THE MANCHESTER METROPOLITAN UNIVERSITY - Faculty of ...

MANCHESTER METROPOLITAN UNIVERSITYPS1PROGRAMME SPECIFICATION0 Brief OverviewThis programme offers a BA or a PGDip/MA in Youth and Community Work, combined with aprofessional qualification in Youth Work and Community Development. It also offers a nonprofessionalqualifying route through the programme.The courses are suitable for people seeking to develop their skills in working with youngpeople and adults in informal ways and in community settings. There is a strong emphasison equality and diversity, on empowerment and transformation, and the courses seekentrants from diverse communities and neighbourhoods, and from groups who may haveexperienced marginalisation. The courses enable students to develop critical, reflective andinclusive practice as informal educators, linking university-based and work-based/placementlearning, at graduate and postgraduate level. There are opportunities to specialise inworking with young people or community development and community education and todevelop individual interests in approaches to community cohesion; ‘race’, faith and diversity;health and well-being, including mental and emotional well-being; gender and sexuality;conflict and creativity.The Programme also offers a Foundation Year at Level 3 for applicants seeking to enter theBA but who do not have the required minimum qualifications for direct entry.(i)Articulation of Graduate ProspectsCurrent review of Graduate Prospects by GEMS shows them as 80% positive. (Thisdata was accessed in October 2011). The curriculum was designed to enable studentsto develop the skills, knowledge and competence for employment as professionalYouth and Community Workers, but this skill set is transferable to a number of publicservice occupations. The course team is supported by a panel of professional advisorswho contribute to the teaching of the Programme and to curriculum development.General Information1 Overarching ProgrammeSpecification TitleYouth and Community Work Studies Programme2 Final award(s)/title(s)(including any PSRB final awards conferred –mark these as “PSRB Award”)3 Combined HonoursSubject(s)offered through theprogramme specificationtogether with associated finalaward(s)(where relevant)4 Interim exit award(s)/title(s)(including Combined Honours interim exitawards)BA (Hons) Youth and Community Work [JNCProfessional Youth Work Qualified]BA (Hons) Youth and Community Work StudiesMA Youth and Community Work [JNC ProfessionalYouth Work Qualified]n/aCertHE Youth and Community WorkCertHE Community Education StudiesProgramme Specification:Author:Page 1 of 42Date:

5 Mode(s)(only include duration where there is a PSRBrequirement for limited duration )6 FHEQ position of final award(s)7 Awarding institution(include PSRBs which confer a joint oradditional qualification on successfulcompletion of programme)8 Teaching institution(s)(include collaborative partners whereappropriate – if more than one award inprogramme specification, indicate which aretaught by partner)9 Relationship with FoundationYear(if more than one award in programmespecification, indicate which have links withFoundation Year)DipHE Youth and Community WorkDipHE Community Education StudiesPostgraduate Diploma in Youth and CommunityWork [JNC Professional Youth Work Qualified]Postgraduate Certificate in Community EducationStudiesPostgraduate Diploma Community EducationStudiesNB: There is no exit award available at the end ofthe Foundation Year.BA (Hons) Youth and Community Work – full-timeJNC QualifiedBA (Hons) Youth and Community Work Studiesfull-time and part-timePostgraduate Diploma in Youth and CommunityWork – full time and part-time JNC QualifiedMA Youth and Community Work – full- time andpart timeHonours (Level 6)Masters (Level 7)MMUMMUBAPgDip/MASuccessful completion of the Institute of EducationFoundation Year entitles students entry to BA (Hons) Youthand Community Work.Administrative Details10 Home Department/ School/InstituteSecondary, PCET, Careers Guidance, Youth andCommunity programmes11 Home Faculty Faculty of Education12 UCAS code(s) L523Collaborative Arrangements (where relevant)13 Approved Collaborativepartner(s)(provide name of partner(s) and type ofpartnership)Partner NameType of CollaborativePartnership14 Other Approved AcademicPartnership(s)(other than collaborative)Partner NameType of AcademicPartnershipProgramme Specification:Author:Page 2 of 42Date:

Approval Status15 Date and outcome of mostrecent MMU review/ approval(i) Latest review/approval17 January 2012Foundation Year – 02 May 2012(ii) Major Modifications to ProgrammeSpecification16 Next Scheduled Review Date: 2017/18Foundation Year will be reviewed at the same time as theEducation Studies Programme (also with a scheduled ReviewDate of 2017/18)17 PS/1 effective date:(ie date from which the outcome of approval orlast review is effective OR the date fromwhich amendments to the programmespecification are effective)September 2012External References/Relationships18 QAA Benchmark Statement(s) Youth and Community Work19 PSRB(s) associated with finalaward of any route within theprogramme specification(ie those which offer professionalstatus/membership/license to practise asresult of successful completion of the finalaward as included in the University PSRBdatabase)20 Date and outcome of last PSRBapproval(s)National Youth Agency (NYA) for accreditation asa qualified graduate youth and community worker.The awards accredited by the NYA are:BA (Hons) Youth and Community WorkPG Dip Youth and Community Work [interim exitaward]. Professional accreditation is granted atPG Dip level.June 2009 to 2014Programme Information21 University and Programme Educational Aims(i) University Educational AimsTo develop flexible approaches to programme delivery and student support whichreflect the needs and expectations of our students.To provide a supportive and inclusive learning environment which will enable successfor all learnersTo encourage the development of students’ intellectual and imaginative powers,creativity, independence, critical self-awareness, imagination and skills that willenhance global employment opportunities on graduation in all programmes.To establish a culture of constant improvement in learning, teaching and assessmentthat is anticipatory, enabling, supportive, rewarding and fully aligned with theUniversity’s vision and strategic objectives.To provide a learning experience that is informed by research, scholarship, reflectivepractice and engagement with industry and the professions.Programme Specification:Author:Page 3 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________(ii) Programme Educational AimsTo provide a programme leading to professional recognition in youth work andcommunity development at BA and MA level, as recognised by the National YouthAgency, and the JNC for Youth and Community workers.To provide opportunities through an appropriate range of teaching and learningmethods in both university and practice contexts for students to develop competenceto work with the knowledge, skills, feelings, attitudes and values which support theirdeveloping professional practice as informal educators.To enable the development of practitioners who are able to theorise their practice andground their theoretical understandings in a multi-professional context of policy andpractice.To enable students to achieve a clear sense of professional identity from which tonegotiate the complex ethical and practice dilemmas with which informal educatorsare engaged.22 Final Learning OutcomesMMU Educational OutcomesOn successful completion of their course of study MMU graduates will be able to:apply skills of critical analysis to real world situations within a defined range ofcontextsdemonstrate a high degree of professionalism characterised by initiative, creativity,motivation and self managementexpress ideas effectively and communicate information appropriately and accuratelyusing a range of media including ICT,develop working relationships using teamwork and leadership skills, recognising andrespecting different perspectivesmanage their professional development reflecting on progress and taking appropriateactionfind, evaluate, synthesise and use information from a variety of sourcesarticulate an awareness of the social and community contexts within their disciplinaryfieldProgramme Specific Outcomes(i)Final Award Learning OutcomesInclude all final learning outcomes for all named routes/exit awardsFor BA (Hons) Youth and Community Work, On successful completion of their course ofstudy graduates will be able to:Programme Specification:Author:Page 4 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________i. achieve professional recognition in youth work and community development,negotiating a complex and contested domain of practice with a clear sense ofprofessional identity.ii. investigate and negotiate ethical dilemmas with clear reference to an ethic of humanrights, responsibilities, and a commitment to care and human flourishing.iii. work effectively in Youth and community work with due attention to the