The staff information and resource "Hub" for Youth and Community Development.

This is for all students of Youth Work and Community Development, regardless of year, course, level or programme.

For all things to do with YWCD Placements. This page is shared to all Youth Work and Community Students.

The Access to Higher Education (HE) Diploma is a full Level 3 qualification, licensed by QAA and accepted by Higher Education Institutions (HEIs). 

This Diploma is Education Professions and consists of 60 credits.

• 45 credits from Level 3 Graded Units (Pass, Merit and Distinction) 
  
• 15 credits from Ungraded Units (Pass only)
  
• There are 2 exams and 2 research projects
  

There are 2 subjects sets in this diploma:

Education Theory & Practice and Sociology

This unit looks at the skills and qualities required in order to plan, deliver and review sport & leisure actvities.

Advanced Graphic Media Processes 2B (20 Credits)

The module will provide you the opportunity to demonstrate a detailed knowledge and an increasing level of autonomy developing a more personal focus. The development of your practical and technical skills in this module will enable you to prepare for an integrated approach at level 6 that is required in the Graphic and Creative industries. This includes image making, typography, drawing, narrative and a range of digital media through lectures, workshops, group and individual tutorials, critiques and formative feedback from peers and staff.

Assessment takes place through portfolio / assignment work.

Advanced Graphic Media Techniques 2A (20 Credits)

The module will provide you the opportunity to focus the development of your practical and technical skills that are required in the Graphic and Creative industries and inform your personal career direction. This includes lectures, workshops which introduce the fundamentals of creative and experimental image making, typography, drawing, narrative and a range of digital media.

This module will support your project work and will be delivered by practical workshops, group and individual tutorials, critiques and formative feedback from peers and staff.

Assessment takes place through portfolio / assignment work.

Advanced Graphic Projects 2A (20 CREDITS)

This module provides students with opportunities for more advances approaches to conceptual and visual exploration and experimentation with identified design problems.

Developing independent practice and critical evaluation through design briefs devised to engage with core design communication areas and commercial / client constraints.

Developing appropriate research and sources in line with project briefs to support the progression of an individual programme of work.

Assessment is through the production of a body of work/portfolio

Advanced Graphic Projects 2B (20 Credits)

This module provides students with opportunities for more advances approaches to conceptual and visual exploration and experimentation with identified design problems. 

Developing independent practice and critical evaluation through design briefs devised to engage with core design communication areas and commercial / client constraints.

Developing appropriate research and sources in line with project briefs to support the progression of an individual programme of work.

Assessment is through the production of a body of work/portfolio

Advanced Professional Development - (20 CREDITS)

This module continues to develop students’ awareness of job seeking and career management strategies and enables them to develop a career action plan in the light of feedback and changing contextual factors.

Researching the breadth of current practice and debate accociated with the creative industries and the opportunity to further investigate specialist areas.

Continuing development of critical self-appraisal and reflection of your own learning in this and other modules.

Assessment is through the production of a progress file.

If you are enthusiastic, committed and creative with a passion for Interior Design, this innovative and exciting course is for you.

The opportunities possible from embarking on a career in Interior Design are as dynamic, varied and amazing as the diversity of human need.

The course specialises in an extremely creative approach to design.  This coupled with thorough exploration of design methodologies and links with industry makes it directly relevant to the changing

requirements of employers and the design industry.

You will investigate thought provoking themes and explore the impact of environmental issues, ethical production and sustainability.

We are passionate about encouraging individuality and supporting you through a holistic approach to study.

Contemporary Issues in Science

This is an optional module for Business Admin L3

This unit explores the importance of effective communication in a care setting, difficulties in communication and how to prevent these difficulties. Participation in interactions will form an integral part of the assessment of the unit. You will also explore diversity and equality within society and learn about the Care Value Base that underpins all health and social care work. 

Learning Outcomes

By the end of the unit you will be able to demonstrate the ability to:

1. Investigate ways of promoting effective communication.

2. Examine barriers to effective communication

3. Explore diversity and equality in society

4. Investigate how the principles of the Care Value Base can be used to promote the rights of Individuals and significant others.

This unit enables learners to develop their understanding of building conversion and adaptation work. Learrers vvill examine the feasibility of modifying existing buildings, the requirements of a design brief and the preparation of dravvings and specifications to meet planning, building control and other current legislative requirements. Learners vvill prepare working dravvings, specifications and produce construction plans to modify buildings.

This is a test course to map the scheme of work template to a unit in Moodle

This unit looks at establishing working relationships with customers & colleagues.

