and inclusive practice as informal educators, linking university-based and work-based/placement learning, at graduate and postgraduate level. There are opportunities to specialise in working with young people or community development and community education and to develop individual interests in approaches to community cohesion; ‘race’, faith and diversity; health and well-being, including mental and emotional well-being; gender and sexuality; conflict and creativity.

The Programme also offers a Foundation Year at Level 3 for applicants seeking to enter the BA but who do not have the required minimum qualifications for direct entry.

Articulation of Graduate Prospects Current review of Graduate Prospects by GEMS shows them as 80% positive. (This data was accessed in October 2011). The curriculum was designed to enable students to develop the skills, knowledge and competence for employment as professional Youth and Community Workers, but this skill set is transferable to a number of public service occupations. The course team is supported by a panel of professional advisors who contribute to the teaching of the Programme and to curriculum development.

General Information

1 Overarching Programme Specification Title

Youth and Community Work Studies Programme

2 Final award(s)/title(s) BA (Hons) Youth and Community Work [JNC

Professional Youth Work Qualified] BA (Hons) Youth and Community Work Studies MA Youth and Community Work [JNC Professional Youth Work Qualified] Postgraduate Diploma in Youth and Community Work [JNC Professional Youth Work Qualified]

3 Combined Honours Subject(s)offered through the programme specification together with associated final award(s)

n/a

4 Interim exit award(s)/title(s)

CertHE Youth and Community Work CertHE Community Education Studies DipHE Youth and Community Work DipHE Community Education Studies Postgraduate Certificate in Community Education Studies


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Postgraduate Diploma Community Education Studies NB: There is no exit award available at the end of the Foundation Year.

5 Mode(s)

BA (Hons) Youth and Community Work: full-time JNC Qualified BA (Hons) Youth and Community Work Studies: full-time and part-time Postgraduate Diploma in Youth and Community Work: full time and part-time JNC Qualified MA Youth and Community Work: full-time and part-time

6 FHEQ position of final award(s)

Honours (Level 6) BA Masters (Level 7) PgDip/MA

7 Awarding institution

MMU

8 Teaching institution(s)

MMU

9

Relationship with Foundation Year

Successful completion of the Faculty of Education Foundation Year entitles students entry to BA (Hons) Youth and Community Work.

Administrative Details

10 Home Department/ School/ Institute

Department of Childhood, Youth and Education Studies

11 Home Faculty

Faculty of Education

12 UCAS code(s)

L523

Collaborative Arrangements (where relevant)

13 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

14 Other Approved Academic Partnership(s)

Partner Name Type of Academic Partnership

n/a n/a

Approval Status

15 Date and period of approval of most recent MMU review/ approval

(i) Latest review/approval 17 January 2012 Foundation Year – 02 May 2012

(ii) Length & Dates of Period of approval given in (i) above:

Years: 6 From: 01 September 2012 To: 31 August 2018


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(iii) Major Modifications to Programme Specification Addition of new BA (Hons) Community and Youth in Education (approved Standing Panel on 29 January 2013)

16 Next Scheduled Review Date:

2017/18 Foundation Year will be reviewed at the same time as the Education Studies Programme (also with a scheduled Review Date of 2017/18)

17 PS/1 effective date:

September 2013

External References/Relationships

18 QAA Benchmark Statement(s)

Youth and Community Work

19 PSRB(s) associated with final award of any route within the programme specification

National Youth Agency (NYA) for accreditation as a qualified graduate youth and community worker. The awards accredited by the NYA are: BA (Hons) Youth and Community Work PG Dip Youth and Community Work]. Professional accreditation is granted at PG Dip level.

20 Date, outcome and period of approval of last PSRB approval(s)

Last approval June 2014 Approval for 5 years to June 2019

Programme Information

21 University and Programme Educational Aims

(i) University Educational Aims

To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students.

To provide a supportive and inclusive learning environment which will enable success for all learners

To encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes.

To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives.

To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.

(ii) Programme Educational Aims

To provide a programme leading to professional recognition in youth work and community development at BA and MA level, as recognised by the National Youth Agency, and the JNC for Youth and Community workers.

For the BA (Hons) Community and Youth in Education only [discontinued from September 2015]:

To provide opportunities through an appropriate range of teaching and learning methods in both university and practice contexts for students to develop

MMU Programme Specification: (Insert Programme Specification Title) __________________________________________________________________________________________


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competence to work with the knowledge, skills, feelings, attitudes and values which support their developing professional practice as informal educators.

To enable the development of practitioners who are able to theorise their practice and ground their theoretical understandings in a multi-professional context of policy and practice.

To enable students to achieve a clear sense of professional identity from which to negotiate the complex ethical and practice dilemmas with which informal educators are engaged.

22 Final Learning Outcomes

MMU Educational Outcomes On successful completion of their course of study MMU graduates will be able to:

apply skills of critical analysis to real world situations within a defined range of contexts

demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self management

express ideas effectively and communicate information appropriately and accurately using a range of media including ICT,

develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives

manage their professional development reflecting on progress and taking appropriate action

find, evaluate, synthesise and use information from a variety of sources

articulate an awareness of the social and community contexts within their disciplinary field

Programme Specific Outcomes

(i) Final Award Learning Outcomes

BA (Hons) Youth and Community Work On successful completion of their course of study graduates will be able to:

i. achieve professional recognition in youth work and community development, negotiating a complex and contested domain of practice with a clear sense of professional identity.

ii. investigate and negotiate ethical dilemmas with clear reference to an ethic of human rights, responsibilities, and a commitment to care and human flourishing.

iii. work effectively in Youth and community work with due attention to the principles and practice of informal learning and community development, of personal and peer group development, active citizenship, and of issues in the management, leadership and support of community-based organisations and networks.

iv. work independently in both University and professional contexts, drawing on research skills to work analytically on primary and secondary sources of evidence, critiquing ‘taken for granted’ professional common sense when necessary.

v. communicate fluently, both interpersonally and through written modes of communication, in ways which recognise the multiple roles and accountabilities of informal educators.



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vi. select from a range of intellectual, cultural, physical and emotional resources and skills to support their practice.

BA (Hons) Youth and Community Work Studies Candidates achieving this award will build on an existing recognised professional qualification in youth and community work at DipHE Level to achieve an Honours degree. On successful completion of their course of study graduates will be able to:

i. Engage critically with debates at the forefront of the discipline, negotiating a complex and contested domain of practice with a clear sense of professional identity.


iii. work independently in both University and professional contexts, drawing on research skills to work analytically on primary and secondary sources of evidence to achieve a secure and grounded understanding of their professional interventions.

iv. evaluate the limits and potential of the role of informal educator in contributing to change, transformation and empowerment in relation to the nature of change processes at a personal and societal level

v. analyse the theoretical basis of practice interventions. vi. Select from a range of intellectual, cultural, physical and emotional resources and

skills to support their practice. PG Dip in Youth and Community Work: On successful completion of their course of study graduates will be able to:

i. achieve professional recognition in youth work and community development, negotiating a complex and contested domain of practice with a clear sense of professional identity.


iii. work independently in both University and professional contexts, drawing on research skills to work analytically on primary and secondary sources of evidence, critiquing received ‘taken for granted’ professional attitudes where necessary.

iv. analyse the theoretical basis of practice interventions. v. Select from a range of intellectual, cultural, physical and emotional resources and

skills to support their practice. vi. critically engage in debates concerning the links between policy practice and

professional autonomy and accountability at the forefront of the study of youth work, community education and community development.

vii. Demonstrate originality in the development of knowledge in the field of youth work, community education and community development, responding to complex issues both systematically and creatively.

MA in Youth and Community Work

On successful completion of their course of study graduates will be able to:

i generate questions and new understandings of well-established debates concerning

evidence-based policy and practice..



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ii deal with complex issues both systematically and creatively, showing originality in tackling professional questions.

iii recognise and analyse the congruence between research methods and professional practice in youth work, community development.