principles andpractice of informal learning and community development, of personal and peergroup development, active citizenship, and of issues in the management, leadershipand support of community-based organisations and networks.iv. work independently in both University and professional contexts, drawing on researchskills to work analytically on primary and secondary sources of evidence, critiquing‘taken for granted’ professional common sense when necessary.v. communicate fluently, both interpersonally and through written modes ofcommunication, in ways which recognise the multiple roles and accountabilities ofinformal educators.vi. select from a range of intellectual, cultural, physical and emotional resources andskills to support their practice.B.A. (Hons) Youth and Community Work StudiesLearning OutcomesCandidates achieving this award will build on an existing recognised professionalqualification in youth and community work at DipHE Level to achieve an Honours degree.On successful completion of their course of study graduates will be able to:i. Engage critically with debates at the forefront of the discipline, negotiating a complexand contested domain of practice with a clear sense of professional identity.ii. investigate and negotiate ethical dilemmas with clear reference to an ethic of humanrights, responsibilities, and a commitment to care and human flourishing.iii. work independently in both University and professional contexts, drawing on researchskills to work analytically on primary and secondary sources of evidence to achieve asecure and grounded understanding of their professional interventions.iv. evaluate the limits and potential of the role of informal educator in contributing tochange, transformation and empowerment in relation to the nature of changeprocesses at a personal and societal levelv. analyse the theoretical basis of practice interventions.vi. Select from a range of intellectual, cultural, physical and emotional resources andskills to support their practice.PG/Dip in Youth and Community Work:On successful completion of their course of study graduates will be able to:i. achieve professional recognition in youth work and community development,negotiating a complex and contested domain of practice with a clear sense ofprofessional identity.ii. investigate and negotiate ethical dilemmas with clear reference to an ethic of humanrights, responsibilities, and a commitment to care and human flourishing.iii. work independently in both University and professional contexts, drawing on researchskills to work analytically on primary and secondary sources of evidence, critiquingreceived ‘taken for granted’ professional attitudes where necessary.iv. analyse the theoretical basis of practice interventions.Programme Specification:Author:Page 5 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________v. Select from a range of intellectual, cultural, physical and emotional resources andskills to support their practice.vi. critically engage in debates concerning the links between policy practice andprofessional autonomy and accountability at the forefront of the study of youth work,community education and community development.vii. Demonstrate originality in the development of knowledge in the field of youth work,community education and community development, responding to complex issuesboth systematically and creatively.MA in Youth and Community WorkOn successful completion of their course of study graduates will be able to:i generate questions and new understandings of well-established debates concerningevidence-based policy and practice..ii deal with complex issues both systematically and creatively, showing originality intackling professional questions.iii recognise and analyse the congruence between research methods and professionalpractice in youth work, community development.Learning Outcomes for the Programme in Practice SettingsIn practice settings students will be able to:Engage and communicate positively with young people and adults in localcommunitiesfacilitate the personal, social and educational development of young peopleenable young people and adults to make active and confident contributions to theircommunitiesfoster democratic practicepromote equality and safeguarding young people’s interests and welfarecontribute to empowerment and processes of transformation with young people andcommunitiesrespond to diversity, creating inclusive learning environments and developing bridgebuildingstrategies and networksbuild capacity by maintaining and developing organisations which support youth andcommunity work practicelead and manage teams and individuals including in multi-agency contextsplan, monitor and evaluate professional practicepursue their own self-development and continuous professional development ascritical and reflective practitioners.(ii)Combined Honours Learning OutcomesNot applicable(iii)Pass Degree Learning OutcomesStudents will:i. be able to apply their learning in professional contexts and evaluate the knowledgethey have gained.Programme Specification:Author:Page 6 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________ii. be able to investigate and negotiate ethical dilemmas with clear reference to an ethicof non-discrimination, rights, responsibilities, and a commitment to care and humanflourishing, which can recognise and challenge unjustified oppression.iii. be able to work independently in both University and professional contexts, drawingon research skills to work analytically on primary and secondary sources of evidenceto achieve a secure and grounded understanding of their professional interventions.iv. be able to articulate re theoretical basis of practice interventions.v. Be highly competent communicators, both interpersonally and through written modesof communication, in ways which recognise the multiple roles and accountabilities ofinformal educators.vi. Know how to draw on a range of intellectual, cultural, physical and emotionalresources and skills to support their practice.Foundation Year Learning OutcomesIt is recognised that the University’s General Educational Outcomes will be met in full on completion ofthe total student experience over the period of study towards a degree. On successful completion ofthe University Foundation Year a student will be able to: Demonstrate knowledge in the subject matter of their units appropriate to Level 3 and applywhat has been learned; Engage in discussion on topics/issues related to contemporary debate in the subject matter oftheir units; Demonstrate safe and effective use of specific media/equipment/material where appropriate; Extract, summarise and synthesise relevant information; Produce a coherent and structured piece of written work; Demonstrate a readiness for lifelong learning and personal development; Participate effectively in group working and team activities; Demonstrate communication and presentation skills by clear and effective use of speech,writing and other appropriate methods; Demonstrate a basic level of critical thought; Apply a range of study skills methods to enhance their academic development; Demonstrate numeracy skills in both everyday situations and in their specific subject areaswhere appropriate; Demonstrate basic IT skills relating to word processing, spreadsheets, simple data bases andthe Internet; and Demonstrate an awareness of the programme of study in a wider context.23 Interim Award Learning Outcomeseg for BA/BSc (Hons) – include Level 4 and 5 but NOT Level 6; for Level 7- PGCert & PGDip but NOT MA/MScInterim Award Learning OutcomesCertHE Youth and Community WorkStudents will be able to:i. demonstrate competence in the study of communities as the intellectual basis foryouth and community work with the ability to develop lines of argument based on theinterpretation of qualitative and quantitative dataii. show understanding of youth and community development as informal learning inmulti professional contextsiii. demonstrate awareness of ethical debates in youth and community workProgramme Specification:Author:Page 7 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________iv.recognise and develop strategies for their own professional development andlearning and identify appropriate personal emotional and intellectual resourcesCertHE Community Education StudiesThis award is for students who have achieved 120 credits but they have not achieved thelearning outcomes related to practice.Students will be able to:i. demonstrate competence in the study of communities as the intellectual basis foryouth and community work with the ability to develop lines of argument based on theinterpretation of qualitative and quantitative dataii. show understanding of youth and community development as informal learning inmulti professional contextsiii. demonstrate awareness of ethical debates in youth and community workDipHE Youth and Community WorkStudents who have achieved the DipHE in Youth and Community Work award will be able to:i. demonstrate competence in the study of communities as the intellectual basis foryouth and community work with the ability to develop