This unit gives learners an understanding of how specifications are used to realise design solutions and of the

importance of ‘buildability’ and ‘sustainability’. Learners will gain knowledge of how construction materials fail

in use and to prevent these failures, and develop effective drawing skills.

DPP   Developing Professional Practice 

Module Focus

This module offers the opportunity to investigate the professional role and continuous development of a teacher/trainer, and explore a range of issues that impact on professionalism. It will return to ideas about tutor roles and specifically highlight defining aspects of that role that go beyond the classroom.

This module aims to enable students to plan, organise and execute an independent study in an identified area of educational research related to the student’s specialist subject. In order to do this they will need to apply research skills in context and to collect data through: enquiry, observation or investigation, leading to analysis and interpretation of information within the written study. By undertaking this process students willunderstand the value and relevance of educational research in the development of educational practices.

Students will work independently, to demonstrate the ability to plan, implement and evaluate an empirical investigation that integrates concepts, theories, knowledge and skills encountered on the degree. However, this online unit is designed to equip students with some initial key information which enable them to begin the research and writing process.

This is a test course to map the scheme of work template to a unit in Moodle

19-week course in health and social care. Prepares the student to complete the care certificate and progress on to L2 care diploma.

The course covers all the knowledge questions for the mandatory units, using class / group based tutition.

Welcome to the Global Child: A Vision module.

This module will provide you with an opportunity to look at broader holistic approaches when considering the vision of the global child. You will draw from practice and initiatives globally and apply to the UK.

We hope you enjoy this opportunity to bring together your learning from across the degree and consider how childhood might look in an ideal world.

This section contains links to online resources for general study

Group tutorials form a vital part of this course. They offer the opportunity to develop study skills ready for your next move to University.

We will also look at issues surrounding Every Learner Matters - i.e. being healthy, staying safe, enjoying and achieving, making a positive contribution to your community, achieving economic well-being. NOT TO BE MISSED!

This unit introduces the basic Health & Safety requirements in Sport & Leisure and explains how these are put into practice. You will learn about risk assessments, the importance of clean and safe facilities and how to follow accident and emergency procedures.

Health and Safety Community of Practice

Health and Social Care Level 2

This qualification will support learners to develop the knowledge and skills required to work in a range of clinical healthcare support settings and in health and adult care environments.  

The qualification is formed of mandatory and optional units. The mandatory units cover core competencies, while the optional units allow learners to choose from a variety of areas to tailor the qualification to their needs and interests, and to reflect the context of their work. 

It covers a wide range of areas including dementia awareness, mental health and well-being, supporting individuals with their physical and emotional care, daily living needs and healthcare procedures. 

The content is also aligned with the knowledge and skills required for the Adult Care Worker and Healthcare Support Worker apprenticeship standards.  

Confirms occupational competence and/or ‘licence to practice’

This unit is designed to develop skills in using modern surveying equipment to carry out a range of typical site surveying procedures in the construction and built environment sector. You will undertake setting out and alignment of construction work. This unit develops the understanding and skills required to perform surveying calculations. It is intended that the procedures outlined in the specification are performed using semi-manual methods and that you will also gain an understanding of the software available for site surveying. You will also develop the skills required to produce cartographic details from survey information using a manual approach, alongside the benifits of computer-aided plotting.

This unit on ICT and eLearning is part of the Masters Programme in Teacher Education at Bradford College. It may also be accessed by tutors keen to expand their horizons....

It provides an introduction to Web 2.0 giving learners the opportunity to explore a range of different technologies which could prove useful for their specific teaching environment. This may provide blended learning solutions in a climate in which physical learning spaces are shrinking and virtual learning spaces are becoming main stream within educational settings.

This course is built on the theoretical framework of a Community of Practice (CoP) as proposed by Wenger (1998). Throughout the course you will be expected to set up and maintain a public blog whilst commenting on the posts of your peers as part of your reflections on your learning. The cornerstone of your blog will be built on the underpinning theory of Gibb's Reflective Cycle (1988) or another model of your choice.

You will be expected to plan learning activities with Web 2.0 tools and reflect on this experience. It is therefore necessary that whilst you undertake this programme you are also teaching, or at least, planning to teach with students. Feedback from your learners on your new initiatives will help you evaluate the pedagogical implications of using Web 2.0 technologies. 

This unit is all about how important the construction industry is to all of us. It provides places to live, work and learn, and infrastructure such as roads, power, stations, airports and railways.

It is important that buildings provide a healthy pleasant environment and that they ,fit in' with the natural surroundings. In the construction industry, advances in designs and materials are made almost every day - introducing new technology, materials and techniques. Many of these reduce the negative impact that the construction industry has had on the natural environment in the past.

