Youth Work (England) Issued by. Learning and Skills Improvement Service

Transcription

1 Youth Work (England) Issued by Learning and Skills Improvement Service

2 Youth Work (England) Information on the Issuing Authority for this framework: Learning and Skills Improvement Service The Apprenticeship sector for occupations in community learning and development, further education, higher education, teaching support, libraries, archives and information services, work-based learning and development (also includes records and information management services). Issue number: 2 Framework ID: FR00518 This framework includes: Level 2 Level 3 Date this framework is to be reviewed by: 31/08/2012 This framework is for use in: England Short description This framework has been designed as a nationally recognised training programme that offers a route of entry into the Youth Work sector in England. It is appropriate for those looking to work in the private, public or voluntary and community sector. The Framework requires the successful completion of a number of components, including a nationally recognised qualification, which is independently assessed and certificated. Successful completers will have the knowledge and skills that are applicable to their role, including and the underlying skills to be able to operate as an effective employee in the Youth Work sector.

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4 Contact information Proposer of this framework The Learning and Skills Improvement Service (LSIS) Developer of this framework Name: Organisation: Organisation type: Job title: Andy Morris The Learning and Skills Improvement Service Standard Setting Body Apprenticeship frameworks manager Phone: Postal address: Website: 8th Floor, Centurion House 24 Monument Street London EC3R 8AQ Issuing Authority's contact details Issued by: Learning and Skills Improvement Service Issuer contact name: Liz Bevins Issuer phone: Issuer

5 Revising a framework Contact details Who is making this revision: Your organisation: Your address: Andy Morris LSIS andy.morris@lsis.org.uk Why this framework is being revised The framework has been amended with minor changes and improvements to the framework originally issued in early April Summary of changes made to this framework Addition of hyperlinks to supporting documents available on the website; Clarification of the structure and requirements of the QCF qualification; and Clarification of ERR requirements. Qualifications removed N/A Qualifications added N/A Qualifications that have been extended N/A

6 Purpose of this framework Summary of the purpose of the framework This framework complements the Children's and Young People's Workforce framework developed by Skills for Care. However, this particular framework has been designed as a high quality, nationally recognised training programme that offers an alternative route of entry into the Youth Work sector in England specifically. Those who successfully complete an Apprenticeship will be able to undertake the role of Assistant Youth Support Worker (level 2) and Youth Support Worker (level 3) as recognised by the Joint Negotiating Committee (JNC) for Youth and Community Workers. The purpose of youth work is to facilitate and support young people s growth through dependence to interdependence, by encouraging their personal and social development and enabling them to have a voice, influence and place in their communities and society. Youth Workers play an important role in this process by supporting young people in their personal, social and educational development, normally as part of a wider team delivering or organising formal and informal education opportunities in a variety of settings. As an apprentice in the youth work sector, you may find yourself helping to run arts-based activities, community/environmental projects, residential activities, outdoor education and sporting activities. You may also be involved in identifying and pursuing sources of funding for projects to improve services and/or resources for young people; drawing up business plans; writing reports and making formal presentations to funding bodies. For more information about youth work and the opportunites available in this sector, visit the National Youth Agency website at Apprenticeship routes have been developed in response to a need to address significant recruitment and retention problems in the Youth Work sector. In particular: There is some concern that the average age of the workforce is rising and that there is under-representation of minority ethnic groups; Many youth work organisations report difficulties in filling posts with suitably qualified candidates; and Employers are keen to recruit local people into working with young people and see the Apprenticeship as a valuable route that can support this. The Apprenticeship Framework will benefit learners by offering a range of opportunities to progress in the sector, including higher level qualifications, such as degrees in youth work. It also fits within a framework that supports progression through to a Joint Negotiating Committee (JNC) recognised professional qualification.

