Course Summary

This is an exciting, pioneering course that combines classroom-based learning with the practical experience of face-to-face youth work. This is part of an initiative to get to the heart of community trouble and youth dissatisfaction.

You will attend University two days a week and work with young people aged 13 years and older for at least six hours a week. During your practical sessions, you will work alongside youth and community workers. They will help you develop the perspective, knowledge and skills you need to help young people take part in decisions that affect their lives. The people you work with may be deemed vulnerable or at risk, so the community work you perform will be actively engaged in fostering personal growth and challenging social barriers. Your lectures and research will reflect your personal experiences from your work placements so that you continue to develop the principles behind youth work alongside your practice.

This is a rewarding course that allows you to jump into your choice of career from day one. You will witness and experience a typical day's work first-hand and work toward becoming a qualified community worker. By maintaining a high level of contact with prospective employers, you could even secure paid employment before you graduate.

Why choose this course?

This highly vocational course will allow you to maintain existing part-time youth work as your practice placement, or else take part in exciting new youth and community projects. You will graduate from this course with an extensive portfolio of professional experience, enabling you to apply for rewarding positions in youth and community services, voluntary organisations and charities, faith-based organisations, multi-agency partnerships, regeneration projects, community education, health and drugs services, leisure and arts projects and more.

During this course you will:

• Benefit from opportunities to earn as you learn
• Have the option of retaining existing jobs as the practice element of the course
• Study for two days a week on-campus, learning theory that should underpin your practice
• Integrate theory and practice
• Enjoy high employer involvement and student support
• Gain from the opportunity to undertake a placement in Finland

Areas of study you may cover on this course include:

• Working with people
• Community work and citizenship
• Reflective practice units, incorporating classroom-based learning and field-based professional practice

BAYCM-S

Assessment

The assessment strategy is designed to reflect both the academic rigour of the BA (Hons) Degree and the professional requirements as identified by the JNC Framework.

In this way, you are required to provide evidence of the following:

• That you behave in a professional way; have an appropriate ideology for your practice; display professional attitudes and values and have a clear code of professional ethics to guide your work, which is evidenced in practice


• That you have an adequate range of professional skills in working with individuals; groups and in the community; you can manage yourself; take on managerial responsibility for your unit or agency


• That you have a firm basis of professional knowledge and information about young people, their communities, and issues concerning them in society; about the variety of methods in working with them; you have grasped the concepts that underpin the skills you possess and the ideology and behaviours that you have developed, together with an understanding of the relevance of this knowledge base to work with young people and their communities

All course learning settings are designed to allow you to have the opportunity to collate this evidence for presentation in your practice portfolios.

The assessment formats are designed to test not only the knowledge base, but will also take into account the need to develop and validate your oral and written skills; use of literature; critical analysis of ideas; connections being made between theory and practice; understanding and application of professional values; and the ability to reflect and evaluate.

All assignments are related to youth work practice. In addition, all unit learning outcomes also identify the Universitys requirements with regard to CRe8.

The integration of theory and practice is reflected both in design, delivery and assessment strategies. The practice element of the course is firmly embedded within the curriculum through the inclusion of the Reflective Practice Unit at levels 1, 2 and 3.

Further demonstration of the integration of unit content into practice is evidenced through the practice portfolio. So integral is the relationship between theory and practice that successful completion of the unit tasks without satisfactory practice based experience would not be possible. Practice Tutors are required to help you in this process of integration and comment on it in their assessment reports.

You must pass each element of the assessment strategy for each unit to be awarded the BA (Hons) Youth and Community Studies.

There is a common marking criteria and grading sheet (Criterion Referenced Grading Profiles) for all assignments used within the field of Social Professional Studies.

This course employs a range of assessment methods to measure your progression and success in both the practice and theory elements of the course. These can be seen in the table below where placement, portfolio, presentation and written assignments are all employed. In particular:

• The practice portfolio provides formative assessment at two points prior to the final submission of the document at the end the second term. This process occurs in each year and is one of the ways in which the integration of theory and practice is managed


• In relation to the practice element of the course, an assessment panel which consists of the yourself, your Practice Tutor, the Reflective Practice Unit Tutor and the Course Manager convenes once in each year at the end of the second term, to consider the following:


• Your attendance record and general commitment as demonstrated in the units and the practice placement.