Construction Industry employees work together in teams and aim to finish projects to the best possible standards, from the planners and designers at the beginning of a project, to the builders and engineers who create the structure, and the inspectors who check that it is safe.

ITQ 2009 (QCF) is a way to improve your IT skills and use IT more effectively and productively. It is a nationally recognised programme that takes into account all of your existing IT skills.

There is a wide choice of units:- the Microsoft Office based applications such as Word Processing, Spreadsheets, PowerPoint, Email and the Internet to wider issues such as IT Maintenance and Security.

This is a course for those who want to gain confidence and improve their English in speaking, reading and writing. This course covers different topics from personal information to getting a job. It also covers maths and I.T too. This course is ideal for pre-entry to entry 1 learners, but can help those who may be higher but not confident with English. The course is unaccredited but can lead to other opportunities that is accredited. The course is for eight weeks.

This is a test course to map the scheme of work template to a unit in Moodle

Full time level 2 technical certificate incorporating instructional units in gym instruction, circuits, and studio cycling, as well as general units in professional development, health and safety, and customer service amongst others.

Level 3 Award - Early years units

The qualification is specifically suitable for those who work or want to work as:

• teachers/trainers in the FE and Skills Sector, i.e. further, adult and community education, work-based learning and the voluntary sector, provided they are qualified/experienced in the subject they intend to teach at the appropriate level

• technicians and other support staff in further and adult education

The Level 3 Award in Education and Training is for people intending to work as teachers/trainers (Pre-service) or those already working as teachers/trainers (In-service).  The qualification reflects the new standards and replaces the ‘Preparing to Teach in the Lifelong Learning Sector’ qualification (PTLLS)

The qualification is specifically suitable for those who work or want to work as:

• teachers/trainers in the FE and Skills Sector, i.e. further, adult and community education, work-based learning and the voluntary sector, provided they are qualified/experienced in the subject they intend to teach at the appropriate level

• technicians and other support staff in further and adult education

This is a VTCT Level 3 Diploma in Beauty Therapy Treatments and has been specifically designed to develop your practical beauty therapy skills such as; face and body electrotherapy and body massage along with the additional units of individual eyelashes and Acrylic nails.

This unit will introduce you to a range of digital learning authoring tools. On completion of this unit learners will be able to evaluate the functionality and suitability of these tools in relation to specific projects and become a confident user of at least one of these tools with which they will create a learning object for a specific project.

You need to complete the GOLA exams for 201, 202 and complete the painting and decorating unit 236.

This module investigates the challenges faced by Public Service Organisations (PSO's) as they create & develop cooperative & collaborative partnerships to improve the delivery of services to the public & local communities.

This course is for the following units:

Unit 202 - Principles of building construction, information and communication

This course is for the following units:

Unit 208 - First fix partitions and stairs

Unit 209 - Second fix

This unit provides learners with an understanding of the tendering processes and procedures
used in construction and the built environment. Learners vvill also gain skills to estimate for
construction operations.

This programme is designed to support you in understanding the concepts of equality and diversity, developing this knowledge as to understand why promoting equality and diversity in the workplace is beneficial to a business and also the wider community as a whole.  You will gain understanding of personal and social identities, beliefs, values, stereotyping, labelling, prejudice and discrimination.  You will determine how diversity is supported both in the workplace and within the wider community.

The NVQ Level 1 Food & Beverage Service course provides an introduction to the skills required to deliver a high standard of service.

Students are taught theory which is backed up through practical assessment. Students are required also to complete Underpinning Knowledge Question Papers and Supplementary Questions to successfully complete units.

This module will identify and enhance your skills and development needs in order to equip you to succeed in your studies and undertake independent personal and academic planning and practice. 

The module provides you with the opportunity to show how you develop as a learner during your first year and identify your development and academic learning needs for the rest of your course and beyond.

This unit is about how car engines work, the names of the important components, how to strip and rebuild an engine and how to sevice the engine.

This unit will develop knowledge and understanding of the principles of sport coaching and will demonstrate practical skills in the planning, design and delivery of coaching sessions.

Professional Practice & Development 2  MUB50072

Description of unit
The aim of this unit is to develop a critical awareness of sales planning and operations. Learners will analyse the stages involved in the selling process, and evaluate the role of personal selling in creating value and developing customer relationships in a variety of contexts and environments.
The unit will also consider the management and organisation of the sales force to achieve sales objectives.

