This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 14/12/2022 15:19:09
|
Title of Module: Youth Work Specialism |
|---|
|
Code: BACE10005 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Education & Social Sciences |
|---|
| Module Co-ordinator: | A.
Coburn |
|---|
| Summary of Module |
|---|
Drawing on Domains of Practice (SCQF 8), this module affords students the opportunity to investigate the principles and practices of educational youth work. Integrated within community education ethos and practice, youth work makes a significant contribution to the lives of young people, particularly those who are often defined as ‘at risk’ or vulnerable to exclusion. Students will develop a critical awareness of how sociological and psychological analysis of youth as a social category, impacts on young people and on this specialist disciplinary area.
Students will be able to demonstrate understanding on the importance of trust, autonomy and agency in building relationships with and among young people. Refining their knowledge of the subject area, will facilitate exploration of perspectives on the scope and range of youth work as a boundary crossing practice in order to consider policy and methodological contexts.
Freirian principles associated with participative youth-centred dialogue will used to develop creative methods for engaging young people in their own contexts and on their own terms. Examining and interrogating UK and international literature and practice case studies, students will research aspects of functional, liberal and critical youth work strategies, where engagement is characterised by democratic participation and empowerment.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Articulate and debate specialist knowledge and understanding of core theories and policies that are applied in professional youth work;
L2.
Demonstrate critical awareness of issues that confront young people and the extent to which boundary crossing youth work may help them to overcome those issues;
L3.
Use ICT and social media to evaluate and present critical and ethical youth work;
L4.
Consolidate understanding of the nature of current developments in youth work and their relationship to global citizenship, wellbeing and sustainability;
L5.
Engage in critically reflective practice in diverse contexts across social and cultural milieu. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 10.
Critical awareness of current issues in a subject/discipline and of the principal theories, principles, concepts and terminology. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Demonstrate originality or creativity in the application of knowledge, understanding and /or practices within a professional context. |
| Generic Cognitive skills |
SCQF Level 10.
Critically reviewing, analyzing, consolidating and extending knowledge, skills and practices. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicating ideas about the advanced specialized skills in supporting practices. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Practice in ways that take account of own and others’ responsibilities. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
Teaching and learning in this module will engage students through methods and practices from our Youth Work practice domain. Considering theories and policies aligned to agency and power, discussion prompts for collaborative activity will promote critical dialogue around the impacts of positive youth work in the lives of young people who are often stereotyped and excluded and the extent to which this position is at odds with dominant discourses and can be problematic for youth work practitioner contexts.
Reflecting on their understanding of theoretical and empirical research will enable them to apply knowledge to scenarios and case studies, and develop capabilities in this specialist practice domain. Though there will be occasional lectures, the teaching and learning strategy for our programme is founded on the notion of communities of practice, on problem based strategies and on collaborative learning. Learning will be supported and extended through reading assignments and activities that will be able to ultimately demonstrate their ability to source, evaluate, analyse and interpret theoretical knowledge and empirical information, in developing academic and fieldwork practice wisdom. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 24 |
| Independent Study | 140 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Cooper, C., Gormally, S. & Hughes, G. (2015) Socially Just, Radical Alternatives for Education and Youth Work Practice: Re-imagining ways of working with young people. London, Palgrave MacMillan
Giroux, H. (2009). Youth in a Suspect Society: Democracy or Disposability. Basingstoke: Palgrave MacMillan
Giroux, H. (2005). Border crossings. Oxon: Routledge.
Ibrahim, A., & Steinberg, S. (2014) Critical Youth Studies Reader. New York: Peter Lang
Sercombe, H. (2010) Youth Work Ethics. London: Sage.
Beggan, E. and Coburn, A. (2018) “Creating ‘one big masterpiece’ – Synthesis in Creative Arts Youth Work”, Concept, 9(2), p. 15. Available at: http://concept.lib.ed.ac.uk/article/view/2806
In-house learning materials will be made available on Moodle and in class.
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
Attend classes as directed in module handbook and undertake off-campus or on-line tasks, as directed by module tutor.
|
[Top of Page]
Supplemental Information
| Programme Board | Education |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Community Education |
|---|
| Moderator | D. Wallace |
|---|
| External Examiner | F Howard |
|---|
| Accreditation Details | CLD Standards Council for Scotland |
|---|
| Version Number | 2.03 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| 100% Practical - Creative Output / Games /Audio /Film |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
Our UWS Equality and Diversity Policy is available at the following link:
https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity/
Community Education is an emancipatory practice that works with communities to challenge inequality and promote social justice. Thus, a commitment to equality and accepting difference underpins curriculum, content and process, across the Programme. It is therefore not surprising that our values and ethos adhere to, and go beyond, the minimum legal position as detailed within the Equality Act 2010, in requiring compliance with the general equality duty to:
• Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act;
• Advance equality of opportunity between people who share a protected characteristic and those who do not; and
• Foster good relations between people who share a protected characteristic and those who do not.
The programme supports equality of opportunity for students from different backgrounds and with different learning needs. Using appropriate platforms, learning materials are presented in formats that facilitate flexible access and with all reasonable adjustments being made to ensure fair and inclusive engagement. The programme complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations.
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|