• A report from the Reflective Practice Unit Tutor confirming satisfactory completion of the Reflective Practice unit.


• A report from either the Practice Tutor or the Alternative Placement Practice Tutor on your work-based practice.


• Your self-assessment of your academic progress and professional development.


• The practice portfolio.

Course Learning Outcomes

Upon successful completion of this course, you should be able to:

1. Understand inequality and discrimination and can develop anti-oppressive strategies in your work.

2. Take responsibility for your learning both during the course and throughout your professional career.

3. Maintain a self regulated and evidence based approach to your practice and learning.

4. Demonstrate your skills as reflective practitioners in relation to your knowledge base and practice.

5. Recognise informal / social education as the core process in youth and community work.

6. Understand that youth and community work is based upon a commitment to the worth and rights of all people, their ability to tackle their own problems, their right to self-determination and to the importance of working collectively.

7. Realise the importance of personal growth and self awareness in relation to professional development.

8. Develop skills of effective intervention and put these into practice with individuals and communities whom you seek to empower.

9. Develop the skills of reflective practice within a youth and community framework.

External Benchmarking

QAA Academic Subject Benchmarks (Social Work); http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/socialpolicy.asp#1

DfES Common Core of Skills and Knowledge. http://www.dfes.gov.uk/commoncore/docs/5610_COMMON_CORE.pdf

JNC Framework;

http://www.cywu.org.uk/cgibin/upload/cywu/jncagreementjesc133.doc

National Occupational Standards for Youth Work; http://www.lluk.org/documents/standards/nos_youth.pdf

Educational Aims

The following six key themes are integral to the educational aims of this course. We aim to provide you with a holistic learning experience which, through the integration of theory and practice, will lead to your qualification as a full time youth and community worker. This is developed around:

• Working with Individuals Groups and Communities


• Establishing and Developing Own Practice


• Working with Others - Multi Agency Working


• Management of Self and Others


• Policy and Legislation


• Anti Discriminatory Practice

The key aspects of youth work as defined by the National Occupational Standards (Paulo 2002) are as follows and are integral to the educational aims of this course.

• Build relationships with young people which enable them to explore and make sense of their experiences and plan and take action


• Facilitate young peoples learning and their personal and social development


• Enable young people to organise and take increasing responsibility for activities, events and projects


• Work with young people in accordance with the core values of youth work


• Plan, manage and develop youth work


• Support and develop effective, efficient and ethical practice in youth work

Student support

The requirements of Professional Development Planning are integrated throughout this course through the teaching and learning methods employed. The training and education on a professionally qualifying course such as this requires evidence of your personal growth and professional development throughout the curriculum in all learning forums. Unit ASS?-1 Locating the Profession has a specific study skills element built into the curriculum. The themed approach of this unit is designed to address the different educational starting points which are common to youth and community students and/or those who are returning to learning. In addition, the interview/selection process provides an individual bench mark for each student`s starting point. Resources also exist within the University for you to receive additional help in all study skill areas, including information technology, writing and presentation skills.

Team working

The Reflective Practice Unit at each level of your study will provide a forum where you can evaluate your experiences of working in teams outside of the university. Team work and networking forms a part of the curriculum in a general sense and is specifically addressed within the Management of People and Resources module at level 2 and within the Interdisciplinary Working, the Multi Agency Dynamic at level 3.

Career Management Skills

You will have already decided that Youth and Community Work is your chosen career path. Associated professions such as Social Work and Youth Justice will be considered and discussed. Career progression with different employers such as local education authorities and voluntary organisations will be discussed.

A recognition of the importance of continuous professional development is considered a core element of your education and training on this course.

Career/Further study opportunities

Career:

• Youth and community work


• Connexions


• Youth offending teams


• Government funded projects


• Voluntary organisations housing; drugs; play; mental health

Entry

Additional:

12 months recent youth work experience or 100 hours of face to face work with young people.

All applicants, regardless of qualification, are subject to interview.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

The course has been designed to involve you in a range of learning activities which will support the development of professional practice skills in the qualified youth and community worker role, in particular the ability to use an evidence based, reflective approach to working with young people.

