Open Awards
Level 4
QN: 610/1677/9
Curriculum Active
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Official qualification regulated by Ofqual, awarded by Open Awards. Classified as a Vocationally-Related Qualification. Total guided learning hours: 840 hours.
Qualification Level
Level 4
Awarding Body
Open Awards
Syllabus Units
28 Units
Guided Hours
840 hrs
Instant access to interactive lessons, quizzes, and spaced revision.
Course Syllabus & Study Modules
Complete breakdown of verified curriculum topics and learning objectives.
1
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Environmental Youth Work: Climate Change
Verified
Key Learning Objectives:
- 1. Understand drivers of global climate change and be able to discuss links with approaches, principles and values in youth work practice 1.1 Critically discuss the interrelationship between economic development and global climate change 1.2 Discuss the impact of global climate change and its relevance to areas of the youth work curriculum 1.3 Explain how global climate change affects young people’s daily lives, as global / local citizens 1.4 Evaluate climate justice in relation to political, social education approaches in youth work practice2. Understand the purpose of youth work in supporting young people to learn and engage in addressing issues of climate change 2.1 Critically discuss youth work approach(s)/methods to support young people to engage and respond to climate change based on their needs 2.2 Compare and contrast mitigation and adaptation approaches to combating climate change and link to youth work practice 2.3 Discuss the importance of supporting young people’s voice and/or rights perspectives in climate change youth work 2.4 Demonstrate young people’s learning and growth in understanding climate change3. Evaluate own practice and approaches to Environmental Youth Work 3.1 Plan a programme of Environmental Youth Work on the theme of climate change 3.2 Assess own skills, knowledge and competences for delivering Environmental Youth Work 3.3 Summarise required professional development actions to improve own knowledge and skills in Environmental Youth Work or workforce competences 3.4 Evaluate their own professional learning / responses to climate change referencing youth work ethics and valuesAssessment MethodsPortfolio of practice-based evidence and written critical analysis:Learner could produce: A portfolio of evidence-based youth work practice on the theme of climate change. Supported with an accompanying 1,000 word (min) written critical analysis or 2 x 500 word (min) critical reflections on the professional role of youth worker and the theme. • Portfolio must cover 18hrs/6 sessions minimum face to face youth work on the theme of climate change• There must be clear evidence of linking youth work principles to practice and discussion on the role of a professional youth worker.orA youth work project plan and written critical reflections:Learner could produce: A detailed plan or scheme of work on the theme of climate change linked to young people’s needs. Supported with an accompanying 1,000 word (min) written critical analysis or 2 x 500 word (min) critical reflections on the professional role of youth worker and the theme. • Plan/scheme of work must cover 18hrs/6 sessions minimum face to face youth work on the theme of climate change• There must be clear evidence of linking youth work principles to practice and discussion on the role of a professional youth worker.In addition (optional)A presentation: Learner could produce: A presentation, chronology or timeline evidencing youth work principles and values in practice and reflection on their learning and professional development.
2
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Strength-Based Approaches to Youth Work Practice
Verified
Key Learning Objectives:
- 1. Understand strengths-based approaches, and the application of the same in Youth Work practice 1.1 Explore what is meant by strength-based practice 1.2 Define Youth Work and identify how strength-based approaches align with Youth Work principles and purpose 1.3 Evaluate several strength-based approaches2. Be able to evaluate the theory of Positive Psychology and reflect on its contribution to strength-based approaches 2.1 Reflect on the development of Positive Psychology theory 2.2 Analyse the impact of Positive Psychology on traditional approaches in the discipline and influence3. Understand and reflect on the importance of a strength-based relationship and the knowledge and skillset required for its practice in Youth Work 3.1 Explore the components and importance of a strength-based relationship in Youth Work practice 3.2 Describe the key knowledge and skillset needed for establishing and cultivating a strength-based relationship in Youth Work practice4. Be able to evaluate own practice and approaches, the importance of SELF, self-awareness and the purposeful 'use of self' in cultivating strength-based practice in Youth Work 4.1 Explain the purposeful use of “Self” in youthwork practice 4.2 Examine self-awareness and its importance in practice 4.3 Summarise required development actions to improve own a.) knowledge, b.) skills and c.) self-awareness in the development of strength-based practice
3
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Youth Work Approaches to Working In the Secure Estate
Verified
Key Learning Objectives:
- 1. Understand the purpose and structure of the secure estate 1.1 Clarify what is meant by the secure estate 1.2 Explain the roles of different professionals working within the secure estate 1.3 Summarise the key policies and legislation that drive delivery within the Youth Custody Service (YCS) 1.4 Evaluate the role of Her Majesty’s Inspectorate of Prisons (HMIP)2. Understand key theoretical frameworks for analysing racism and its intersection with gender, class and other social divisions of power 2.1 Explain the contributing factors as to why young people may find themselves in the secure estate 2.2 Define what is meant by Contextual Safeguarding within the secure estate 2.3 Define what is meant by Trauma Informed Practise within the secure estate 2.4 Outline the possible causes for challenging behaviour within the secure estate 2.5 Evaluate the need to de-escalate challenging behaviour within the secure estate3. Understand how youth work practice maintains an asset-based approach to practice within a secure estate 3.1 Identify the role of youth work, within the secure estate, including:a) Guiding Key Principles, b) National Occupational Standards andc) The National Curriculum 3.2 Define what is meant by Asset Based Youth Work within the secure estate 3.3 Clarify Youth Participation and its role within the secure estate 3.4 Assess power dynamics within the secure estate and how these can influence relationships between young people and professionals 3.5 Evaluate how youth work and informal education methodologies can support formal education within the secure estate4. Understand the skills needed to manage self and others within the secure estate environment 4.1 Clarify the role of the youth worker within the secure estate 4.2 Evaluate the support mechanisms for Youth Worker’s when working within the secure estate 4.3 Explain how anti-discriminatory practices can drive youth work practices within the secure estate 4.4 Assess the relationships between different professionals within the secure estate
4
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
: Leading Safeguarding in the Youth, Community and Further Education and Training Sectors – Part 1
Verified
Key Learning Objectives:
- Evaluate the impact of the legislative framework on safeguarding practice in own setting
- Analyse the principles of contextualised, trauma-informed, and transitional safeguarding
- Critically review the safeguarding governance framework within own organisation
- Develop strategies to overcome barriers to effective safeguarding communication and learning
- Assess the safeguarding culture of own organisation and identify areas for improvement
- Compare safeguarding cultures across different organisations using peer review or auditing techniques
- Evaluate the effectiveness of local safeguarding partnership arrangements and protocols
5
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Youth Work and LGBTQ+
Verified
Key Learning Objectives:
- 1. Understand the context and influence of LGBTQ+ history on current LGBTQ+ Youth Work practice 1.1 Examine the history and development of the LGBTQ+ movement and impact from an international perspective 1.2 Analyse the impact of a UK Equality champion in introducing equality legislation to support LGBTQ+ young people today 1.3 Examine the impact of UK legislation/government policy on current Youth work practice2. Understand the relationship between equality, youth work and anti-discriminatory practice within an LGBTQ+ social identity framework 2.1 Compare the cultural differences between LGBTQ+ and non-LGBTQ+ communities, within the framework of intersectionality 2.2 Examine identity theories when applied to a given case study of a LGBTQ+ young person 2.3 Explore how current social and structural inequalities impact on LGBTQ+ young people’s experiences and identity 2.4 Evaluate current anti-discrimination policies and procedures within own organisation, focussing on approaches that promote LGBTQ+ equality in youth work practice3. Understand the role that youth work plays in supporting and providing relevant and competent services for young people who are lesbian, gay, bisexual, transgender, questioning (LGBTQ+). 3.1 Explore the value of cultural competency in Youth Work practice when providing services for young people who are LGBTQ+? 3.2 Examine the support needs of LGBTQ+ young people and the role of youth work in responding to and addressing those needs, underpinned by a participatory approach 3.3 Evaluate partnership working with other professionals and agencies to support LGBTQ+ young people, to include:? the roles and responsibilities of other professionals/agencies ? barriers and contributory factors in partnership working4. Be able to assess own practice within a reflective process to strengthen self-awareness and ability to analyse 4.1 Critically reflect in and on own practice to develop and improve LGBTQ+ knowledge, skills and cultural competency 4.2 Apply the results of own reflection and development in 4.1 to own practice
6
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Youth Work and Faith
Verified
Key Learning Objectives:
- Examine the historical development of faith-based youth work in the UK and its key milestones.
- Compare and contrast the defining features of youth work across different faith traditions.
- Analyse the variance in motives and methods within and between faith traditions.
- Evaluate the relationship between faith-based youth work and civil society historically and currently.
- Critically engage with contemporary issues and dilemmas in faith-based youth work.
- Analyse the strengths of faith-based youth work and its shared values with secular youth work.
- Explore the specific support needs of young people from faith backgrounds.
- Analyse how young people's overlapping identities impact their experiences of oppression and privilege.
7
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Exploring Generated Worlds
Verified
Key Learning Objectives:
- 1. Understand and be able to use current and ever-changing vocabulary to account for the social experience of gender 1.1 Consider and use a range of terms in the gender lexicon; for example, masculine, feminine, queer, gender, cis, trans, non-binary 1.2 Create a glossary of street terms in current usage by young people that relate to gender and explore their relationship with social science and social psychological discussions of gender2. Be able to recognise gendered scripts and practices that limit young people’s access to opportunities and/or the exercise of their human rights 2.1 Investigate how the dynamics of gendered worlds operate in the lives of young people 2.2 Analyse the nature of both long-established and new expectations of gender 2.3 Use structured enquiry methods to explore key areas of human rights of pertinence to gender in local and global contexts e.g. the right to a name and identity; the right to education; the right to non-discrimination; the right to live free from violence 2.4 Give a complex account of the multiple ways in which young people’s experience of gender is embedded in their whole social context shaped by class, racialisation and multiple forms of stigma3. Understand the ways young people find to negotiate gendered scripts 3.1 Analyse the role played by young people’s own responses to gendered scripts in both opening up and closing down opportunities to develop and exercise their capacities 3.2 Offer a clear description of the ways young people find to negotiate gendered scripts
8
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Critical Youth Work Practice: Opening Up Gendered Worlds
Verified
Key Learning Objectives:
- 1. Understand the strengths and weaknesses of a range of approaches that influence sensitive practice regarding issues of gender 1.1 Recognise the difference and connections between the meaning of gender-specific, gender-sensitive, feminist and trans and non-binary inclusive approaches 1.2 Recognise a range of ways of noticing and responding to gendering in their own contexts: • Community Auditing• Creative Auditing• The RAOMIE (Rights-based) planning method • Mapping and Moving Methods. 1.3 Develop methods for recognising, addressing and valuing the impact of their own lived experience of gender within Youth Work settings2. Be able to develop and implement a small, critical and participatory enquiry project to open up gender related issues of significance to the young people they work with 2.1 Develop a range of prompts, resources and methods of listening in order to identify potential themes for a Critical Participatory Enquiry drawing particularly on experiences of dissidence and non-conformity to prevailing gender practices. Thus, creating a resource base for developing Youth Work conversations 2.2 Practice the skills of critical dialogue by exploring the advantages and problems of single gender work, ‘genderqueer work’ and all gender work with and alongside young people 2.3 Design and implement with young people a small-scale Participatory Enquiry and show recognition of the merits of a collaborative approach3. Be able to identify a range of methods and use at least two to a) reflect on the process of the research and b) share the findings with others, to amplify the issues raised 3.1 Be aware of a range of methods such as journaling; arts-based methods; critical mentorship; courageous conversations that can be used for practice evaluation and use at least one method during the practice period 3.2 Identify key witnesses for the process of enquiry and co-design an event/event(s) or method to analyse and share the findings with them 3.3 Use a digital platform to share or promote the findings in ways agreed with young people
9
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Youth Work and Social Work
Verified
Key Learning Objectives:
- Evaluate the core values and purpose of Youth Work and Social Work, highlighting their distinct ethical foundations.
- Compare and contrast the activities and methods used by Youth Workers and Social Workers in practice.
- Analyse the legal status and statutory powers of Youth Work and Social Work, and their implications for professional autonomy.
- Explore the professional cultures of Youth Work and Social Work, identifying key differences and similarities in practice norms.
- Critically analyse the consequences of Social Work practice on 'clients', considering issues of power and control.
- Critically analyse the consequences of Youth Work practice on 'clients', focusing on empowerment and voluntary engagement.
- Identify potential areas of conflict between Youth Work principles and Social Work principles in integrated settings.
- Propose strategies for how Youth Work and Social Work can complement each other to benefit young people and families.
10
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Leadership and Management in Youth Work
Verified
Key Learning Objectives:
- Define leadership and management within a Youth Work setting.
- Describe the context within which Youth Work takes place.
- Evaluate two different types of leadership styles within a Youth Work setting.
- Explain the context of the local area.
- Explain the strategic leadership models that apply within the context of the area.
- Analyse how government policy and economic contexts can influence leadership and management of youth services both locally and nationally.
- Assess how to strategically maximise the collaboration with partners within the sector.
- Analyse how leadership within a Youth Work sector responds to a range of practice settings.
- Summarise opportunities and tensions that arise when applying Youth Work principles in other practice settings.
- Develop a plan that demonstrates own leadership and management style within a specific youth focused project.
- Deliver the project.
- Evaluate own leadership and management style throughout the project.
- Evaluate own knowledge and skills in relation to leadership and management.
- Summarise required development actions to improve own knowledge and skills in leadership and management.
11
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Mental Health and Wellbeing in Youth Work
Verified
Key Learning Objectives:
- Explain the components of mental health and how each relates to overall wellbeing
- Analyse theories underpinning mental health and wellbeing in relation to young people
- Explain environmental, emotional and behavioural risk factors that may adversely affect young people's mental health and wellbeing
- Explain environmental, emotional and behavioural protective factors that may positively affect young people's mental health and wellbeing
- Explain how intersectionality affects a young person's mental health and wellbeing
- Describe key elements of statutory and legal frameworks relating to young people's mental health and wellbeing
- Summarise the deficit model of mental health in relation to its usefulness for young people
- Summarise the recovery / strengths model of mental health in relation to its usefulness to young people
- Identify key frameworks a youth worker can use in their day to day practice in relation to young people's mental health and wellbeing
- Summarise resources relating to mental health, and factors affecting the likelihood of these being accessed by young people
- Identify approaches / resources a youth worker can use in their day to day practice
- Support young people to identify environmental, emotional and/or behavioural factors impacting negatively on their health and wellbeing
- Support young people to identify social, environmental, emotional and/or behavioural factors impacting positively on their health and wellbeing
- Reflect on own practice when using specific frameworks
12
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Youth Work and Disability
Verified
Key Learning Objectives:
- Explain the origins of views and ideas about disability
- Describe different ways of viewing and defining disability
- Explain the social model of disability and its essential elements
- Critically analyse the impact of different models on youth work practice
- Identify main barriers to participation and inclusion in youth work
- Summarise the focus on removing barriers to participation and inclusion
- Explain the key role of access in creating disability equality
- Critically evaluate the effectiveness of the disability movement and civil disobedience
- Investigate the role of Disabled People's Organisations in creating social change
- Explain internalized oppression, intersectionality and identity and their implications for practice
- Critically evaluate the impact of internalised oppression and segregated education
- Differentiate approaches to addressing disability discrimination in youth work settings
- Investigate routes to disability equality through mainstreaming and twin-track approach
- Critically evaluate the role of coproduction with young disabled people
- Explain factors creating discrimination and exclusion and ways to address institutional discrimination
- Critically analyse approaches to participation in mainstream activities
- Demonstrate understanding of self-direction and self-empowerment in meaningful participation
- Critically appraise approaches to co-creating opportunities for young disabled people
- Analyse the significance of evaluation to measure impact of active choice and autonomy
13
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Youth Work Supervision
Verified
Key Learning Objectives:
- Explain the purpose and context of supervision in youth work
- Outline the role and functions of the supervisor and supervisee
- Analyse professional boundaries and challenges relevant to supervision practice
- Explain policies and procedures relevant to the delivery of supervision
- Summarise what could be included in a supervision agreement
- Critically analyse four theories that underpin supervision practice
- Use theory to critically reflect on your experiences of supervision
- Explain how theory supports the making of professional judgement through supervision
14
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Digital Youth Work
Verified
Key Learning Objectives:
- Define digital Youth Work.
- Critically appraise examples of different types of digital Youth Work.
- Discuss the importance of assisting young people to develop critical thinking and digital literacy.
- Investigate ways Youth Work can support young people to express themselves through digital creativity, encourage young people’s civic participation and build digital skills for life and work.
- Analyse the barriers to participation in digital Youth Work and suggest action to be taken for inclusion within practice/service plans.
- Summarise the types of problems young people may encounter online and ways Youth Work can help deal with them.
- Assess risk and identify how to create a safer environment when delivering digital Youth Work.
- Plan, deliver and evaluate a piece of digital Youth Work practice.
15
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Youth Work Approaches to Violence, Gangs and Exploitation
Verified
Key Learning Objectives:
- Clarify the purpose and structure of the secure estate
- Explain the roles of different professionals within the secure estate
- Summarise key policies and legislation governing the Youth Custody Service
- Evaluate the role of HM Inspectorate of Prisons in monitoring the secure estate
- Explain contributing factors to youth custody and define contextual safeguarding and trauma-informed practice
- Outline causes of challenging behaviour and evaluate de-escalation strategies
- Identify the role of youth work within the secure estate, including guiding principles and standards
- Assess power dynamics and evaluate how youth work methodologies support formal education
16
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Therapeutic Youth Work - Terminology, Methods and Theory
Verified
Key Learning Objectives:
- Explain the four key tenets of Therapeutic Youth Work practice.
- Discuss the role of therapeutic alliance in enabling Therapeutic Youth Work.
- Review the Therapeutic Youth Work model and assess its use in developing critical relationships.
- Discuss the purpose of Therapeutic Youth Work conversation and the skills needed for this.
- Identify and develop relationship building skills to enhance Therapeutic Youth Work relationships.
- Assess a range of activities used in own practice and describe a plan for their development as Therapeutic Youth Work activities.
- Critically explore how a Youth Work setting could be enhanced into a Therapeutic Youth Work environment.
- Analyse ways a therapeutic alliance with young people has been created in own practice.
17
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Youth Work and Youth Justice
Verified
Key Learning Objectives:
- Explain different definitions of youth justice
- Summarise principles of youth justice
- Summarise theories applicable to youth offending and youth justice
- Explain the historical context of youth justice
- Explore the social context of youth justice
- Justify the legal context of youth justice
- Examine youth justice policy
- Evaluate youth justice processes
- Evaluate alternative approaches to youth justice
- Examine how youth work can support young people involved in the youth justice system
- Explore opportunities and tensions that arise when applying youth work principles in youth justice work
18
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Youth Work and Local Strategy, Local Youth Partnerships and Related Structures
Verified
Key Learning Objectives:
- Define 'place' and 'place-based approach' in the context of youth work
- Identify key factors that contribute to defining the parameters of a place
- Summarise the key areas and questions to ask when seeking to understand and investigate a place, local area or community
- Explain the context for conducting needs assessment and assets assessment
- Describe the tools that decision makers can use to assess needs and assets in a place
- Describe the different kinds of data and information that can be used in a quality assessment of needs and assets
- Describe the key infrastructure needed in a place to support a local ecosystem supporting children and young people
- Describe how youth work and youth provision sits within this ecosystem
- Describe different approaches to partnership working to support children and young people
- Explain the importance of evaluation and learning to delivering outcomes for children and young people
- Identify the evaluation and learning approaches that can be used when collaborating with others to achieve outcomes for children and young people
- Analyse the opportunities and barriers to implementing learning and evaluation in partnership with others
- Identify ways of measuring whether partnership working is supporting outcomes for children and young people
- Evaluate own knowledge, skills and understanding in relation to partnership working
- Assess the systems, structures and partnership work that directly relates to their work, role and context
- Summarise required development actions to improve own knowledge, skills and understanding of partnership working
19
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Working with Gypsy, Roma, and Traveller Young People
Verified
Key Learning Objectives:
- Evaluate the impact of stereotypes and personal bias on youth work practice with GRT communities.
- Analyse the historical and social factors contributing to marginalisation of GRT communities.
- Explain the significance of language, culture, and history in shaping GRT identity.
- Apply a rights-based approach to youth work practice with GRT young people.
- Critically examine the policy context relevant to youth work with GRT communities.
- Assess the effectiveness of outreach and multi-agency working in promoting social inclusion.
- Evaluate strategies for developing inclusive practice in a youth work setting.
20
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Therapeutic Youth Work in Practice
Verified
Key Learning Objectives:
- Explain the 4 key tenets of Therapeutic Youth Work practice
- Discuss the role of therapeutic alliance in enabling Therapeutic Youth Work
- Review the Therapeutic Youth Work model and assess its use in developing critical relationships
- Discuss the purpose of Therapeutic Youth Work conversation and the skills needed
- Identify and develop relationship building skills to enhance TYW relationships
- Assess a range of activities used in own practice and describe a plan for their development as TYW activities
- Critically explore how a Youth Work setting could be enhanced into a Therapeutic Youth Work environment
- Analyse ways a therapeutic alliance with young people has been created in own practice
21
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Conflict Transformation and Trauma Informed Practice in Youth Work
Verified
Key Learning Objectives:
- Explore the nature of conflict and the underlying perspectives that inform it
- Critically analyse Mayer and Moore's 'Wheel of Conflict' as a tool for examining conflict and designing practice based reformatory solutions
- Analyse the impact of personal and structural power dynamics on the creation of conflict
- Identify a range of methods designed to alter the power dynamics in a Youth Work setting to prevent or de-escalate conflict
- Review the effectiveness of a range of methods for transforming conflict designed to alter the power dynamics in a Youth Work setting
- Examine the impact of trauma on young people and the practitioners working with them
- Identify a range of Trauma Informed Practices that can be used to transform conflict in a Youth Work setting
- Evaluate own knowledge and understanding of the role of power, trauma and resistance to change in conflict transformation
22
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Introduction to Professional Development (Youth Work)
Verified
Key Learning Objectives:
- Examine the characteristics that define the Youth Work relationship in contrast with other services
- Determine distinctive features and practices in forming the Youth Work relationship
- Evaluate the contribution of Youth Work to young people's development
- Explain the value of the Youth Work relationship for social education, support needs, and community
- Explore youth work's historic and ongoing relationship with other services
- Define key features of partnership working
- Explore benefits of partnership working for young people, allied services, and youth workers
- Discuss potential tensions between Youth Work principles and those of allied services
- Summarise methods to accommodate contrasting values and practices in partnership
- Reflect on own motivation to working in Youth Work
- Recognise own training and development needs
- Create a SMART action plan for own CPD
- Analyse how own professional development contributes to improved outcomes for young people and youth workers
23
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Youth Work in Formal Education
Verified
Key Learning Objectives:
- Analyse the key principles and values of youth work and their application in formal educational settings.
- Explain the role of a youth worker and their relationship with young people in formal educational settings.
- Reflect on the contradictions and tensions when working in different formal educational settings.
- Critically compare the differences between formal, informal, and non-formal education.
- Evaluate different approaches to education and their relation to the youth worker role.
- Evaluate the causes of young people's disengagement with formal education.
- Reflect on how the context of young people's lives impacts their educational journey.
- Explain how collaborative working can mutually benefit practitioners and young people.
- Reflect on own experience of working in a formal educational setting.
- Evaluate own skills and competencies for working in formal educational settings.
- Explore potential challenges and opportunities in working in formal education.
- Design activities and ways of working with young people who have become disengaged with formal education.
24
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Youth Work, Participation and Democracy
Verified
Key Learning Objectives:
- Discuss the range of ways youth participation is defined and understood, and the implications for youth work practice.
- Explain young people's human rights as a foundation for youth participation.
- Determine the range of ways young people can be involved in civic and political participation.
- Describe the social trends and barriers relating to young people's democratic engagement.
- Define the role that youth work and informal education can play in enabling young people's participation.
- Analyse the various justifications for youth participation projects, programmes, or policies and how they might apply to youth work.
- Compare the role that youth work can play when supporting young people's participation to the approaches used by other sectors.
- Review the effectiveness of own youth work practice as a tool for youth participation.
- Plan ways in which own youth work practice could be enhanced to better support young people's civic and political participation.
- Demonstrate the use of suitable educational, participatory, and group work approaches to support youth participation.
25
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Detached Youth Work
Verified
Key Learning Objectives:
- Define detached youth work and its principles
- Examine implications of language use in practice
- Discuss multiple stakeholder languages
- Outline contexts for detached youth work
- Explain how context informs practice
- Identify tensions and dilemmas in varied contexts
- Evaluate approaches using case studies
- Reflect on competing demands and drivers
26
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Race, Racism and their Relationship to Youth Work
Verified
Key Learning Objectives:
- Create a brief summary of the history of racism in the UK and its global development and impact
- Explore and articulate the meanings of race and racism within the UK
- Explain the notion of whiteness and institutional power
- Explain how critical race theory has contributed to youth work, drawing on evidence from own youth work practice
- Analyse the social construction of race and the development of a racialised youth movement in the UK through youth work
- Critically appraise how a co-production approach can support and address institutional power relations, drawing from examples in the field
- Analyse social policy from the 1950’s to the current day contextualised around the impact of immigration on Youth Work and youth engagement including the integration, assimilation, multi-cultural and community cohesion models
- Analyse, using research evidence, the relationship between young people and the quality of service delivered in terms of outcomes, engagement, participation and co-production
- Evaluate examples of best effective practice across Youth Work, criminal justice, education and health
- Reflect upon own practice to see what components of best practice could be introduced
27
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Leading Safeguarding in the Youth, Community and Further Education and Training Sectors - Part 2
Verified
Key Learning Objectives:
- Define and differentiate between escalations, low-level concerns, allegations, and complaints.
- Analyze organizational processes for managing low-level concerns and associated risks.
- Evaluate the impact of online harm, child protection, adult protection, and Prevent ideologies on own organization.
- Design a workforce development plan to address safeguarding training needs.
- Critically assess the benefits and barriers of case management software in safeguarding referrals.
- Analyze how identity and culture affect access to safeguarding support.
- Evaluate the role of consent in decision-making with young people and adults at risk.
28
Open Awards Level 4 Certificate in Professional Development (Youth Work) (RQF)
Youth Work and Social Pedagogy in Children’s Social Care
Verified
Key Learning Objectives:
- Identify core principles and values of legislation and guidance in safeguarding systems and care services
- Explain the importance of developmental domains and ecological approaches in youth work
- Consider how youth work values and principles apply to legislation and guidance
- Reflect on tensions and dilemmas in promoting young people's interests in safeguarding systems
- Explain and apply social pedagogy's conceptual tools to professional practice
- Reflect on connections between youth work values and social pedagogy
- Demonstrate how the Zone of Proximal Development informs youth work in Common Thirds and Associational activities
- Critically evaluate research underpinning contextual and complex safeguarding approaches
Regulatory & Verification Details
- Qualification Number (QN)
- 610/1677/9
- Regulated Status
- Available to learners
- Awarding Body
- Open Awards
- Qualification Type
- Vocationally-Related Qualification
- Operational Start
- Jan 2023