7 The Apprenticeship Framework will benefit employers by encouraging interest in the sector from a potentially more diverse workforce, enabling employers to play a key role in the development of individuals, tailoring their learning programmes to meet specific organisational needs, and ensuring the right skills are available to support the changing work environment. Aims and objectives of this framework (England) The aim of the Framework is to contribute towards meeting the recruitment and retention issues faced by the sector in England and to tap into the talents and skills of the wider population to encourage more entrants into the Youth Work sector, including those from minority groups. The objectives of the Framework are to: Provide the basis for developing a wide range of transferable skills, as well as contribute towards addressing specific skills gaps in youth work; Encourage more entrants into the Youth Work sector from under-represented groups, including under-represented minority groups; Provide clear pathways for career progression within youth work and wider sectors of the UK economy; and Contribute towards meeting skills priorities in England, as set out in Skills for Sustainable Growth published by the Department for Business Innovation and Skills in October Entry conditions for this framework Intermediate Level Apprenticeship Since the programme will involve working with children/young people and/or vulnerable adults all new entrants must be willing to undergo a Criminal Records Bureau (CRB) check. All new entrants to the Intermediate Level Apprenticeship must be at least 16 years of age and must have an awareness of the purpose of youth work. It is therefore advisable for new entrants to seek careers advice and gather information about youth work prior to enrolling onto the Apprenticeship. It would also be advantageous for new entrants to have undertaken some form of voluntary work in a youth work setting, prior to enrolling on the programme. There are no specific qualification requirements for entry onto the Intermediate Level Apprenticeship. However, an initial assessment of the learner s suitability for entry to the Intermediate Level Apprenticeship should be undertaken prior to enrolment. This will: Determine the learner s potential to develop the appropriate numeracy, literacy and ICT

8 skills to cope with the demands of the Apprenticeship programme; Establish whether they have the appropriate personal attributes that are conducive to youth work, i.e. friendly and approachable, professional, caring, enthusiastic, self motivated, well organised, independent and have good interpersonal skills; Ensure that they are: * Motivated to succeed in completing the Apprenticeship; * Willing to learn and apply what they have learnt in the workplace; * Willing and able to communicate effectively with a range of people; and * Committed to equality and diversity; Assess their potential to recognise and adhere to the values of youth work and in particular: * Recognise the importance of integrity in all personal and social interactions and respect the human rights of young people; * Accept the principles of Ethical Conduct in Youth Work (A statement of these values and principles can be found a on the National Youth Agency web-site at * Show a commitment to an ethos of continuous professional development (the professional worker as reflective practitioner), leading to improvement in professional practice; and * Show a commitment to work collaboratively providing the context for youth work practice and critical engagement in the development of that context. Identification of learning needs As part of induction process an initial assessment should be undertaken with the apprentice to identify their specific learning needs, including any prior learning, experience or achievement, in order to prevent duplication of learning and tailor the programme to meet their specific requirements. It is suggested that the planned approach taken is that: The learner undertakes an initial self assessment to identify previous learning, experience and achievement and potential sources of evidence; and A meeting is held between the learner and the assessor or mentor as part of the induction process, in order to review the learner s self assessment, identify relevant sources of evidence and agree how this should be collected and presented. Where appropriate, evidence of prior learning and achievement must be current and authentic and be appropriate and relevant to the apprentices current role, e.g. by the addition of a personal statement, witness statements and records of professional discussion. In all cases, Recognition of Prior Learning (RPL) relating to the achievement of qualifications (and their component units) within the Framework must comply with the RPL or Accreditation of Prior Learning and Achievement (APL/A) policy published by the awarding organisation. Advanced Level Apprenticeship Since this framework will involve working with children/young people and/or

9 vulnerable adults all new entrants must be willing to undergo a criminal records bureau (CRB) check. All new entrants to the Apprenticeship must be at least 18 years of age. People under the age of 18 (and above the age of 16) may be considered for entry to the framework by exception, providing they can demonstrate their suitability in terms of their outlook and maturity for working at this level. All new entrants must be aware of the purpose of youth work. It is therefore advisable for new entrants to seek careers advice and gather information about the sector prior to enrolling onto the programme. It is also expected that new entrants will have some previous experience of youth work prior to enrolling onto the programme. There are no specific qualification requirements for entry onto the Advanced Level Apprenticeship although it would be desirable for individuals to have the level 2 Certificate in Youth Work Practice. An initial assessment of the learner s suitability for entry to the Advanced Apprenticeship should be undertaken prior to enrolment. This will: Determine the learner s potential to develop the appropriate numeracy, literacy and ICT skills to cope with the demands of the Apprenticeship Framework; Establish whether they have the appropriate personal attributes that are conducive to youth work, i.e. friendly and approachable, professional, caring, enthusiastic, self motivated, well organised, independent and have good interpersonal skills; Ensure that they are: * Motivated to succeed in completing the Apprenticeship; * Willing to learn and apply what they have learnt in the workplace; * Willing and able to communicate effectively with a range of people; and * Committed to equality and diversity; Assess their potential to recognise and adhere to the values of youth work and in particular: * Recognise the importance of integrity in all personal and social interactions and respect the human rights of young people; * Accept the principles of Ethical Conduct in Youth Work (A statement of these values and principles can be found a on the National Youth Agency web-site * Show a commitment to an ethos of continuous professional development (the professional worker as reflective practitioner), leading to improvement in professional practice; and * Show a commitment to work collaboratively providing the context for youth work practice and critical engagement in the development of that context. Identification of learning needs As part of induction process an initial assessment should be undertaken with the apprentice to identify their specific learning needs, including any prior learning, experience or achievement, in order to prevent duplication of learning and tailor the programme to meet their specific

