Level 2 Certificate in Youth Work (9247-01) Level 2 ... · Level 2 Certificate in Youth Work (9247-01) Level 2 Certificate in Supporting Youth Work (9247-02) Guide for learners 09.05/PO4500002804/ST89053

Level 2 Certificate in Youth Work(9247-01) Level 2 Certificate in SupportingYouth Work (9247-02)Guide for learners

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About City & GuildsCity & Guilds is the UK’s leading provider of vocational qualifications, offering over500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providingqualifications that offer proof of the skills they need to get the job done.

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Level 2 Certificate in Youth Work(9247-01) Level 2 Certificate in SupportingYouth Work (9247-02)Guide for learners

09.05/PO4500002804/ST89053

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05 About this document

05 Aim of qualification

06 Qualification structure

06 Apprenticeship frameworks

07 Assessment requirements

07 Grading and marking

07 Time limits

08 Health and safety

08 Initial assessment and induction

08 Guided learning hours

08 Learner entry requirements

09 Legal considerations

09 Learner workplace requirements

09 Suitability for employment

09 Registration and certification

09 Time constraints

09 Access to assessment

09 The assignments

10 Types of evidence

10 Connections to other qualifications

11 Relationship to N/SVQ

14 Key skills signposting

17 The wider curriculum

18 Recording forms

23 The units

79 The assignments

Contents


About this documentThis document contains the qualification specific details that you will require tostudy the following qualifications.

Level 2 Certificate in Youth Work (Vocationally Related Qualification (VRQ)) and Level2 Certificate in Supporting Youth Work (Technical Certificate).

This document includes information on• learner entry requirements• information about progression to other qualifications• qualification standards• assessment requirements• assignments• evidence recording forms.

Aim of qualificationThese qualifications are designed to provide opportunities for all youth supportworkers including full and part-time, paid or voluntary, permanent or temporary, togain recognition for the underpinning knowledge relevant to the nationaloccupational standards in Youth Work. You will be required to pass a number ofassignments which contain both practical and theoretical activities.

Vocationally Related Qualifications (VRQs) have been designed by City & Guilds tosupport government initiatives towards the National Qualifications Framework. Theycan contribute towards the knowledge and understanding required for the relatedS/NVQ whilst not requiring evidence of occupational competence.

All units and assignments for the Level 2: Certificate in Youth Work (VRQ) and Level 2Certificate in Supporting Youth Work (Technical Certificate) are contained in thishandbook which you will receive upon registration. The units are not sequential andcan be undertaken in any order. Unit accreditation is available if required.

The assignments have been mapped to the relevant Youth Work NVQ (City & Guilds9248) units and there is also the opportunity to gather evidence for Key/Core Skills units.You can progress from level 2 to level 3 and potentially may be able to progress intohigher education.

Technical Certificates are designed for Apprenticeship schemes and are based onunits identified by the Lifelong Learning Sector Skills Council from the Certificate inYouth Work (VRQ).

Certificate in Youth Work and Certificate inSupporting Youth Work Level 2

05Level 2 Cert in Youth Work (9247-01) Level 2 Cert in Supporting Youth Work (9247-02)

Qualification/s structureVocationally Related Qualifications (VRQs) and Technical Certificates are made up ofunits expressed in a standard format.

Each unit has a rationale explaining what the unit is about and outcomes that mustbe met. There is an assignment for each unit which learners are required to pass.

Level 2 Certificate in Youth Work (VRQ)To successfully gain the full certificate at level 2, you will need to complete all fourcore units and two optional units out of eight. Total 6 units.

Core units001 Relationships with young people002 Reflective practice in a youth work setting003 Equality in a youth work setting004 Health, safety and welfare in youth work

Optional units005 Using Information and decision-making in youth work006 Young people as active citizens007 Problem solving with young people008 Advocacy for young people009 Young people’s identity and self awareness010 Design and development of sessions with young people011 Management of resources in youth work012 Evaluation of youth work activities

Level 2 Certificate in Supporting Youth Work (Technical Certificate)The technical certificate is based on the Level 2 VRQ, except that all units aremandatory. To gain the full qualification at level 2, you will need to complete thefollowing 6 mandatory units.

001 Relationships with young people002 Reflective practice in a youth work setting003 Equality in a youth work setting004 Health, safety and welfare in youth work006 Young people as active citizens009 Young people’s identity and self awareness

Apprenticeship frameworksThe Level 2 Certificate in Supporting Youth Work has been approved by LifelongLearning UK as a technical certificate for Apprenticeships in Youth Work. Technicalcertificates will usually be delivered as part of an apprenticeship framework. Theapprenticeship framework (VRQ) for youth work will be found at www.lluk.org.

06 Level 2 Cert in Youth Work (9247-01) Level 2 Cert in Supporting Youth Work (9247-02)

Assessment requirementsFor all qualification/s, you will be required to pass one assignment for each unit.

All outcomes must be achieved through completion of the relevant assignmenttasks. All tasks must be fully met and assessors need to ensure that all assessmentcriteria have been sufficiently achieved.

Assignments may be completed in any order. You must submit evidence in aportfolio format (electronic or word-processed assignments will be accepted,providing work can be authenticated).

Tasks are graded pass, refer or fail. All tasks in each assignment must be passed toachieve an individual unit.

You may resubmit referred tasks following feedback and guidance from yourassessor. Usually tasks may only be resubmitted once. Where there are mitigatingcircumstances and a further submission is required, this must be discussed andagreed beforehand with the external verifier.

Results and assessor feedback must be recorded on the learner assessment recordat the front of each unit. You must authenticate all assignments by signing and datinga declaration of authenticity.

All evidence produced must comply with the core values of Youth Work.

Where assignment tasks require a written response, this must be in English/Welsh/Irish.Word-processed responses to tasks must also be supported by a signed and datedlearner authenticity statement.

Grading and markingAssignments are marked by the centre and are Pass/Refer/Fail only. The highest markof success in any task is a pass.

Pass: achieved when all assignment tasks have been achieved.Refer: when some tasks in the assignment need to be reworked.Fail: when, after the second attempt, there are still a significant number of tasks thathave not been completed to the required standard.

Time limitsAll assignments must be completed and assessed within your period of registration.Your assessor/tutor should advise you of any internal timescales for the completionand marking of each assignment.


Health and safetyThe requirement to follow safe working practices is an integral part of all City & Guildsqualifications and assessments, and it is the responsibility of centres to ensure that all relevant health and safety requirements are in place before you start practical assessments.

