SW6W01 - Advanced Placement (2022/23)
|Module specification||Module approved to run in 2022/23|
|Module title||Advanced Placement|
|Module level||Honours (06)|
|Credit rating for module||60|
|School||School of Social Sciences and Professions|
|Total study hours||600|
|Running in 2022/23(Please note that module timeslots are subject to change)||No instances running in the year|
This module has been designed to ensure the National Occupational Standards for Youth Work for practice-based learning are practised and achieved by students at an advanced level. The module content is also informed by the Subject Benchmarks as defined by the QAA which inform essential practice for a Youth and Community Worker upon qualification.
The module provides students with structured learning opportunities to extend and consolidate the theoretical aspects of their studies on the BSc Youth Work programme to a practice setting which is in a different organisation setting to the introductory or intermediate placement. The taught element of the module will consolidate students’ practical skills gained in the introductory and intermediate placement as preparation for the advanced placement and related assessment, and, in reviewing progress on previous placements and on professional development. Students will also reflect on and record their experience and skills gained in their intermediate placement by producing an updated c.v., personal statement and interview skills development.
The practice element of the module focuses on developing leadership and management skills through initiating, managing and evaluating a youth work project, developing youth work strategy and wider leadership skills. It also continues to refine and consolidate students’ ability to develop effective relationships with young people on an individual and group basis. It also consolidates and extends students’ team and group work skills with other professionals through leading group work. Students will work within a supervised practice setting, will undertake supervision to critically analyse reflective practice and will record their practice within an ethical and anti-oppressive framework using a variety of professional recording tools.
Prior learning requirements
Introductory Placement (or equivalent)
Intermediate Placement (or equivalent)
Completion of L4 and L5 core modules
The module aims are to:
• Consolidate students’ practical skills to secure a contrasting placement to their introductory/intermediate practice-based setting
• Develop students' leadership skills in the implementation of ethics, values, safeguarding and anti-oppressive practice in a practice-based setting
• Prepare students in recognising their responsibility to implement the required professional occupational standards whilst on placement
• Consolidate students’ confidence and critical analysis skills in relating, reflecting and evaluating youth and community work theory to practice
• Consolidate students’ skills in critically recording and reflecting on practice using a range of professional recording tools
The focus of the advanced placement module is to develop students' leadership and management skills through initiating, managing and evaluating a youth work project, developing youth work strategy and wider leadership skills. Students will also consolidate their skill in developing effective relationships with young people as individuals and in groups, in leading group work and team work with other professionals.
Specifically students will undertake a 370 hours placement which enables them to meet the following National Occupational Standards:
• NOS 1 Facilitate the personal social and educational development of young people
• NOS 2 Promote equality and young people's interests and welfare
• NOS 3 Effective communication with young people
• NOS 4 Develop youth work strategy and practice
• NOS 5 Lead and manage teams and individuals
A Practice Placement Handbook will be provided to both student and supervisor and gives detailed information about the placement requirements and process.
Learning and teaching
Students will undertake a series of placement workshops to prepare for professional practice and to prepare for assessment. They will engage in individual and peer group activities to share and reflect on experiences of their intermediate placement and to rehearse oral and written presentation skills to secure the advanced placement. Students will reflect on their transferable skills in terms of employability and update their c.v. and personal statement and practice interview skills. Students will undertake a placement under direct supervision of a qualified and suitably recognised JNC supervisor (or equivalent) within a youth organisation as set out by the NYA guidelines for Youth Work. Students will formulate a learning agreement and a professional development plan which are agreed by the supervisor, the student and the University placement tutor. The learning activities on placement will include: a planned induction, opportunities to visit and develop productive working relationships with colleagues and related agencies, direct work with young people in one to one and group settings, participation at team meetings, the development of project-based work, observation of practice, engagement with supervision to reflect on practice and professional development, engaging in an initial, mid and final 3 way meeting , recording practice through maintaining a reflective journal and the development of a portfolio of practice including evidence of practice. Students will receive a minimum of 1 hour of formal supervision per fortnight.
On successful completion of the module students will be able to:
1. Employ independently and confidently a range of techniques to negotiate and secure a placement
2. Evaluate critically their learning in youth work ethics, youth work theory, safeguarding, anti-oppressive practice and values in their placement and develop teamwork, leadership and management strategies to confidently deal with these issues in practice
3. Apply the National Occupational Standards 1, 2 and 3, 4 and 5 to their placement
4. Maintain a reflective learning journal and develop a portfolio
5. Analyse and reflect critically on their practice and professional development with reference to key theoretical frameworks and identify future learning and training needs through undertaking structured supervision sessions
6. Synthesise self-management and communication skills in preparation for fitness to practise within the youth and community employment sector
The purpose of the assessment is to reinforce students’ learning through a structured and time-bound process of practice, reflection and writing. Students’ understanding of the module aims and learning outcomes will be assessed through a formative and summative process. The formative process involves the maintenance of a structured reflective journal which allows students to plan and monitor their progress, reflect on and learn from their practice experience and improve their performance during placement. This process also includes regular supervision and review of professional development and performance at initial, mid-way and final meetings. The summative assessment requires as follows:
The JNC Supervisor report (in situations where the placement manager does not possess a JNC, additional evidence to be submitted. In the case where the placement cannot provide a JNC supervisor an outside supervisor is acceptable. However, the placement manager will be required to provide supporting evidence to the supervisor final report.
Learning agreement (1000 words) A reflective self-assessment report (3000 word )
(to reflect the experience gained whilst on placement.. Emphasis must be on Management & leadership)
Evidence of practice
A project proposal and an evaluation of the project 2000 words
A Supervisor’s Placement report
Placement attendance record
• Adirondack, S. (2006) Just About Managing? Effective Management for Voluntary
Organisations and Community Groups (4th ed), London, London Voluntary Service Council.
• Banks, S (ed) (2010) Ethical Issues in Youth Work (2nd Edition). Routledge
• Barnes, P. (2002) Leadership with Young People, Lyme Regis, Russell House Publishing.
• Boud, D., Keogh, R. and Walker, D. (1985) Reflection: Turning Experience into Learning, London, Kogan Page
• Gilbert, P. (2005) Leadership – Being Effective and Remaining Human, Lyme Regis, Russell House.
• Jeffs, T. and Smith, M. (eds) (2010) Youth Work Practice. Palgrave Macmillan.
• Kolb, D. (1984) Experiential Learning, Englewood Cliffs, NJ, Prentice Hall.
• National Youth Agency (1999) Ethical Issues in Youth Work
• National Youth Agency (2000) National Occupational Standards for Youth Work
• Roberts, J (2009) Youth Work Ethics. Learning Matters
• Scho¨n, D. (1983) The Reflective Practitioner: How Professionals Think in Action, London, Temple Smith
• Scho¨n, D. (1987) Educating the Reflective Practitioner, San Francisco, Jossey Bass
• Thompson, N. (2002) People Skills (2nd edn), Basingstoke, Palgrave Macmillan
• Tyler,M. Hoggarth,L .Merton,B (ed) (2009) Managing Modern Youth Work Learning Matters Exeter
• Wenger, E. (2002) Cultivating Communities of Practice: A Guide to Managing Knowledge, Boston, MA, Harvard Business School Press.
• Children and young People Now
• Youth and Policy