10 requirements. It is suggested that the planned approach is that: The learner undertakes an initial self assessment to identify previous learning, experience and achievement and potential sources of evidence; and A meeting is held between the learner and the assessor or mentor as part of the induction process, in order to review the learner s self assessment, identify relevant sources of evidence and agree how this should be collected and presented. Where appropriate, evidence of prior learning and achievement must be current and authentic and be appropriate and relevant to the apprentice's current role, e.g. by the addition of a personal statement, witness statements, and records of professional discussion. In all cases, Recognition of Prior Learning (RPL) relating to the achievement of qualifications (and their component units) within the Framework must comply with the RPL or Accreditation of Prior Learning and Achievement (APL/A) policy published by the awarding organisation.

11 ... level 2 Level 2 Title for this framework at level 2 Intermediate Level Apprenticeship in Youth Work Pathways for this framework at level 2 Pathway 1: Intermediate Level Apprenticeship in Youth Work

12 ... level 2... Pathway 1 Level 2, Pathway 1: Intermediate Level Apprenticeship in Youth Work Description of this pathway This pathway has been designed as a nationally recognised training programme that offers a route of entry into the Youth Work sector in England. It is appropriate for those looking to work in the private, public or voluntary and community sector. The pathway requires the successful completion of a number of components, including a nationally recognised qualification, which is independently assessed and certificated. Successful completers will have the knowledge and skills that are applicable to their role, including and the underlying skills to be able to operate as an effective employee in the Youth Work sector. The framework is made up of 38 credits comprising of: 23 credits from the Level 2 Certificate in Youth Work Practice (QCF); and 15 credits from Functional skills, Key Skills (or equivalents) in English, Mathematics and ICT. Entry requirements for this pathway in addition to the framework entry requirements There are no additional specific entry requirements for the Intermediate Level Apprenticeship other than those already stated.

13 ... level 2... Pathway 1 Job title(s) Assistant Youth Support Worker Job role(s) This role will be used for staff appointed in an assisting role, undertaking duties under direction and where independent action will be limited. Example duties may include helping to run arts-based activities, community / environmental projects, residential or sporting activities.

14 ... level 2... Pathway 1 Qualifications Competence qualifications available to this pathway N/A Knowledge qualifications available to this pathway N/A

15 ... level 2... Pathway 1 Combined qualifications available to this pathway B1 - Level 2 Certificate in Youth Work Practice (QCF) No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value B1a 600/0019/3 ABC N/A B1b 600/0691/2 NOCN N/A B1c 600/0146/X Ascentis N/A B1d 600/0375/3 City and Guilds N/A Notes on competence and knowledge qualifications (if any) Apprentices are required to complete ONE of the above qualifications as part of the Intermediate Level Apprenticeship. All of the qualifications are identical in structure and content although supporting guidance will vary from one awarding organisation to another. The qualification has been designed to offer great flexibility to the learner. In order for the framework to be recognised in England the choice of units must provide a minimum of 10 credits for the knowledge component and 10 credits for the competence component. Competence and knowledge have been integrated within these qualifications but are assessed seperately. To be awarded this qualification a learner must achieve a minimum of 23 credits, 17 of which are mandatory and 6 optional. A summary of which units of the qualifications relate primarily to competence, which units relate primarily to knowledge, and which contain learning outcomes that address both competence and knowledge is as follows: Mandatory Units Understanding Youth Work Principles and Practice (3 Knowledge credits) Safeguarding Young People in a Youth Work Setting (1 Competence and 3 Knowledge credits) Youth Work Principles, Knowledge and Skills in Work-Based Practice (6 Competence and 1 Knowledge credits) Support the Provision of Information and Advice to Young People (6 Competence and 1