The course team aims to use approaches to learning, teaching, and assessment which are student centred, and fit the traditions of youth and community work education and training. These include:

• An emphasis on the integration of theory and practice (see below)


• The use of the group process to give the student group a sense of identity and to enable students to recognise and learn from the diversity of personal and professional experiences in the group


• The participation of students in aspects of course decision-making, both formally and informally, evaluation and experiential learning

The integration of theory and practice is accomplished by addressing this requirement in the following way:

• The academic/taught units: there is a practice element and reflective requirement built into the marking system through the incorporation of appropriate wording in the Field of Social Professional Studies Criterion Referenced Grading Profiles


• The academic/practice units: at levels 1, 2 and 3 there is a Reflective Practice Unit which requires the student to complete 300 hours of youth work practice per year, combined with a written portfolio see 9. below

The honours project:

• This will need to focus on an element of youth work practice which has been selected by the student and negotiated in discussion with his/her employer



• Together with your colleagues on the course you will bring with you a breadth of life and work experience which, for some, may include a negative experience of formal education. In such cases, the academic elements of the course are often viewed with great trepidation. The course team intends to build your confidence in this area through the necessary support in study skills, and in this way develop both written and oral communication skills through a student centred approach. This will be further enhanced through the provision of constructive and regular feedback. The course team are prepared to devote time and energy to a responsive tutorial system which is designed to build confidence in returnees to learning

Network of Associates:

• The network of associates which have been built up over the past 20 years provides the course with a pool of skilled practitioners who ensure the interpretation of the curriculum is firmly based in the realities of the youth and community service today. In addition, this network provides us with colleagues who are prepared to share their current experiences of specific youth service delivery as an integrated part of the curriculum

Student Involvement:

• In line with our commitment to anti-discriminatory practice, mechanisms are designed to maximise the potential for your involvement. These structures have proved successful in the past in allowing students the opportunity to inform course developments appropriately. Additionally, such mechanisms provide opportunities for professional development

Use of ICT:

• In addition to the integrated skills development within the course curriculum, resources within the University exist for you to receive additional help in all study skill areas, including information technology, writing and presentation skills. All assignments are produced by a word processor and this initially often proves extremely challenging for many new students. Familiarity with ICT often appears as a learning goal for students during their first term

Additional resources:

• There is a range of additional resources that you are able to access through the Universitys student support team depending upon your particular needs. In the past our students have made use of the facilities for diagnostic testing e.g. dyslexia, as well as advice from the financial support team and counselling services


• The common theme to all the learning activities and the key to the success of the course is participant involvement and commitment

BREO:

• Full use is made of this interactive net based system of information exchange and dissemination

Education Strategy:

• The principles of the education strategy (2005 2008) are evident within all aspects of this course. Significantly, this is evidenced through the timely conversion of this course to a BA (Hons), two years prior to the national requirements. The principle of effective learning being supported through discussion and debate is clearly evidenced through the integration of the Reflective Practice Unit at each level of the course. In addition the focus on personal and professional development throughout the three years clearly prepares you for employment within your chosen field

Professional, Statutory and Regulatory Body Accreditation

National Youth Agency

Students with disabilities

The programme is designed with SENDA guidelines in mind. The combination of face to face and online resources enables a flexible approach that aims to be learner centred.

Where individual support needs are recognised, the programme team will work with others within the University to ensure that student needs are addressed.

Skills Development

Communication

To help with the development of this you will:

Be required to actively participate in all of the taught modules. Small group work, presentations and in-class discussion and debate constitutes a standard format for teaching on this course. All of the taught units will require you to give consideration to your communications with colleagues on the course, service users and colleagues in the field. Your youth work practice each week (12.5) hours will be assessed and you will be required to engage in one hour`s supervision with your practice tutor each week. At each level you will be engaging with a module entitled Reflective Practice. This will require you to give close consideration to what professional development means in relation to youth and community work, your university work and of course to the development of your own values and attitudes. Appendix 8 of the fieldwork handbook shows the expected differentials in communication skills and development between levels 1, 2 and 3.

Information Literacy

To help with the development of this you will:

Be expected to make full use of the Universitys learning resources, be proactive in researching your written work and be prepared to share your learning journey with your colleagues during the reflective practice modules at each level. Whilst all units of learning are designed to stretch the development of your skills in this area, the following units are particularly significant. At level 1, Rhetoric of Policy and the Reality of Practice; at level 2, Evidence Based Professional Practice and Research; Management of People and Resources and at level 3, the Honours Project.

Research and Evaluation

To help with the development of this you will:

Be required to undertake a broad base of reading for every unit of education. Whilst you will have easy access to each of the course tutors, you will be assigned a personal tutor who will take a specific interest in your progress. You will be supported in providing evidence of your developing research and evaluative skills through your written work and through your engagement in class debate. You will be expected to develop your skills in critically evaluating situations in order to consider and select appropriate strategies for intervention. The three units focused on reflective practice will help you to demonstrate your ability to think independently and confidently as the course progresses. The Reflective Practice Unit tutor will provide you with support and direction.

Creativity and Critical Thinking

To help with the development of this you will:

Be expected to fully engage in discussion and debate at each level of your study on this course and in all learning forums. You will have a Practice Tutor for the duration of the course and engage with them in training supervision each week for one hour. You will be required to apply critical thinking to your own personal and professional development as well as to underpinning theories and literature relating to youth and community work. You will be expected to be proactive in the development and design of new and innovative ways of working with young people and you will be encouraged to test out these ideas in practice. Your Practice Tutor will help you to do this.

Improving learning and performance

The continuous involvement in face to face youth work, running alongside the delivery of the curriculum ensures that theory and practice are given equal importance throughout the course. In addition, the inclusion of a reflective practice unit at each level requires you to bring current issues of practice into the classroom. Conversely, the academic requirements of the reflective practice units require you to take the classroom into practice. A variety of teaching methods are employed in order to encourage you to adapt your learning styles and to develop your confidence as independent learners. For example, a facilitated lesson may require you to be proactive in the design of the lesson, a lecture may require you to develop note taking skills; a workshop setting may require you to engage with each other to complete a task and share the results with others. Each of these methods will combine a focus on theory and practice and may pose questions which require considered reflection rather than set answers. You will need to draw on your recent practice to contribute to classroom debate.

Progress files

The reflective practice unit at each level of the course provides an environment which offers a facilitated rather than a taught process and provides an alternative learning experience to the standard unit. Significantly, the curriculum of the reflective practice unit is set within clear boundaries which provide for a student led negotiated agenda where the overriding aims are to integrate theory and practice and develop independent learners who understand the concept of professional development. It achieves this through two main foci: reflection upon issues of practice and the maintenance of the practice portfolio.

Professional standards

It is expected that you will develop a professional approach to your work with young people and that this is seen as a continual process. It is further expected that professional development will happen in each of the learning forums that the course provides i.e. the taught units, the practice element, independent study, the alternative placement, the community placement and the supervision.

On a professional course such as this it is expected that all personnel will meet the highest standard of behaviour in relation to their treatment of one another on the course and within the wider University. A high standard of behaviour is described as one which demonstrates:

• Good listening skills


• An ability to verbalise feelings in a measured way


• A willingness to face conflict in a calm and open minded fashion


• A willingness to accept responsibility for mistakes


• A preparedness to apologise when offence has been caused


• An ability to control temper

Serious breaches of such behaviour include:

• Aggressive verbal discourse


• Raised voices


• Verbally threatening behaviour


• Physically threatening behaviour


• Loss of temper


• Physical violence


• Swearing

Breaches of behaviour such as those mentioned above are considered to be anathema to professional development and in direct contradiction to professional practice.

Strategy for developing and embedding the professional standards

The curriculum infrastructure has been drawn from the following significant documents which identify the bench marks for the professional and the standards to be achieved.

National Occupational Standards for Youth Work

(including the revised NOS Functional Map, outlining the core values of Youth Work)

The JNC Framework

The QAA Academic Subject Benchmarks (Social Work)

DfES Common Core of Skills and Knowledge

A cross comparative analysis was undertaken with each of these documents and repeated themes were identified. This scrutiny of the National Occupational Standards for Youth Work, The JNC Framework, The QAA Academic Subject Benchmarks (Social Work) and the DfES Common Core of Skills and Knowledge, has produced the following six key themes. This mapping exercise demonstrates how the six key themes have emerged and how the curriculum has incorporated each.

1. Working with Individuals, Groups and Communities

2. Establishing and developing Own Practice

3. Working with Others - Multi Agency Working

4. Management of Self and Others

5. Policy and Legislation

6. Anti Discriminatory Practice