lines of argument based on theinterpretation of qualitative and quantitative dataii. show understanding of youth and community development as informal learning inmulti professional contextsiii. demonstrate awareness of ethical debates in youth and community workiv. recognise and develop strategies for their own professional development andlearning and identify appropriate personal emotional and intellectual resourcesv. apply and evaluate knowledge they have gained of informal learning in academicstudy of communities and community development, of youth work, personal andsocial education, of political and citizenship education, and of management andsupervision in community-based organisationsvi. have applied this knowledge in the context of a block placement in a professionalpractice setting of at least twelve weeks duration.vii. be able to work as reflective practitioners.DipHE Community Education StudiesThis award is for students who have achieved 120 credits but they have not achieved thelearning outcomes related to practice.Students will be able to:i. demonstrate competence in the study of communities as the intellectual basis foryouth and community work with the ability to develop lines of argument based on theinterpretation of qualitative and quantitative dataii. show understanding of youth and community development as informal learning inmulti professional contextsiii. demonstrate awareness of ethical debates in youth and community workiv. recognise and develop strategies for their own professional development and learningand identify appropriate personal emotional and intellectual resourcesv. apply and evaluate knowledge they have gained of informal learning in academicstudy of communities and community development, of youth work, personal andProgramme Specification:Author:Page 8 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________social education, of political and citizenship education, and of management andsupervision in community-based organisationsPostgraduate Certificate in Community Education StudiesThis award is for students who have achieved 60 credits at Level 7 but have not achieved anappropriate standard in professional practice for the Professional Award.Students will be able to :i. critically engage in debates concerning the links between policy practice andprofessional autonomy and accountability at the forefront of the study of youth work,community education and community development.Postgraduate Diploma Community Education StudiesThis award is for students who have achieved 120 credits at Level 7 but have not succeededin achieving an appropriate level of professional practice for the award of the PGDip Youthand Community Work.Students will be able to:i. critically engage in debates concerning the links between policy practice andprofessional autonomy and accountability at the forefront of the study of youth work,community education and community development.ii. Demonstrate originality in the application of knowledge in the field of youth work,community education and community development.iii. critically evaluate and respond to complex issues both systematically and creatively,and they will show originality in tackling and solving problems.Pg/Dip Youth and Community Work Interim Learning OutcomesStudents will be able to:i. critically engage in debates concerning the links between policy practice andprofessional autonomy and accountability at the forefront of the study of youth work,community education and community development.ii. Demonstrate originality in the application of knowledge in the field of youth work,community education and community development.iii. critically evaluate and respond to complex issues both systematically and creatively,and they will show originality in tackling and solving problems.iv. achieve and demonstrate skills, knowledge and understanding sufficient to achieveprofessional recognition in youth and community work, as recognised by the NationalYouth Agency.24 Teaching/Learning and Assessment Strategy(i) Curriculum DesignPrinciples and ValuesProgramme Specification:Author:Page 9 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________The education and training of Youth and Community Workers is concerned with thedevelopment of students’ understanding, knowledge, attitudes feelings and skills. Theprofessional practice of youth and community work encourages the seeking of explanationsfor social inequalities through collaborative enquiry and the development of inclusive,democratic and participatory approaches. It requires the ability to create strategies forintervention, development and change, which have meaning and purpose both for individualsand groups. Teaching, learning and assessment strategies need to be congruent with theprofessional practice of informal education in which the programmes offer a professionalformation. The teaching and learning strategies on the programme relate explicitly thereforeto principles of popular community education, including global perspectives and to theprinciples of informal learning in youth work.Learning, teaching and assessment strategies on the programme reflect the values, ethicalprinciples and codes of practice that underpin the profession roles which graduates willperform. They are based on a framework for quality drawn from national guidelines (QAAYouth and Community Work Benchmark Statement, QAA Code of Practice for PlacementLearning; National Qualifications Framework), institutional strategies (The ManchesterMetropolitan University’s General Educational Aims, as well as the Employability andSustainability strategies. The Threshold Standards for Student Experience ) and NationalStandards set by the relevant professional bodies such as the Education and TrainingStandards Committee of the National Youth Agency.The programme is designed to be flexible in the ways in which work-based learning isoffered in order to encourage trainees’ participation in learning whilst operating in thepractice area, and key units at each level draw on a mixture of work-based learning,University-based learning sets and supported e-learning/workbook materials.Learning/Teaching StrategyThe Academic Skills for Higher Education Unit is provided to acclimatise Foundation Yearstudents to HE study.A variety of teaching/learning delivery methods and blended learning will be used. This willinclude:Lectures and seminars, including reading seminarsPractice-based learning opportunities including work-based learningExperiential workshopsOpportunities for small group work, mentor pairs and triads, role plays and microskillsworkGuided student-led and self directed studyPortfolio Learning and the use of reflective journal, including problem-posing andcritical incident recordingE-learningPractice workbooksThe following features will permeate this broad range of teaching/learning delivery methods:an emphasis on inclusive, experiential and participatory learning that values andutilises the richly diversity of life and practice experiences which students bring to thelearning environment;a dialogical approach to learning/teaching with learning activities designed toencourage students to adopt an enquiring ‘problem-posing’ and collaborativeapproach to learning;Programme Specification:Author:Page 10 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________opportunities both in classroom and practice-based learning for students to developknowledge, skills, and professional competence through achieving a synthesis oftheory and life/practice experience leading to their development as reflexive,reflective and critical practitioners;Students will be introduced to the use of ICT for learning and E-learning will form asignificant aspect of a number of units on the programme.Increased opportunities will be provided at each stage of the course to enable thedevelopment of students as independent and autonomous learners. This will largelybe achieved through the early introduction of the Portfolio , reflective journal andPersonal Development Planning, carefully managed collaborative and student-ledgroupwork activities, online learning and increasing opportunities for students toparticipate in inquiry and research activities;The provision has scope for meeting the learning requirements of all students, takinginto account a wide range of learning styles, preferences and abilities of studentsfrom diverse social, cultural, educational backgrounds and communities oftentraditionally underrepresented in Higher Education. Proactive measures will be takento meet specific student learning requirements to ensure that positive learningopportunities are offered and previous negative educational or life experiences arenot replicated or reinforced;Work-based learning forms a significant aspect of the learning throughout thisprogramme of study.Work-based learning is developed in partnership with practitioners in youth andcommunity work regionally and occurs at each stage of the programme. It includesobservation, structured practice investigations, case studies, project planning, visitsand taster events and work-based study periods. It