16 ... level 2... Pathway 1 Knowledge credits) Optional Units Support Children and Young People s Play and Leisure (2 Competence and 1 Knowledge credits) Support Children and Young People with Disabilities and Special Education Needs (2 Competence and 2 Knowledge credits) Understand Partnership Working in Services for Children and Young people (2 Knowledge credits) Contribute to the Support of Positive Environments for Children and Young People (2 Competence and 1 Knowledge credits) Safeguarding the Welfare of Children and Young People (3 Knowledge credits) Contributing to Children and Young People s Health and Safety (1 Competence and 2 Knowledge credits) Working Together for the Benefit of Young People (1 Competence and 1 Knowledge credits) Designing and Delivering a Programme of Peer Education Activities (2 Competence and 1 Knowledge credits) Reviewing and Sharing Learning from Peer Education Activities (0.5 Competence and 0.5 Knowledge credits) Dealing with Challenging Behaviour within Peer Activities (1 Knowledge credit) Designing, Creating and Reviewing Learning Resources for Peer Activities (0.5 Competence and 0.5 Knowledge credits) Developing Communication Skills within Peer Activities (0.5 Competence and 0.5 Knowledge credits) Working with Peers in a Group (0.5 Competence and 0.5 Knowledge credits) Working with Peers in One to One Situations (0.5 Competence and 0.5 Knowledge credits) Diversity and Faith (2 Knowledge credits) Community Development within a Faith Context (2 Knowledge credits) The Level 2 Certificate in Youth Work Practice contains mandatory and optional units. Assessors should offer guidance to apprentices to ensure they select optional units that are most suitable for their role, needs and circumstances.

17 ... level 2... Pathway 1 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) English Minimum level or grade Credit value Functional Skills qualification in English 1 5 GCSE qualification (with enhanced functional content) E 5 Key Skills qualification in Literacy achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

18 ... level 2... Pathway 1 Mathematics Minimum level or grade Credit value Functional Skills qualification in Mathematics 1 5 GCSE qualification (with enhanced functional content) in Mathematics E 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

19 ... level 2... Pathway 1 ICT Minimum level or grade Credit value Functional Skills qualification in Information and Communications Technology (ICT) 1 5 GCSE qualification in ICT (with enhanced functional content) E 5 Key Skills qualification in ICT achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE qualification in ICT* C N/A A' Level or AS Level qualification in ICT* A N/A GCSE or O'Level qualification in ICT** A N/A A' Level or AS Level qualification in ICT** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) ICT has been included in this framework as outlined above. Progression routes into and from this pathway Progression routes into the Intermediate Level Apprenticeship There are no formal entry requirements or pre-determined entry routes for the Intermediate Level Apprenticeship. There is considerable flexibility for learners to progress into the framework via a number of different routes, which may include any of the following: Any relevant previous work, training or volunteering in the youth work sector; Academic qualifications (e.g. GCSEs; the Diploma in Public Service; the Diploma in Society, Health and Development; the Diploma in Sports and Leisure); and Vocational qualifications (e.g. Foundation Learning programmes at Entry level and level 1). Progression routes out of the Intermediate Level Apprenticeship The Intermediate Level Apprenticeship provides individuals with a sound knowledge base that

20 ... level 2... Pathway 1 can support them in undertaking further learning and development of their careers in youth work and related areas, including vertical progression to more specialised training at level 3. Specific progression opportunities include: Level 3 qualifications in Youth Work Practice (including the Advanced Apprenticeship); Level 3 Award/Certificate in Working with Vulnerable Young People; Level 3 Diploma for the Children and Young People s Workforce; and Level 3 qualifications in Advice and Guidance. The Intermediate Level Apprenticeship also fits within a framework that supports progression, via relevant level 3 qualifications, through to higher level courses and/or Higher Education opportunities, including professional degrees and postgraduate qualifications in youth work. At Higher Education, it would be possible to undertake a course which would lead to the Joint Negotiating Committee (JNC) recognised professional qualification in Youth & Community Work. In addition, the Intermediate Apprenticeship provides opportunities to progress through a range of other occupational pathways, including lateral progression to other level 2 qualifications in areas such as sport coaching and play work.

21 ... level 2... Pathway 1 Delivery and assessment of employee rights and responsibilities It is important that all employees understand and can demonstrate an understanding of their rights and responsibilities as an employee. The nine required national outcomes for ERR are that an apprentice: Knows and understands the range of employer and employee statutory rights and responsibilities under Employment law and that employment rights can be affected by other legislation as well. This should include the apprentice s rights and responsibilities under the disability discrimination act, other relevant equalities legislation and Health & Safety, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation, which recognises and protects their relationship with their employer. Health & Safety and Equality & Diversity training must be an integral part of the apprentice s learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies, their relevance to the industry and the organisation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Describes and works within their organisation s principles and codes of practice; and Recognises and forms a view on issues of public concern that affect their organisation and industry. ERR will be assessed through the following unit which has 24 GLH and is worth 3 credits: R/602/2954 Understand employment responsibilities and rights in health, social care or children and young people s settings This unit is available from the following awarding organisations and qualification numbers: 600/0046/6 (CACHE) 501/1723/3 (City and Guilds) 501/1589/3 (Edexcel) 501/1439/6 (EDI) 600/0061/2 (NCFE) 501/1444/X (OCR) Apprentices will need to achieve this unit in order to qualify for their completion

22 ... level 2... Pathway 1 certificate. Please note: Some of the Awarding Organisations (AOs) offering this offer an ERR unit as part of their qualification. If a learner completes the with one of these AOs, there is no need to complete a separate stand-alone ERR unit with another AO.

