The BA (Hons) Playwork and Youth Studies Degree is a flexible qualification for those interested in working in the broad range of children’s workforce services in informal education. The programme offers specialisms in playwork, therapeutic playwork and youth work in a new and vibrant field.

We welcome applications from groups currently under-represented in the informal education workforce, particularly those from different cultural groups and men. Applicants for the BA (Hons) Playwork and Youth Studies Degree should have the equivalent of 200 tariff points. Entry can also be based on internal assessment and prior experience.

Students who have obtained University Certificates at any of our partner institutions are automatically offered a place on the programme and bring with them the number of credits already gained on these programmes at level 1. Applicants, who are already working in the children’s services sector in informal or social education, in playwork and youth work, are welcome. There is no requirement to already be in employment but fieldwork practice is a central element of the programme.

References should be supplied for work with children and young people. All students will be CRB checked

Applicants over 21 years and with experience of working with children or young people (equivalent to at least 1 year full-time) who do not satisfy the formal academic requirements noted above, but are deemed to be suitable, may be offered a place on the programme.

Common application forms, interview guidelines and other documentation will be used to ensure consistency in selection and admission procedures. South Essex College will administer applications and undertake an ‘initial assessment’ of candidates both College and University personnel will be involved in identifying learning needs.

Consideration of eligibility will include:

• a) the meeting of entry requirements
• b) the recommendation of the employer/supervisor/referee
• c) a commitment to completing programme requirements
• d) evidence of a desire for professional development
• e) access to relevant professional contexts.

Students may be admitted through Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes.

Students seeking admission to the programme who have already completed certificated courses may gain exemptions up to 60 credits on the programme. All students must complete ED1000 Critical Reading and Writing and ED2000 Research Design and Method modules.
In the case of applicants whose first language is not English, then IELTS 6.0 (or equivalent) is required.  International qualifications will be checked for appropriate matriculation to UK Higher Education undergraduate programmes.

• provide knowledge, understanding and skills to enable you to work successfully as professional practitioners in the fields of playwork, work with young people, therapeutic playwork and in informal education more widely
• enable participants to understand the development, needs and experience of children;
• understand how children learn and develop through best practice and how to build on their interests and needs by providing support for them as they play, grow and learn, in the setting that pertains. There will be strong focus on the children’s well-being, social skills and emotional intelligence.
• build on your present knowledge and skills through a developmental programme of learning to enhance your future employability, job satisfaction, pay and status;
• provide a foundation for employment, professional and further academic study in the playwork and youth studies domains, and to produce skilful, adaptable graduates;

On successful completion of the programme students should be able to:

Knowledge

• demonstrate knowledge and understanding and practical skills relevant to academic study and professional practice in playwork, youth work with young people and therapeutic playwork in informal education settings;
• gain knowledge and understanding of child development over a range of philosophies and theoretical approaches;
• learn about being attendant to the children’s play and their growth through playing
• obtain an overview of the fundamental developmental issues that inform professional values and practice in terms of equality of opportunity and respect for children and their families and communities

Thinking skills

• analyse practical and theoretical situations, in the context of child development and theories of playing, well being, growth and social development and to synthesise solutions showing original and creative thought;
• plan, manage and reflect on own learning and progression in acquiring graduate attributes appropriate for entry to the profession both as a playworker and as a worker with children and young people and on the capacity to reflect on actions as a playworker, youth worker and therapeutic playworker.

Subject-Based Practical skills

• communicate appropriately and effectively in a range of modes and media;
• relate theory to practice so that work-based practice has a sound theoretical underpinning;
• demonstrate understanding of research methodology by applying what is learned to practice-based tasks and small-scale research projects.

Skills for life and work - general skills

• read critically and write fluently for a range of audiences;
• demonstrate autonomy, self-reliance, teamwork and leadership;
• develop transferable graduate skills in communication and interpersonal relationships.

The typical duration of this programme is three years in full time mode: or four/five years part-time. It is possible to move from full-time study to part-time and vice versa to accommodate external factors such as financial constraints or domestic factors. Many students take advantage of this flexible structure and this may impact on the overall duration of the mode of study.

The teaching year begins in September and ends in June, but some programmes also allow students to join at the start of Semester B, in February, two semesters a year. Students normally register for 3 modules per semester in full-time mode. A student will study the equivalent of 120 credits over the year, 6 modules. Students may also choose to study four modules a year as part-time participants.

The programme is based on an integrated work and study pattern and includes three stages of learning (level 1, level 2 and level 3.) each level comprising four 20 credit modules and one 40 credit module totalling 120 credits. Each module requires undertaking work-based tasks and independent study.

The programme comprises core and optional modules. All of the modules within the programme provide academic and professional development through attendance at taught sessions and tutorials, or by distance learning, and through structured reflection, observation and enquiry, based at participants’ chosen fieldwork venue or existing place of work. The modules have been designed to ensure coverage of content relevant to participants in order to enhance their existing skills, practice and career and to those choosing to continue on to a career as children’s workforce professionals.

In order to gain an honours degree you will need to obtain 360 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 120 credits at level three or higher

In order to gain an ordinary degree you will need to obtain a minimum of 300 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher
• A minimum of 60 credits at level three or higher

In order to gain a Diploma of Higher Education you will need to obtain at least 240 credits including a minimum of 120 credits at level one or higher and 120 credits at level two or higher

In order to gain a Certificate of Higher Education you will need to obtain 120 credits at level one or higher.

In order to gain a Foundation Degree you will need to obtain a minimum of 240 credits including:

• A minimum of 120 credits at level one or higher
• A minimum of 120 credits at level two or higher

(A foundation degree is linked to a named Honours degree onto which a student may progress after successful completion of the Foundation degree.)

All participants will be treated as active learners, able to draw on their experience and move from dependent to independent learners.

The strategies vary according to the type of module and the learning outcomes. Teaching and learning methods will include face-to-face lectures, tutorials and seminars, group tutorials, paired activities through the use of study partners, group activities, practical – group and individual, use of audio-visual aids – e.g. video, work-based learning, requiring tasks and projects to be carried out in school, Individual Reading, Research – individual and group, Writing of programme-related work, Keeping of learning/reflective logs or journals, Study skills sessions, Workshops, Tutorials – individual and group, Use of ICT – this may include programmes supported by UELPlus.

This combination of methods will develop students’ knowledge, thinking skills, practical skills and skills for life and work.

As stated earlier there are a range of assessment tasks, always linked to learning outcomes. Evidence for assessment must always be cited (particularly in things like reflective journals, learning logs or presentations). In other words those assessing must work to explicit criteria which are shared with students, markers, examiners and moderators.

Knowledge is assessed by

• written work such as essays, reports, child studies; case studies
• contributions in class or in tutorials or through portfolio work;
• work-based tasks.

Thinking skills are assessed by

• the above, together with self-reflection sheets attached to assignments;
• reflective journals or logs; affective diaries
• levels of analysis in written work.

Practical skills are assessed by

• quality of written work;
• presentations;
• research projects and classroom based tasks. Activities carried out in fieldwork practice

Skills for life and work (general skills) are assessed by

• classroom based tasks and portfolios;
• evaluative comments from critical friend, personal tutor, etc;
• personal development plans and
• work-based learning