Learning Outcomes for the Programme in Practice Settings In practice settings students will be able to:

Engage and communicate positively with young people and adults in local communities

facilitate the personal, social and educational development of young people

enable young people and adults to make active and confident contributions to their communities

foster democratic practice

promote equality and safeguarding young people’s interests and welfare

contribute to empowerment and processes of transformation with young people and communities

respond to diversity, creating inclusive learning environments and developing bridge-building strategies and networks

build capacity by maintaining and developing organisations which support youth and community work practice

lead and manage teams and individuals including in multi-agency contexts

plan, monitor and evaluate professional practice

pursue their own self-development and continuous professional development as critical and reflective practitioners.

(ii) Combined Honours Learning Outcomes Not applicable

(iii) Pass Degree Learning Outcomes Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University’s Assessment Regulations for Undergraduate Programmes of Study Foundation Year Learning Outcomes It is recognised that the University’s General Educational Outcomes will be met in full on completion of the total student experience over the period of study towards a degree. On successful completion of the University Foundation Year a student will be able to:

Demonstrate knowledge in the subject matter of their units appropriate to Level 3 and apply what has been learned;

Engage in discussion on topics/issues related to contemporary debate in the subject matter of their units;

Demonstrate safe and effective use of specific media/equipment/material where appropriate;

Extract, summarise and synthesise relevant information;

Produce a coherent and structured piece of written work;

Demonstrate a readiness for lifelong learning and personal development;

Participate effectively in group working and team activities;

http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php

http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php



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Demonstrate communication and presentation skills by clear and effective use of speech, writing and other appropriate methods;

Demonstrate a basic level of critical thought;

Apply a range of study skills methods to enhance their academic development;

Demonstrate numeracy skills in both everyday situations and in their specific subject areas where appropriate;

Demonstrate basic IT skills relating to word processing, spreadsheets, simple data bases and the Internet; and

Demonstrate an awareness of the programme of study in a wider context.

23 Interim Award Learning Outcomes

Interim Award Learning Outcomes CertHE Youth and Community Work Students will be able to:

i. demonstrate competence in the study of communities as the intellectual basis for youth and community work with the ability to develop lines of argument based on the interpretation of qualitative and quantitative data

ii. show understanding of youth and community development as informal learning in multi professional contexts

iii. demonstrate awareness of ethical debates in youth and community work iv. recognise and develop strategies for their own professional development and

learning and identify appropriate personal emotional and intellectual resources CertHE Community Education Studies This award is for students who have achieved 120 credits but they have not achieved the learning outcomes related to professional practice. Students will be able to:



iii. demonstrate awareness of ethical debates in youth and community work DipHE Youth and Community Work Students who have achieved the DipHE in Youth and Community Work award will be able to:




learning and identify appropriate personal emotional and intellectual resources



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v. apply and evaluate knowledge they have gained of informal learning in academic study of communities and community development, of youth work, personal and social education, of political and citizenship education, and of management and supervision in community-based organisations

vi. have applied this knowledge in the context of a block placement in a professional practice setting of at least twelve weeks duration.

vii. be able to work as reflective practitioners. DipHE Community Education Studies This award is for students who have achieved 120 credits but they have not achieved the learning outcomes related to professional practice. Students will be able to:




learning and identify appropriate personal emotional and intellectual resources v. apply and evaluate knowledge they have gained of informal learning in academic

study of communities and community development, of youth work, personal and social education, of political and citizenship education, and of management and supervision in community-based organisations

Postgraduate Certificate in Community Education Studies This award is for students who have achieved 60 credits at Level 7 but have not achieved an appropriate standard in professional practice for the Professional Award. Students will be able to :

i. critically engage in debates concerning the links between policy practice and professional autonomy and accountability at the forefront of the study of youth work, community education and community development.

Postgraduate Diploma Community Education Studies This award is for students who have achieved 120 credits at Level 7 but have not succeeded in achieving an appropriate level of professional practice for the award of the PGDip Youth and Community Work. Students will be able to:

i. critically engage in debates concerning the links between policy practice and professional autonomy and accountability at the forefront of the study of youth work, community education and community development.

ii. Demonstrate originality in the application of knowledge in the field of youth work, community education and community development.

iii. critically evaluate and respond to complex issues both systematically and creatively, and they will show originality in tackling and solving problems.



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24 Teaching/Learning and Assessment Strategy

(i) Curriculum Design Principles and Values

The education and training of Youth and Community Workers is concerned with the development of students’ understanding, knowledge, attitudes feelings and skills. The professional practice of youth and community work encourages the seeking of explanations for social inequalities through collaborative enquiry and the development of inclusive, democratic and participatory approaches. It requires the ability to create strategies for intervention, development and change, which have meaning and purpose both for individuals and groups. Teaching, learning and assessment strategies need to be congruent with the professional practice of informal education in which the programmes offer a professional formation. The teaching and learning strategies on the programme relate explicitly therefore to principles of popular community education, including global perspectives and to the principles of informal learning in youth work.

Learning, teaching and assessment strategies on the programme reflect the values, ethical principles and codes of practice that underpin the profession roles which graduates will perform. They are based on a framework for quality drawn from national guidelines (QAA Youth and Community Work Benchmark Statement, QAA Quality Code for Higher Education for Placement Learning; National Qualifications Framework), institutional strategies (The Manchester Metropolitan University’s General Educational Aims, as well as the Employability and Sustainability strategies. The Threshold Standards for Student Experience ) and National Standards set by the relevant professional bodies such as the Education and Training Standards Committee of the National Youth Agency.

The programme is designed to be flexible in the ways in which work-based learning is offered in order to encourage trainees’ participation in learning whilst operating in the practice area, and key units at each level draw on a mixture of work-based learning, University-based learning sets and supported e-learning/workbook materials.

Student mobility (formerly ‘ERASMUS’):

Students on this scheme will study the same curriculum as MMU home students. Where appropriate, 15 credit unit specifications (based on the same curriculum content) have been developed to accommodate students studying at MMU for less than a full academic year). Learning/Teaching Strategy The Academic Skills for Higher Education Unit is provided to acclimatise Foundation Year students to HE study. A variety of teaching/learning delivery methods and blended learning will be used. This will include:

Lectures and seminars, including reading seminars Practice-based learning opportunities including work-based learning Experiential workshops Opportunities for small group work, mentor pairs and triads, role plays and micro-

skills work Guided student-led and self directed study Portfolio Learning and the use of reflective journal, including problem-posing and

critical incident recording



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E-learning Practice workbooks

The following features will permeate this broad range of teaching/learning delivery methods:

an emphasis on inclusive, experiential and participatory learning that values and utilises the richly diversity of life and practice experiences which students bring to the learning environment;

a dialogical approach to learning/teaching with learning activities designed to encourage students to adopt an enquiring ‘problem-posing’ and collaborative approach to learning;

opportunities both in classroom and practice-based learning for students to develop knowledge, skills, and professional competence through achieving a synthesis of theory and life/practice experience leading to their development as reflexive, reflective and critical practitioners;

Students will be introduced to the use of ICT for learning and E-learning will form a significant aspect of a number of units on the programme.

Increased opportunities will be provided at each stage of the course to enable the development of students as independent and autonomous learners. This will largely be achieved through the early introduction of the Portfolio , reflective journal and Personal Development Planning, carefully managed collaborative and student-led groupwork activities, online learning and increasing opportunities for students to participate in inquiry and research activities;

The provision has scope for meeting the learning requirements of all students, taking into account a wide range of learning styles, preferences and abilities of students from diverse social, cultural, educational backgrounds and communities often traditionally underrepresented in Higher Education. Proactive measures will be taken to meet specific student learning requirements to ensure that positive learning opportunities are offered and previous negative educational or life experiences are not replicated or reinforced;

Work-based learning forms a significant aspect of the learning throughout this programme of study.

Work-based learning is developed in partnership with practitioners in youth and community work regionally and occurs at each stage of the programme. It includes observation, structured practice investigations, case studies, project planning, visits and taster events and work-based study periods. It also includes two significant placement periods of supervised and assessed professional practice. Some units on the programme will be able to be delivered in alternative work-based settings developed in partnership with professional informal educators in the North West.