also includes two significantplacement periods of supervised and assessed professional practice. Some units onthe programme will be able to be delivered in alternative work-based settingsdeveloped in partnership with professional informal educators in the North West.AssessmentThe extent to which students have met the learning outcomes in knowledge, understandingand skills at each level will be assessed in a manner commensurate with the philosophy andaims of the learning and teaching strategy outlined above.There will be two assessment tasks for each 30 credit unit. These may take theform of an essay, an investigative report, a reflective analysis of practice, apresentation by an individual or a small group of students, or a portfolio contribution.Care will be taken to ensure that assessment methods are inclusive and assignmenttasks designed to recognise the learning needs of all students.Assignment tasks will require students to demonstrate their growing understandingand knowledge through the stages of the programme, making the links betweensubject knowledge and understanding and their own personal and professionalnarratives. They will increasingly require students to theorise practice and to draw onpractice and life experience as a source of theoretical reflection. By the completionof the programme, assessments will require students critically to locate theirpersonal and professional narratives in a wider context of knowledge andunderstandingIn keeping with the objectives of independent learning there will be an increasingProgramme Specification:Author:Page 11 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________emphasis on investigation and inquiry as a feature of assignment tasks at Levels 5and 6.At each level there will be opportunity for formative assessment in which students willbe give feedback on classroom or work-based tasks prior to submission ofsummative assessment.There will be assignment tasks at each level which require students to reflect andcomment on their developing professional skills. Students will contribute to theassessment of practice through a self-assessment report and through a summativeessay at the completion of the programme.A number of units include an element of practice-based assessment. Some units,which are undertaken in an alternative work-based setting, will require significantcontribution to assessment strategies by work-based supervisors.Supervised professional practice placements will be rigorously assessed by methodsoutlined in the Placement Handbook associated with this programme, in line with therequirements of the National Youth Agency and any other regulatory bodies deemedappropriate.Due to the professional recognition requirements of the National Youth Agency, thefollowing units must be passed and will not be eligible for condonement:BA:- Participatory Learning and Action- Reflective Practice in Community-based collaborative Enquiry- Critical and Reflective PracticeMA:- Participatory Enquiry and reflective Practice in Youth and Community Work- Principles and Practice of Youth and Community WorkAll assessments will be marked anonymously, with the exception of those connected directlywith the assessment of fieldwork practiceStudents will be made aware of University policies on plagiarism.Written feedback will be given to students on all summative assessment and they will beoffered an opportunity for discussion prior to submission of subsequent assessed work.(ii)Programme Specific Assessment CriteriaFoundation Year Assessment CriteriaThese are shared with other programmes as follows at Level 3:Below 35% Fail: Learning Outcomes have not been achieved Makes no attempt to address the learning outcomes or themes of the assignment. Inaccurate or inappropriate content/theory Only a vague knowledge and understanding of the subject area. No evidence of reading around the subject Unsubstantiated/ invalid conclusions, based on anecdotes and generalisations only. Purpose and meaning of assignment extremely unclear. Language, grammar and spelling very poor. No Referencing Significantly under/over the specified length / time Unsatisfactory speed of delivery & audibility in presentation. Inability to stimulate/ facilitate discussion.Programme Specification:Author:Page 12 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________35 – 39% Marginal Fail: Most Learning Outcomes achieved at a threshold level Makes little attempt to address the learning outcomes or themes of the assignment. Poor selection of content/ theory, generally misconstrued A basic knowledge and understanding of the subject and the issues involved Little or no evidence of reading around the subject. Limited evidence of findings and conclusions supported by literature and theory. Purpose and meaning of assignment unclear. Language, grammar & spelling poor. Referencing inaccurate or absent. Poorly paced delivery of presentation and poor audibility Limited ability to facilitate discussion40 – 49% Pass: All the Learning Outcomes achieved at a threshold level Some of the writing is focused on the learning outcomes and themes of the assignment Appropriate selection of content /theory but some key aspects missed/ misconstrued A general knowledge of the subject and the issues involved Evidence of some limited reading around the subject Limited evidence of findings and conclusions supported by literature and theory Meaning apparent but language not always fluent, grammar and spelling still poor Referencing present but has inconsistencies and inaccuracies Speed of delivery and audibility fluctuate during presentation Some ability to facilitate discussion but tendency to miss opportunities50 – 59% Pass: All Learning Outcomes achieved at a good level Mainly focused on the learning outcomes and themes of the assignment Most key theories included in work in an appropriate manner A good understanding and general knowledge of the subject and the issues involved Clear evidence and application of readings relevant to the subject within the text Evidence of findings and conclusions grounded in theory/literature Language mainly fluent. Grammar and spelling mainly accurate Minor inconsistencies and inaccuracies in referencing using the Harvard system Well-paced delivery Some ability to stimulate and facilitate discussion or be directive60 – 69% Pass: All Learning Outcomes achieved at a very good level Clear focus on learning outcomes and themes of the assignment. Insightful and appropriate selection of content /theory in key areas. A sound understanding and knowledge of the subject Ability to appraise critically the theory and literature from a variety of sources, developing ownideas in the process. Good development of arguments based on theory/ literature and beginnings of synthesis. Thoughts and ideas clearly expressed. Grammar and spelling accurate with fluent language. Referencing relevant and mostly accurate using the Harvard system. Well-paced, clear and confident delivery. Clear evidence of ability to stimulate, facilitate and summarise discussion.70 - 79% Pass: All Learning Outcomes achieved at an excellent/outstanding level Learning outcomes and themes are integral to the assignment Assignment demonstrates considerable innovation in the handling of content/theory A thorough and wide-ranging knowledge of the subject Has developed own ideas and justified them using a wide range of sources which have beenthoroughly analysed, applied and tested Analytical and clear conclusions well grounded in theory and literature, showing developmentof new concepts Excellent clarity of expression. Consistently accurate use of grammar and spelling,Programme Specification:Author:Page 13 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________wide language unit may offer such students credit and recognition for working in communitylanguages, and developing skills in interpretation and mediation which are powerfulcommunity work skills. However, we believe that this should be treated as a possibleindividual negotiated option rather than a compulsory element for our students.Uniwide is not available to FY students(ii)Structures, levels, credits, awards, curriculum map of all units (identifyingcore/option status, credits, pre or co-requisites) potential entry/exit points andprogression/award requirementsThe BA Programme runs over three years. In the first year students undertake units oncampus and through short work-based studies and blended learning. In the second andthird year, taught units are either taught in full in the autumn or are spread as workshopbased/blendedlearning courses throughout the year, linked to work-basedlearning/placement which happens from January onwards.The PG Dip is normally completed full-time in twelve calendar months, with workbased/placementlearning from January onwards.For part-time students it is possible to undertake the programme by attending University oneday a week and taking some courses (for example, Community Audit) on line and throughworkshops.The BA (Hons) Youth and Community Work Studies can be taken over one year or twoyears on a similar basis.The