module specification

This module will embrace the notion of social justice, compassion, and inclusion. This is key to our Education for Social Justice Framework at London Met.
Rationale:

The rationale of this module is to ensure students are meeting the requirements of fieldwork practice and are able to take leadership roles in the planning and implementation of group work within a specialised area of interest.

● Students will be contacted prior to the semester to provide support in securing work based activity in good time. 
● Students are responsible for applying for opportunities and to engage with the Module and Work Based Learning teams to assist them. 
● The suitability of any opportunities will be assessed by the Module Team/Work Based Learning Team and all roles must meet the Health and Safety requirements for Higher Education Work Placements. 
● Those studying on a Student Visa will be required to submit weekly timesheets for the hours undertaken for the work based learning activity to meet Visa requirements. These will need to be signed by their line manager/supervisor.
This module will enable students to be able to reflect upon specific projects within their setting and to determine how to enhance that area of work.  The 300 hrs of experience will offer the opportunity to further develop their critical skills and personal development through a process of reflection and supervision. This forms the third part of the Fieldwork Practice of 800 hours of which 400 hours is face to face work with young people in the 13-19 age group over the time of the programme.
This will enable practitioners to develop their interest in a particular area of work ranging from arts and drama through to counselling, sports, outdoor education or working with young people who experience trauma through violence.
Partnership working and multi-agency working will be a core element of this module as students will need to liaise with other agencies to work in a sector that they may not have had any previous experience or need to work with agencies from whom young people may have been referred. An appropriate DBS will be required but specific Safeguarding and Risk assessments will also need to be completed to ensure a professional safe working environment with appropriate training and supervision are in place.  For instance, you may be required to have  a specific qualification if you are working in an outdoor setting prior to your placement.
It aims to:
● Students to apply the knowledge gained from action research to further develop their practice and offer a specialism in a particular area of work such as counselling, theatre or sports and prepare plan and implement group work project with regards to their specialist fieldwork practice
● enable students to reflect upon the type of placement they want to focus on and to take an active leadership role in the implementation of the provision. Students should demonstrate the application of the principles of collaborative partnership working in a multi-agency setting.
● Students will lead on the key issues that have practical importance in the lives of young people today within their setting, and assist students to reflect upon drawing learning out of their leadership roles and how to make effective use of supervision.
● To analyse how power operates with groups of young people and how it is maintained and implemented through normalising issues of compulsory heterosexuality, whiteness, religion and ‘ableism’. Issues of bullying, harassment, consent, race, gender and sexuality and other forms of oppression will also be analysed and reflected upon to create a learning environment from which students can learn effective ways of addressing issues.

SS5W00 Major Fieldwork Practice 2 (or equivalent)

The syllabus will encourage students to think critically about issues affecting oppression in contemporary contexts and introduce theory, practice and applied youth work principles in relation to the following themes:
1. Socio-cultural dimension of oppression, exclusion and marginalisation of groups and communities, collective responses to oppression
2. Critically analyse the work of people such as; Chauhan, Batsleer, Sapin, Khan, Davies and other writers and practitioners.
3. The values, principles, ethics and practice of  Youth Work In relation to racism, classism, sexism, homophobia and disablism.
4. The historical and contemporary perspectives on gender and sexuality
5. Identity issues - Androgyny, Transexuals, Heterosexuals, Lesbians, Gay men, Bisexuals
6. Masculinity - theories, research and approaches relating to men’s role in society, lifestyle and behaviour
7. The importance of anti-oppressive practice in Youth Work

Learning Outcomes LO1 - LO5

The module will be taught in the first semester by a blended learning approach to lecture and critical discussion. There will be a focus on group work and how to work with and in groups.

The preparation is to ensure all aspects of working with young people are considered including how to engage with young people through to making risk assessments prior to going out on practice.

1. Recognition that work with young people in a variety of settings remains within the professional boundaries of a youth worker's role and the core values of youth work and the wider context in which they operate and to develop meaningful professional relationships with young people.
2. Discuss organisational policies, procedures and legislation relating to equal opportunities, discrimination and oppression, as well as Safeguarding, H&S, any other policies that may apply such as lone working.
3. Demonstrate an awareness of anti-oppressive practice and behaviour in ways which promote youth work values. Identify the connection between personal values, youth work values, NOS and behaviour in practice and analyse the use and abuse of power in micro and macro contexts.
4. Implement AOP effectively and with due regards to the principles and values of youth work.
5. Ability to work effectively as a youth worker using professional skills to enhance practice.

Formative assessment, and draft work is considered and commented on. Comments on draft work are provided a week before the final hand in date, so that students have opportunities to amend their work.

The learning of the module will be assessed through one 6000-word self and peer assessment portfolio which will be completed progressively throughout the year:

The reading list for this module can be found here