Summary of learning outcomes
To achieve this unit a learner must:
1 Explore the role of personal selling within the overall marketing of organisations
2 Identify and evaluate the stages in the selling process
3 Analyse the role and objectives of sales management
4 Examine the implications of operating in different sales environments and contexts.

The Sociology of Health, Welfare and Community

This Unit is about Structural Mechanics

The aim of this unitis to enable you to develop skills in

This L4 module allows you to develop your knowledge and understanding of the role and responsibility of a professional teacher in the creative arts. It will also provide you with an opportunity to explore new or different skills through practical workshops, demonstrations and seminars. Many creative practitioners will be called upon to deliver practical workshops or taught sessions as part of their ‘portfolio career’ and teaching can be a fulfilling way to supplement your income.

On completing this unit you will have gained an insight into the role and responsibilities of being a teacher/workshop leader, you will have assessed the effectiveness of a range of approaches and will have delivered a practical workshop.

If working with young people and/or vulnerable adults, you will be instructed on current ethical frameworks. This would require the need for a satisfactory DBS check and training in safeguarding and prevent strategies.

You will be required to undertake some teaching practice as part of this module. The minimum requirement is 30 hours. This could be over a number of weeks, partial day release or in a block. This will be negotiated with your tutor.

Learning Outcomes 

By the end of this unit students will be able to: 

1.  Formulate a project that will provide a solution to an identified problem. 

2.  Manage a project within agreed timescales and specification; documenting the 

process throughout. 

3.  Evaluate potential project management solutions. 

4.  Produce a project report and deliver a presentation of the final project 

outcomes. 

Learning Outcomes 

By the end of this unit students will be able to: 

1.  Explain the terminology used in construction technology. 

2.  Describe the different techniques used to construct a range of substructures 

and superstructures, including their function and design selection criteria. 

3.  Identify the different types of civil engineering/infrastructure technology used 

in support of buildings. 

4.  Illustrate the supply and distribution of a range of building services and how 

they are accommodated within the building. 

Learning Outcomes 

By the end of this unit students will be able to: 

1.  Review health and safety regulations and legislation associated with the 

storage, handling and use of materials on a construction site. 

2.  Discuss the environmental and sustainability factors which can impact on and 

influence the material choices for a construction project. 

3.  Present material choices for a given building using performance properties, 

experimental data, sustainability and environmental consideration. 

4.  Evaluate the performance of a given building in respect of its human comfort 

requirements. 

Learning Outcomes 

By the end of this unit students will be able to: 

1.  Describe the construction industry with reference to company structures and 

other activities. 

2.  Explain different types of construction companies in the market and their 

relationships within the tendering process.  

3.  Discuss the key stages in a construction project, and how Building Information 

Modelling informs the different stages. 

4.  Analyse how the construction industry has developed suitable collaboration 

strategies in support of greater recognition of health & safety. 

Learning Outcomes 

By the end of this unit students will be able to: 

1.  Examine the process used to obtain planning permission for the construction 

and alteration of buildings. 

2.  Discuss the processes and regulations used to control design and to ensure 

safe buildings. 

3.  Assess the laws used to ensure that construction sites operate safely and 

consider adjoining land-users. 

4.  Analyse how the law of contract and land law are used to sell and lease land 

and buildings. 

Learning Outcomes 

By the end of this unit students will be able to: 

1.  Evaluate different types of construction information in the context of diverse 

project types. 

2.  Develop construction drawings, details, schedules and specifications in support 

of a given construction project. 

3.  Interpret different types of construction information in order to explain a 

construction project. 

4.  Assess ways in which construction professionals collaborate in the production 

of construction information. 

Learning Outcomes 

By the end of this unit students will be able to: 

1.  Undertake a survey to establish a station network for horizontal and vertical 

control. 

2.  Explain the process of undertaking a topographic survey. 

3.  Apply industry standard techniques in the production, transferring and staking 

out of co-ordinates of multiple construction elements. 

4.  Prepare a report on the causes of errors and techniques to improve accuracy, 

including the use of digital data. 

Learning Outcomes 

By the end of this unit students will be able to: 

1.  Identify the relevance of mathematical methods to a variety of conceptualised 

construction examples. 

2.  Investigate applications of statistical techniques to interpret, organise and 

present data by using appropriate computer software packages. 

3.  Use analytical and computational methods for solving problems by relating 

sinusoidal wave and vector functions to their respective construction 

applications. 

4.  Illustrate the wide-ranging uses of calculus within different construction 

disciplines by solving problems of differential and integral calculus. 