awards of Cert HE/Dip HE Community Education Studies are exit points for candidateswho have failed to achieve the learning outcomes in relation to professional practiceStudents will have to have completed academic credits of the professional practice unit inorder to receive a Cert HE or Dip HE Community Education Studies even though they havefailed the professional practice element.Foundation YearLevel 3Core UnitsCodeStatus (if applicable)ie- Pre/Co-requisites- Excluded unitsUnit Title223Z9001 Core Learning Through the Life Course* 30223Z9002 Core Working in a Learning Context* 30223Z9003 Core Education, Community and Diversity* 30223Z9004 Core Academic Skills for Students in theEducation SectorNo ofcredits30International Students will replace one of the above units * (the least relevant to their intendeddegree) with:223Z9005 Core English and Academic Practice 30Programme Specification:Author:Page 15 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________European Union students will replace one of the above units* (the least relevant to theirintended degree) with:Core English for Academic Studies 30Level 4Core UnitsCodeStatus (if applicable)ie- Pre/Co-requisites- Excluded unitsUnit Title224Z0009 Core Informal Education and Community 30Development224Z0011 Core Participatory Learning and Action* 30224Z0010 Core Human Rights, Democracy and30Community224Z0012 Core Approaches to Learning 30No ofcreditsOn successful completion of Level 4 – interim exit award: CertHE Youth and CommunityWork or CertHE Community Education StudiesLevel 5Core UnitsCodeStatus (if applicable)ie- Pre/Co-requisites- Excluded unitsUnit Title225Z2001 Core Reflective Practice and Community-Based 60Collaborative Enquiry*225Z2002 Core Informal Education with Young People and 30Communities225Z2003 Core All Equal All Different / Independent Study 30On successful completion of Levels 4 & 5 – interim exit award: DipHE Youth andCommunity Work or DipHE Community Education StudiesLevel 6Core UnitsCodeStatus (if applicable)ie- Pre/Co-requisites- Excluded unitsUnit Title226Z2001 Core Critical Practitioner / Independent Study in 30Youth and Community Work226Z2002 Core Research and Dissertation 30No ofcreditsNo ofcredits226Z2003 Core Partnership Working in Youth andCommunity Work226Z2004 Core Critical and Reflective Practice in Youthand Community Work *3030Programme Specification:Author:Page 16 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________BA (Hons) Youth and Community Work StudiesCore UnitsCodeStatus (if applicable)ie- Pre/Co-requisites- Excluded unitsUnit Title226Z2001 Core Critical Practitioner / Independent Study in 30Youth and Community Work226Z2002 Core Research and Dissertation 30No ofcredits226Z2003 Core Partnership Working in Youth andCommunity Work226Z2004 Core Critical and Reflective Practice in Youthand Community Work *3030On successful completion of Level – B.A.(Hons) Youth and Community Work StudiesOn successful completion of Levels 4, 5 and 6 student will exit with a BA (Hons) Youth andCommunity Work.PGDip/MA in Youth and Community Work (Level 7)PG Dip:Principles and Practice of Youth and CommunityWork30 21273001All Equal All Different /Independent Study 30 21273002Participatory Enquiry and Reflective Practice inYouth and Community Work*Exit or interim award PGDip in Youth and Community WorkMA:Postgraduate Diploma +Research and Dissertation Youth and CommunityWorkPGCert Community Education StudiesPrinciples and Practice of Youth and CommunityWork60 2127300360 2127300430 21273001All Equal All Different /Independent Study 30 21273002(60 credits at Level 7 without a pass in professional practice)PGDip Community Education StudiesPrinciples and Practice of Youth and CommunityWork30 21273001All Equal All Different /Independent Study 30 21273002Programme Specification:Author:Page 17 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________And Research and Dissertation Youth andCommunity Work OR60 21273004Community Education Studies 60 21273005120 credits at Level 7 without a pass in professional practice. This award is a fallback awardfor students who have gained the academic credits for the PG Dip by undertaking all PG Dipunits but not having successfully completed to a pass standard the requirements ofprofessional practice. The new unit title (‘Community Education Studies’) therefore refers tothe learning outcomes for such students. It will not be offered as a free standing unit.Units marked * include work placement-based learning, as required by the NationalYouth Agency. These units are not eligible for condonement.On successful completion of the following Level 7 credits:60 credits: interim/final exit award – PG Certificate in Community Education Studies120 credits interim exit award without professional qualification: PG DiplomaCommunity Education Studies120 credits: interim/final exit award – PG Diploma in Youth and Community Work (withProfessional qualification)180 credits: M.A. in Youth and Community Work26 Personal Development PlanningFY students are supported via the Academic Skills for Higher Education Unit, in order tobuild their confidence and skills to prepare them for study at degree level.The use of personal development planning is integral to the programme as it is essential tothe development of reflective practice. Termly feedback is given through tutorials in relationto portfolio/reflective journal.This is a programme specific practice. All students will complete a skills audit near thebeginning of the programme. This will be updated in the following years and linked to theplacements which the students undertake, on the basis of a discussion of their learningneeds. A summative reflective essay at the end of the programme enables students toidentify both the skills they have achieved for youth and community work employment, andtheir transferable skills as graduates.The induction period of two weeks is followed by mid-year and end of year of reviews, linkedto the assessment cycle.Students will develop and update their CVs on an annual basis.Reviews of placement learning at Level 5 and Level 6 will also enable students to giveeffective answers in competence based interviews.27 Placement and Work-based LearningThe following units include a placement learning:Programme Specification:Author:Page 18 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________existing RVQs at Level 3 or above in Youth Work and/or Community Development or relatedfields. All candidates for both the B.A. (Hons) Youth and Community Work and thePgDip/M.A. Youth and Community Work will be interviewed and must present evidence ofsignificant periods of work experience (paid or voluntary) preferably in two different settings.Direct Admissions to Level 5 and 6 of the Programme are undertaken with a review ofstudents prior learning and by the same process and against the same professional criteriaas at Level 4. Admission to the level 6 top of degree of BA Youth and Community WorkStudies is by written application and of evidence of existing professional qualification inYouth and Community work at DipHE level.CRB checks are undertaken prior to admission.The Programme is fully compliant with the University’s AP(E)L scheme.29 Approved Variations/Exemptions from University Regulations30 credit units at MAAdditional 60 credit unit :Participatory Enquiry and Reflective Practice in Youth and Community WorkA request for exemption from the regulations was approved on 22 December 2011.30 Programme Management ArrangementsIndicate any additional responsibilities over and above those outlined in the Programme Management Section of theAcademic Regulations and Procedures Handbook – in particular how any approved collaborative partner arrangementswill feed into the home MMU programme management arrangements.The Programme is managed by a Programme Board on which both students and relevantlocal employers are represented. These may include senior managers of local or nationalyouth projects, voluntary and community organisations and regional networks. TheProgramme also relates to the Institute of Education’s Partnership systems.The Foundation Year will be managed by the Education Studies Programme and will havean oversight group drawn from each of the participating Programmes.31 Staff Responsibilitiesindicate additional responsibilities over and above those outlined in the Programme Management Section of theAcademic Regulations and Procedures Handbook – in particular include details of responsibilities relating to anyapproved collaborative partner associated with the MMU home programme.As well as Unit and Programme responsibilities as detailed in the ARPH responsibilities, theProgramme has a member of staff with responsibility for Placements.Foundation YearThe Head of IOE Programmes (Primary, Education Studies and EYCS) will oversee theFoundation Year degrees within the IOE’s portfolioThere will be a single Faculty Lead who will oversee the management of the IOE’s linkedFoundation Year degreesThere will be a Programme tutor responsible for Foundation Year and they will work closelywith the Faculty Team, specifically