Student mobility

Students on this scheme will study the same curriculum as MMU home students. Where appropriate, 15 credit unit specifications (based on the same curriculum content) have been developed to accommodate students studying at MMU for less than a full academic year).



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Assessment The extent to which students have met the learning outcomes in knowledge, understanding and skills at each level will be assessed in a manner commensurate with the philosophy and aims of the learning and teaching strategy outlined above.

There will be two assessment tasks for each 30 credit unit. These may take the form of an essay, an investigative report, a reflective analysis of practice, a presentation by an individual or a small group of students, or a portfolio contribution. Care will be taken to ensure that assessment methods are inclusive and assignment tasks designed to recognise the learning needs of all students.

Assignment tasks will require students to demonstrate their growing understanding and knowledge through the stages of the programme, making the links between subject knowledge and understanding and their own personal and professional narratives. They will increasingly require students to theorise practice and to draw on practice and life experience as a source of theoretical reflection. By the completion of the programme, assessments will require students critically to locate their personal and professional narratives in a wider context of knowledge and understanding

In keeping with the objectives of independent learning there will be an increasing emphasis on investigation and inquiry as a feature of assignment tasks at Levels 5 and 6.

At each level there will be opportunity for formative assessment in which students will be give feedback on classroom or work-based tasks prior to submission of summative assessment.

There will be assignment tasks at each level which require students to reflect and comment on their developing professional or practice skills. Students will contribute to the assessment of practice through a self-assessment report and through a summative essay at the completion of the programme.

A number of units include an element of practice-based assessment. Some units, which are undertaken in an alternative work-based setting, will require significant contribution to assessment strategies by work-based supervisors, where these lead to the award of a professional qualification.

Supervised professional practice placements will be rigorously assessed by methods outlined in the Placement Handbook associated with this programme, in line with the requirements of the National Youth Agency and any other regulatory bodies deemed appropriate.

Due to the professional recognition requirements of the National Youth Agency, the following units must be passed and will not be eligible for condonement:

BA (Hons) Youth and Community Work: - Participatory Learning and Action - Reflective Practice in Community-based collaborative Enquiry - Critical and Reflective Practice MA/PG DIP: - Participatory Enquiry and reflective Practice in Youth and Community Work - Principles and Practice of Youth and Community Work

All assessments will be marked anonymously, with the exception of those connected directly with the assessment of fieldwork practice



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Students will be made aware of University policies on plagiarism. Written feedback will be given to students on all summative assessment and they will be offered an opportunity for discussion prior to submission of subsequent assessed work. Student mobility Students following the 15 credit units must be assessed via types of assessment other than formal written examinations. Where students complete their assessment outside the standard timescale for consideration by Board of Examiners, Chair’s Action will be taken to confirm the outcome of their assessment.

(ii) Programme Specific Assessment Criteria

Foundation Year Assessment Criteria These are shared with other programmes as follows at Level 3:

Below 35% Fail: Learning Outcomes have not been achieved

Makes no attempt to address the learning outcomes or themes of the assignment.

Inaccurate or inappropriate content/theory

Only a vague knowledge and understanding of the subject area.

No evidence of reading around the subject

Unsubstantiated/ invalid conclusions, based on anecdotes and generalisations only.

Purpose and meaning of assignment extremely unclear.

Language, grammar and spelling very poor.

No Referencing

Significantly under/over the specified length / time

Unsatisfactory speed of delivery & audibility in presentation.

Inability to stimulate/ facilitate discussion. 35 – 39% Marginal Fail: Most Learning Outcomes achieved at a threshold level

Makes little attempt to address the learning outcomes or themes of the assignment.

Poor selection of content/ theory, generally misconstrued

A basic knowledge and understanding of the subject and the issues involved

Little or no evidence of reading around the subject.

Limited evidence of findings and conclusions supported by literature and theory.

Purpose and meaning of assignment unclear.

Language, grammar & spelling poor.

Referencing inaccurate or absent.

Poorly paced delivery of presentation and poor audibility

Limited ability to facilitate discussion 40 – 49% Pass: All the Learning Outcomes achieved at a threshold level

Some of the writing is focused on the learning outcomes and themes of the assignment

Appropriate selection of content /theory but some key aspects missed/ misconstrued

A general knowledge of the subject and the issues involved

Evidence of some limited reading around the subject

Limited evidence of findings and conclusions supported by literature and theory

Meaning apparent but language not always fluent, grammar and spelling still poor

Referencing present but has inconsistencies and inaccuracies

Speed of delivery and audibility fluctuate during presentation

Some ability to facilitate discussion but tendency to miss opportunities

50 – 59% Pass: All Learning Outcomes achieved at a good level

Mainly focused on the learning outcomes and themes of the assignment

Most key theories included in work in an appropriate manner

A good understanding and general knowledge of the subject and the issues involved



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Clear evidence and application of readings relevant to the subject within the text

Evidence of findings and conclusions grounded in theory/literature

Language mainly fluent. Grammar and spelling mainly accurate

Minor inconsistencies and inaccuracies in referencing using the Harvard system

Well-paced delivery

Some ability to stimulate and facilitate discussion or be directive 60 – 69% Pass: All Learning Outcomes achieved at a very good level

Clear focus on learning outcomes and themes of the assignment.

Insightful and appropriate selection of content /theory in key areas.

A sound understanding and knowledge of the subject

Ability to appraise critically the theory and literature from a variety of sources, developing own ideas in the process.

Good development of arguments based on theory/ literature and beginnings of synthesis.

Thoughts and ideas clearly expressed.

Grammar and spelling accurate with fluent language.

Referencing relevant and mostly accurate using the Harvard system.

Well-paced, clear and confident delivery.

Clear evidence of ability to stimulate, facilitate and summarise discussion. 70 - 79% Pass: All Learning Outcomes achieved at an excellent/outstanding level

Learning outcomes and themes are integral to the assignment

Assignment demonstrates considerable innovation in the handling of content/theory

A thorough and wide-ranging knowledge of the subject

Has developed own ideas and justified them using a wide range of sources which have been thoroughly analysed, applied and tested

Analytical and clear conclusions well grounded in theory and literature, showing development of new concepts

Excellent clarity of expression. Consistently accurate use of grammar and spelling, professional/ academic writing style.

Referencing clear, relevant and consistently accurate using the Harvard system.

Excellent clarity, pace and confident delivery of presentation

Excellent enabling, pacing and summarising of discussion.

Above 80% Pass: All Learning Outcomes achieved at an exceptional level

Learning outcomes and themes are fully integral to the assignment

Assignment demonstrates exceptional innovation in the handling of content/theory

A comprehensive knowledge of the subject

Is creative in the development of own ideas and has justified them using a wide range of sources which have been thoroughly analysed, applied and tested

Analytical and clear conclusions fully grounded in theory and literature, showing development of new concepts

Exceptional clarity of expression. Consistently accurate use of grammar and spelling, professional/ academic writing style.

Referencing clear, relevant and always accurate using the Harvard system.

Exceptional clarity, pace and confident delivery of presentation

Exceptional enabling, pacing and summarising of discussion.

Assessment for this programme includes an element of assessment in relation to engagement with key issues of power, equality and difference. In order to successfully complete this programme, students will be assessed on their engagement with key issues of power, equality and difference during their assessment for professional competence which is undertaken against assessment criteria published in the placement handbooks for the programme and agreed with the National Youth Agency as part of the professional validation of the Programme.



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The following assessment grids are used for all levels of the Undergraduate Awards and for the Postgraduate awards:

Assessment Grid – Undergraduate Awards (all levels)

A 80-100 B 70-79 C 60-69 D 50-59 E 40-49 F 35-39 (Marginal) G 30-35 H 0 - 34 (Fail)

The complexity of the topic is addressed. The essay is well developed, clearly structured with a well developed, original l sustained and analytical argument. There is evidence of new and creative thinking.

