20 credits at level HE5
This module provides the opportunity for students to analyse their own skills, knowledge and values and define areas for personal development. Students will make informed judgements in respect of their placement and analyse the organisational culture, values and overriding ethos of the organisation. There will be a requirement for students to carry out a piece of work which serves to demonstrate the student’s ability to identify and evaluate the need for anti-oppressive practice. The content of this module will expand upon the focus of the ‘Placement 1’ module.
There will be an introduction to the theories relating to project planning, delivery and evaluation along with anti-discriminatory practice theory, organisational culture and developmental supervision. Students will undertake a piece of project planning and delivery within their chosen placement. A substantial amount of autonomy will be required for completion of this module with the support of a work based supervisor and a placement tutor.
The course time will be divided between tutor led sessions and the students individual placement. Delivery will include lectures and individual tutorial and supervision from a suitably qualified work based supervisor in the placement setting.
Supervision = 12 hours
Placement = 210 hours
210 hours Placement hours undertaken as follows:
Full time students will undertake 22.2 hours per week over 10 weeks.
Part time students will undertake a negotiated equivalent.
NB: The requirements of this placement demand that the student undertakes a placement which is within a diverse organisation from that of ‘Placement 1’.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Plan, deliver and evaluate a project||Demonstrate the ability to work on own initiative and co-operatively whilst planning, delivering and evaluating a chosen project using a relevant community planning model|
|2.||Participate in the supervision process||Interpret the need for developmental supervision whilst undertaking the placement making reference to theory|
|3.||Understand the differences and dimensions of differing organisational culture||Make informed judgements regarding the culture, structure and the purpose of the placement organisation making critically analytical comparisons with ‘Placement 1’|
|4.||Identify the need for anti-oppressive practice||Demonstrate the ability to challenge oppressive behaviour and attitudes with justification using theoretical perspectives and own knowledge and experience|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Placement File||Supervisor Report||Reflective Log (1,500 words)|
Before taking this module you must have successfully completed the following:
No restrictions apply.
Balloch, S and Taylor, M. eds. (2002) Partnership Working: Policy and Practice. Bristol: Polity Press
Banks, S., Butcher, H., Henderson, P., and Robertson, J. eds. (2003) Managing Community Practice Bristol: Policy Press
Batsleer, J. (1996) Working With Girls and Young People in Community Settings. Suffolk: Arena
DfES (2002) Transforming Youth Work Resourcing Excellent Youth Services. London: DfES
Dawson, S. (1996) Analysing Organisations. 3rd ed. Hampshire: Palgrave
Freire, P. (1996) Pedagogy of the Oppressed. London: Penguin
Handy, C. (1999) Understanding Organisations, 4th ed. London: Penguin
Hannagan, T. (2005) Management Concepts and Practices, 4th ed. Essex: Pearson
Hogget, P. ed. (1997) Contested Communities: Experiences, Struggles, Policies. Bristol: Polity Press
Illich, I. (2004) Deschooling Society. London: Marion Boyars
Imgrams, G., and Harris, J. (2001) Delivering Good Youth Work. Lyme Regis: Russell House Publishing
Jackson, P., Wylie, T. and Oldfield, C. (2004) Managing for better outcomes in youth work. Leicester: National Youth Agency
Jeffs, T., and Smith, M. eds. (1990) Young People, Inequality and Youth Work. London: Macmillan.
Jeffs, T., and Smith, M. (1999) Informal Education - conversation, democracy and learning. 2nd ed. Derby: Education Now Publishing Co-operative Limited.
Johnson, D.W., Johnson, F.P., (2003) Joining Together: Group Theory and Group Skills, 8th Ed. USA: Allyn and Bacon
Kehily, M.J. ed. (2007) Understanding Youth: perspectives, identities and practices. London: Sage
Merton, B. and Wylie, T. (2002) Towards a Contemporary Curriculum for Youth Work. Leicester: National Youth Agency
Miles, S. (2000) Youth Lifestyles in a changing world. Buckingham: OU Press
Moss, B. (2005) Religion and Spirituality. Lyme Regis: Russell House Publishing
Putnam, R.D. (2000) Bowling Alone. London: Simon & Schuster
Putnam, R.D., and Feldstein, L. (2003) Better Together. London: Simon & Schuster
Richardson, L., and Wolfe, M. eds. (2001) Principles and Practice of Informal Education. London: Routledge Falmer
Robb, M. ed. (2007) Youth in Context: frameworks, settings and encounters. London: Sage
Smith, M. (1988) Developing Youth Work. Milton Keynes: OU Press
Sullivan, K., Cleary, M. and Sullivan, G. (2004) Bullying In secondary Schools. London: Chapman
Taylor, A. (2003) Responding to Adolescents. Lyme Regis: Russell House Publishing
Thompson, N. (2002) People Skills, Basingstoke: Macmillan
Thompson, N. (2006) Anti-Discriminatory Practice. Basingstoke: Macmillan
Every Child Matters
National youth Agency
Research and Young People
Social Exclusion Unit
Journals / Periodicals
Young People Now
Youth & Policy
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