Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Validation planning meetings held by the Course Leader and Module Leaders on a group and individual basis have enabled the discussion of module issues, reflection on what has worked well and not so well to date and considered module evaluation and student feedback. This process has enabled the Course Leader to retain an overarching view of the course. This is essential. Each module is interrelated and interdependent and it is this ‘birds eye view’ that is essential in ensuring coherence in relation to course design and student experience. Discussions have included consideration of the course name, assessment types and diversity in assessment across the course, scheduling/timetabling of modules, the introduction of new modules and assessments, the sharing of common themes and threads, the use of a spiral curriculum to reinforce key concepts and understanding and Module Leadership roles. Two of the team are alumni of this course and their insights have been invaluable.

The staff team have a wealth of professional experience and expertise in the field of Youth and Community Work. All core members of the course team are JNC qualified Youth and Community Workers and have first-hand experience of working with young people. The established partnerships that strengthen this course derive from long standing professional relationships and careers and influence within Youth and Community Work projects across the NCC footprint area. All course members are actively involved with external groups linked to work with young people. These positions include recent representation and participation in the Welsh Government Youth Work Interim Board SPGs and Trustee, Board membership or Directorships at Newport Fairness Commission, G Expressions, Community House, Newport, Urban Circle, Gwent Hwb Doeth, Advisory Panel for Youth Justice and Probation in Wales, Go Connect, Duke of Edinburgh and Gwent Outdoor Activities Service. The gives the team a strong 360-degree view of developments, strengths, needs and priorities in the sector on a local, regional and national level. The course team have recently been asked to lead on a Newport Network, brokering relationships between the local authority and the diverse range of youth providers across the city. This request is indicative of the positive regard that the course team is held in by the local authority, the perceived neutrality of USW and the positive relationships experienced by both parties.

The course team hold fortnightly meetings to share teaching ideas and pastoral concerns. We RAG rate students in terms of engagement and performance, share placement updates, SSCLG feedback, training news, reflect together on current and future plans and share good practice from partners and stakeholders. Annual assessment dialogues and away days offer further time to plan and review

Contributions from employers, workforce representatives and community groups occur in four main ways.

Provision of professional placement opportunities:

Partnerships with statutory and voluntary sector organisations are realised through the placement of students within their organisations. Shared assessment, training, observations and practice tutorials (three way visits by the Placement Coordinator) enables feedback, ideas and suggestions for course design and development. Current and recent placement organisations have included: Urban Circle, G Expressions, Positive Futures, EYST, Welsh Government, Newport Mind, Riverfront Art Centre and Theatre, Maindee Primary School, Community Youth Project, Newport Youth Justice Service, MYST (Gwent wide services), Newport Youth Service, Torfaen Social Services, Newport Live, Blaenau Gwent Youth Service, Caerphilly Youth Service, Duke of Edinburgh Award Scheme, Tros Gynnal Plant (TGP), Equal Voice Gypsy Roma Traveller project (Torfaen), St Giles Trust, Media Academy Cardiff, Cardiff and the Vale Emotional Wellbeing Service, (Change Grow. Live), Cardiff Youth Justice Service, Cardiff Youth Service, Cyfynol/ Womens Aid Newport,LA Alternative Education Provisions, Llamau, The Swan Family Centre, Togs Family Centre, Torfaen, Torfaen Play and Short Breaks Service, Newport, Action for Children, Save the Children, Butetown Community Centre, Cardiff Mentor ring, Mentor Iaith?Cymru (MIC).

Alumni, Principle Youth Officers Group (PYOG), Newport Youth and Play Service Manager and Deputy Managers, ETS Cymru Wales, Urban Circle, Newport Youth Justice Service, NCC Officers (Education), Head teachers, Youth and Community Workers from voluntary sector and Trusts including Newport Live and Community House, Newport, network partners from Levelling the Playing Field. Participation in the HEI professional network TAG Cymru enabled course team members to engage, work with and learn from academics working across the Welsh and UK HEIs teaching Youth and Community Work. This offers a valuable opportunity to learn about the direction of travel, trends, strengths and challenges experienced by other HEIs, the opportunity to plan joint events, attend conferences and contribute to publications.

The ‘qualify in one year’ claim and the rapid pace at which students can become JNC qualified is an important feature of the course from the perspective of external stakeholders. Furthermore, the importance of achieving a balance between the development of a strong Youth and Community Work professional identity within an overarching interdisciplinary context, reflective of students’ practice realities, has been discussed with external stakeholders. We believe that this balance has been achieved. A third theme identified through conversation with external stakeholders is the need to ensure that students to gain the applied, on the ground skills required to practice effectively. Despite this being a level 7 course employers wish to see graduates with high level competencies in relation to direct work, being able to ‘walk the walk’ rather than gain skills in theory only.