the Faculty Lead, to support students on this Programme.Programme Specification:Author:Page 20 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________32 Student Support StrategyThere will be an integrated system for the support of student learning with a strong earlyintervention in relation to identifying students who need to access study skills support,counselling about degree pathways during the Foundation Year, the use of drop-ins andsmall group tutorials at level four, the use of a personal tutor system, and the linking oftutorials to placement assessment where possible at subsequent stages of the programme.Some assessments at each level are designed to offer staged feedback on drafts prior tofinal assessment.An induction and review process will occur for each stage of the programme, and individualguidance and support will be available to students in relation to key points of decision duringthe programme in particular in relation to placements, elective choice and dissertation topic.Increased opportunities will be provided at each stage of the course to enable thedevelopment of students as independent and autonomous learners. This will largely beachieved through the early introduction of the Portfolio , reflective journal and PersonalDevelopment Planning, carefully managed collaborative and student-led groupworkactivities, online learning and increasing opportunities for students to participate in inquiryand research activities;The Programme Team works actively with the Faculty Learning Support Officer and with thelibrary to offer support to the development of academic literacy.The University’s system for designing student learning plans and responding to them isfollowed by the team.Part-time students and students undertaking some units through blended/work-basedlearning are supported by the allocation of a key tutor, the publication of an assessmentschedule geared to the needs of part-time students and the use of moodle on-line resourcesto support work-based learning. One practice placement on the PGDip can be undertaken inthe place of work.33 Student EvaluationThe Programme uses the Continuous Improvement Process Supported by a Head ofProgrammes in IOE using action planning and a termly report back process. There is regularpolling of student opinion and a space for feedback via student representatives toProgramme Board. The programme has not sought exemption from the University-widesystem for gathering unit evaluations (on-line).Specific evaluation will be undertaken with part-time post-graduate students at the beginningof the programme and at the 60 credit, 120 credit and on completion.Evaluation for the Foundation Year will follow the same model as the rest of the Programme.34 Engagement with EmployersProgramme Specification:Author:Page 21 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________Employers in Youth and Community Work sector are very varied in their engagement withyouth and community work and the type of employment areas in Youth and community workare varied also. Locally and regionally the Programme relates to employers through studentplacements , through employer reference groups, representation on the Programme Boardand as guest lecturers .Regionally and nationally the Programme team works with employers through bodies suchas the Regional Youth Work Unit, Voluntary Sector North West, CHYPS (Heads of YoungPeople’s Services),NYCVS (National Youth and Community Voluntary Services) and inProgramme Validation processes with the National Youth Agency.The Principal Lecturer is currently involved in discussions of development of an Institute forYouth Work which will bring the sector together in a unified Professional Body,Programme Specification:Author:Page 22 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________35 Points of ReferenceInternalUniversity Mission and Strategic AimsRegulations for the Academic Awards of the UniversityUniversity Regulations for Undergraduate or Taught Postgraduate Programmes of StudyAcademic Regulations and Procedures HandbookFaculty Programme Approval/Review/Modification Report (date)University Learning, Teaching and Assessment Strategic FrameworkUniversity Assessment FrameworkStaff researchDepartmental Professional/Industrial Advisory CommitteeStaff/Student Liaison CommitteeExternal QAA Subject Benchmark statement for Youth and Community Work QAA Framework for HE Qualifications QAA Code of Practice QAA Subject Review report National Youth Agency Annual Monitoring of Youth and Community Programmes 2009-10. National Youth Agency requirements for professional validation of Youth and CommunityWork courses External examiner reportsThis Programme Specification provides a concise summary of the main features of aProgramme and the learning outcomes that a typical student might reasonably beexpected to achieve and demonstrate if s/he take full advantage of the learningopportunities provided. More detailed information on the learning outcomes, curriculumcontent, teaching/learning, assessment methods for each unit and on the Programme’srelationship to QAA Subject Benchmark Statements may be found in the studenthandbook for the Programme. The accuracy of the information in this document isreviewed periodically by the University and may be subject to verification by the QualityAssurance Agency for Higher Education.Programme Specification:Author:Page 23 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________In relation to professional knowledge and understandingIn relation to professional skills and abilitiesIn relation to personal and professional values and commitmentsAnd all these are explored through a process of reflection investigating- from a variety of angles- the personal professionalorientation of each student, in particular in relation to the core values and methods of youth work, community learning anddevelopment as expressed in the Subject Benchmark statement.So, the knowledge base of the definition, extent and range of informal education in youth work and community development as aprofessional practice is explored and theoretical knowledge is introduced. (224z0009) Knowledge is introduced of the ethical legaland political context of the work in the UK and internationally is explored. (224Z0010) Knowledge of informal education approachesincluding those with a specific focus on young people, those which are inter-generational, and those which are contextualised byan understanding of lifelong learning. (224z0009) There is a focus on the development of civil society and social capital and ofcitizenship through democratic processes of learning for young people and adults. (224z0011)Skills are developed through a portfolio based process of reflective learning and through a placement which offers the opportunityto engage a small group in a process of community-based learning. (224z0011; 224z0012). This is active learning outside of theuniversity in a setting appropriate for the professional formation of youth and community workers. Understanding is developed ofthe range of contexts in which such professional skills may be developed, in the changing landscape of the local authority andvoluntary and community sector partnerships and of the increasing presence of private providers. (224z0009)Attitudes and inherited values are explored within the framework of the youth work code of ethics, an understanding of rightsbasedethics and an understanding of the ethics of care. (224z0010) This is located in terms of discussion of anti-oppressivepractice and of the importance of partnership working. (224z0009)Programme Specification:Author:Page 25 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________At Level 5 the following units are taught:Level 5Core UnitsCodeStatus (if applicable)ie- Pre/Co-requisites- Excluded unitsUnit Title225Z0001 Core Reflective Practice and Community-Based Collaborative 60Enquiry225Z0002 Core Informal Education with Young People and Communities 30225Z0003 Core All Equal All Different / Independent Study 30No of creditsKnowledge of the theory and practice of informal education is especially developed at this level in 225Z0002. This unit exploresthemes of social education, political education and the importance of and development of community-based organisations.The values and principles underpinning practice are revisited in 225Z0003 and this unit also enables the negotiation of a period ofindependent learning, thus supporting the development of independent practitioners.Skills development is a particular focus at Level 5 with each student undertaking a period of professional practice which is carefullyassessed in relation to the expectations of a graduate youth and community worker. The development of research skills is alsoemphasised at Level 5 through work on the Community Audit as part of the period of reflective practice.Programme Specification:Author:Page 26 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________Appendix II:YOUTH AND COMMUNITY WORK ASSESSMENT MAPPINGProgramme Specification:Author:Page 31 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________FOUNDATION