Demonstrates a critical and analytical approach. There is a developed and sustained argument and the content is presented in a structured way. It is well written, grammatically accurate and the content is coherent, accurate and critical

Written fluently with a sustained argument. There is evidence of a critical and analytical approach.

Has covered each element of the question but there are grammatical errors and less evidence of a critical or analytical approach.

The piece shows some fluency but the argument is less well developed or sustained. There are grammatical and spelling errors.

The writing is less fluent with little developed argument. Grammar and spelling are poor.

Structure is poor, content is badly organised and there is little attempt to construct an argument. Grammar and spelling are poor.

Has not covered the question. Structure is weak, content is disorganised and there is little attempt to construct an argument. Grammar and spelling are weak.

There is an excellent understanding of the key theories of the unit, demonstrating a depth of understanding of theorised practice.

There is excellent engagement with key ideas and the theoretical framework of the module.

There is a good grasp of the key ideas. A good ability to compare and contrast ideas to create a balanced argument.

Although there is an understanding of key ideas and the theoretical ideas of the module there is less confidence in contrasting and comparing ideas.

Some reference to key ideas and theory but no attempt to compare and contrast ideas.

Little reference to the key ideas, little indication of understanding of the theoretical framework of the unit.

Poor understanding of the key ideas with little reference to the theoretical framework of the module.

No understanding of the key ideas.

The work demonstrates an exceptional and critical understanding of the way in which power, equality and difference relates to the topic and political and social structures.

An analytical understanding of the power dynamics of class, gender and ‘race, demonstrating some critical analysis of equality and difference

Demonstrates a good understanding of power dynamics across class, gender and ‘race’. There is some analysis and evidence of a critical approach.

Demonstrates some understanding of power, equality and difference with some attempt at analysis.

Satisfactory reference made to the ideas of power, equality and difference but little critical analysis

Mostly descriptive references to the issues of difference with no attempt at analysis.

Little reference to the ideas of power, equality or difference.

No engagement with the issues of power, equality and difference.

Outstanding exploration of practice clearly locating experience within a theoretical context.

There is a strong and well argued link between theoretical positions and practice.

The links between theory and practice are relevant and well developed.

There are links made between theory and practice but it is less well argued and examples are less relevant.

There is an acknowledgement of the link between theory and practice but it is not developed.

Little engagement with the link between theory and practice, few examples.

Weak link made between theory and practice with few examples

No evidence of any link being made between theory and practice, no examples given.

Well referenced with an exceptional use of secondary and primary material, drawing on a wide and varied range.

Excellent use of sources drawing on a range of references

Good use of sources and well referenced

Sources are referenced adequately

Some breadth of source material but referencing is patchy

Poor source material and poorly referenced

Weak source material and badly referenced

No source material and no attempt at referencing.



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Assessment Grid – Postgraduate Awards

Outcomes Over 80

Exceptional All unit learning outcomes

achieved at an exceptional / outstanding level

79-70 Excellent

All unit learning outcomes achieved at an excellent level

69–60 Good

All unit learning outcomes achieved at a

good level

59-50 Pass

All unit learning outcomes achieved at Threshold level

49-45 Marginal Fail

Some unit learning

outcomes achieved at

Threshold Level

Below 45 Fail

Unit learning outcomes not achieved

Key Differentiating Features

Exceptionally strong, confident; has outstanding depth, insight and complexity, personalisation and creativity or originality

strong, confident; has depth, insight and complexity, personalisation and creativity or originality

Some depth and is overall of good quality

Sufficient and generally sound

Weak, limited Generally poor, limited in scope and depth and fails to address criteria at the appropriate level

Knowledge and Understanding

Knowledge and understanding of key concepts

critical awareness of issues

informed by current literature at the forefront of the specific area for study

Evidence of exceptional knowledge and insightful understanding of key concepts and problems/issues at the forefront of the area in terms of academic and professional knowledge and understanding. Exceptional fluency and confidence in use of the literature and current thinking/ research/professional literature. Presents counter arguments; identifies key issues/problems and justifies conclusion.

Evidence of deep knowledge and insightful understanding of key concepts and problems/issues at the forefront of the area in terms of academic and professional knowledge and understanding. Fluency and confidence in use of the literature and current thinking/ research/professional literature. Presents counter arguments; identifies key issues/problems and justifies conclusion.

Evidence of a good level of critical understanding of main concepts. Evidence of good understanding of relevant critical issues. The writing is contextualised within recent research/ professional literature.

Evidence of knowledge and understanding of key concepts is sufficiently sound. Awareness of relevant critical issues is sound. Literature base is sufficient, current and appropriate. It is used to inform awareness of relevant issues.

Evidence of knowledge and understanding of key concepts is limited and weak. Evidence of awareness of relevant critical issues is limited. Literature base is insufficient and/ or insufficiently current.

Evidence of knowledge and understanding of key concepts is inadequately demonstrated. Insufficient evidence of awareness of relevant critical issues. Literature base very limited; insufficiently current and /or inappropriate.

Thinking Skills The ability to: Evaluate critically current research and advanced scholarship in the discipline; Evaluate methodologies and develop critiques of them and, where appropriate, propose new hypotheses; Deal with complex issues systematically and with originality and make sound judgements in the absence of complete data

Arguments are exceptional and innovative in demonstrating mature reflection. They comprehensively anticipate alternative perspectives. Arguments are exceptionally and consistently well placed in a context. Originality/ personalisation is outstanding.

Arguments have an explicit logic and coherence demonstrating mature reflection. They comprehensively anticipate alternative perspectives; Arguments are explicitly and consistently placed in a context. Originality/personalisation is a predominant feature of arguments.

Arguments have a clear logic and coherence. Evidence of mature reflection. Arguments are located in explicit contexts. Originality and/or personalisation is a feature of arguments.

Arguments have a clear logic and demonstrate reflection. Arguments are contextualised within current research/ literature. Personalisation is a feature of arguments.

Arguments are logical and coherent overall, but some inconsistency. Reference to relevant reading/ research but not always in any depth. Some personalisation

Arguments are only occasionally logical. Superficial use of reading and lack of depth in personalisation.



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Outcomes Over 80

Exceptional All unit learning outcomes

achieved at an exceptional / outstanding level

79-70 Excellent

All unit learning outcomes achieved at an excellent level

69–60 Good

All unit learning outcomes achieved at a

good level

59-50 Pass

All unit learning outcomes achieved at Threshold level

49-45 Marginal Fail

Some unit learning

outcomes achieved at

Threshold Level

Below 45 Fail

Unit learning outcomes not achieved

Practical Skills The ability to:

apply theoretical perspectives to practice

demonstrate implications for improving professional practice

Outstanding and original ability to apply theory and practice, with insight, rigour and consistency. Profound insight into standard and unpredictable situations. Exceptional awareness of implications for personal and professional development.

Excellent ability to apply theory and practice, with insight, rigour and consistency. Insightful observations into standard and unpredictable situations. Strong awareness of implications for personal and professional development.

Strong ability to apply theory to practice. Awareness of implications for personal and professional development.

Adequate evidence of ability to apply theory to practice. Some awareness of implications for personal and professional development.

Ability to apply theory to practice is limited and weak. Insufficient awareness of implications for personal and professional development

Insufficient evidence of the ability to apply theory to practice appropriately. Little evidence of awareness of implications for personal and professional development.

Transferable Skills As specifically identified for each unit eg ability to:

Write with coherence, connectedness and flow.

locate and use a range of resources for study

communicate effectively

act and work autonomously and collaboratively as appropriate

collect and use critically evidence to demonstrate arguments and professional development

engage in peer scrutiny/ access and use peer support, where appropriate

The writing is comprehensively fluent coherent, well structured and communicates very effectively. Outstanding and critical use of all these skills.

The writing is fluent coherent, well structured and reads well Thoughtful and critical use of all these skills.

The writing has a clear logical/systematic structure. Good evidence of most of these skills.

The writing has structure, coherence and flow but may be lacking in consistency and rigour. Sufficient evidence of most of these skills.