Should you fail to follow health and safety practice and procedures during anassignment, the assessment will be stopped and you will be advised of the reasonwhy. You will be informed that you have failed the assessment. You may retake theassessment at a later date, at the discretion of the centre. In any cases of doubt, youshould consult your centre.

Initial assessment and inductionYou will take part in an initial assessment process at your centre before the start ofyour programme, to ensure that you are entered for the appropriate type and level of qualification.

This initial assessment should identify any specific training needs you may have andany support and guidance you may require as you work towards your qualification.

Your centre should provide an induction programme to ensure you fully understandthe requirements of the qualification you will be working towards, yourresponsibilities as a learner, and their responsibilities as a centre. It may be helpfulfor this information to be recorded on a learning contract.

Guided learning hoursCity & Guilds recommends the following guided learning hours for the Level 2 Qualifications.

Level Qualification Guided learning hours

Level 2 Certificate in Youth Work (VRQ) 180 hours

Level 2 Certificate in Supporting Youth Work (Technical Certificate) 180 hours

Learner entry requirementsYou will need to be16 years of age or over and have access to experience in a youthwork setting. You will also need sufficient literacy and organisational ability tocomplete the assignments to the required standard.


Legal considerationsYou may be legally required to undergo criminal record checks prior to taking upemployment/work placement. Centres, employers and placement providers liaiseclosely with one another to ensure that any requirements for the particular area ofwork are fully met. As the requirements between sectors and countries may vary,checks will be made with the appropriate regulatory body and/or governmentdepartment/s if employers or placement providers are uncertain of the requirements.

Learner work placement requirementsAs part of the assessment of this qualification is based on practical activities withyoung people, you must be working with young people in a suitable youth worksetting (paid/unpaid, voluntary, full time/part time).

Suitability for employmentThe nature of the work in this sector means that there may be some restrictions onemployment, or access to work experience. You must be able to fulfil the sectorrequirements relating to work within youth work eg health, criminal convictions etc.

Registration and certificationYou must be registered at the beginning of your programme and your centre will giveyou your City & Guilds enrolment number.

City & Guilds will despatch a copy of the relevant learner guide upon yourregistration, which will contain all information relevant to your programme.

When assignments have been successfully completed and verified, your results willbe submitted to City & Guilds.

Time constraintsAll assignments must be completed and assessed within your registration period.Your assessor will advise you of the internal timescale for the completion andmarking of each of your assignments.

Access to assessmentFor learners with particular assessment requirements, your centre should refer toour policy document Access to assessment and qualifications. This can bedownloaded from our website www.city-and-guilds.co.uk.

The assignmentsA table of all the units which make up this qualification is found on page 20. Youshould use this table to keep up to date with the assignments you have completed.You should enter the date completed in the right hand column.


The assignments are to be found on page 79. You will find instructions at thebeginning of each task telling you what you should do. Some of them have recordingsheets you should use.

Assignments can be completed in any order. Your centre/learning provider isexpected to organise the assignments in a logical order according to yourrequirements and those of the course.

You should not be encouraged to submit assignments for final assessment before youhave completed them to the best of your ability and have covered the requirements tothe necessary standards. Your assessor/tutor will give you full guidance and supportto help you with these assignments and to determine your readiness.

Types of evidenceAssignments have been written in such a way as to encourage you to producedifferent types of evidence. It is important that you put your name, City & Guildsenrolment number, Centre number and number on the assignment and that all thecompleted Tasks are collected together. A ‘learner assessment record’ is providedfor use with each assignment.

Connections to other qualificationsCity & Guilds has identified connections to other qualification/s for your convenienceon the following pages. This mapping is provided as guidance and suggests areas ofoverlap and commonality between the qualification/s. It does not imply that if youcomplete a unit(s) in one qualification that you are automatically covered for all of thecontent of the qualification/s listed in the mapping.


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Key Skills signpostingThe qualification provides opportunities to gather evidence for the accreditation ofKey Skills as shown in the table below. However, to gain Key Skills certification, youwill need to take Key Skills as additional qualification/s.

D indicates that the unit content provides opportunities for developing andpractising a key skill.

E indicates that the unit or assignment provides opportunities for evidencing the Key Skill.

Information technologyAlthough the use of ICT is not an explicit element of any of the units, it is likely thatthe programme developed will enable you to develop and practice this Key Skill.Similarly, your centre’s programme should enable you to practice your presentation skills.

CommunicationAll the units are assessed through written assignments and therefore will provideevidence for the written aspects of Communication.

Application of numberThere is an opportunity for you to develop and practice your application of number inOptional Unit 11 – Management of resources in youth work.

Working with othersAll units describe how you should consult with others. Those with practical activitieswill allow opportunity to evidence this key skill.

Problem solvingProblem solving is implicit in most units and explicit in Unit 07: Problem solving withyoung people. Many of the tasks involve problem solving abilities.

Improving own learning and performanceBoth qualifications provide many opportunities for you to develop in this area,including Units 002, 015 and 021.


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The wider curriculumAll those involved in working with young people must develop a soundunderstanding of many moral, spiritual, ethical, social, legal, economic, cultural andEuropean issues. Children and young people’s welfare and rights (as enshrined in theUN Convention on the rights of the child 1989) are paramount. Health and safetyconsiderations run throughout and are a legal requirement in most situations.

Each unit has specific links made to these issues through the learning outcomes andhence related assignments.

Levels 2 and 3 Certificate in Youth Work and Certificate in Supporting Youth Work

Unit Spiritual Moral Ethical Social Legal Econ Cultural H&S Europe

001 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

002 ✓ ✓ ✓ ✓ ✓ ✓

003 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

004 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

005 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

006 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

007 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

008 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

009 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

010 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

011 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

012 ✓ ✓ ✓ ✓ ✓ ✓ ✓

013 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

014 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

015 ✓ ✓ ✓ ✓

016 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

017 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

018 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

019 ✓ ✓ ✓ ✓ ✓ ✓

020 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

021 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

022 ✓ ✓


Recording formsThe following recording forms are provided for your use and should be photocopiedas required for this VRQ.

Form VRQ 1Learner and centre detailsYou should place this form in the front of your file/portfolio where you keep your assignments.

Form VRQ 2Summary of achievementThis form records your on-going completion of units and progress to finalachievement. It also allows the internal verifier and external verifier to indicate which units have been sampled for verification purposes.

Form VRQ 3Learner assessment recordThis form is used to record the results of each of your assignments and feedback youhave received. It can be used for both first and second submission of the assignmentwhere necessary.

Form VRQ 4Assignment witness statement formThis form is used for assignments where confirmation of the completion of work-basedactivities is required.

Forms VRQ 2 and 3 will be safeguarded by your centre throughout your period ofassessment and then kept by your centre for a period of three years after completionof the qualification. You should be given a photocopy of these completed forms tokeep in your file/portfolio.



VRQ title

City & Guilds number Level

Learner contact details

City & Guilds enrolment number

Date enrolled with centre

Date registered with City & Guilds

Centre name

Centre number

Centre address

Centre telephone number Fax number

Centre contact/quality assurance co-ordinator (QAC) name

Centre contact/quality assurance co-ordinator (QAC) contact details

Centre contact/quality assurance co-ordinator (QAC) e-mail address

Form VRQ 1Learner and centre details

Learner name City & Guilds ENR No

Centre name Centre number

Unit Assignments Date Pass IV signature EV signaturecompleted Fail if sampled if sampled

Unit 1 Relationships with young people

Unit 2 Reflective practice in a youth work setting

Unit 3 Equality in a youth work setting

Unit 4 Health, safety and welfare in youth work

Unit 5 Using Information and decision-making in youth work

Unit 6 Young people as active citizens

Unit 7 Problem solving with young people

Unit 8 Advocacy for young people

Unit 9 Young people’s identity and self awareness

Unit 10 Design and development of sessions with young people

Unit 11 Management of resources in youth work

Unit 12 Evaluation of youth work activities

All the assignments above have been completed to the required standard and meet the requirements forvalidity, currency, authenticity and sufficiency.

Assessor’s name Date

Assessor’s signature Date

Learner’s signature Date

Internal verifier’s signature Date

Form VRQ 2Summary of achievement


Unit number and title

Learner’s name City & Guilds enrolment number

Assessor’s name Centre number

Dates assignment submitted 1st 2nd

Unit No/title 1st Submission 2nd Submission IV signature Outcome Pass/Refer Outcome Pass/Fail if sampled

Assessor/Tutor’s comments to learner/student

Target date and action plan for resubmission (if applicable)

Outcome of second submission

Date of final assessment decision

I confirm that this assessment has been completed to the required standard and meets the requirementsfor validity, currency, authenticity and sufficiency.

Tutor/assessor’s signature Date

I confirm that the assignment work to which this result relates, is all my own work.

Learner’s signature Date

Internal verifier’s signature Date

Form VRQ 3Learner assessment record – assignment feedback andresult sheet


Learner’s name

Assignment No

Assignment title

Task(s)

I certify that the above learner has• carried out the tasks listed in the assignment• gained permission from the youth work setting where appropriate• followed the values and assumptions of youth work standards throughout.

Name of youth work setting

Youth work setting supervisor name

Signed Date

Form VRQ 4Assignment witness and statement form


The units001 Relationships with young people002 Reflective practice in a youth work setting003 Equality in a youth work setting004 Health, safety and welfare in youth work005 Using Information and decision-making in youth work006 Young people as active citizens007 Problem solving with young people008 Advocacy for young people009 Young people’s identity and self awareness010 Design and development of sessions with young people011 Management of resources in youth work012 Evaluation of youth work activities



This unit is about building open, honest and trusting relationships with individualsand groups, using effective communication and the basic principles of group work.These are essential skills for all those who work in the youth work sector.

The unit is divided into four outcomes:

Outcome 1Understand verbal and non-verbal communication and its impact on relationships

Outcome 2Understand factors influencing the emotional development of young people

Outcome 3Understand issues affecting young people locally and nationally

Outcome 4Understand and use the basic principles of group work

Unit 001Relationships with young people


Outcome 1Understand verbal and non-verbal communication and its impact on relationships

The learner will:1.1 use appropriate verbal and non-verbal communication1.2 understand the difference between assertive, passive and aggressive

communication approaches1.3 understand and use assertive communication skills to establish a rapport with

young people1.4 explain the importance of active listening1.5 understand the effect culture may have on communication (eg touch,

distance, language)1.6 identify how to work with young people on ways of overcoming barriers

to communication1.7 know how to ensure that communication and relationships remain within the

appropriate youth work boundaries1.8 describe and demonstrate how to establish effective relationships with young

people through open, honest and trusting and consistent behaviour.



Outcome 2Describe the factors influencing the emotional development of young people

The learner will:2.1 describe basic adolescent development and the importance of positive self

esteem and self image2.2 know how to engage young people in activities that will increase self esteem

and improve self image2.3 know how to enable young people to challenge their own boundaries in ways

that promote independence2.4 Identify the opportunities that exist for young people to explore and establish

their own values, attitudes and aspirations.



Outcome 3Understand issues affecting young people locally and nationally

The learner will:3.1 identify the different community locations where young people may meet3.2 understand the risks and personal safety issues that might arise and how to

deal with them effectively3.3 understand the importance of making contact with young people on their

own terms3.4 know the sources of information available about issues facing young people

and their community3.5 understand the importance of enabling young people to express their values

and aspirations3.6 enable young people to identify the type and amount of support they need

using a variety of methods3.7 understand the benefits of working with young people to identify their own

goals and solutions3.8 identify local and national organisations and agencies that exist to support

young people.



Outcome 4Understand and use the basic principles of group work

The learner will:4.1 describe basic group dynamics4.2 demonstrate the importance of demonstrating respect and value for all

group members4.3 identify the possible barriers to participation and how these might be overcome4.4 know how to use different methods to enable groups to work more effectively4.5 describe the key factors in conformity and its relationship to peer pressure4.6 know the basic procedures/guidelines on health and safety, child protection,

equal opportunities and confidentiality when using group work.




This unit is about looking back (reflecting) on your practice and finding out what youdid well and what you could improve upon for the next time you carry out the task.

The unit is divided into two outcomes:

Outcome 1Understand how your own values, attitudes and beliefs can affectperformance/practice

Outcome 2Use reflective practice to improve Youth Work performance/practice

Unit 002Reflective practice in a youth work setting


Outcome 1Understand how your own values, attitudes and beliefs can affectperformance/practice

The learner will:1.1 describe their own life experiences and identify how these have moulded their

values and beliefs1.2 make a list of their strengths and areas for development, in relation to working

with others (colleagues and young people)1.3 identify any of their values, attitudes and beliefs which may differ from those of

the organisation1.4 describe how problems or conflicts can be overcome, in order to prevent an

adverse effect on services to young people.



Outcome 2Use reflective practice to improve Youth Work performance/practice

The learner will:2.1 identify how to use reflective tools to improve own practice (eg peer discussion,

self evaluation, team meetings)2.2 identify how to use reflective tools to develop their own learning (eg learning

cycle, taught courses)2.3 describe how to give and receive feedback in a constructive manner to

colleagues, young people and managers2.4 describe how to use constructive feedback to improve their own

performance/practice2.5 describe how supervision and appraisal may help to review their own

development, competency and progress.




This unit looks at ways in which the core values of Youth Work are applied to ensurethat young people understand the processes of participation and decision-makingwhich promote equality of opportunity and responsibility.

The unit is divided into two outcomes:

Outcome 1Recognise and challenge prejudices, stereotypes and discrimination

Outcome 2Understand the processes of participation and decision-making

Unit 003Equality in a youth work setting


Outcome 1Recognise and challenge prejudices, stereotypes and discrimination

The learner will:1.1 describe how to communicate using language (verbal) and behaviour (non

verbal), which do not offend or discriminate1.2 identify strategies to challenge and address the prejudices of young people1.3 identify strategies to challenge and address their own and colleagues’ prejudices1.4 use a range of activities/methods that actively address discrimination1.5 identify organisational procedures for recording and reporting complaints

about oppressive or discriminatory incidents.



Outcome 2Understand the processes of participation and decision-making

The learner will:2.1 identify how to establish an environment which promotes equality

and participation2.2 describe how to minimise barriers to participation2.3 use a range of activities and resources which promote confidence and ensure

all can participate2.4 describe how to encourage young people to establish ground rules and

boundaries for behaviour which promotes tolerance and respect2.5 describe how to support young people in making informed choices.




This unit is about understanding Health and Safety issues and working in accordancewith relevant organisational policies and procedures. It is about safeguarding YoungPeople inside and outside the youth work setting.

The unit is divided into four outcomes:

Outcome 1Identify and act upon hazards and risks within the youth work context

Outcome 2Promote Health and Safety for young people within a safe youth work environment

Outcome 3Understand and apply the principles of child protection

Outcome 4Support young people in dealing with stressful situations

Unit 004Health, safety and welfare in youth work


Outcome 1Identify and act upon hazards and risks within the youth work context

The learner will:1.1 describe how to carry out a Risk Assessment within the youth work environment1.2 identify if risks are low, medium or high in line with organisational procedures1.3 describe common hazards within the youth work environment1.4 explain how to report potential hazards to relevant people1.5 describe how to work with young people to deal with risks and hazards.



Outcome 2Promote Health and Safety for young people within a safe youth work environment

The learner will:2.1 explain their job role in the promotion of a safe youth work environment2.2 explain how to actively promote the health and safety of young people and staff2.3 identify how to work with young people to empower them to promote their

own safety2.4 describe how to act as a role model for young people in the promotion of a safe

environment in the youth work setting.



Outcome 3Understand and apply the principles of child protection

The learner will:3.1 identify common risks and hazards for young people outside the youth

work environment3.2 describe how to assist young people to develop practices to safeguard their

safety and well-being3.3 describe how to use communication skills (verbal and non-verbal) to increase

young people’s confidence in maintaining personal safety3.4 describe how to agree and implement ground rules with young people on

personal safety3.5 understand own organisation’s policies and procedures on child protection.



Outcome 4Support young people in dealing with stressful situations

The learner will:4.1 describe how to recognise the signs of young peoples’ willingness or need

to talk4.2 use a range of effective listening techniques to support the young person’s

need to talk4.3 describe how to respond sensitively to young people in stressful situations4.4 identify relevant sources of support with young people4.5 describe sources of support available for yourself when dealing with

stressful situations.




This unit is about working with Young People to identify their information needs andto support them to gather relevant information from a variety of sources. It alsolooks at how such information is stored appropriately.

The unit is divided into three outcomes:

Outcome 1Identify and collect information with young people

Outcome 2Collate and use information gathered

Outcome 3Maintain information and make it available to young people

Unit 005Using Information and decision-making in youth work


Outcome 1Identify and collect information with young people

The learner will:1.1 work with young people to identify what types of information they may need1.2 be aware of local and national issues affecting young people that they may wish

to get more information on1.3 know how to contact other organisations and agencies that provide

information relevant to young people1.4 explain what factors may affect access to information1.5 suggest ways of overcoming potential problems to access1.6 explain why it is important to have a wide variety of up to date information

available for young people to use1.7 can describe different methods of research and how to use these in practice

when collecting information with young people.



Outcome 2Collate and use information gathered

The learner will:2.1 monitor the currency and accuracy of the information2.2 describe methods for collating information2.3 use a range of different methods for displaying information2.4 check with young people that they understand the information provided2.5 use information that broadens the scope of options for action, for personal

development and social development2.6 enable young people to organise information in a way that they find useful

and accessible2.7 explore with young people, options for action, for personal development and

social development open to them2.8 explain the kinds of support young people may need as they make decisions.



Outcome 3Maintain information and make it available to young people

The learner will:3.1 describe different methods for storing information3.2 explain own organisational policy and relevant legislation affecting the storage

of information, photocopying and copyright3.3 describe young peoples’ rights to information3.4 identify with young people suitable media which suit their needs to access and

use information3.5 explain how to support young people to access and retrieve the information

they want.



The unit is about working with Young People to help them investigate andunderstand issues within their communities. It seeks to help them recognise theirroles and how to present their views positively.


Outcome 1Assist young people to gain an understanding of their local communities

Outcome 2Enable young people to recognise their roles, rights, responsibilities and theirpotential to influence the community

Outcome 3Work with young people to identify and present their views

Unit 006Young people as active citizens


Outcome 1Assist young people to gain an understanding of their local communities

The learner will:1.1 describe how to help young people identify the various communities within

which they live1.2 identify how to create opportunities for young people to explore issues

affecting their community1.3 identify the communication skills needed to promote understanding of

community issues1.4 identify how to help young people access information produced by local

community groups.



Outcome 2Enable young people to recognise their roles, rights, responsibilities and theirpotential to influence the community

The learner will:2.1 identify how to help young people understand how decisions are made in local

communities2.2 highlight different points of influence within the community (eg pressure

groups, local councillors, special interest groups) for young people2.3 describe how to help young people identify their rights, roles and

responsibilities within the community2.4 identify how to help young people become involved in community groups that

interest them.



Outcome 3Work with young people to identify and present their views

The learner will:3.1 identify with young people how to develop the views they wish to present and

the community group they wish to access3.2 identify the support required by young people in order to present their views3.3 identify with young people the aims and goals of their presentation3.4 describe how to help young people prepare and build an effective presentation.



This unit is about ways of working with young people to plan, implement andevaluate their actions in tackling problems.

The unit is divided into 3 outcomes:

Outcome 1Work with young people to plan how to solve problems

Outcome 2Enable young people to put the plan into action

Outcome 3Enable young people to learn from their actions

Unit 007Problem solving with young people


Outcome 1Work with young people to plan how to solve problems

The learner will:1.1 work with young people to establish what options are available to them to meet

their goals for action1.2 know how to identify sources of information and advice1.3 explain how to set realistic goals and measures of success1.4 explain how different problem-solving techniques can be applied1.5 explain how the planning process works(eg stages)1.6 describe organisational policy and legislation relating to rights, health and

safety, safeguarding children1.7 work with young people to create plans for solving the problem.



Outcome 2Enable young people to put plans into action

The learner will:2.1 work with young people to develop detailed plans2.2 explain why it is important for young people to understand their responsibilities

and boundaries2.3 explain what skills are needed or can be developed to implement the plan2.4 know how to support young people to identify any changes that may need to be

made to the plan2.5 give constructive information, advice and feedback throughout the

development of the plan.



Outcome 3Enable young people to learn from their actions

The learner will:3.1 explain why it is important to encourage young people to review and reflect on

their experiences3.2 describe how to create a space for open and honest discussion3.3 use effective communication skills to review with young people, their

experience of implementing their plan3.4 identify a range of techniques to help young people to identify the learning and

skills they have developed and how these may be transferred to other situations3.5 know how to develop further goals based on the results of the review.



This unit is about supporting young people to speak for themselves wheneverpossible and acting on their behalf if it is inappropriate, unadvisable or difficult forthem to do so. This can be done with groups or individuals.


Outcome 1Recognise when it is appropriate for young people to act on their own behalf

Outcome 2Identify when advocacy is needed

Outcome 3Act as an advocate for young people

Unit 008Advocacy for young people


Outcome 1Recognise when it is appropriate for young people to act on their own behalf

The learner will:1.1 identify with young people the situations when they can act on their own behalf1.2 identify factors that affect the ability of individuals and groups to

represent themselves1.3 know how to give young people the support they need to represent themselves1.4 describe the current legislation affecting individual rights1.5 explain how to empower young people to act on their own behalf1.6 explain own organisations policies and local sensitivities concerning

independent action by young people.



Outcome 2Identify when advocacy is needed

The learner will:2.1 identify and collect information on why advocacy may be needed2.2 identify situations when it is more appropriate for the youth worker to advocate

on young peoples’ behalf2.3 know how to work with young people to agree a clear and consistent plan of

what will happen next2.4 identify the skills required to be an effective advocate.



Outcome 3Act as an advocate for young people

The learner will:3.1 explain own and other organisations’ guidelines for involving young people

in advocacy3.2 describe the importance of keeping records3.3 describe how and why it is important to establish realistic goals for advocacy3.4 describe how to involve young people in planning how their interests will

be presented3.5 explain how to review and evaluate the outcomes of advocacy with

young people.



This unit is about helping Young People to express and share feelings andexperiences and to explore spirituality in any context. It is also about understandingthe value of reflection in Youth Work.

This unit is divided into two outcomes:

Outcome 1Enable young people to undertake purposeful reflection

Outcome 2Assist young people in the exploration and development of their spiritual self

Unit 009Young people’s identify and self awareness


Outcome 1Enable young people to undertake purposeful reflection

The learner will:1.1 describe how to work with young people to review activities and reflect on their

reactions and feelings1.2 describe how to use active listening skills to create an atmosphere of trust with

young people1.3 identify how to develop opportunities for young people to learn about and

reflect upon situations and the social environment around them1.4 describe how to use formal and informal activities to enable young people to

share and build upon experiences1.5 describe how to create a suitable environment for reflection and meditation.



Outcome 2Assist young people in the exploration and development of their spiritual self

The learner will:2.1 describe how to carry out activities with young people which explore the

differences between beliefs/religion/faith2.2 identify how to support young people in developing their understanding and

respect for people having with different spiritual and religious beliefs2.3 identify how to encourage young people to reflect on their own spirituality,

relationships and life style choices2.4 describe the importance of recognising your own spiritual self and how this

may influence your interactions with young people2.5 discuss the importance of not imposing your own beliefs on young people.




This unit is about working with young people to use their objectives and aspirationsto identify session options. It is about planning, preparation, and evaluating YouthWork sessions.

The unit has four outcomes:

Outcome 1Identify potential outcomes with young people

Outcome 2Plan and prepare Youth Work sessions

Outcome 3Adapt sessions and learning materials to match specific needs of individuals

Outcome 4Evaluate Youth Work sessions

Unit 010Design and development of sessions with young people


Outcome 1Identify potential outcomes with young people

The learner will:1.1 demonstrate how to carry out a Needs Analysis with individuals, groups and the

local community1.2 explain how to use the results of the Needs Analysis to identify individual and

group goals1.3 describe how to help young people use their identified goals to develop the

desired outcomes for the Youth Work sessions1.4 describe how to work with young people to identify a range of possible practical

options, which could lead to desired outcomes.



Outcome 2Plan and prepare Youth Work sessions

The learner will:2.1 explain how to advise young people on a range of options to fulfil

identified needs2.2 describe how to help young people select appropriate options and identify

clear aims and objectives2.3 explain how to plan and design a workable session with young people2.4 identify how to work with young people to identify the expertise and resources

needed for sessions2.5 identify how to work with young people to identify other suitable providers or

agencies for sessions.



Outcome 3Adapt sessions and learning materials to match specific needs of individuals

The learner will:3.1 describe how to adapt sessions and resources for young people with hearing

and/or visual impairment3.2 describe how to adapt sessions and resources for young people with specific

learning needs3.3 describe how to adapt sessions and resources for young people where English

is a second language.



Outcome 4Evaluate Youth Work sessions

The learner will:4.1 identify how to plan with young people the evaluation of Youth Work sessions4.2 explain how to support young people in evaluating whether the initial outcomes

have been achieved4.3 describe how to identify with young people the reasons for any successes

and/or failures which occur4.4 describe how to contribute to the evaluation process in a way which is useful for

the development of the organisation.




This unit is about working with young people to draw up financial and resource plansfor an event, activity or project. It is not designed to be used for those involved inmanaging major budgets.

The unit is divided into thee outcomes:

Outcome 1Work with young people to plan and obtain the necessary resources for events,activities or projects

Outcome 2Draw up budgets and plans for youth work events, activities or projects

Outcome 3Assist young people to monitor progress during implementation of an event, activityor project

Unit 011Management of resources in youth work


Outcome 1Work with young people to plan and obtain the necessary resources for events,activities or projects

The learner will:1.1 explain how to assist young people to identify their goals and ways of

achieving them1.2 identify a range of resources within and outside their organisation1.3 work with young people to draw up a list of resources they need to achieve

their goal1.4 identify possible gaps in resources and work with young people to identify

methods to fill the gaps1.5 explain how to work with young people to prepare a budget1.6 describe the legislation affecting raising money or other resources for youth

work activities1.7 describe their own organisation’s policies and procedures on handling money

and fund-raising.



Outcome 2Draw up budgets and plans for youth work events, activities or projects

The learner will:2.1 explain why it is important to involve young people in budget planning2.2 explain why it is important to have a clearly specified budget for events2.3 work with young people to develop a detailed and accurate budget2.4 identify accurately all expenditure and sources of income2.5 know how to implement the organisation’s financial systems for income and

expenditure and own accountability2.6 keep records in accordance with their organisation’s procedures2.7 identify who should be kept informed of progress and when.



Outcome 3Assist young people to monitor progress during the implementation of an event,activity or project

The learner will:3.1 work with young people to enable them to take control of resources3.2 explain how to work with young people to use a simple financial

record-keeping system3.3 use the basic principles of accounting3.4 explain how to involve young people in monitoring resources borrowed

from others3.5 describe what to do if there are problems within the budget3.6 know how to assist young people to prepare and present final accounts.



This unit is about working with young people to plan the evaluation of Youth Workopportunities and communicate the outcomes to others.

The unit has two outcomes:

Outcome 1Plan the evaluation of Youth Work activities with young people

Outcome 2Carry out evaluation of Youth Work activities with young people

Unit 012Evaluation of youth work activities


Outcome 1Plan the evaluation of Youth Work activities with young people

The learner will:1.1 describe how to decide with young people which activities will be evaluated

and why1.2 describe how to identify the goals/objectives for evaluation of a Youth

Work opportunity1.3 identify how to work with young people to establish specific, measurable,

realistic, achievable and time-related objectives for the evaluation1.4 explain how to help young people to set criteria for the evaluation1.5 describe how to help young people plan how and when the evaluation will

take place1.6 identify with young people who will receive the evaluation.



Outcome 2Carry out evaluation of youth work activities with young people

The learner will:2.1 describe how to involve young people in analysing feedback and data2.2 explain the principles of a range of data collection techniques

eg questionnaires, surveys, group and individual discussion etc2.3 know how to work with young people to make realistic recommendations

based on the results of the evaluation2.4 identify methods that could be used to publicise outcomes of evaluation2.5 know how to work with young people to ensure that the results of the

evaluation are acted upon.




Assignment number Unit title001 Relationships with young people

This guide is for the use of learners.

It contains all the necessary information learners need for the assignment.

Read through the assignment carefully and if there is anything you do not fullyunderstand in the instructions you should ask your assessor.

All parts of the assignment must be completed satisfactorily for success to beachieved in this unit.

The assignments


Task Ai Fill in the grid below giving three examples of verbal (eg what is said) and

non-verbal (eg body language) communication that could be seen as assertive,passive or aggressive.

Passive Aggressive Assertive

Verbal

Verbal

Verbal

Non verbal

Non verbal

Non verbal

ii During your time within a youth work setting you will have already developedmany relationships with young people. From such experiences describe and giveexamples of what factors need to be taken into consideration for the following:• establishing a good rapport• how and why you listen actively• possible barriers to communication• working on ways to overcome these barriers• ensuring that you remain within your role boundary• cultural differences that may affect communication.

iii Interpersonal skills are of vital importance in youth work. A worker must be able to interact effectively with others using non-verbal and verbal communication effectively.

Participate in a group activity with young people paying particular attention tohow you use your verbal and non verbal skills to show respect and value for allgroup members.

You will also need to demonstrate that you can use different methods to enablegroups to work more effectively. You will be observed by your assessor or awitness agreed by your assessor and you will need to get a written testimony fromyour assessor or the witness for your portfolio.


Task Bi Produce a resource file involving young people which can be used by young

people in your area. This file will contain information about local and nationalorganisations and agencies relevant to young people – who they are, what they doand how they can be accessed. Remember to consider possible barriers tocommunication and how these may be overcome – language, format etc.

ii Imagine you have been asked to mentor a new worker. To help them settle in,write a brief description of the following:• the local community, where young people meet• what the possible risks and personal safety issues may be and how to deal with

them and what policy and procedures affect them• how to make contact with young people on their own terms and find out about

local issues affecting them• how to enable young people to express their value and aspirations

appropriately and why it is important to do so• how to enable young people to identify the type and amount of support

they need.

Task Ci Adolescence is a time of rapid change. It is therefore important to understand

what these changes are. Fill in the following grid giving 3 examples of likelychanges under the following headings –

Physical Intellectual Social Emotionaldevelopment development development development


ii Explain why it is important to develop a positive self image and self esteem anddescribe two activities that can be used to increase self esteem, improve selfimage and promote independence – remember to explain why they might do so.

iii Give a brief description of work you have done that has supported young peopleto develop a positive sense of self.

Task DScenarioYou have been asked by a group of young people if they could do an activity. Write abrief description of what you need to do, involving the following:i Consultation and participation with all young people.ii Overcoming any barriers to participation.iii The basic procedures/guidelines on health and safety, child protection, equal

opportunities and confidentiality.iv Planning, preparation and resources.v The positive and negative impact of group dynamics.vi The potential impact of peer pressure and conformity.


Assignment number Unit title002 Reflective practice in a youth work setting






Task Ai Carry out a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis in

relation to your abilities to work with colleagues and young people. Identify threeissues for each section.

ii Write a brief account outlining experiences you regard as important in your life.Explain how these have influenced your values and beliefs.

iii Using the table/grid below, identify three examples of how your own values andattitudes may differ from those of your organisation.

Organisational values/attitudes My values/attitudes

1 The organisation thinks smoking should 1 I think smoking is ok.be banned

2 2

3 3

4 4

iv Explain how to prevent your differing values adversely affecting your work withyoung people and give one example from your youth work practice.

Task Bi Briefly describe how you can use a theoretical model such as Kolb’s Learning Cycle

to help you learn and improve as a youth worker.


ii Complete the following grid to show the value of the techniques which can beused at work to help you reflect on and improve your practice.

Who supervises your work?

What do you think their role is?

How do they supervise you – give three different 1examples of supervision

2

3

What should be the benefits to you of good 1supervision – give three examples

2

3

How do you identify areas of your work that need improving?

What should be the benefits to you of an annual appraisal meeting?

Give three examples of how other people 1have helped you to develop your youth work skills

2

3

iii Explain how to give and receive feedback in a constructive manner. Identify howgiving feedback to a young person may differ from giving feedback to a manager.



Assignment number Unit title003 Equality in a youth work setting






Task AYou are holding a group work session with young people to address some equalityissues. A number of incidents of discrimination and bullying have occurred lately inthe work setting. Your group is mixed ages with a greater number of males; one youngperson uses a wheelchair, another has a hearing loss whilst one girl has dyslexia.

i Give a definition of prejudice which would be easily understood by the young people.Describe briefly how you will find out the prejudices the young people have andhow you will help them challenge these.

ii Describe briefly the activities you would use with the young people to address discrimination.

iii Give examples of the language you will use with the young people to ensure noone is discriminated against or offended.

iv Working with a group of young people establish a set of ground rules to promoteanti-discriminatory behaviour, tolerance and respect. Make notes of the processand how the ground rules have been put in place.

v Where would you find your organisation’s procedures for recording and reportingcomplaints about oppressive or discriminatory incidents and how would you use them.

vi Give one example of how you challenge and address your own and colleagues’ prejudices.

Task Bi Define and explain equality and participation in relation to youth work.

ii Give two examples of the types of activities and resources you would use toensure all young people can participate in youth work activities that promoteconfidence. Give two examples of the common barriers which could excludeyoung people from these types of activities.

iii Give two examples from your youth work experience of how you support youngpeople in making informed choices which acknowledges their values and beliefs.


Assignment number Unit title004 Health, safety and welfare in youth work






Task Ai Explain your own role in promoting the safety of young people and staff within a

safe work environment.

ii Explain the difference between a Risk and a Hazard? Which are the most commonhazards you encounter at work and how should you report them?

iii Organise an activity with young people that promotes their own safety within theyouth work environment and the local community.

iv Carry out a formal Risk Assessment and then identify whether the risks are High,Medium or Low. Include a copy of the risk assessment, the activity plan andoutcome in your portfolio.

Task Bi List the common risks and hazards for young people both inside and outside the

youth work environment.

ii Describe the communication skills will you use to help the young people increasetheir confidence in maintaining personal safety.

Task Ci You are supporting a distressed young person who has been accosted by a

stranger. List three sources of support available to you.

ii List the sources of support could you help a distressed young person to access?Outline your organisation’s policies and procedures in dealing with a youngperson in a stressful situation.

iii What verbal and non verbal signs might a young person display to expresswillingness or a need to talk? What listening and personal skills would you use tosupport him/her?

.


Assignment number Unit title005 Using information and decision making in youth work






Good quality, accessible information is important for young people so they can makeinformed choices about the key issues that affect their lives.

Task Ai In the grid below, list the at least four of the main issues facing young people

today, both locally and nationally. You will need to research this with young peopleand colleagues and other organisations and agencies. You may do this in any wayyou think is appropriate.

Local issues National issues

ii With young people, create an information board or folder for the above issues thatgives relevant, up to date information. Present, with the information, an accountthat describes the process you went through to gather the information. Includethe methods you used for the research, how young people were involved and therationale for the choice of information and how the information was accessed.Explain why you and the young people chose to display in the information the wayyou did and the benefits to young people for having information in this format.

iii What are the factors that may affect access to information and why is it importantto have information accessible to young people? List some of the different ways of displaying information to aid access and how this information is updated in your workplace.


Task Bi List the types of opportunities you have to share information and support young

people in their understanding of information.

ii Describe the various formats available to increase accessibility and how youwould support a young person who needed help.

iii Conduct a survey with young people and find out their views about theadvantages and disadvantages of the different types of media available. Fill in thegrid below with your results.

Media Advantages Disadvantages

Written information

Telephone information services/text

Internet/computer based information

Displays/advertisements

Television/teletext

Task Ci Describe a situation where you have supported a young person, who needed

information include the following:• what you did to enable them to understand and explore the information and

make informed choices• what was the outcome of your intervention• what options did the young person have• describe the support were you able to offer the young person during this time.


ii Explain your organisation’s policy for the following.

Having up to date information

Young peoples’ rights to information

Confidentiality

Storing of information/data protection

Copyright

Photocopying information

Access/retrieve information

Safe use of the Internet


Assignment number Unit title006 Young people as active citizens






Task Ai Produce a resource file with the young people which provides information on:

a their local communityb how to further research, community issues of interestc local community groupsd how to become involved in community groups.

ii Explain the interpersonal and communication skills you would use to help theyoung people understand community issues.

Task Bi Explain how you would help the young people understand how decisions are

made in the local community.

ii How would you help the young people identify different points of influence in thecommunity? List the local opportunities that young people have to participate egyouth forums.

iii How could you help young people understand their rights, responsibilities androles in the community.

Task CThe young people have expressed an interest in a regeneration project for an area ofneglected land. They want to be involved in clearing the land and planting a wildlifemeadow. They are preparing a presentation to an interested local councillor. You aregoing to help them.

i How would you help the young people to develop their initial views?

ii Describe how you would support the young people to:a define the aims of the project for the presentationb prepare an interesting presentationc present their views effectively.


Assignment number Unit title007 Problem solving with young people






Task Ai Working with young people is all about problem solving and of the aims of youth

work should be to give young people the skills and knowledge to solve problemsfor themselves. Using examples from your own practice describe two problemsthat young people have asked for help with. You will be observed by your assessoror a witness agreed by your assessor and you will need to get a written testimonyfrom your assessor or the witness for your portfolio.

Complete the framework below

Problem 1 Problem 2

How did the problem arise?

Describe the problem.

How are you going to get young people to evaluate the options they have for solving the problem?

How is success to be measured?

List the goals and outcomes expected.

What skills training or coaching have been identified to enable the young people to succeed?

How did you create space for an open and honest discussion?

How did you use effective communication skills throughout this process?


ii Using the two problems you chose above, describe how the process went, interms of the headings below and explain what you felt the young people learnt ateach stage of the process and what evidence you have to support this:

Problem 1 Evidence Problem 2 Evidence

Creating an action plan

Setting realistic goals and targets

Trying different techniques to solve the problem

Using the support and information available

Having clear roles and responsibilities

Establishing boundaries

Reviewing progress

Developing further goals


Task Bi Explain why is important to have clear boundaries when ‘problem solving’.

ii Describe your organisation’s policy in relation to working with young people whenproblem solving• young peoples’ rights• health and safety• child protection.

iii List the agencies or resources you could use in order to obtain information andguidance, to help you and the young people with the problem solving process.

iv Describe the way you work with young people to set realistic goals andresponsibilities and give constructive advice and feedback.

v Explain why it is important to encourage young people to review and reflect ontheir experiences.

vi Explain how you would help young people to use learning and skills developed, tobe applied to a variety of situations.


Assignment number Unit title008 Advocacy for young people






Task Ai Define what the term advocacy means and recognise when it should be used on

behalf of young people.

ii Give an example of when it is appropriate for the youth worker to act on a youngperson’s behalf.

iii List the skills required to be an effective advocate.

iv Give an example of how you would work with young people in gaining theirparticipation in planning what will happen whilst you are advocating on their behalf.

Task BComplete the following table, giving an example of an issue where you havesupported young people to act on their own behalf.

Identify what support they may need and any legal requirements that maybenecessary in the country in which you are working.

Young person’s issue.

How I empowered the young person to act on his/her own behalf.

What information is needed for the young person to address the issue?

What are the legal implications and organisational policies relating to this issue?

What factors might prevent a young person representing themselves/acting on their own behalf?


Task CLook at the following case studies and give a response in the grid on how you wouldact as an advocate for a young person/people by answering the following questionson each.

Case study – OneA group of young males approach you and complain that there is nothing in theirarea and would like a skate park were they could go to. You know that a large amountof money is soon to be spent on the local park and funding organisers have beenapproaching local committees for a response of ideas of what the community wouldlike to see in the park.

Case study – TwoA young 16 year old person approaches you from the project and explains that theyare homeless and don’t know what to do.


Case study – ThreeTwo young people from your project have been caught shoplifting from a localsupermarket. They are due to attend the local magistrate’s court next week and haveasked if you can speak for them in court.

Question Case study 1 Case study 2 Case study 3

What further information is required?

Are there laws you need to check out on behalf of the individual/group?

What rights and responsibilities do the young person/people have?

What opportunities are there?

Are there any other agencies that would be able to help?

How would you support the young person/people?

How would you involve the young person/people in the process?

Can you give an example of your own agency guidelines for involving young people?

How would you record the situation?

How would you evaluate the outcomes with the young person/people?


Assignment number Unit title009 Young people’s identify and self awareness






Task AWork with young people to produce a display to educate, develop understanding,respect of and integration about different cultures, beliefs and religions. This mustinclude the followinga Christianityb Judaismc Sikhismd Islame Hinduismf Buddhism.

Task Bi Explain what activities you could use to encourage young people to reflect on

their life style choices and spiritual beliefs.

ii Describe how your own beliefs influence your interactions with the young peopleand the importance of not imposing your beliefs on young people.

Task Ci Describe a suitable physical and emotional environment which will enable young

people to reflect on their experiences and perhaps meditate on the outcomes.

ii Explain how you can help the young people to review, reflect on and learn from thesituations they have experienced. What interpersonal skills would you use tofacilitate this?

iii Outline the activities you could use to help the young people share and build ontheir experiences.


Assignment number Unit title010 Design and development of sessions with

young people






Task Ai Give an example of how you have negotiated a Needs Analysis with young people

and used this to identify goals for youth work sessions.

ii Describe how you have helped young people to plan and design a youth worksession which achieves their identified outcomes.

iii Give an example of how you have worked with young people to identify theresources needed for youth work sessions. Ensure you also cover provision byother agencies.

Task Bi As you have already identified, young people have a wide range of needs. Give

examples of how you have adapted or would adapt youth work sessions andresources to match the needs ofa a young person with a visual and/or hearing impairmentb a young person with English as a second languagec a young person with a specific need eg dyslexia.

Task CTo check the effectiveness of youth work sessions, it is important to evaluate their outcomes.

i Give an example of how you have supported young people in evaluating a youthwork session. Ensure you cover the reasons for successes or failures andachievement of outcomes.

ii How do you ensure the evaluation is going to be used by the organisation to help it develop?


Assignment number Unit title011 Management of resources in youth work






Task AYoung people have asked you if you can help them organise a trip to a theme park.They have already found out the cost of entrance, which is very expensive and theyare keen to do some fund-raising to make the trip more viable. Using this scenario orfrom a real life youth work experience answer the following.

i What are the key parts of the planning process, when working with young people?

ii List the resources already available from your organisation and those you willneed to obtain or raise funds for.

iii What outcomes could young people achieve from organising and fund raising forsuch an event?

iv Explain the policies and procedures and any relevant legislation you would needto follow when working with young people to organise and fund this event.

Task Bi Explain why it is important to have a clearly specified budget for an event and how

to prepare a budget, in terms of income and expenditure.

ii Explain why it is important to involve young people in budget planning and list therecorded outcomes they could achieve by being involved in this process.

iii With young people, draw up a simple budget sheet for the project, with samplecosts including income, staffing, transport, fees etc.

iv It is really important to keep recordings and to keep relevant staff and managersinformed. Now complete the following grids listing all records and people thatneed to be informed.

Records to be kept Reason


People to be kept informed Reason

Task Ci Describe how you and the young people will monitor, and evaluate this fund

raising event and to who and how will you present your findings.

ii Devise a plan of how you will help the group understand the basic principles ofaccounting. Put the plan into your portfolio as evidence.

iii Explain how you will present the relevant information; include the budget,monitoring of resources borrowed from others, final accounts and young people’slearning and evaluation.

iv Explain how you would work with young people if there were problems with the budget.



Assignment number Unit title012 Evaluation of youth work activities






Task Ai Outline why it is important to involve young people in the evaluation of youth work

and who this should be shared with.

ii Objectives for working with young people in a youth work context should beSMART. What does SMART stand for and give examples of how it can be put into practice?

iii List three reasons for using evaluation as part of the youth work process.

iv Describe how you work with young people to plan evaluation, as part of everyday work.

Task Bi For the following evaluation methods describe one advantages and one

disadvantage of each, in relation to the type of feedback/data that might be available.

Method Advantage Disadvantage

Individual discussion

Group meeting

Survey

Questionnaire

Review

Any other method used


ii For the same methods give examples of how you would involve young people.

Method

Individual discussion

Group meeting

Survey

Questionnaire

Review

Any other method used

iii Give an example of an evaluation activity you and young people have carried outand explain why you used this method and how it was presented to others.

Task Ci Describe how you would work with young people to produce realistic

recommendations from the evaluation and present the findings to colleagues,managers and other partners.

ii Explain the two methods that could be used to publicise outcomes of evaluation.

iii Explain how you would work with the young people to ensure that the results ofthe evaluation are acknowledged by others and acted upon.



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TS-02-9247

Documents

Level 2 Certificate in Youth Work (9247-01) Level 2 ... · Level 2 Certificate in Youth Work (9247-01) Level 2 Certificate in Supporting Youth Work (9247-02) Guide for learners 09.05/PO4500002804/ST89053