This unit is about health, safety and welfare policy and how it is implemented in an organisation. The knowledge gained applies to all workplaces whether a site, workshop, office or elsewhere.

It is now accepted that the sport industry is an important generator of economic activity and employment and, while the public and voluntary sectors of the industry play a part, it is the commercial sector in sport that accounts for the major share of sport-related economic activity & employment. This unit will investigate the size, scale and impact of sport in the UK.

This unit explores the structure and function of the skeletal, muscular, cardiovascular and respiratory systems, and how each responds to exercise. To complete the unit, each of the three energy systems are examined.

LEVEL 3 UNIT 10:                                              Business computing F/507/5011

Guided learning hours:                                 60

Essential resources required for this unit: None This unit is internally assessed and externally moderated by OCR.

UNIT AIM:

Businesses and organisations are driven by the information that they gather, process and provide. Often, this involves computers, networks and databases. In this unit, you will gain an understanding of how information technology and computer-based systems facilitate the needs of business and how businesses use information. You will learn about the skills and attributes needed by people working in data analysis and will gain practical experience of editing and manipulating a variety of different forms of information before applying these skills to solve a specific problem. This unit is in the Data Analyst specialist pathway due to its relevance to a business and data analytical environment. The unit supports the development of skills, knowledge and understanding relevant to a data analyst role, and can be used as a starting point to further develop their understanding of working with and analysing data, regardless of size and complexity.

In this unit you will learn to plan, evaluate and improve procedures and involves using IT tools and systems to improve the productivity and efficiency of tasks and activities.

In this unit you will learn how to make the best use of email software to safely and securely send, receive and store messages.

Learning Outcomes 

By the end of this unit students will be able to: 

1.  Define standard measurement techniques used for taking-off quantities for 

estimating purposes. 

2.  Perform taking-off techniques in the production of a range of quantities for a 

structure. 

3.  Interpret the principles and techniques of estimating in compiling a final price. 

4.  Prepare an estimate for a work activity. 

Learning Outcomes 

By the end of this unit a student will be able to: 

1.  Explain the legal status of different types of building companies. 

2.  Explore different sources of finance available to a construction company and 

strategies used to manage finance. 

3.  Evaluate forms of company organisation within the contemporary construction 

industry. 

4.  Illustrate the different strategies used by a construction company to manage 

resources. 

On completion of this unit learners will understand the key concepts of effective leadership and will have developed the skills required in the planning, delivery and review of activity sessions.

In this unit you will learn how to use software applications to produce presentations, which include a combination of media (images, animations and sound) for education, entertainment or information sharing.

In this unit you will learn how to use a software application designed to record data in rows and columns, and perform calculations with numerical data.

In this unit you will learn how to use a software application designed for the creation, editing and production of largely text-based documents.

Write a concise and interesting paragraph here that explains what this course is about

Learning Outcomes 

By the end of this unit students will be able to: 

1.  Explain the need for refurbishment. 

2.  Compare different options for refurbishment projects. 

3.  Analyse the refurbishment process. 

4.  Prepare a proposal for a refurbishment scheme.  

Write a concise and interesting paragraph here that explains what this course is about

.

Learning Outcomes 

By the end of this unit students will be able to: 

1.  Explain the methods and techniques used in civil engineering for earthworks 

and substructures. 

2.  Present a site safety plan, risk assessment and method statement for a given 

civil engineering activity. 

3.  Evaluate a given civil engineering problem and propose a solution. 

4.  Prepare a design proposal for a new infrastructure project. 

The aim of this unit is to enable learners to understand the components of computer systems and develop the skills needed to recommend appropriate systems for business purposes and set up and maintain computer systems.

Test

Learning Outcomes

By the end of this unit students will be able to:

1. Calculate bending moments and shear forces for simply supported steel and

concrete beams.

2. Determine deflection for simply supported steel beams.

3. Calculate the axial load carrying capacity of steel and reinforced concrete

columns.

4. Explore design methods for steel, reinforced concrete beams and columns.

The module, Advanced Sports Leadership, will provide you with the opportunity to progress from some basic sports coaching skills into the area of advanced sports leadership. For the majority of the module students will be engaged in a variety of physical activities. At the start of the module the emphasis will be on participation, progressing later to leadership. Students will develop their theoretical knowledge of the principles of sports leadership through the production of a portfolio.

Human computer interaction (HCI) deals with the way people use computers, and how IT professionals plan for and design this.

Human computer interaction (HCI) deals with the way people use computers, and how IT professionals plan for and design this.

Human computer interaction (HCI) deals with the way people use computers, and how IT professionals plan for and design this.