Level:Part II (yr 2)
Course Convenor:Mrs LM Harper
back to top
Curriculum Design: Outline Syllabusback to top
· Basic Assumptions of Personality Theories
· Models of Personal and Psychological Development: (Introduced in module YP02 and CYP13)
- Psychoanalytical approaches - Freud
- Behavioural approaches – Skinner, Watson
- Cognitive approaches- Ellis
- Humanistic approaches – Rogers, Maslow
· Problems With Theories
- Introducing cultural narrowness
- Exploring the implications behind supporting the status quo
- Passing on institutional discrimination and oppression
· Influences on Young People Within Modern and Post-Modern Society
- Families and carers including the impact of care on looked after children
- Groups and communities
- Cultural influences
- Technology including mobile phones and the internet
· Influences on Young People of Legislative and Support Systems
- The Education Act (Introduced in module CYP03)
- The Children Act (Introduced in module CYP03)
- The Crime and Disorder Act
- Every Child Matters Green Paper (Introduced in module CYP03)
- The impact of schooling and the education system
- The role of community support and youth work (Built on in CYP09)
- Connexions and advice agencies (Introduced in module CYP03 and built on in CYP09)
- The Youth Justice System (Built on in CYP09)
· Key Aspects of the Education System in England that Relate to Working with Young
- The taught curriculum
- Work experience
- Careers education
- Educational achievement - Assessment frameworks and their application to assessing and supporting the needs and achievements of young people
- Educational attainment targets (SAT, GCSE, post 16 qualifications)
- Special needs assessment and support (Introduced in CYP13)
- An awareness of Connexions APIR
(Risk assessment and child protection issues will be covered in modules CYP04 and CYP 11)
Curriculum Design: Pre-requisites/Co-requisites/Exclusionsback to top
Successful completion of year 1.
Educational Aims: Subject Specific: Knowledge, Understanding and Skillsback to top
A1 Ensure students demonstrate that they can apply appropriate principles and values for working with children and young people. These values must include those relating to equality of opportunity, ensuring inclusive practice and demonstrating respect for children, young people, their families and communities.
A4 Develop students’ understanding of the learning and development of children and young people and their ability to assess, enhance and support this development, including supporting children and young people through transition.
YPA8 Develop students’ ability to respond to change in their personal and professional capacities and contexts and to develop strategies for change in their work with young people.
Educational Aims: General: Knowledge, Understanding and Skillsback to top
A6 Encourage students’ commitment to continuous professional development.
A7 Develop key skills: using the elements in the QCA framework of:
- improving own learning and performance
- working with others
- problem solving
- application of number
Learning Outcomes: Subject Specific: Knowledge, Understanding and Skillsback to top
YPSKU1 An awareness of the theories, concepts and models associated with the psychology and philosophy of engagement, assessment, development, learning, support and guidance and their application to their own and organisational practice within a multi agency environment.
SKU3 An awareness of the current and changing needs and characteristics of children and young people, especially those from disadvantaged groups.
SKU4 An awareness of the roles and responsibilities of a range of professionals and agencies who work with children and young people and their families and communities within a multi agency environment.
SKU7 An understanding of theories and concepts related to children’s/young people’s psychological, personal, social and cognitive development.
SKU8 An understanding of the factors which influence children’s/young people’s well-being,
development, learning and behaviour.
SS2 An ability to identify, reflect on, review and apply personal and professional boundaries of responsibility and influence in relation to children, young people, their families/carers, communities and the agencies that serve them.
Learning Outcomes: General: Knowledge, Understanding and Skillsback to top
CS1 Critically evaluate relevant theoretical concepts in relation to their study and practice.
CS2 Analyse and interpret data and source material
CS3 Exercise and demonstrate independence of mind and thought.
CS4 Demonstrate the ability to critically reflect on their learning and own/organisational practice.
AP1 Identify, retrieve, sift, select and present relevant information.
KS1 Demonstrate advanced communication skills in spoken and written form, in language appropriate to the audience (children, young people, families/carers, other professionals, peers, academic colleagues).
Assessment: Details of Assessmentback to top
· A 2000 word or equivalent assignment which will explore factors impinging on young people’s development (learning outcomes YPSKU1, SKU3,SKU4, SKU7, SKU8, CS1, CS2, CS3, AP1, KS1). 50%
· A 2000 word or equivalent case study from the learners own practice which is reflective in nature and explores the learners role in supporting young people through transitional stages in their lives (learning outcomes YPSKU1, SKU3,SKU4, SS2, CS1, CS3, CS4, AP1, KS1). 50%.
The learning and teaching strategies adopted will require active participation from learners. These will include presentations, workshops, small group work, action learning, reflective learning and one-to-one and group tutorials.
Formative assessment will take place throughout the module by the learners’ workplace mentor, and learners will demonstrate achievement using set activities and tasks. Formative assessment of learners understanding of personality theories, the mental life and core conditions of the various models will be conducted in class by the module tutor. The module will be summatively assessed using 2 x 2000 word assignments.
Curriculum Design: Single, Combined or Consortial Schemes to which the Module Contributesback to top
Foundation Degree in Working with Young People and Young People’s Services.