YEAR UNITSUnit Title Assessment Strategy Unit Learning Outcomes Employability SustainabilityOutcomesLearning Throughthe Life CourseCreative Piece 1) Consider the life course from a range ofdifferent theoretical concepts2) Identify the difference between learning anddevelopment3) Discuss the effects of the evolving sense of'self' and 'others' on learning through the lifecourse4) Discuss the significance of `inter-generationallearning' through experienceEssay 1. Consider the life course from a range ofdifferent theoretical concepts2. Identify the difference between learning anddevelopment3. Discuss the effects of the evolving sense of'self' and 'others' on learning through the lifecourse4. Discuss the significance of `inter-generationallearning' through experienceCommunicate effectively using a range ofmediaManage own professional developmentreflectivelyFind, evaluate, synthesise and useinformationAnalyse real world situations criticallyCommunicate effectively using a range ofmediaFind, evaluate, synthesise and useinformationWork within social, environmental andcommunity contextsFoundation Year GeneralOutcomes Demonstrate knowledge in thesubject matter of their unitsappropriate to Level 3 and apply whathas been learned; Engage in discussion on topics/issuesrelated to contemporary debate in thesubject matter of their units; Extract, summarise and synthesiserelevant information; Produce a coherent and structuredpiece of written work; Demonstrate a readiness for lifelonglearning and personal development; Demonstrate communication andpresentation skills by clear andeffective use of speech, writing andother appropriate methods; Demonstrate a basic level of criticalthought; Apply a range of study skills methodsto enhance their academicdevelopment; Demonstrate knowledge in thesubject matter of their unitsappropriate to Level 3 and applywhat has been learned; Engage in discussion ontopics/issues related tocontemporary debate in the subjectmatter of their units; Produce a coherent and structuredpiece of written work; Demonstrate a readiness forlifelong learning and personaldevelopment; Participate effectively in groupworking and team activities; Demonstrate communication andpresentation skills by clear andeffective use of speech, writing andother appropriate methods;Programme Specification:Author:Page 32 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________Working in aLearning ContextEducation,Community andDiversityPortfolio 1. Identify and practise effective personal andprofessional communication skills2. Participate in professional and academicteamwork3. Initiate and engage in successful professionalrelationships with a range of stakeholderswithin a specified setting.4. Demonstrate an appreciation of ethicalapproaches to professional engagement5. Record, and reflect upon, their professionallearningEssay 1. define the term `community’ and how itmight be interpreted from differentperspectives.Precis Exercise2. identify and discuss the significance of majorsocial divisions for learners fromdisadvantaged communities .3. Recognise the role of education institutionsin perpetuating or reducing inequality4. Identify the way different histories ofprovision have led to different types ofschool and of other community-basededucational organisations.1) define the term `community' and how itmight be interpreted from differentperspectives.2) identify and discuss the significance of Demonstrate a basic level of criticalthought;Analyse real world situations critically Extract, summarise and synthesiseDemonstrate professionalism and ethical relevant information;awareness Produce a coherent and structuredCommunicate effectively using a range of piece of written work;media Demonstrate a readiness forManage own professional development lifelong learning and personalreflectivelydevelopment;Find, evaluate, synthesise and use Participate effectively in groupinformationworking and team activities; Demonstrate communication andpresentation skills by clear andeffective use of speech, writing andother appropriate methods; Demonstrate a basic level of criticalthought;Analyse real world situations critically Engage in discussion onFind, evaluate, synthesise and usetopics/issues related toinformationcontemporary debate in the subjectmatter of their units; Extract, summarise and synthesiserelevant information; Produce a coherent and structuredpiece of written work; Demonstrate a basic level of criticalthought; Apply a range of study skillsmethods to enhance their academicdevelopment; Demonstrate numeracy skills inboth everyday situations and intheir specific subject areas whereappropriate; Demonstrate basic IT skills relatingto word processing, spreadsheets,simple data bases and the Internet;and Demonstrate an awareness of theprogramme of study in a widercontext.Analyse real world situations critically Engage in discussion ontopics/issues related tocontemporary debate in the subjectmatter of their units; Extract, summarise and synthesiseProgramme Specification:Author:Page 33 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________major social divisions for learners fromdisadvantaged communities3) Recognise the role of education institutionsin perpetuating or reducing inequality4) Identify the way different histories ofprovision have led to different types of schooland of other community-based educationalorganisationsrelevant information;Produce a coherent and structuredpiece of written work;Demonstrate communication andpresentation skills by clear andeffective use of speech, writing andother appropriate methods;Demonstrate a basic level of criticalthought;Demonstrate an awareness of theprogramme of study in a widercontext.Academic Skillsfor Students in theEducation SectorPortfolio 1) Undertake a range of academic activities tosupport their beginning studies in HigherEducation.2) Reflect upon their own skills, learning andperformance and set targets for improvementthrough Personal Development Planning.Communicate effectively using a range ofmediaManage own professional developmentreflectivelyFind, evaluate, synthesise and useinformationEngage in discussion ontopics/issues related tocontemporary debate in the subjectmatter of their units;Demonstrate safe and effective useof specificmedia/equipment/material whereappropriate;Extract, summarise and synthesiserelevant information;Produce a coherent and structuredpiece of written work;Demonstrate a basic level of criticalthought;Apply a range of study skillsmethods to enhance their academicdevelopment;Demonstrate numeracy skills inboth everyday situations and intheir specific subject areas whereappropriate;Demonstrate basic IT skills relatingto word processing, spreadsheets,simple data bases and the Internet;andReport 3) Learn how to undertake reading into a giventopic in a relevant and topical education context4) Accurately summarise findings from researchdata in a relevant and topical education contextAnalyse real world situations criticallyCommunicate effectively using a range ofmediaFind, evaluate, synthesise and useinformationDemonstrate knowledge in thesubject matter of their unitsappropriate to Level 3 and applywhat has been learned;Extract, summarise and synthesiserelevant information;Produce a coherent and structuredProgramme Specification:Author:Page 34 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________piece of written work;Demonstrate communication andpresentation skills by clear andeffective use of speech, writing andother appropriate methods;Demonstrate a basic level of criticalthought;Apply a range of study skillsmethods to enhance their academicdevelopment;Demonstrate numeracy skills inboth everyday situations and intheir specific subject areas whereappropriate;Demonstrate basic IT skills relatingto word processing, spreadsheets,simple data bases and the Internet;andDemonstrate an awareness of theprogramme of study in a widercontext.Programme Specification:Author:Page 35 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________Level 4Informal Education and CommunityDevelopmentZ2470009Assignment 1Essay50%Assignment 2Essay50%Human Rights, DemocracyAnd CommunityZ2470011Assignment 1Presentation50%Participatory Learning andAction2 Essay Assignment 1 Assignment 2ReflectivePractice BookAssignment 1Essay50%Approaches to LearningAssignment 2PortfolioFramework50%University Learning OutcomesApply skills of critical analysis to real world situations within a defined range ofx x xcontextsDemonstrate a high degree of professionalism characterised by initiative,x x x xcreativity, motivation and self managementExpress ideas effectively and communicate information appropriately andx x x x x x x xaccurately using a range of media including ICTDevelop working relationships using teamwork and leadership skills,xxrecognising and respecting different perspectivesManage their professional development reflecting on progress and takingxappropriate actionFind, evaluate, synthesise and use information from a variety of sources x x x x x xArticulate an awareness of the social and community contexts within theirdisciplinary fieldx x x x x x x