1. An ESSAY concerning informal education and/or inclusive intervention with young people. (Learning Outcomes 1,4 & 5)

2. Professional Journal Entry related to an aspect of professional practice (Learning Outcomes
1, 2, 3)

3. Field Work Report related to an aspect of professional competency that provides evidence against a national occupational standard or equivalent

This module introduces students to a variety of pedagogical understandings with particular focus on current theoretical thinking. It aims to develop knowledge of the informal / formal education continuum and the factors that contribute to this continuum. The module introduces students to communication theory and discusses verbal and non-verbal communication skills. Learning styles, and the theories associated with learning styles, are explored. The ethical understandings of learning strategies within youth work, with particular emphasis on key themes of inclusion and empowerment, are identified and discussed. Youth work curriculum design, the relevance of varied curriculum content and styles for individuals, and learner encouragement are explored and discussed. The module seeks to encourage students to understand the requirements and preferences of the learner and the impact this has on the planning, delivery and evaluation of appropriate learning opportunities. An awareness of the professional context is raised and students are encouraged to discuss and apply associated issues.

This module examines contemporary theories and trends related to social inclusion. Consideration is given to current social and political interventions designed to promote social inclusion and/or combat social exclusion. A number of specific interventions and youth work methodologies intended to promote social inclusion are explored and students are encouraged to critically appraise their own youth work practice in the light of these. These include peer education, youth participation (Hear by Right), club work, detached work, youth justice and Connexions. A theology of adolescence and a theology inclusion and intervention are developed and critiqued.

300 hours, of which 40 will be lectures, tutorials and learning groups, a minimum of 80 fieldwork hours, and the rest directed/independent study. Lectures will involve a range of interactive teaching methods.

Batsleer, J. (2008), Informal Learning in Youth Work, London: Sage
Freire, P. (1996), Pedagogy of the Oppressed. 2nd Revised Edition. London: Penguin.
Jeffs, T. & Smith, M. (2005), Informal education: conversation, democracy and learning, Derby: Education Heretics Press.
Maguire, S. & Thompson, J. (2007), `Young People not in education, employment or training (NEET) Where is Government policy taking us now'?, Youth and Policy, 96, 5-18.
Passmore, R. (2003), Meet Them Where They're At, Bletchley: Scripture Union.
Pimlott, J. & Pimlott, N. (2008), Youth Work After Christendom, Milton Keynes: Paternoster.
Pitts, J. (2003), The New Politics of Youth Crime, Lyme Regis: Russell House Publishing.
Richardson, L.R. & Wolfe, M. (eds) (2001), Principles and Practices of informal Education, London: Routledge Falmer.

On-site library and internet access to Staffordshire University Library
PCs with standard suite of University software providing access to e-mail, the internet, word processing, etc.
Rooms with access for disabled students, and suitable for group work