Open Awards
Level 3
QN: 610/6237/6
Curriculum Active
Open Awards Level 3 Technical Occupational Entry in Youth Support Work (Diploma)
Official qualification regulated by Ofqual, awarded by Open Awards. Classified as a Technical Occupation Qualification. Total guided learning hours: 292 hours.
Qualification Level
Level 3
Awarding Body
Open Awards
Syllabus Units
9 Units
Guided Hours
292 hrs
Instant access to interactive lessons, quizzes, and spaced revision.
Course Syllabus & Study Modules
Complete breakdown of verified curriculum topics and learning objectives.
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Open Awards Level 3 Technical Occupational Entry in Youth Support Work (Diploma)
Anti-Discriminatory Practice in a Youth Work Setting
Verified
Key Learning Objectives:
- Define anti-discriminatory practice in the context of youth work
- Explain how anti-discriminatory practice aligns with youth work principles across cultural, social, and political contexts
- Outline current legislation relevant to anti-discriminatory practice
- Explain the concept of protected characteristics and describe the groups they cover
- Analyse the consequences of not meeting the needs of individuals with protected characteristics on own practice and service delivery
- Critically compare prejudice and discrimination, including their definitions and impacts
- Evaluate own youth work practice to identify strengths and areas for improvement in promoting anti-discriminatory practice
- Develop a plan to enhance active participation and youth voice using anti-discriminatory principles
2
Open Awards Level 3 Technical Occupational Entry in Youth Support Work (Diploma)
Engaging and Communicating with Young People
Verified
Key Learning Objectives:
- 1. Understand the importance of building professional relationships with young people in youth work 1.1 Explain why relationship building with young people is important in youth work 1.2 Analyse how effective communication skills impact on building and maintaining professional relationships with young people 1.3 Describe ways to engage young people in order to establish a professional relationship with diverse groups of young people2. Understand different ways of engaging with stakeholders 2.1 Describe different approaches of engaging young people and increasing their participation in youth work 2.2 Compare local community networks and ways in which young people might become involved 2.3 Describe places and spaces in which professional youth support work might happen and how approaches might differ dependent on context, environment and/or young person 2.4 Explain different contexts, including cultural, social and political perspectives operating within young people’s communities and wider society3. Understand the importance of good communication skills for youth work activities 3.1 Describe the advantages and disadvantages of different methods of communication when working with young people to include verbal, written and electronic techniques 3.2 Describe the challenges of using social media to engage with stakeholders 3.3 Describe a youth support workers’ role in supporting young people to access impartial information and guidance4. Be able to communicate with stakeholders to develop a professional relationship 4.1 Demonstrate own ability to communicate, including active listening skills, with young people and two other stakeholders from the list below, clearly identify if those stakeholders are internal or external to a youth work setting and the communication technique used (ie verbal, written, electronic).a) Members of the publicb) Wider communityc) Public authorities in the youth sectord) Youth organisations and youth councilse) Donorsf) Media 4.2 Work in an anti-oppressive, anti-discriminatory manner, maintaining professional communication with stakeholders5. Be able to support young people in engaging with the local community 5.1 Engage with the local community to support young people’s involvement in a way that promotes acceptance and understanding of others 5.2 Support young people to develop positive relationships in their local community that promote acceptance and understanding of others 5.3 Assess own strengths and areas for improvement when communicating with others using a reflective practice model 5.4 Demonstrate maintaining professional behaviour boundaries when working with young people3. 3.1 3.2 3.3 Assessment Requirements The following assessment criteria are skills-based and, therefore, the primary method of assessment is direct observation or assessment of practical work-based tasks:• 4.1 • 4.2• 5.1• 5.2• 5.4Other methods of assessment may be used to triangulate the evidence (e.g., professional discussion, question and answer, reflective accounts). AC 4.2 Evidence could include witness statements, video, written evidence, photos (if permission has been given), from young people. AC 5.2 Learners need to provide evidence of how they have enabled young people to actively establish positive relationships in their local community that promote acceptance and understanding. This could be through social action projects, fundraising activities, volunteering. Learners need to clearly identify how this practice has promoted acceptance and understanding of others.Indicative ContentLO1 1.1 Learners need to provide evidence that they understand that one of the fundamental principles of youth work is the ability to establish and maintain positive relationships with young people. Without this relationship, built on mutual trust and respect, the youth work process of identifying the needs of young people could struggle to take place therefore limiting positive youth work outcomes. 1.2 Learners need to
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Open Awards Level 3 Technical Occupational Entry in Youth Support Work (Diploma)
Group Work within a Youth Work Setting
Verified
Key Learning Objectives:
- Outline the types of groups young people join and the reasons for membership
- Critically compare different models of roles in groups
- Explain the stages of group development using a recognised theorist
- Evaluate factors that contribute to group effectiveness and maintenance
- Analyse own leadership style and its appropriateness in different group situations
- Explain strategies for managing conflict and personal feelings in group settings
- Evaluate a programme of group work activities against set goals
- Reflect on own group work skills and identify areas for development
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Open Awards Level 3 Technical Occupational Entry in Youth Support Work (Diploma)
Principles of Youth Work
Verified
Key Learning Objectives:
- 1. Understand the key purpose and role of youth work 1.1 Explain the key purpose of youth work 1.2 Identify current national and local policies and guidance and how these impact youth work including social, environmental, economic and political 1.3 Outline current legislation that informs youth work 1.4 Explain own organisation’s purpose and policies2. Understand key principles of youth work 2.1 Explain the following principles for youth work: a) active participation and empowerment of young peopleb) voluntary engagement by young peoplec) informal educationd) equality, diversity and inclusione) professional codes of conduct3. Understand the role of youth work in the young person’s local community 3.1 Explain different types of communities 3.2 Explain how the local community affects young people’s lives 3.3 Outline how youth work impacts on the young person’s local community4. Understand different contexts and models of professional youth work delivery 4.1 Identify different contexts where youth work could operate within young people's communities and wider society, including social and political perspectives 4.2 Explain different models of youth work delivery, taking into account different places and spaces and how approaches might differ dependent on context, environment and/or young person5. Understand the skills, knowledge, qualities and values required to practice as a youth support worker 5.1 Describe the skills, knowledge, qualities and values of an effective youth support worker 5.2 Outline how professional boundaries are important to engaging with young people and with own team 5.3 Outline how anti-discriminatory practice could impact youth work practice6. Understand own skills, knowledge, qualities and values required to practice youth support work 6.1 Assess personal skills, knowledge, qualities and values required for youth work practice 6.2 Identify the impact own prejudice and values could have when engaging with young people 6.3 Identify the professional behaviour boundaries of own role within youth work practice in relation to young people and colleagues 6.4 Develop a personal development plan to address own areas for improvementIndicative ContentLO1 1.1 The National Youth Agency definition of the purpose of youth work is: Youth work is a distinct educational process adapted across a variety of settings to support a young person’s personal, social and educational development. Therefore, the learner must be able to: • explore their values, beliefs, ideas and issues • develop and express their voice, influence and place in society • acquire a set of practical or technical skills and competencies, to realise their full potential • facilitate young people’s learning and development Learners must refer specifically to Article 12 of the United Nations Convention on the Rights of the Child in youth work settings 1.2 Learners must be able to identify policies and guidance specific to their locality and how these impact on the lives of young people. Learners must look at including: • local authority • voluntary sector • national government Learner must be able to identify how these policies and guidance impact youth work socially, environmentally, economically and politically, giving at least one example of each. Trainers/assessors are advised to research current national policies as they are subject to change. 1.3 Current key national legislation and local policies that drive youth work provision in UK nations could differ and is subject to change. Trainers/assessors are advised to ensure they keep up to date with legislation changes. The statutory guidance underpinning the provision of youth services is set out in the Education Act 1996. The provision places a duty on local authorities, “so far as is reasonably practicable”, to secure access for all qualifying young people to a sufficient quantity of ‘youth services’, namely: • a sufficient quantity of educational leisure-time activities whic
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Open Awards Level 3 Technical Occupational Entry in Youth Support Work (Diploma)
Reflective Practice in a Youth Work Setting
Verified
Key Learning Objectives:
- 1. Understand the principles and values of reflective practice in youth work 1.1 Define reflective practice within a youth work setting 1.2 Explain the benefits of reflection in developing youth work practice 1.3 Evaluate approaches to reflective practice and their potential strengths and weaknesses2. Be able to undertake self-directed reflection on own practice and continuing professional development 2.1 Demonstrate regular reflection on own experience, skills and behaviour upholding the principles and values of reflective practice in youth support work 2.2 Evaluate own areas of strength and potential areas for development 2.3 Reflect individually and through supervision on practice in line with daily tasks to enhance the support young people receive 2.4 Evaluate the development plan with own line manager3. Be able to use reflection to develop own and others practice 3.1 Identify line management styles that support and develop youth work practice in others 3.2 Monitor outcomes of own work and others 3.3 Review and revise own practice based on feedback from others 3.4 Apply the result of own reflection and development to own practice 3.5 Support others in reflective practice and provide constructive feedback to them around delivery 3.6 Demonstrate how critical reflection could improve own and others practice in line with organisational procedures4. Be able to maintain continuous professional development opportunities that support own youth work practice 4.1 Summarise relevant sources of information that could support own continuing professional development on a regular basis 4.2 Use sources of information appropriately in order to demonstrate the impact and benefits of youth support work 4.3 Explain the value of reflective practice and continuing professional development in relation to youth support workAssessment Requirements The following assessment criteria are skills-based and, therefore, the primary method of assessment is direct observation and assessment of practical work-based activities:• 2.1• 2.3• 3.2• 3.3• 3.4• 3.5• 3.6• 4.2Other methods of assessment may be used to triangulate the evidence (e.g., professional discussion, question and answer, reflective accounts).Indicative ContentLO1 1.1 Reflective practice aims to prepare students to become professional reflective practitioners, being able to interpret the information they have received and develop this understanding to make decisions in practice. After reflection, when they have been involved in something similar, they would approach it differently (Light and Cox 2001). Research authors who defined reflective practice within the context of youth work. Suggest: Donald Schon's model of reflection (1991), Gibbs reflective cycle (1988), or Kolb (1984, 2015), Brookfield (2005), Rolfe (2001), the Johari Window (Luft & Ingham, 1955), Bernard (1994). Give examples of how reflective practice relates to a youth work setting. 1.2 We could learn from every experience, our own and observing others. Some benefits of reflection might include: • Make improvements for future practice, when things go right or wrong • Develop a greater level of self-awareness • Better planning and allocating funds as your experiences could be taken into consideration • Helps develop evaluation skills, when applying for funding or reporting to management • Improves practice in Health and Safety 1.3 Use the authors you discussed in 1.1 to evaluate their potential strengths and weaknesses. Suggested methods for reflecting on practice to evaluate observations and recordings, individual action plans or reviews, peer /personal evaluations, Young people's testimonies, supervision or appraisal notes.LO2 2.1 Reflection on an activity you were responsible for. Think about what went well? What could be improved? What would you do differently next time? Were goals realistic? Were they achieved? What improvements need to be made? How will this improve future practice? Learners must have between t
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Open Awards Level 3 Technical Occupational Entry in Youth Support Work (Diploma)
Safeguarding in a Youth Work Setting
Verified
Key Learning Objectives:
- 1. Know about the importance of safeguarding policies and procedures, in providing a safe environment for young people and vulnerable adults 1.1 Define the terms ‘child protection’ and ‘safeguarding’ 1.2 Outline current safeguarding legislation, guidelines, policies and procedures relevant to own organisation 1.3 Outline how own organisation’s child protection policies and procedures create a safe environment that benefits young people and vulnerable adults 1.4 Describe how own organisation’s child protection and safeguarding policies and procedures influence own practice 1.5 Describe the boundaries of confidentiality when working with young people and vulnerable adults and how this could affect their rights2. Know about roles and responsibilities in relation to keeping young people, vulnerable adults, self and colleagues safe in youth work settings 2.1 Identify a range of child protection and safeguarding multi-agency partnerships 2.2 Describe forms of abuse including their characteristics and how to recognise them 2.3 Describe forms of exploitation including their characteristics and how to recognise them 2.4 Identify own organisation’s safeguarding officer in relation to reporting child protection issues 2.5 Identify own organisation’s policies and procedures for keeping staff and volunteers safe 2.6 Outline individual responsibility in terms of what actions must be taken when indicators for abuse and exploitation are recognised3. Be able to assess risk in a youth work setting 3.1 Describe a health and safety risk assessment benefit process used in a youth work setting, including assessing behaviour and needs of an individual young person or group of young people 3.2 Develop health and safety risk assessment benefit analysis of work areas including off-site visits 3.3 Record all health and safety risks in a group work environment and take the correct actions to ensure the safety of all young people in line with own organisations policies and procedures4. Understand how to safeguard young people when using technologies 4.1 Describe professional obligations regarding administration, recording and management of data ie UK GDPR 4.2 Describe the importance of an organisation-wide approach to using social media and other technologies safely 4.3 Outline how youth work could raise awareness around potential harm related to using technologies5. Understand how youth work could help protect young people and vulnerable adults 5.1 Describe how youth work could protect and support young people 5.2 Describe how the purposes and principles of youth work align with child protection and safeguarding policies and procedures 5.3 Outline ways to support and empower young people and vulnerable adults to manage personal risk 5.4 Outline the challenges when implementing safeguarding procedures in a youth work settingAssessment Requirements The following assessment criteria are skills-based and, therefore, the primary method of assessment is direct observation and assessment of practical work-based activities:• 3.2• 3.3Other methods of assessment may be used to triangulate the evidence (e.g., professional discussion, question and answer, reflective accounts).Indicative ContentLO1 *The term vulnerable adults relates to vulnerable people up to the age of 25.1.1 Safeguarding is defined as: • Protecting children from maltreatment • Preventing impairment of children’s health and development • Ensuring children are growing up in circumstances consistent with the provision of safe and effective care • Taking action to enable all children to have the best outcomes 1.2 Legislation (as of 2024): • Children’s Act 1989 • UN Convention on the Rights of the Child 1989 • Children’s Act 2004 • Safeguarding Vulnerable Groups Act 2006 • What to do if you are worried a child is being abused 2015 • Children and Social Work Act 2017 • Mandatory Reporting of Female Genital Mutilation (FGM) 2018 Guidance (as of 2024): • Working together to Safeguard C
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Open Awards Level 3 Technical Occupational Entry in Youth Support Work (Diploma)
Work-based Practice in Youth Work
Verified
Key Learning Objectives:
- 1. Be able to uphold the youth work principles and practice of participation and empowerment to plan activities with young people in a work-based setting 1.1 Explain what is meant by young people’s participation and empowerment 1.2 Review a range of methods of empowering young people to participate in planning a youth work programme 1.3 Use a planning model to create session plans for a youth work programme 1.4 Analyse the rationale for developing the youth work programme 1.5 Summarise the main stages of programme and activity planning 1.6 Plan youth work activities using participation and empowerment principles to support young people’s own development 1.7 Comply with organisational policies, procedures and safeguarding requirements when planning the youth work programme 1.8 Develop and manage budgets and resources in a format appropriate to the needs and capabilities of young people2. Be able to deliver a youth work programme 2.1 Deliver a youth work programme upholding the principles and values of youth work including anti-oppressive practice 2.2 Manage individuals in line with organisational procedures 2.3 Undertake and adjust session plans to deliver a youth work programme3. Be able to work effectively within a group activity 3.1 Plan a group activity which takes into account internal and external factors that influence effective groups 3.2 Apply group work theory with a group of young people in a youth work setting 3.3 Negotiate group appropriate ground rules (which promote acceptance and understanding of others), for use in group activity 3.4 Review group activity with an appropriate observer 3.5 Reflect with an appropriate observer, the positives and negatives of the following: • group effectiveness • roles in group • own contribution to group 4. Be able to evaluate practice following the delivery of youth work programmes 4.1 Explain methods of evaluating and recording the effectiveness of activities in youth work programme 4.2 Plan evaluation and recording methods for the youth work programme 4.3 Evaluate and record the youth work programme 4.4 Evaluate and record youth work programme requirements with young people using participation principles and inclusive practice 4.5 Complete evaluation records for the programme delivered Assessment Requirements The following assessment criteria are skills-based and, therefore, the primary method of assessment is direct observation and assessment of practical work-based activities:• 1.3• 1.6• 1.7• 1.8• 2.1• 2.2• 2.3• 3.1• 3.2• 3.3• 3.4• 3.5• 4.2• 4.3• 4.4• 4.5Other methods of assessment may be used to triangulate the evidence (e.g., professional discussion, question and answer, reflective accounts). Indicative Content LO1 1.1 Learners could reflect on the work they did for the Principles of Youth Work unit on the Principles of Youth Work. They must be able to describe both concepts and give examples from their own practice. Participation must refer to involving young people actively in decision-making processes, activities, and programmes that directly affect them. It recognises their right to have a voice, express their opinions, and contribute to shaping their own lives and the services they receive. In a youth work context, participation means: • Consulting with young people: Seeking their input, ideas, and feedback on matters that impact them. • Involving them in planning, designing, and evaluating activities or projects. • Creating spaces where young people could express their views, share experiences, and collaborate with others. • Empowering young people to take ownership of their involvement.Examples of participation include youth councils, focus groups, peer-led initiatives, and involving young people in programme design. Useful models of participation to reference: The Lundy Model of Child Participation was developed by academic Laura Lundy, Professor of International Children’s Rights at the School of Education at Queen’s U
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Open Awards Level 3 Technical Occupational Entry in Youth Support Work (Diploma)
Working with Behaviour that Challenges in a Youth Work Setting
Verified
Key Learning Objectives:
- 1. Understand what is meant by conflict and behaviour that challenges 1.1 Define what is meant by behaviour that challenges 1.2 Explain the impact of conflict and behaviour that challenges in a youth work setting 1.3 Compare examples of conflict and behaviour that challenges that could occur in a youth work setting 1.4 Explain why it is important to develop a trusting and respectful relationship with young people 1.5 Explain the importance of setting and maintaining appropriate boundaries and expectations with young people 1.6 Evaluate own values in relation to working with young people and managing young people’s behaviour 1.7 Explain internal and external influences that could contribute to the presentation of conflict and behaviour that challenges in a young person2. Be able to de-escalate conflict and behaviour that challenges in youth work settings 2.1 Explain de-escalation techniques that could be used to address conflict and behaviour that challenges in a youth work setting 2.2 Analyse own strengths and weaknesses in dealing with conflict and behaviour that challenges in youth work settings 2.3 Demonstrate methods of defusing conflict and behaviour that challenges in youth work settings3. Understand the role of feedback in relation to changed behaviour in a youth work setting 3.1 Explain how positive feedback affects and enhances behavioural change in young people 3.2 Demonstrate methods of providing positive acknowledgement of changed behaviour 3.3 Analyse examples of the impact of positive acknowledgement of changed behaviour in a youth work setting4. Understand when support is required in managing conflict and behaviour that challenges 4.1 Explain situations when additional support is required to manage conflict and behaviour that challenges 4.2 Evaluate support mechanisms available when managing conflict and behaviour that challenges5. Be able to develop own practice in relation to conflict and behaviour that challenges 5.1 Explain own practice in relation to conflict and behaviour that challenges in youth work settings 5.2 Reflect on own practice in relation to managing conflict and behaviour that challenges 5.3 Create a development plan to enhance own skills in managing conflict and behaviour that challengesAssessment Requirements The following assessment criteria are skills-based and, therefore, the primary method of assessment is direct observation and assessment of practical work-based activities:• 2.3• 3.2• 5.3Other methods of assessment may be used to triangulate the evidence (e.g., professional discussion, question and answer, reflective accounts).Indicative ContentLO1 1.1 Unacceptable actions and language having a negative impact on other young people or adults in the vicinity. Could be difficult or problem behaviours – non-communication, withdrawal/disengagement, anxiety and depression, irritability, aggression, destruction, self-injury, tantrums, lethargy, hyperactivity. 1.2 Learners must be able to explain what is meant by conflict and how it could manifest itself in the youth work setting. Impact could be: young people no longer wanting to be part of the group/activity, injury to young people and youth workers, negative impact on the reputation of youth work, safeguarding issues, bullying, self-harm. Learners must give examples from their youth work practice. 1.3 Learners must identify a range of examples from their youth work practice and compare what happened, how the situations were managed, the outcomes and what they learnt from the examples. 1.4 Relationships based on mutual understanding and trust are the basis of youth work and one of its main principles. Learners must consider how they make a strong relationship with young people and explain the impact of what could happen if the relationship is poor or breaks down. 1.5 Learners must be able to give examples from their own youth work practice – they must explain the need for rules/boundaries and safeguarding, legislation, polici
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Open Awards Level 3 Technical Occupational Entry in Youth Support Work (Diploma)
Young People’s Development
Verified
Key Learning Objectives:
- 1. Understand how young people develop during adolescence 1.1 Define adolescence 1.2 Explain social and cultural theories which relate to adolescent development 1.3 Outline how adolescent development impacts on young people’s lives2. Understand how knowledge of adolescence impacts on youth work 2.1 Identify how knowledge of adolescent development benefits youth work and young people 2.2 Identify ways to encourage young people to explore their values and beliefs 2.3 Explain how changes during adolescence could affect the professional relationship between the youth support worker and the young person 2.4 Outline how changes during adolescence affect young people’s behaviour and lead to stereotypes 2.5 Explain how to challenge stereotypes impacting on young people3. Know where young people could get support during adolescence 3.1 Explain how youth support workers can support young people during adolescence 3.2 Identify agencies that can support young people that may face difficulties during adolescenceIndicative ContentLO1 1.1 Learners must research and reference a definition of adolescence. 1.2 Learners must explain two social and cultural theories of adolescent development. These could include theories from the following or other accepted theories from the learners’ own research. • Stanley Hall • Sigmund Freud • Anna Freud • Erik Erikson • Kurt Lewin • Jean Piaget • Lawrence Kohlberg • James Marcia • Alison Davis 1.3 Learners must provide evidence that they could use their preferred theories and youth work experience to outline how adolescent development has impacted on the lives of young people they work with. This could include reference to behaviour, cognitive development, sexual identity, relationships, peer influence, physical changes and risk taking. LO2 2.1 Learners must be able to identify from their own youth work practice and their understanding of two social and cultural theories of adolescent development when and how that knowledge has been of benefit to youth work and young people in general. 2.2 Learners must be able to identify a range of ways to encourage young people to explore their values and beliefs which might include: • fairness and acceptance towards others • justice and promoting this • equality and inclusion. 2.3 Learners must identify and explain from their own youth work practice how the changes that occur during adolescence could affect their relationship with young people. 2.4 Learners must be able to evidence that they understand what is meant by stereotypes and outline the range of stereotypes that are often attributed to young people. 2.5 This could include directly challenging comments, attitudes, or situations relating to young people Learners could also explore alternative ways to appropriately challenge oppressive or discriminatory attitudes towards young people including: • Empowering young people to actively and positively challenge comments • Promoting the value of youth work and young people’s contribution to the local community • Celebrating young people’s achievements • Using social media to promote young people • Social action projects. LO3 3.1 Learners must provide evidence from their own youth work practice and wider experience of how young people have been supported during adolescence. This could include: • Well-being/healthy lifestyle activities/projects • Empowering young people to understand what is happening to them physically, emotionally and cognitively • Advocating on young people’s behalf • Supporting young people to identify risk factors 3.2 Learners must be able to identify local and national organisations that could support young people and ways to work with them. Agencies could include statutory, voluntary and online provision. Learners must identify the services on offer, how to access the agencies, their details, and referral processes.
Regulatory & Verification Details
- Qualification Number (QN)
- 610/6237/6
- Regulated Status
- Available to learners
- Awarding Body
- Open Awards
- Qualification Type
- Technical Occupation Qualification
- Operational Start
- Aug 2026