xProgramme Learning Outcomes at Level 4Be able to negotiate a complex and contested domain of practice with a clearsense of professional identity within the context of working in multi-disciplinaryteams.Be able to investigate and negotiate ethical dilemmas with clear reference toan ethic of non-discrimination, rights, responsibilities, and a commitment tocare and human flourishing, which can recognise and challenge unjustifiedoppression.Students will understand the principles and practice informal learning, ofcommunities, community development and citizenship, of personal and peergroup development, and of issues in the management, leadership and supportof community-based organisations and networks, at a sophisticated level whichhas currency . They will be prepared to ask questions about taken for grantedand common sense professional ideas.Be highly competent communicators, both interpersonally and through writtenmodes of communication, in ways which recognise the multiple roles andaccountabilities of informal educators.x x x xxxxx x x x x x xProgramme Specification:Author:Page 36 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________Know how to draw on a range of intellectual, cultural, physical and emotionalresources and skills to support their practice.xxEmployability and Sustainability SkillsAnalyse real world situations critically x x xDemonstrate professionalism and ethical awareness x x x xFind, evaluate, synthesise and use information x x x xApply teamwork and leadership skillsxManage their professional development reflectively x x x xCommunicate effectively using a range of mediaWork within social, environmental and communityContextsx x x x x x x xUse systems and scenario thinking x xEngage with stakeholder / interdisciplinary perspectives x x x x xProgramme Specification:Author:Page 37 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________Level 5Reflective Practice Placement and Community-Based CollaborativeEnquiryAssignment 1Assignment 2Assignment 3Reflective Practice AuditEthicsAll Equal All Different / IndependentStudyAssignmentAssignment 21EssayIndependent StudyInformal Education with Young Peopleand CommunitiesAssignment 1 Assignment 2PresentationEssayUniversity Learning OutcomesApply skills of critical analysis to real world situations within a defined range ofx x x x x xcontextsDemonstrate a high degree of professionalism characterised by initiative,x x x x x xcreativity, motivation and self managementExpress ideas effectively and communicate information appropriately andx x x x x x xaccurately using a range of media including ICTDevelop working relationships using teamwork and leadership skills, recognisingx x x xand respecting different perspectivesManage their professional development reflecting on progress and takingx x x xappropriate actionFind, evaluate, synthesise and use information from a variety of sources x x x x x x xArticulate an awareness of the social and community contexts within theirdisciplinary fieldx x x x x x xProgramme Learning Outcomes at Level 5Be able to negotiate a complex and contested domain of practice with a clearsense of professional identity within the context of working in multi-disciplinaryteams.Be able to investigate and negotiate ethical dilemmas with clear reference to anethic of non-discrimination, rights, responsibilities, and a commitment to care andhuman flourishing, which can recognise and challenge unjustified oppression.Students will gain a sophisticated understanding of the principles and practiceinformal learning, of communities, community development and citizenship, ofpersonal and peer group development, and of issues in the management,leadership and support of community-based organisations and networks, which isat the forefront of the discipline.They will be prepared to ask questions about taken for granted and commonsense professional ideas.Students will be able to work independently in both University and professionalcontexts, drawing on research skills to work analytically on primary andsecondary sources of evidence to achieve a secure and grounded understandingof their professional intervention.Students will be able to apply and evaluate knowledge they have gained ofinformal learning in academic study of communities and communityx x x x xx x x x x x xx x xx x x x x xx x xxxProgramme Specification:Author:Page 38 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________development, of youth work, personal and social education, of political andcitizenship education, and of management and supervision in community-basedorganisationsStudents will be able to apply their learning of the above in a professional practicesetting. They will understand what is involved in operating as a reflectivepractitioner.Be highly competent communicators, both interpersonally and through writtenmodes of communication, in ways which recognise the multiple roles andaccountabilities of informal educators.Know how to draw on a range of intellectual, cultural, physical and emotionalresources and skills to support their practice.xxx x x x x x xx x xEmployability and Sustainability SkillsAnalyse real world situations critically x x x x xDemonstrate professionalism and ethical awareness x x x x xFind, evaluate, synthesise and use information x x x x x xApply teamwork and leadership skills x xManage their professional development reflectively x x x x xCommunicate effectively using a range of media x xWork within social, environmental and communityx x x x x x xContextsUse systems and scenario thinking x x xEngage with stakeholder / interdisciplinary perspectives x x x x xProgramme Specification:Author:Page 39 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________Level 6Critical and ReflectivePractice in Youth andCommunity WorkCritical Practitioner / Independent Studyin Youth and Community WorkPartnership Working in Youth andCommunity WorkResearch andDissertationPractice Assessment Essay 1 Essay 2 Essay Presentation DissertationUniversity Learning OutcomesApply skills of critical analysis to real world situations within a defined range ofx x x xcontextsDemonstrate a high degree of professionalism characterised by initiative,x x x x xcreativity, motivation and self managementExpress ideas effectively and communicate information appropriately andx x x x x x xaccurately using a range of media including ICTDevelop working relationships using teamwork and leadership skills, recognisingx x xand respecting different perspectivesManage their professional development reflecting on progress and takingx x xappropriate actionFind, evaluate, synthesise and use information from a variety of sources x x x x x xArticulate an awareness of the social and community contexts within theirdisciplinary fieldx x x x x x xProgramme Learning Outcomes at Level 6Students will achieve professional recognition in youth work and communitydevelopment. They will show an awareness of debates at the forefront of thediscipline and engage critically with them.Be able to negotiate a complex and contested domain of practice with a clearsense of professional identity within the context of working in multi-disciplinaryteams.Be able and the limits and potential of the role of informal educator incontributing to change, transformation and empowerment. They will be able tobe articulate about the theoretical basis of practice interventionsStudents will be able to apply and evaluate knowledge they have gained ofinformal learning in academic study of communities and communitydevelopment, of youth work, personal and social education, of political andcitizenship education, and of management and supervision in community-basedorganisationsStudents will be able to apply their learning of the above in a professionalpractice setting. They will understand what is involved in operating as a reflectivepractitioner.Be highly competent communicators, both interpersonally and through writtenmodes of communication, in ways which recognise the multiple roles andaccountabilities of informal educators.x x x x x x xx x x x x x xx x x x x xxxx x x x x x xProgramme Specification:Author:Page 40 of 42Date:

MMU Programme Specification:(Insert Programme Specification Title)__________________________________________________________________________________________Know how to draw on a range of intellectual, cultural, physical and emotionalresources and skills to support their practice.x x x x x x xEmployability and Sustainability SkillsAnalyse real world situations critically x x x x xDemonstrate professionalism and ethical awareness x x x x x xFind, evaluate, synthesise and use information x x x xApply teamwork and leadership skills x x xManage their professional development reflectively x x x x xCommunicate effectively using a range of mediaWork within social, environmental and communityx x x x x x xContextsUse systems and scenario thinking x xEngage with stakeholder / interdisciplinary perspectives x x x x xProgramme Specification:Author:Page 41 of 42Date:

EMPLOYABILITY AND SUSTAINABILITY MAPThis is integrated into the above mapping.Programme Specification:Author:Page 42 of 42Date: