What jobs can I get with a Level 1 Award in Working with Young People?

This qualification is an entry-level award that can lead to roles such as youth support worker, teaching assistant, or volunteer coordinator. It provides a foundation for further study, such as the Level 2 Certificate in Youth Work Practice, and can help you gain employment in youth clubs, schools, or community organisations.

Do I need a DBS check to work with young people?

Yes, most roles involving working with young people require an enhanced Disclosure and Barring Service (DBS) check. This is to ensure you are suitable to work with children and vulnerable individuals. Your employer or training provider will usually arrange this.

How long does it take to complete the Level 1 Award?

The qualification typically takes around 30-40 guided learning hours to complete, which can be spread over a few weeks or months depending on the course structure. It is often delivered through part-time study or short courses.

What is the difference between youth work and teaching?

Youth work focuses on the personal and social development of young people outside of formal education, often through voluntary participation and informal learning. Teaching is more structured and curriculum-driven, with a focus on academic outcomes. Both roles support young people but in different contexts.

Can I study this qualification online?

Yes, many providers offer the Level 1 Award in Working with Young People through online learning, which includes virtual classes, resources, and assessments. However, some practical elements may require in-person attendance or work placement.

What topics are covered in the assessment?

Assessment typically includes written assignments, case studies, and reflective accounts. Topics cover safeguarding, equality and inclusion, communication, and the role of the youth worker. You may also be observed in a practical setting if applicable.

Beliefs and Values

OPEN COLLEGE NETWORK WEST MIDLANDS

vocational

This element introduces learners to the concept of personal beliefs and values and their significance in youth work. It guides them in reflecting on their own belief systems, recognising how these may affect interactions with young people, and developing skills to explore and respect the beliefs and values of others. Practical application involves enhancing self-awareness and promoting inclusive practice in youth settings.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Open College Network West Midlands Level 1 Award in Working with Young People

Topic Overview

The Open College Network West Midlands Level 1 Award in Working with Young People is an introductory qualification designed for individuals who are new to youth work or supporting young people in various settings. It covers the fundamental principles of engaging with young people aged 11-25, including understanding their developmental needs, promoting equality and inclusion, and ensuring their safety. This award is ideal for those considering a career in youth work, teaching assistance, or community support, as it provides a solid foundation in the values and practices essential for effective work with young people.

The qualification is structured around key units that explore the roles and responsibilities of those working with young people, the importance of building positive relationships, and the legal and ethical frameworks that govern youth work. Students will learn about the diverse backgrounds and experiences of young people, and how to create inclusive environments that respect individual differences. By the end of the course, learners will be equipped with the basic skills to support young people's personal and social development, and to contribute positively to their communities.

This award fits within the broader context of Teaching & Education by emphasizing the pastoral and supportive aspects of working with young people, which are crucial for their overall development. It complements other qualifications in education by focusing on the non-academic support that helps young people thrive. Understanding how to engage with young people effectively is a valuable skill for anyone entering the education sector, as it enhances the ability to create safe, inclusive, and motivating learning environments.

Key Concepts

Core ideas you must understand for this topic

→Safeguarding and promoting the welfare of young people: Understanding the legal requirements and best practices for keeping young people safe from harm, including recognizing signs of abuse and knowing how to report concerns.
→Equality, diversity, and inclusion: Recognizing and valuing the diverse backgrounds of young people, and ensuring that all activities and interactions are inclusive and free from discrimination.
→Building positive relationships: Developing trust and rapport with young people through active listening, empathy, and consistent, respectful communication.
→Youth development principles: Understanding the physical, emotional, social, and cognitive changes that occur during adolescence, and how these influence behavior and learning.
→Confidentiality and data protection: Knowing when and how to share information about young people, respecting their privacy while adhering to legal and organizational policies.

Learning Objectives

What you need to know and understand

Know about own beliefs and values., Understand how own beliefs and values may impact on young people., Be able to investigate the beliefs and values of others.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating a clear identification of at least two personal beliefs or values, using concrete examples from the learner's life.
Look for a straightforward explanation of how one specific personal belief or value could positively or negatively influence an interaction with a young person.
Credit should be given for evidence of investigating the beliefs and values of at least two other people, including a simple comparison of similarities and differences.

Assessment Guidance

Guidance for achieving higher grades

💡Use a reflective diary or journal to systematically record your own beliefs and values, linking each to a real-life situation from a youth work context.
💡When explaining impact, use the 'what if' scenario approach: describe a potential situation with a young person and show how your belief might affect your response.
💡For investigating others, conduct a brief, respectful interview or survey with peers, and present findings in a simple table or mind map to clearly demonstrate comparison.
💡Use real-life examples from your own experience or case studies to illustrate your understanding of key concepts, such as how you have promoted inclusion or handled a safeguarding concern.
💡Always link your answers to the relevant legislation or policy, such as the Children Act 2004 or your organisation's safeguarding policy, to show depth of knowledge.
💡When discussing relationships with young people, emphasize the importance of professional boundaries and the balance between being approachable and maintaining authority.

Common Mistakes

Common errors to avoid in your coursework

Learners often confuse personal beliefs with factual statements, failing to distinguish between subjective values and objective truths.
Many students underestimate or overlook the impact their own beliefs can have, assuming they are always neutral or universally shared.
When investigating others' beliefs, learners sometimes rely on stereotypes or superficial observations rather than genuine inquiry.
Misconception: Working with young people is just about keeping them occupied. Correction: While activities are important, the role involves actively supporting their development, building relationships, and addressing their individual needs.
Misconception: You don't need to follow formal procedures if you have a good relationship with the young person. Correction: Professional boundaries and safeguarding procedures must always be followed, regardless of personal rapport.
Misconception: Equality means treating everyone the same. Correction: Equality involves recognizing that different individuals may need different support to achieve the same outcomes, which is the basis of inclusive practice.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of communication skills, such as active listening and questioning techniques.
•Awareness of the importance of health and safety in a work environment.
•No formal prerequisites, but a genuine interest in supporting young people is essential.

Key Terminology

Essential terms to know

Know about own beliefs and values., Understand how own beliefs and values may impact on young people., Be able to investigate the beliefs and values of others.

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Beliefs and Values

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Frequently Asked Questions

Before You Start

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