| Module title: |
The Community Context of Youth Work
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| SCQF level: |
07: |
| SCQF credit value: |
20.00 |
| ECTS credit value: |
10
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| Module code: |
HSS07102 |
| Module leader: |
MRS JANIS DEANE |
| School |
Life Sport & Social Sciences |
| Subject area group: |
Generic - Health, Life & Social Sciences |
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Prerequisites
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There are no pre-requisites for this module to be added
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 2012/3, Trimester 2, Blended,
| Occurrence: | 001 | | Primary mode of delivery: | Blended | | Location of delivery: | XT1 | | Partner: | | | Member of staff responsible for delivering module: | MRS JANIS DEANE | | Module Organiser: | | | Learning, Teaching and Assessment (LTA) Approach: |
Learning & teaching methods including their alignment to LOsThis is a blended module with only two contact sessions. These are listed as lectures for room booking purposes but the focus will be interactive. In week 2, the module and its requirements will be introduced in detail and group work undertaken to discuss the nature of community, to overview the language and scope of needs assessment (LO1, 2). Secondary and routinely available data (LO2) will be explored with an overview of website quality issues (LO,3). Thereafter, students will use Moodle and online activity to undertake their needs assessment of a defined community related to their area of work and return in week 13 to undertake their poster with accompanying oral presentation (LO 4, 5). The core text is Hawtin and Percy-Smith available in hard copy date 2007 and electronically date 2010.Students will be supported in their work-based learning by a named workplace supervisor as well as the module leader, who will offer support not only to the student but also to the supervisor.Embedding of employability/PDP/scholarship skillsThe module was designed using CLD competencies and the module content reflects key assessment activities undertaken by community youth workers. Scholarship skills such as using routinely available data (LO2, 3), making an oral presentation (LO5) and writing a report (LO4) are evidence in the assessment strategy. The poster presentation will require the visual representation of data such as graphs and pie charts (LO5). Embedded in the report task will be the need to evaluate the quality of websites visited (LO3, 4). Reflection on the task and the findings will be embedded in both components of assessment.Assessment (formative) There will be timetabled input and demonstration in class of using key websites and accessing Moodle. In week 2, group work will include discussion on defining and specifying the community for study and students will be asked to liaise directly with the module leader between week 3 and 4 to get approval of the suitability of the chosen “community”. Group work in week 2 will also offer opportunity to practice evaluation of website quality using a structured checklist before this forms part of the summative report. Draft work will be looked at on request and weekly office hours will be posted on Moodle to allow students to have phone contact with the module leader. Assessment (summative)There are 2 components of summative assessment:Component 1 is a report of 2500 words due in week 9 and worth 50%. This will contain three main sections: a) a description of key sources of secondary data used; b) evaluation of the quality of websites using detailed structured checklists and c) a personal reflection on findings and observations of using routinely available data. Component 2 is a A1 poster presentation with accompanying oral presentation of 10-15 minutes due in week 13 and worth 50% of the total module mark. This is a verbal summary of the findings of the needs assessment, using secondary data and visual representation of those data.Research/ teaching linkagesThe module leader has consultancy links with community development organisations and will ensure that relevant research / evidence is used throughout the module.Supporting equality and diversityStudents can choose their community to increase relevance to their own work situation and this addresses issues of gender, ethnicity or other diversities. The assessment approach includes different methods such as written and verbal strategies. Internationalisation The module and its content are inherently UK-centric because of the need to focus on needs assessment in local communities and the related data. Comparative approaches which build on this module content occur later in the programme e.g. in HLT08101/2 Health Promotion.
| | Student Activity (Notional Equivalent Study Hours (NESH)) | | Mode of activity | Learning & Teaching Activity | NESH (Study Hours) | | FACE TO FACE | Lecture | 2 | | FACE TO FACE | Tutorial / Seminar / Class Groupwork | 1 | | ONLINE | Individual Learning Activities | 105 | | Independent Learning | Individual Learning Activities | 92 | | Total Study Hours | 200 | | Expected Total Study Hours for Module | 200 |
| Assessment | | Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words | | Report | 50 | 1,2,3 | 9 | HOURS= WORDS= 2500 | | OTHER poster/oral presentation | 50 | 1,2,4,5 | 14 | HOURS= 0.15 WORDS= 1000 | | Component 1 subtotal: | 50 | | | Component 2 subtotal: | 50 | | | | | Module subtotal: | 100 | | | |
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What you will learn and what this module is about:
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As a community youth worker, it is important that that you understand the context of the community in which you work. This module will build on previous learning and experience on community development and models of participation. Other than direct work with stakeholders, identifying and assessing need requires you to locate and use relevant secondary data as evidence with the aim of fully appreciating the factors impacting on individuals and communities and the challenges and barriers faced. This module is informed by the Community Learning and Development Standards Council for Scotland (2009) The Competences for Community Learning and Development
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Description of module content:
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The nature of community; key stakeholders; participation and involvement; finding and evaluating sources of data; website quality; primary and secondary data; routinely available data. Needs assessment; identifying barriers and challenges; descriptive interpretation of data; Poster presentations.
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Learning Outcomes for module:
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LO1: Describe the nature of community, specifying the defined community for assessmentLO2: Undertake a small needs assessment, using secondary data. LO3: Review the quality and quantity of the websites used and the information gathered, identifying any data gaps.LO4: Accurately describe/interpret the information that has been gathered to identify barriers and challenges for the community under study.LO5: Summarise and visually represent data in a poster with an accompanying oral presentation
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Indicative References and Reading List - URL:
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T1: Bradbury, A.J. (2010) Successful presentation skills 4th ed. London, Kogan PageT2: Hawtin, M., Percy-Smith, J (2007) Community profiling : a practical guide 2nd ed. Maidenhead : Open University Press/McGraw-Hill Education T3: Hawtin, M., Percy-Smith, J (2010) Community profiling : a practical guide 2nd ed. Maidenhead : Open University Press/McGraw-Hill Education United Kingdom : Dawson Books, E-bookT4: ISD (2011) Information Services Division of the NHS National Services Scotland. [Internet] Available at http://isdscotland.org/T5: SNS (2011) Scottish Neighbourhood Statistics [Internet] Available at http://sns.gov.uk/T6: Scot PHO (2011) Scottish Public Health Observatory [Internet] Available at http://www.scotpho.org.uk/
Click here to view this module's reading list. |
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