The writing tends to be disjointed and lacking in structure. Insufficient evidence of most of these skills.

The writing lacks coherence, substance and flow. Insufficient evidence of most of these skills.

All assignments must address specific assessment criteria and follow presentation guidelines provided in relevant Assessment Handbooks.

25 Programme Structure

(i) Engagement with the University-wide Provision (eg Uniwide language, EdLab) The BA (Hons) in Youth and Community Work is a programme of professional formation in the roles of the community development worker and youth worker, primarily understood as the role of the informal educator. The BA (Hons) Community and Youth in Education (although not a professional qualification as such) introduces students to this same field of practice, and also includes a requirement for practice. There are professional requirements associated with this role, including a requirement for practice at Level 4, 5 and 6, which is supervised and assessed in the BA (Hons) Youth and Community Work. Three of the units at Level 4 (which are shared in both degrees)-directly support this professional formation through their curriculum and assessment. The fourth unit- Approaches to Learning- supports this professional formation indirectly by creating a structure for critical and reflective practice which will support the student throughout the degree and thereafter through their ongoing professional development. Although this unit has some scope to embrace language learning and other communication skills (such as ICT skills) as an aspect of professional development, the Programme Team believe that it is inappropriate to require this as it would detract from the overall purpose of the unit which is to provide scaffolding for learning throughout the degree programme. We have therefore concluded that it is not appropriate to offer language learning as an option to our students at Levels 4, 5 and 6, for any of the undergraduate awards. It is usually the case that some of our students already operate in both English and another mother tongue and it is recognised that the University wide language unit may offer such students credit and recognition for working in community languages, and developing skills in interpretation and mediation which are powerful community work skills. However, we believe that this should be treated as a possible individual negotiated option rather than a compulsory element for our students. Uniwide Language is not available to FY students

(ii) Structures, levels, credits, awards, curriculum map of all units (identifying

core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session.

The BA Programme runs over three years. In the first year students undertake units on campus and through short work-based studies and blended learning. In the second and third year, taught units are either taught in full in the autumn or are spread as workshop-based/blended learning courses throughout the year, linked to work-based learning/placement which happens from January onwards. The PG Dip is normally completed full-time in twelve calendar months, with work-based/placement learning from January onwards. For part-time students it is possible to undertake the programme by attending University one day a week and taking some courses (for example, Community Audit) on line and through workshops.



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The BA (Hons) Youth and Community Work Studies can be taken over one year or two years on a similar basis. The awards of Cert HE/Dip HE Community Education Studies are exit points for candidates who have failed to achieve the learning outcomes in relation to professional practice Students will have to have completed academic credits of the professional practice unit in order to receive a Cert HE or Dip HE Community Education Studies even though they have failed the professional practice element. Admission for the BA (Hons) Community and Youth in Education is open to candidates with a broad interest in the field of community education, and does not have a requirement for previous experience. Foundation Year

Level 3

Core Units

Code Status (if applicable)ie

- Pre/Co-requisites - Excluded units

Unit Title No of credits

223Z9001 Core Learning Through the Life Course* 30

223Z9002 Core Working in a Learning Context* 30

223Z9003 Core Education, Community and Diversity* 30

223Z9004 Core Academic Skills for Students in the Education Sector

30

European and International Students will replace one of the above units * (the least relevant to their intended degree) with:

443Z0005 Core English for Academic Study 30

Successful completion of the Faculty of Education Foundation Year entitles students entry to BA (Hons) Youth and Community Work

Level 4 (All undergraduate awards)

Core Units




224Z0009 Core Informal Education and Community Development

30

224Z0011 Core Participatory Learning and Action*

30

224Z0010 Core Human Rights, Democracy and Community

30

224Z0012 Core Approaches to Learning

30

On successful completion of Level 4 – interim exit award: CertHE Youth and Community Work or CertHE Community Education Studies



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Level 5 B.A (Hons) Youth and Community Work

Core Units




225Z2001 Core Reflective Practice and Community-Based Collaborative Enquiry*

60

225Z2002 Core Informal Education with Young People and Communities

30

225Z2003 Core All Equal All Different / Independent Study

30

225Z3004 Option All Equal All Different / Independent Study (Student Mobility)

15

On successful completion of Levels 4 & 5 – interim exit award: DipHE Youth and Community Work or DipHE Community Education Studies Level 6 BA (Hons) Youth and Community Work

Core Units




226Z2001 Core Critical Practitioner / Independent Study in Youth and Community Work

30

226Z2002 Core Research and Dissertation

30

226Z2003 Core Partnership Working in Youth and Community Work

30

226Z2004 Core Critical and Reflective Practice in Youth and Community Work *

30

BA (Hons) Youth and Community Work Studies

Core Units





30

226Z2002 Core Research and Dissertation

30

226Z2003 Core Partnership Working in Youth and Community Work

30

226Z2004 Core Critical and Reflective Practice in Youth and Community Work *

30

On successful completion of Level – BA (Hons) Youth and Community Work Studies



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On successful completion of Levels 4, 5 and 6 student will exit with a BA (Hons) Youth and Community Work. PGDip/MA in Youth and Community Work (Level 7) PG Dip:

Principles and Practice of Youth and Community Work

30 21273001

All Equal All Different /Independent Study 30 21273002

Participatory Enquiry and Reflective Practice in Youth and Community Work*

60 21273003

MA:

Postgraduate Diploma +

Research and Dissertation Youth and Community Work

60 21273004

PGCert Community Education Studies


30 21273001


(60 credits at Level 7 without a pass in professional practice) PGDip Community Education Studies


30 21273001


And Research and Dissertation Youth and Community Work OR

60 21273004

Community Education Studies 60 21273005

120 credits at Level 7 without a pass in professional practice. This award is a fallback award for students who have gained the academic credits for the PG Dip by undertaking all PG Dip units but not having successfully completed to a pass standard the requirements of professional practice. The new unit title (‘Community Education Studies’) therefore refers to the learning outcomes for such students. It will not be offered as a free standing unit. Units marked * include work placement-based learning, as required by the National Youth Agency. These units are not eligible for condonement.



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On successful completion of the following Level 7 credits: 60 credits: interim/final exit award – PG Certificate in Community Education Studies 120 credits interim exit award without professional qualification: PG Diploma Community Education Studies 120 credits: final award – PG Diploma in Youth and Community Work (with Professional qualification) 180 credits: M.A. in Youth and Community Work

26 Personal Development Planning

FY students are supported via the Academic Skills for Higher Education Unit, in order to build their confidence and skills to prepare them for study at degree level. The use of personal development planning is integral to the programme as it is essential to the development of reflective practice. Termly feedback is given through tutorials in relation to portfolio/reflective journal. This is a programme specific practice. All students will complete a skills audit near the beginning of the programme. This will be updated in the following years and linked to the placements which the students undertake, on the basis of a discussion of their learning needs. A summative reflective essay at the end of the programme enables students to identify both the skills they have achieved for youth and community work employment, and their transferable skills as graduates. The induction period of two weeks is followed by mid-year and end of year of reviews, linked to the assessment cycle. Students will develop and update their CVs on an annual basis. Reviews of placement learning at Level 5 and Level 6 will also enable students to give effective answers in competence based interviews.

27 Placement and/or Work-based Learning Activities

The following units include a placement learning: Participatory Learning and Action Reflective practice and community based collaborative Enquiry Critical and Reflective Practice Participatory Enquiry and reflective practice in Youth and Community Work Typically a student will discuss learning needs with a tutor and, on the basis of a skills assessment, will be allocated a placement. This placement is then assessed via an initial contract, a mid-way review, and a final placement assessment meeting, all undertaken by an MMU tutor in conjunction with a work-based supervisor. All students undertake work-based placements in two settings, at least one of which involves work with young people. Liabilities and responsibilities for placement learning within Youth and Community Work are clearly identified in the Programme Handbook for Youth and Community Work Placements. These responsibilities are discussed with representatives from the field of youth and community work who provide placements. The learning outcomes are set in terms of areas of competence,



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values and knowledge established by the professional body (The NYA 2010) ‘Guidelines for Endorsement of Professional Education and Training of Youth and Community Workers.’ Work-based learning is developed in partnership with practitioners in youth and community work regionally and occurs at each stage of the programme. It includes observation, structured practice investigations, case studies, project planning, visits and taster events and work-based study periods. It also includes two significant placement periods of supervised and assessed professional practice. Some units on the programme will be able to be delivered in alternative work-based settings developed in partnership with professional informal educators in the North West. All arrangements for placement and work-based learning on all awards in the Programme are compliant with the University’s ICP for Placement and Work-based Learning.

28 Programme Specific Admission Requirements

Foundation Year As an entrance requirement to the BA is evidence of significant and relevant periods of work experience, Youth and Community Work candidates for the Foundation Year must demonstrate a commitment to this and be prepared to undertake relevant paid or voluntary youth and community work practice experience during the Foundation Year. • Each of the linked Foundation Years will have standard University admission requirements of 200 Tariff points from A2 or acceptable alternative, with the exception of Youth & Community Work FY where the Tariff requirement will be 160. • All linked Foundation Years will require minimum Maths/English GCSE grade D or Level 2 Key Skills/Functional Skills as per the general Foundation Year scheme A built in ‘Counselling/Progression’ interview takes place in January. In addition to the standard Faculty of Education/ MMU entrance requirements, and as an alternative, candidates for the BA (Hons) in Youth and Community Work may present evidence of existing RVQs at Level 3 or above in Youth Work and/or Community Development or related fields. All candidates for both the BA (Hons) Youth and Community Work and the PgDip/M.A. Youth and Community Work will be interviewed and must present evidence of significant periods of work experience (paid or voluntary) preferably in two different settings. Direct Admissions to Level 5 and 6 of the Programme are undertaken with a review of students prior learning and by the same process and against the same professional criteria as at Level 4. Admission to the level 6 top of degree of BA (Hons) Youth and Community Work Studies is by written application and of evidence of existing professional qualification in Youth and Community work at DipHE level. Admissions to PG Dip Youth and Community Work Candidates for postgraduate study in Youth and Community Work are interviewed for entry to the PG Dip Youth and Community Work as a final award. Entry to the Programme normally requires a BA (Hons) degree, although candidates able to demonstrate existing work at graduate level may exceptionally be considered. Interest in and experience of the field of youth and community work must be demonstrated. All candidates must be interviewed in order to be offered a place on the course.



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All candidates who successfully complete the PG Dip may enrol without further interview onto the MA Youth and Community Work. DBS checks are undertaken prior to admission. The Programme is fully compliant with the University’s Policy for the Accreditation of Prior Learning. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus

29 Approved Variations/Exemptions from University Regulations

Additional 60 credit unit : Participatory Enquiry and Reflective Practice in Youth and Community Work A request for exemption from the regulations was approved on 22 December 2011. NB: See the University Assessment Regulations

30 Programme Management Arrangements .

The Programme is managed by a Programme Board on which both students and relevant local employers are represented. These may include senior managers of local or national youth projects, voluntary and community organisations and regional networks. The Programme also relates to the Faculty of Education’s Partnership systems. The Foundation Year will be managed by the Education Studies Programme and will have an oversight group drawn from each of the participating Programmes. NB: see guidance on University’s Management of Programme Delivery

31 Staff Responsibilities

As well as Unit and Programme responsibilities as detailed on the CASQE web site, the Programme has a member of staff with responsibility for Placements. Foundation Year The Head of Faculty of Education Programmes (Primary, Education Studies and EYCS) will oversee the Foundation Year degrees within the Faculty of Education’s portfolio There will be a single Faculty Lead who will oversee the management of the Faculty of Education’s linked Foundation Year degrees There will be a Programme tutor responsible for Foundation Year and they will work closely with the Faculty Team, specifically the Faculty Lead, to support students on this Programme. NB: the University’s Management of programme Delivery is available from the CASQE website

32 Student Support Strategy

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook.

http://www2.mmu.ac.uk/study/

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

http://www.mmu.ac.uk/students/



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There will be an integrated system for the support of student learning with a strong early intervention in relation to identifying students who need to access study skills support, counselling about degree pathways during the Foundation Year, the use of drop-ins and small group tutorials at level four, the use of a personal tutor system, and the linking of tutorials to placement assessment where possible at subsequent stages of the programme. Some assessments at each level are designed to offer staged feedback on drafts prior to final assessment. An induction and review process will occur for each stage of the programme, and individual guidance and support will be available to students in relation to key points of decision during the programme in particular in relation to placements, elective choice and dissertation topic.

Increased opportunities will be provided at each stage of the course to enable the development of students as independent and autonomous learners. This will largely be achieved through the early introduction of the Portfolio , reflective journal and Personal Development Planning, carefully managed collaborative and student-led groupwork activities, online learning and increasing opportunities for students to participate in inquiry and research activities; The Programme Team works actively with the Faculty Learning Support Officer and with the library to offer support to the development of academic literacy. The University’s system for designing student learning plans and responding to them is followed by the team. Part-time students and students undertaking some units through blended/work-based learning are supported by the allocation of a key tutor, the publication of an assessment schedule geared to the needs of part-time students and the use of moodle on-line resources to support work-based learning. One practice placement on the PGDip can be undertaken in the place of work.

33 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance. NB University guidance on Evaluation of Student Opinion is available from the CASQE website The Programme uses the Continuous Improvement Process Supported by a Head of Programmes in the Faculty of Education using action planning and a termly report back process. There is regular polling of student opinion and a space for feedback via student representatives to Programme Board. The programme has not sought exemption from the University-wide system for gathering unit evaluations (on-line). Specific evaluation will be undertaken with part-time post-graduate students at the beginning of the programme and at the 60 credit, 120 credit and on completion. Evaluation for the Foundation Year will follow the same model as the rest of the Programme.

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf



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34 Engagement with Employers

Employers in Youth and Community Work sector are very varied in their engagement with youth and community work and the type of employment areas in Youth and community work are varied also. Locally and regionally the Programme relates to employers through student placements, through employer reference groups, representation on the Programme Board and as guest lecturers . Regionally and nationally the Programme team works with employers through bodies such as the Regional Youth Work Unit, Voluntary Sector North West, CHYPS (Heads of Young People’s Services), NYCVS (National Youth and Community Voluntary Services) and in Programme Validation processes with the National Youth Agency. The Principal Lecturer is currently involved in discussions of development of an Institute for Youth Work which will bring the sector together in a unified Professional Body.

This Programme Specification provides a concise summary of the main features of a Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he take full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.


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Appendix I

RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Youth and Community Work Programme Mapping to Relevant Subject Benchmarks

This programme is mapped in relation to the QAA Subject Benchmark in Youth and Community Work

The units at Level 4 :

Core Units




224Z0009 Core Informal Education and Community Development 30

224Z0010 Core Human Rights, Community and Democracy 30

224Z0011 Core Participatory Learning and Action 30

224Z0012 Core Approaches to Learning 30

are designed to offer a foundation in the professional formation of youth and community workers, who now achieve a recognised

professional qualification at degree level.

At all levels the key themes specified by the Benchmark

� working in and with communities � working with young people; working with adults � approaches to learning and development � developing community-based organisations

are each explored in the following ways:


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In relation to professional knowledge and understanding

In relation to professional skills and abilities

In relation to personal and professional values and commitments

And all these are explored through a process of reflection investigating- from a variety of angles- the personal professional orientation

of each student, in particular in relation to the core values and methods of youth work, community learning and development as

expressed in the Subject Benchmark statement.

So, the knowledge base of the definition, extent and range of informal education in youth work and community development as a

professional practice is explored and theoretical knowledge is introduced. (224z0009) Knowledge is introduced of the ethical legal

and political context of the work in the UK and internationally is explored. (224Z0010) Knowledge of informal education approaches

including those with a specific focus on young people, those which are inter-generational, and those which are contextualised by an

understanding of lifelong learning. (224z0009) There is a focus on the development of civil society and social capital and of citizenship

through democratic processes of learning for young people and adults. (224z0011)

Skills are developed through a portfolio based process of reflective learning and through a placement which offers the opportunity to engage a small group in a process of community-based learning. (224z0011; 224z0012). This is active learning outside of the university in a setting appropriate for the professional formation of youth and community workers. Understanding is developed of the range of contexts in which such professional skills may be developed, in the changing landscape of the local authority and voluntary and community sector partnerships and of the increasing presence of private providers. (224z0009)

Attitudes and inherited values are explored within the framework of the youth work code of ethics, an understanding of rights-based

ethics and an understanding of the ethics of care. (224z0010) This is located in terms of discussion of anti-oppressive practice and of

the importance of partnership working. (224z0009)


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At Level 5 the following units are taught:

Level 5

Core Units




225Z0001 Core Reflective Practice and Community-Based Collaborative Enquiry

60

225Z0002 Core Informal Education with Young People and Communities 30

225Z0003 Core All Equal All Different / Independent Study 30

Knowledge of the theory and practice of informal education is especially developed at this level in 225Z0002. This unit explores themes of social education, political education and the importance of and development of community-based organisations. The values and principles underpinning practice are revisited in 225Z0003 and this unit also enables the negotiation of a period of independent learning, thus supporting the development of independent practitioners. Skills development is a particular focus at Level 5 with each student undertaking a period of professional practice which is carefully assessed in relation to the expectations of a graduate youth and community worker. The development of research skills is also emphasised at Level 5 through work on the Community Audit as part of the period of reflective practice.


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Level 6

Core Units





30

226Z2002 Core Research and Dissertation 30

226Z2003 Core Partnership Working in Youth and Community Work 30

226Z2004 Core Critical and Reflective Practice in Youth and Community Work

30

Finally at Level 6, the professional identity of a graduate youth and community worker should be secured through a period of professional practice, an emphasis on independence in negotiation of practice aims and of the major research and dissertation study. The continuous use of the portfolio as a vehicle for reflective learning throughout the degree culminates in a final summative assessment. The Programme overall will aim to develop graduate skills in relation to the following statement of skills taken from the QAA Youth and Community Work Subject Benchmark. 5.1 Graduates should be able to demonstrate skills in the following areas. 5.1.1 Understanding, developing and managing their professional role(224Z0009; 225Z0002; 226Z2001; 226Z2003) � an understanding of, and the capacity to apply and integrate, theoretical frameworks and key concepts relevant to practice in youth and community work � an informed and critical understanding of their professional role as educators in relation to other professional interventions in the lives of young people and communities � substantial autonomy in using both conventional and innovative, original and creative methods in the planning, delivery and evaluation of educational programmes across a range of practice settings


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� systematic analysis of relevant concepts, theories and issues of policy, and their use in informing practice � the ability to maintain professional boundaries in voluntary relationships and in informal contexts � 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 � the ability to operate as a reflective practitioner, demonstrating appropriate professional actions and behaviours � critical reflection upon, and commitment to, their continuing personal and professional development. 5.1.2 Fostering democratic and inclusive practice(224Z0010; 225Z0003; 226Z20001) � the ability to build trusting relationships as a foundation for learning � the ability to foster participation and support for young people and adults in playing an active role in their communities, increasing their voice and influence in contexts and on issues that affect them � the ability to create inclusive environments and to identify and counter oppressive attitudes, behaviours and situations, at both interpersonal and systemic levels � the capacity to build practice on an understanding of issues of power, empowerment and the complexity of voluntary relationships � the capacity to promote, publicise and share good practice. 20 5.1.3 Maintaining and developing organisations which support practice:(225Z0002) � the ability to support and promote the development of productive and sustainable responses and structures, including the support and management of community-based and young people's organisations � skill in safeguarding the health and welfare of individuals and communities through the understanding and implementation of legal and regulatory frameworks � the capacity to manage others in the workplace (volunteers, staff, accountability, equality and diversity in the workplace)


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� the capacity to provide for support, safety and well-being of staff � context-appropriate leadership of individuals and groups � project management skills (monitoring, evaluation, financial management, management of resources, policy development, understanding quality framework models). 5.1.4 Facilitating personal and collective learning development and capacity building: (224z0011; 224z0012; 225Z0001; 225Z0002) � the capacity to engage with young people and community groups, build relationships and facilitate young people and adults' individual and collective learning and development � the ability to analyse policies and practices in the light of a range of theoretical perspectives, from the standpoint of participants in programmes, and to devise practice responses with them � the ability to support and develop a range of literacies, including emotional literacy � the ability to design and implement initiatives, projects and programmes using appropriate professional frameworks and methods � the ability to select, plan and evaluate appropriate approaches from a range of intervention methods and techniques � skill in evaluation of the impact and effectiveness of their work and the work of community-based projects � a commitment to the learning cycle, both as an individual and as part of an organisation. 5.1.5 Networking and multi-agency working(224z009; 226Z2003) � skills in building partnerships with other professionals in education and in health and social care � skills in building partnerships across community groups and young people's projects � skills in including young people and community members in partnerships � skills in involving, consulting with, and acknowledging, accountability to stakeholders 21


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� skills in creating effective alliances with both education and health services � skills in creating networks and alliances among and between community groups and young people's projects � skills in developing inclusive networks which do not intensify marginalisation of small projects or minority groups � skills in contributing to wider development of children and young people's services. Generic skills (224z0012; 225Z0003; 226Z2004) 5.2 Graduates should be able to demonstrate: � understanding and critical evaluation of research in the field and the ability to undertake small-scale participatory research projects � an ability to use information and communication technologies � organisation and articulation of opinions and arguments in speech and writing, using relevant specialist vocabulary � self management, including the organisation of an efficient and effective work pattern, and working to deadlines � an ability to collect and apply numerical data, as appropriate � an ability to collect, analyse and interpret qualitative and quantitative data � an ability to present data in different formats, including graphical and tabular � commitment to the improvement of their own learning and performance � an understanding of their own approaches to learning � an ability to work on their own initiative and in cooperation with others � the ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject � skill in reflection on their own and others' value systems and the ability to explore such values in informal contexts � effective communication using written, visual, electronic and oral means with individuals and groups � emotional literacy.


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The same subject Benchmark has been referenced for BA (Hons) Community and Youth in Education. At Level Four, the mapping is identical to

the BA. Youth and Community Work. At Level 4 and 5 there is a lesser emphasis on professional formation as this route does not lead to

professional qualification but the knowledge based addressed is fully congruent with that addressed in the BA (Hons) Youth and Community Work

and a significant number of units are shared.


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Appendix II:

YOUTH AND COMMUNITY WORK ASSESSMENT MAPPING


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FOUNDATION YEAR UNITS Unit Title Assessment Strategy Unit Learning Outcomes Employability Sustainability

Outcomes Foundation Year General

Outcomes Learning Through the Life Course

Creative Piece 1) Consider the life course from a range of different theoretical concepts

2) Identify the difference between learning and development

3) Discuss the effects of the evolving sense of 'self' and 'others' on learning through the life course

4) Discuss the significance of `inter-generational learning' through experience

Communicate effectively using a range of media Manage own professional development reflectively Find, evaluate, synthesise and use information









Essay 1. Consider the life course from a range of different theoretical concepts

2. Identify the difference between learning and development

3. Discuss the effects of the evolving sense of 'self' and 'others' on learning through the life course

4. Discuss the significance of `inter-generational learning' through experience

Analyse real world situations critically Communicate effectively using a range of media Find, evaluate, synthesise and use information Work within social, environmental and community contexts









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Working in a Learning Context

Portfolio 1. Identify and practise effective personal and professional communication skills

2. Participate in professional and academic teamwork

3. Initiate and engage in successful professional relationships with a range of stakeholders within a specified setting.

4. Demonstrate an appreciation of ethical approaches to professional engagement

5. Record, and reflect upon, their professional learning

Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Manage own professional development reflectively Find, evaluate, synthesise and use information







Education, Community and Diversity

Essay 1. define the term `community’ and how it might be interpreted from different perspectives.

2. identify and discuss the significance of major social divisions for learners from disadvantaged communities .

3. Recognise the role of education institutions in perpetuating or reducing inequality

4. Identify the way different histories of provision have led to different types of school and of other community-based educational organisations.

Analyse real world situations critically Find, evaluate, synthesise and use information









Precis Exercise 1) define the term `community' and how it might be interpreted from different perspectives. 2) identify and discuss the significance of major social divisions for learners from disadvantaged communities

Analyse real world situations critically




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3) Recognise the role of education institutions in perpetuating or reducing inequality 4) Identify the way different histories of provision have led to different types of school and of other community-based educational organisations





Academic Skills for Students in the Education Sector

Portfolio 1) Undertake a range of academic activities to support their beginning studies in Higher Education.

2) Reflect upon their own skills, learning and performance and set targets for improvement through Personal Development Planning.

Communicate effectively using a range of media Manage own professional development reflectively Find, evaluate, synthesise and use information


Demonstrate safe and effective use of specific media/equipment/material where appropriate;







Report 3) Learn how to undertake reading into a given topic in a relevant and topical education context

4) Accurately summarise findings from research data in a relevant and topical education context

Analyse real world situations critically Communicate effectively using a range of media Find, evaluate, synthesise and use information





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Level 4

Informal Education and Community Development

Z2470009

Human Rights, Democracy And Community

Z2470011

Participatory Learning and Action

Approaches to Learning

Assignment 1 Essay 50%


Assignment 1 Presentation 50%

2 Essay Assignment 1

Assignment 2 Reflective Practice Book


Assignment 2 Portfolio Framework 50%

University Learning Outcomes

Apply skills of critical analysis to real world situations within a defined range of contexts

x X x

Demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self management

x x X x

Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT

x x x x x X x x

Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives

x X

Manage their professional development reflecting on progress and taking appropriate action

x

Find, evaluate, synthesise and use information from a variety of sources

x x x x x x

Articulate an awareness of the social and community contexts within their disciplinary field

x x x x x X x x

Programme Learning Outcomes at Level 4

Be able to negotiate a complex and contested domain of practice with a clear sense of professional identity within the context of working in multi-disciplinary teams.

x

x

x

x

Be able to investigate and negotiate ethical dilemmas with clear reference to an ethic of non-discrimination, rights, responsibilities, and a commitment to care and human flourishing, which can recognise and challenge unjustified oppression.

x

Students will understand the principles and practice informal learning, of communities, community development and citizenship, of personal and peer group development, and of issues in the management, leadership and support of community-based organisations and networks, at a sophisticated level which has currency . They will be prepared to ask

x x


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questions about taken for granted and common sense professional ideas.

Be highly competent communicators, both interpersonally and through written modes of communication, in ways which recognise the multiple roles and accountabilities of informal educators.

x x x x x x x

Know how to draw on a range of intellectual, cultural, physical and emotional resources and skills to support their practice.

x x

Employability and Sustainability Skills


x x x

Demonstrate professionalism and ethical awareness

x x x x

Find, evaluate, synthesise and use information

x x x x

Apply teamwork and leadership skills

x

Manage their professional development reflectively

x x x x

Communicate effectively using a range of media

Work within social, environmental and community Contexts

x x x x x x x x

Use systems and scenario thinking

x x

Engage with stakeholder / interdisciplinary perspectives

x x x x x


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Level 5

Reflective Practice Placement and Community-Based Collaborative Enquiry

All Equal All Different / Independent Study

Informal Education with Young People and Communities

Assignment 1 Reflective Practice

Assignment 2 Audit

Assignment 3 Ethics

Assignment 1Essay

Assignment 2 Independent Study

Assignment 1 Presentation

Assignment 2 Essay



x x x x x x


x x x x x x


x x x x x x x


x x x x


x x x x


x x x x x x x


x x x x x x x



x x x x x

Be able to investigate and negotiate ethical dilemmas with clear reference to an ethic of non-discrimination, rights, responsibilities, and a commitment to care and human flourishing, which can recognise and challenge unjustified oppression.

x x x x x x x

Students will gain a sophisticated understanding of the principles and practice informal learning, of communities, community development and citizenship, of personal and peer group development, and of issues in the management, leadership and support of community-based organisations and networks, which is at the forefront of the discipline.

x x x

They will be prepared to ask questions about taken for granted and common sense professional ideas.

x x x x x x


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Students will be able to work independently in both University and professional contexts, drawing on research skills to work analytically on primary and secondary sources of evidence to achieve a secure and grounded understanding of their professional intervention.

x x x

Students will be able to apply and evaluate knowledge they have gained of informal learning in academic study of communities and community development, of youth work, personal and social education, of political and citizenship education, and of management and supervision in community-based organisations

x x

Students will be able to apply their learning of the above in a professional practice setting. They will understand what is involved in operating as a reflective practitioner.

x x


x x x x x x x


x x x



x x x x x


x x x x x


x x x x x x


x x


x x x x x


x x


x x x x x x x


x x x


x x x x x


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Level 6

Critical and Reflective Practice in Youth and

Community Work

Critical Practitioner / Independent Study in Youth and

Community Work

Partnership Working in Youth and Community Work

Research and Dissertation

Practice Assessment Essay 1 Essay 2 Essay Presentation Dissertation



x x x x


x x x x x


x x x x x x x


x x x


x x x


x x x x x x


x x x x x x x


Students will achieve professional recognition in youth work and community development. They will show an awareness of debates at the forefront of the discipline and engage critically with them.

x x x x x x x


x x x x x x x

Be able and the limits and potential of the role of informal educator in contributing to change, transformation and empowerment. They will be able to be articulate about the theoretical basis of practice interventions

x x x x x x

Students will be able to apply and evaluate knowledge they have gained of informal learning in academic study of communities and community development, of youth work, personal and social education, of political and citizenship education, and of management and supervision in community-based organisations


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Students will be able to apply their learning of the above in a professional practice setting. They will understand what is involved in operating as a reflective practitioner.

x x


x x x x x x x


x x x x x x x



x x x x x


x x x x x x


x x x x


x x x


x x x x x



x x x x x x x


x x


x x x x x


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EMPLOYABILITY AND SUSTAINABILITY MAP This is integrated into the above mapping.


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Log of Modifications

Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)

PARM/13/013 Youth and Community Work Studies

Inclusion of a new award: BA(Hons) Community and Youth in Education

Approved Standing Panel 29 January 2013

September 2013 Students entering Level 4 of new award wef September 2013 onward

n/a Youth and Community Work Studies (Faculty Foundation Year)

A single unit ‘English for Academic Study’ to replace the two existing Foundation Year units: ‘English and Academic Practice’ (International Students) and ‘English for Academic Studies’ (European Students).

Approved AQSC 02 May 2013

September 2013 All students entering Level 3 Foundation Year wef September 2013 onward

22 Youth and Community Work Studies

Approval of the unit 'Tutored Study: Critical and Reflective Enquiry in Community Education’

Approved FAQSC (CA) 18-11-13

September 2013 All students entering Level 6 wef September 2013 onward

54 Youth and Community Work Studies: PG Dip in Youth and Community Work

Clarification of the status of the PG Dip: amendment of the Programme Specification to make it clear that it is a final award (as the approved SAF).

Approved FAQSC (CA) 05 May 2015

Immediate All students on PG Dip award


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FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)

PARM/14/064 (Revised)

Youth and Community Work Studies

Discontinuation of BA (Hons) Community and Youth in Education

Approved FEG 06-10-14 (Chair’s Action) University level Strategic approval on 10-10-14

September 2015 N/a - discontinuation

55 Youth and Community Work Studies

Inclusion of 15 credit unit: ALL EQUAL ALL DIFFERENT (STUDENT MOBILITY)

08 July 2015 September 2015 Student Mobility students only wef September 2015 onwards

Documents

Faculty of Education Youth and Community Work Studies ......contexts demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self management