Means of Assessment

“A variety of appropriate assessment activities makes for a richer student experience (External Examiner, 2018). This course builds upon the creative and innovative assessments seen in the previous iteration with further embedding of employability skills and a more diverse and inclusive curriculum and assessment offer.

In term 1, following enquiry, interview and induction students will engage in a short formative assessment of their academic skills enabling a baseline understanding to inform PAC. Following student feedback each term will begin with an Academic Skills day, seeking to support both students who are returning to study after a break and those who need support in the transition from Undergraduate to Postgraduate study.

In the Applying Values, Principles and Policies in Youth and Community Work module students participate in an initial assessment that aims to immerse them into Youth and Community Work values, principles and policies. They begin the process of building professional identities and a strong course identity from the off.

Formative assessment activity as facilitated within the Professional Practice module runs alongside with students drafting PLA in conjunction with their Placement Supervisors and planning their digital Pecha Kucha to be facilitated after Christmas break.

At the end of term 1 students participate in their first assessment for Restorative Justice with children, young people and communities which is a small group spoken assessment taking a challenge based curricula activity. They will have participated in a previous ‘mock’ in class. Experience tells us that formatively assessed mock assessment are important when introducing new forms of assessment that students may be unfamiliar with.

Learning Support

The course induction is a comprehensive overview of all aspects of the course and supports students’ understanding of expectations, and later engagement and progression. It includes inputs from the faculty librarian and the provision of follow up individual support as required. The support staff who are responsible for signposting students to wellbeing, academic support and financial hardship also attend. Students meet the Placement Coordinator, learn about their modules, the Extenuating circumstances process and the role of the Course leader.
A course handbook is provided and this reinforces in writing the information given verbally during the induction session. The assessment schedule, assessment criteria handbook, postgraduate assessment criteria, module assignment briefs and timetable are also provided and/or identified and signposted on Blackboard. In addition, the course leader makes students aware of the professional requirements of the course, including attendance, suitability and ethical/professional conduct, the fitness to practice regulations, the role of the Student casework unit, the use of R U Here? and attendance monitoring, Harvard referencing, some regulations (signposting to all) and the role of the Careers and Employability team.
We also discuss the role of the Course representative and ask students to consider nominations, immediate actions for students and take part in some getting to know you activities. Students leave with contact details for the course team.

As to be anticipated, the course attracts students reflecting a diverse range of academic strengths and needs, and levels of professional experiences. The challenges for students in balancing employment, study and family commitments can be great. The USW Academic Plan (USW, 2014, p.2) recognises this stating that we will ‘engage with our students as partners; recognising that they will come from diverse backgrounds, we must ensure that we provide the support they require to progress to us and succeed with us.’
We continue to recognise the need to mirror professional principles, processes and values in the teaching and pastoral support experienced by students.
Consultative supervision facilitated by MA Counselling students further supports students’ wellbeing.

The course team are available when students are on campus. We are mindful of accessibility and competing demands on students and if appropriate may make ourselves available for teaching, supervision and tutorials outside usual working hours. The course leader ensures she is always available on the afternoon/evening that students are on campus.

 The student cohort is diverse in terms of professional experiences, confidence, practice skills and academic competence. Many of our students are considered to be non-traditional learners. Some may be returners to education after several years in practice and the intensity of the course and the need to juggle employment, study and family commitments can cause heightened anxiety and greater levels of need.
Therefore, the course leader and all module leaders offer tutorials. These will be initiated by individual students and may be one to one or in small groups. They may relate to unpacking and clarifying module content, preparing for assessments or discussing and understanding feedback.
Tutorials may also relate to pastoral needs and through these students can be signposted to a range of support services.

All modules will include seminar activities. These will be facilitated on a small group and whole class basis. Some modules incorporate specifically timetabled seminars and these enable in depth focus on some aspects of the curriculum. Students are actively encouraged to attend USW wide talks and seminars on a range of other subjects, i.e. the Global Choices series.

Assessments are diverse and seek to reflect the differing skills, abilities and learning preferences of our students. Formative assessments are embedded within modules, and set as directed tasks, and include individual and group projects, problem based learning exercises, case study analyses, problem solving scenarios, role plays, simulations, observations in practice, directed tasks, reflective diaries, and a range of directed readings for in class discussion and shared reflection.

Progress meetings will be convened if appropriate.

Dissertation supervision is facilitated between individual students and allocated dissertation supervisors. This is scheduled by students throughout terms 2 and 3 of the academic year and arrangements are set in line with academic and module conventions. Group dissertation drop in sessions add to the individual supervision provided.

The Advice Zone at Newport city campus works with students to achieve solutions for the challenges of student life. The Advice Zone enquiry desk is on B floor, next to the library and is open from 9am to 5pm from Monday to Thursday and 9.00am to 4.30pm on Friday.
The Advice Zone is a safe and confidential student centred service which supports students with any issues which have, or have the potential to affect their ability to study. The Advice Zone staff will also be able to help identify more specific sources of help and information should it be needed, providing a friendly, impartial and non-judgmental service and if necessary referring students to specialist services.

The Disability and Dyslexia service (DDS) provide a friendly, impartial and non-judgmental service and if necessary refers students to specialist services.
Students may self-refer or be referred by academic staff. Students will meet with an adviser and discuss support needs, complete assessments and an individual support plan may be put in place. This may lead to adjustments being made. The DDS service can enable a range of support mechanisms to be implemented.

As term 2 begins and following the Academic Skills day, and revisiting of baseline assessments at this mid term point, students continue with learning in the Applying Values, Principles and Policies in Youth and Community Work, Professional Practice and Restorative Justice with children, young people and communities modules. Assessment 2 for Applying Values, Principles and Policies in Youth and Community requires students to participate in an online digital presentation and in Restorative Justice with children, young people and communities students undertake a journal critique. As Professional Practice module placements are progressing students update their PLA which is a live document and make reflective logs charting their placement-based learning.

In February of term 2 the new set of modules will commence. In Sport, Play and Outdoor learning in Youth Work students undertake a written report and in Research methods, leadership and project management students plan their funding bid assessment. Estyn (2020) identify this assessment as a good practice example stating that “students in University of South Wales write applications to funding bodies to sustain an aspect of work with young people. They make a digital presentation before a panel of lecturers and a leader from a well-known charity. Their work is appraised by the panel and peer reviewed by fellow students. They benefit from hearing the views of others and from receiving advice from members of the panel who award actual funding.” This assessment has been reincluded in the course. The second assessment for Sport, Play and Outdoor learning in Youth Work requires students to observe another professional facilitating a sport, play or outdoor learning activity with young people and write a reflection on what they have learnt. In May, at the end of scheduled teaching students will have the opportunity to participate in two weeks of extra curricula enrichment learning (voluntary engagement).

 As term 2 begins and following the Academic Skills day, and revisiting of baseline assessments at this mid term point, students continue with learning in the Applying Values, Principles and Policies in Youth and Community Work, Professional Practice and Restorative Justice with children, young people and communities modules. Assessment 2 for Applying Values, Principles and Policies in Youth and Community requires students to participate in an online digital presentation and in Restorative Justice with children, young people and communities students undertake a journal critique. As Professional Practice module placements are progressing students update their PLA which is a live document and make reflective logs charting their placement-based learning.

In February of term 2 the new set of modules will commence. In Sport, Play and Outdoor learning in Youth Work students undertake a written report and in Research methods, leadership and project management students plan their funding bid assessment. Estyn (2020) identify this assessment as a good practice example stating that “students in University of South Wales write applications to funding bodies to sustain an aspect of work with young people. They make a digital presentation before a panel of lecturers and a leader from a well-known charity. Their work is appraised by the panel and peer reviewed by fellow students. They benefit from hearing the views of others and from receiving advice from members of the panel who award actual funding.” This assessment has been reincluded in the course. The second assessment for Sport, Play and Outdoor learning in Youth Work requires students to observe another professional facilitating a sport, play or outdoor learning activity with young people and write a reflection on what they have learnt. In May, at the end of scheduled teaching students will have the opportunity to participate in two weeks of extra curricula enrichment learning (voluntary engagement).

Course Exit Points

Progression Route

NB: An action from the critical review (December 2022) was to identify the course’s place in progression pathways.

Entry Requirements

Admission to the course is typically through the following qualifications:

We advertise our standard entry requirements as an Undergraduate degree (2:2 or above) and 200 hours experience of working with children and young people aged 11 to 25 years. However, our firm commitment to widening access, positive action and equity means that we take all aspects of a student’s application into account and make individualised offers as appropriate. Typically we accept one nongraduate student per cohort. Such students will bring many years’ experience of Youth and Community Work practice and excellent professional references. Students joining the course as nongraduates perform as well as those joining the course as graduates. An enhanced DBS (child and adult workforce) on the update service is a pre-requisite for all. Our PSRB requires a face-to-face interview before offers can be made. These are carried out all year round.

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A