23 ... level 3 Level 3 Title for this framework at level 3 Advanced Level Apprenticeship in Youth Work Pathways for this framework at level 3 Pathway 1: Advanced Level Apprenticeship in Youth Work

24 ... level 3... Pathway 1 Level 3, Pathway 1: Advanced Level Apprenticeship in Youth Work Description of this pathway This pathway has been designed as a nationally recognised training programme that offers a route of entry into the Youth Work sector in England. It is appropriate for those looking to work in the private, public or voluntary and community sector. The pathway requires the successful completion of a number of components, including a nationally recognised qualification, which is independently assessed and certificated. Successful completers will have the knowledge and skills that are applicable to their role, including and the underlying skills to be able to operate as an effective employee in the Youth Work sector. The framework is made up of 59 credits comprising of: 44 credits from the Level 3 Diploma in Youth Work (QCF); and 15 credits from Functional skills, key skills (or equivalents) in English, Mathematics and ICT. Entry requirements for this pathway in addition to the framework entry requirements There are no additional specific entry requirements for the Advanced Level Apprenticeship other than those already stated.

25 ... level 3... Pathway 1 Job title(s) Youth Support Worker Job role(s) This role is for staff who deliver operational youth and community support work in local and area projects. Youth and Community Support Workers will receive strategic leadership and operational guidance from Professional Youth and Community Workers.

26 ... level 3... Pathway 1 Qualifications Competence qualifications available to this pathway N/A Knowledge qualifications available to this pathway N/A

27 ... level 3... Pathway 1 Combined qualifications available to this pathway B1 - Level 3 Diploma in Youth Work Practice (QCF) No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value B1a 600/0083/1 ABC B1b 600/0692/4 NOCN B1c 600/0151/3 Ascentis B1d 600/0378/9 City and Guilds Notes on competence and knowledge qualifications (if any) Apprentices are required to complete ONE of the above qualifications as part of the Advanced Level Apprenticeship. All of the qualifications are identical in structure and content although supporting guidance will vary from one awarding organisation to another. The qualification has been designed to offer great flexibility to the learner. In order for the framework to be recognised in England the choice of units must provide a minimum of 10 credits for the knowledge component and 10 credits for the competence component. Competence and knowledge have been integrated within these qualifications but are seperately assessed. The learner must achieve 44 credits to be awarded the qualification. 32 credits must come from the mandatory units and 12 credits from the optional units. A summary of which units of the qualifications relate primarily to competence, which units relate primarily to knowledge, and which contain learning outcomes that address both competence and knowledge is as follows: Mandatory Units Understanding Youth Work Principles and Practice (4 Competence and 6 Knowledge credits) Understanding Intervention Strategies in Youth Work Settings (2 Competence and 4 Knowledge credits) Understanding Principles, Knowledge and Skills in Work-based Practice in Youth Work (3

28 ... level 3... Pathway 1 Competence and 4 Knowledge credits) Work-based practice in Youth Work (9 Competence credits) Optional Units Support young people to develop, implement and review a plan of action (2 Competence and 1 Knowledge credits) Provide information and advice to children and young people (2 Competence and 1 Knowledge credits) Develop interviewing skills for work with children and young people (2 Competence and 1 Knowledge credits) Caseload management (1 Competence and 2 Knowledge credits) Support young people to move towards independence and manage their lives (2 Competence and 1 Knowledge credits) Support children and young people to achieve their learning potential (2 Competence and 1 Knowledge credits) Support children and young people to have positive relationships (1 Competence and 2 Knowledge credits) Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage (5 Knowledge credits) Support children or young people in their own home. (3 Competence and 1 Knowledge credits) Facilitate the learning and development of children and young people through mentoring (3 Competence and 1 Knowledge credits) Support the referral process for children and young people (2 Competence and 1 Knowledge credits) Understand How to Safeguard the Wellbeing of Children and Young People (3 Knowledge credits) Working Together for the Benefit of Children and Young People (1 Competence and1 Knowledge credits) Understand How to Support Positive Outcomes for Children and Young People (3 Knowledge credits) Support young people who are looked after or are leaving care (1 Competence and 2 Knowledge credits) Support young people who are socially excluded or excluded from school (1 Competence and 1 Knowledge credits) Support young people with mental health problem (1 Competence and 2 Knowledge credits) Support young people in relation to sexual health and risk of pregnancy (0.5 Competence and 1.5 Knowledge credits) Support young people who are not in employment, education or training (1 Competence and 1 Knowledge credits) Support young people who are involved in anti-social and/or criminal activities (2 Knowledge credits)

29 ... level 3... Pathway 1 Support young people who are asylum seekers (1 Competence and 2 Knowledge credits) Understanding Exchange Programmes (6 Knowledge credits) Implementing Exchange Programmes (9 Competence credits) Outreach and Detached Youth Work (5 Competence and 4 Knowledge credits) Community Development within a Faith Context (2 Knowledge credits) The Level 3 Diploma in Youth Work Practice contains mandatory and optional units. Assessors should offer guidance to apprentices to ensure they select optional units that are most suitable for their role, needs and circumstances.

30 ... level 3... Pathway 1 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) English Minimum level or grade Credit value Functional Skills qualification in English 2 5 GCSE qualification (with enhanced functional content) C 5 Key Skills qualification in Literacy achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

31 ... level 3... Pathway 1 Mathematics Minimum level or grade Credit value Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

32 ... level 3... Pathway 1 ICT Minimum level or grade Credit value Functional Skills qualification in Information and Communications Technology (ICT) 2 5 GCSE qualification in ICT (with enhanced functional content) C 5 Key Skills qualification in ICT achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in ICT* C N/A A' Level or AS Level qualification in ICT* A N/A GCSE or O'Level qualification in ICT** A N/A A' Level or AS Level qualification in ICT** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) ICT has been included in this framework as outlined above. Progression routes into and from this pathway Progression routes into the Advanced Level Apprenticeship There are no formal entry requirements or pre-determined entry routes for the Advanced Level Apprenticeship. However, it is expected that all learners enrolling onto the Advanced Level Apprenticeship will have previous experience of youth work, which may have been gained through voluntary work or other employment settings, including the Apprenticeship in Youth Work (at level 2). This experience may or may not be combined with evidence of achievement in: Academic qualifications (e.g. GCSEs; the Diploma in Public Service; the Diploma in Society, Health and Development; the Diploma in Sports and Leisure); and Vocational qualifications (e.g. the Apprenticeship at level 2, or other level 2 qualifications in related areas, such as sport, coaching and play work).

33 ... level 3... Pathway 1 Progression routes out of the Advanced Level Apprenticeship The Advanced Level Apprenticeship provides individuals with a sound knowledge base that can support them in undertaking further learning and development of their careers in youth work and related areas. Whilst there is currently no level 4 qualification in Youth Work Practice, the Advanced Level Apprenticeship does offer progression to a range of higher level qualifications, including: Level 4 Award/Certificate in Working with Vulnerable Young People; Level 4 qualifications in Advice and Guidance; and Foundation Degrees in Working with Young People. The Advanced Level Apprenticeship also fits within a framework that supports progression through to higher level courses and/or Higher Education opportunities, including professional degrees and postgraduate qualifications in youth work. At Higher Education, it would be possible to undertake a course which would lead to the Joint Negotiating Committee (JNC) recognised professional qualification in Youth & Community Work. In addition, the Advanced Level Apprenticeship provides opportunities to progress through a range of other occupational pathways, including lateral progression to other level 3 qualifications, including the Level 3 Diploma for the Children and Young People s Workforce. UCAS points for this pathway: (no information)

34 ... level 3... Pathway 1 Delivery and assessment of employee rights and responsibilities It is important that all employees understand and can demonstrate an understanding of their rights and responsibilities as an employee. The nine required national outcomes for ERR are that an apprentice: Knows and understands the range of employer and employee statutory rights and responsibilities under Employment law and that employment rights can be affected by other legislation as well. This should include the apprentice s rights and responsibilities under the disability discrimination act, other relevant equalities legislation and Health & Safety, together with the responsibilities and duties of employers; Knows and understands the procedures and documentation in their organisation, which recognises and protects their relationship with their employer. Health & Safety and Equality & Diversity training must be an integral part of the apprentice s learning programme; Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities; Understands the role played by their occupation within their organisation and industry; Has an informed view of the types of career pathways that are open to them; Knows the types of representative bodies, their relevance to the industry and the organisation, and their main roles and responsibilities; Knows where and how to get information and advice on their industry, occupation, training and career; Describes and works within their organisation s principles and codes of practice; and Recognises and forms a view on issues of public concern that affect their organisation and industry. ERR will be assessed through the following unit which has 24 GLH and is worth 3 credits: R/602/2954 Understand employment responsibilities and rights in health, social care or children and young people s settings This unit is available from the following awarding organisations and qualification numbers: 600/0046/6 (CACHE) 501/1723/3 (City and Guilds) 501/1589/3 (Edexcel) 501/1439/6 (EDI) 600/0061/2 (NCFE) 501/1444/X (OCR) Apprentices will need to achieve this unit in order to qualify for their completion

35 ... level 3... Pathway 1 certificate. Please note: Some of the Awarding Organisations (AOs) offering this offer an ERR unit as part of their qualification. If a learner completes the with one of these AOs, there is no need to complete a separate stand-alone ERR unit with another AO.

36 The remaining sections apply to all levels and pathways within this framework. How equality and diversity will be met Youth Work values and celebrates the contributions made by different individuals, groups and communities and is committed to their support and promotion. Education and training for youth work is committed to eliminating discrimination, to advancing equality of opportunity for all involved and to fostering good relations between diverse groups. Effective youth work can play a part to redress disadvantage and discrimination within local communities and promote youth work as a career of choice. There are some key issues around recruitment and retention within the Youth Work sector. More specifically, the sector is under-represented by ethnic minority groups. A key priority will therefore be to use the Apprenticeship Framework to help promote youth work as a career option to diverse groups that may have traditionally not been attracted to this area of work, and to encourage participation from a wider range of learner groups. Flexible entry conditions will also help to attract applicants from under-represented groups, therefore opening up the potential of a more diverse workforce. The principles of equality and diversity relate to all those systems and procedures, which have the potential to discriminate against apprentices at any point during the programme from recruitment, selection, and induction, through to successful completion. It is expected that all partners involved in the delivery of the Apprenticeship providers, assessment centres and employers: Must demonstrate a commitment to equality and diversity and have an equality and diversity policy or mission statement in place; There should be open recruitment process which is available to all applicants, regardless of age, disability, race or ethnic origin, gender or gender identity, religion or belief and sexual orientation or who meet the stated selection criteria; and Employers and providers must be able to demonstrate that there are no discriminatory practices in place regarding selection and employment. Data and other information will be collected to monitor the impact of the Apprenticeships in relation to equality and diversity, and to take action to redress any potential imbalance in the profile of individuals that are being recruited to the Apprenticeship programme, or which can inform the development of case studies to promote good practice. On and off the job guided learning (England)

37 Total GLH for each pathway Intermediate Level Apprenticeship To qualify for an completion certificate a minimum of 345 GLH must be completed within contracted working hours; and The framework is expected to take a minimum of 12 months to complete under standard completion conditions. Advanced Level Apprenticeship To qualify for an completion certificate a minimum of 468 GLH must be completed within contracted working hours; and The Advanced Level Apprenticeship is expected to take a minimum of 12 months to complete under standard completion conditions. Note: GLH do not have to be delivered through formal training programmes but will include contact time between the learner and tutor/assessor. Minimum off-the-job guided learning hours Intermediate Level Apprenticeship Of the 345 total GLH for the framework, a minimum of 255 GLH must be completed off-the-job. These hours will be made up as follows: Level 2 Certificate in Youth Work Practice (QCF) (knowledge component) (76 GLH); Functional Skills Certificate in Communication Level 1, or equivalent qualifications (knowledge component) (45GLH) Functional Skills Certificate in Application of Number Level 1, or equivalent qualifications (knowledge component) (45 GLH); Functional Skills Certificate in ICT Level 1, or equivalent qualifications (knowledge component) (45 GLH); ERR Unit R/602/2954: Understand employment responsibilities and rights in health, social care or children and young people s settings (24 GLH); In-company training, e.g. health and safety etc (10 GLH); and Mentoring, support and coaching throughout the programme (10 GLH) Note: the 76 GLH off-the-job GLH associated with the Certificate in Youth Work Practice have been identified through a mapping exercise carried out as part of the framework development process. This mapping document is available from the LSIS website. 'Off-the-job training required for PLTS will be covered by the minimum GLH assigned to the Level 2 Certificate in Youth Work.

38 Advanced Level Apprenticeship Of the 345 total GLH for the framework, a minimum of 314 GLH must be completed off-the-job. These hours will be made up as follows: Level 3 Diploma in Youth Work Practice (QCF) (135 GLH); Functional Skills Certificate in Communication Level 2, or equivalent qualifications (knowledge component) (45 GLH); Functional Skills Certificate in Application of Number Level 2, or equivalent qualifications (knowledge component) (45 GLH); Functional Skills Certificate in ICT Level 2, or equivalent qualifications (knowledge component) (45 GLH); ERR Unit R/602/2954: Understand employment responsibilities and rights in health, social care or children and young people s settings (24 GLH); In-company training, e.g. health and safety etc (10 GLH); and Mentoring, support and coaching throughout the programme (10 GLH). Note: the 135 GLH off-the-job GLH associated with the Diploma in Youth Work Practice have been identified through a mapping exercise carried out as part of the framework development process. This mapping document is available from the LSIS website. Off-the-job training required for PLTS should be covered by the minimum GLH assigned to the Level 3 Certificate in Youth Work Practice. How this requirement will be met The GLH recorded as part of off-the-job learning must achieve clear and specific outcomes which contribute directly to the successful achievement of the Apprenticeship. This may include accredited and non-accredited elements of the Apprenticeship which must be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher, mentor or manager. The GLH will be achieved by the apprentice having access as and when required either to a tutor, teacher, mentor or manager and must be: delivered during contracted working hours; delivered through any of the following methods: individual and group teaching; e-learning; distance learning; coaching; mentoring; feedback and assessment; collaborative/networked learning with peers; guided study; and

39 recorded, for example in a diary, log book or portfolio. Provision of evidence There is considerable flexibility for apprentices to include different types of evidence within their diary, log book or portfolio. The following are examples of the type of evidence that can be included: Certificates of learning records; Evidence of attendance at training courses/meetings/workshops etc; Workbooks demonstrating work and learning undertaken; Witness statements; Personal and reflective statements; Case studies; Work products; and Documentary evidence of private study. We would expect the training to be recorded in the company's training records and logs, although we would not need to see these. We will, however, expect to receive signed confirmation stating that the hours have been completed when submitted as part of the certification application form, which is available from the LSIS website. Minimum on-the-job guided learning hours The on-the-job GLH is the total required GLH minus the off-the-job GLH. Intermediate Level Apprenticeship An apprentice will need to complete a minimum of 90 GLH on-the-job training, which will be made up as follows: Level 2 Certificate in Youth Work Practice (QCF) (competence component) (90 GLH). Advanced Level Apprenticeship An apprentice will need to complete a minimum of 154 GLH on-the-job training, which will be made up as follows: Level 3 Diploma in Youth Work Practice (QCF) (competence component) (154 GLH). How this requirement will be met The GLH recorded as part of on-the-job learning must achieve clear and specific outcomes

40 which contribute directly to the successful achievement of the Apprenticeship. This may include accredited and non-accredited elements of the Apprenticeship which must be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher, mentor or manager. The GLH will be achieved by the apprentice having access as and when required either to a tutor, teacher, mentor or manager and must be: delivered during contracted working hours; delivered through any of the following methods: individual and group teaching; e-learning; distance learning; coaching; mentoring; feedback and assessment; collaborative/networked learning with peers; guided study; and recorded, for example in a diary, log book or portfolio. Provision of evidence There is considerable flexibility for apprentices to include different types of evidence within their diary, log book or portfolio. The following are examples of the type of evidence that can be included: Certificates of learning records; Evidence of attendance at training courses/meetings/workshops etc; Workbooks demonstrating work and learning undertaken; Witness statements; Personal and reflective statements; Case studies; Work products; and Documentary evidence of private study. We would expect the training to be recorded in the company's training records and logs, although we would not need to see these. We will, however, expect to receive signed confirmation stating that the hours have been completed and submitted as part of the certification application form, which is available from the LSIS website.

41 Personal learning and thinking skills assessment and recognition (England) Summary of Personal Learning and Thinking Skills Opportunities for demonstrating the application and achievement of PLTS have been mapped to units within the Level 2 Certificate and Level 3 Diploma in Youth Work Practice. For each qualification, the relationship between PLTS and this qualification has been mapped to indicate where evidence is most likely to occur - please click here for the mapping document. Although LSIS is satisfied that by achieveing this qualification the requirements of PLTS will be met, learners may want to explore additional sources of evidence for demonstrating achievement, with guidance from their assessor/mentor. The following guidelines for achievement of PLTS should be observed: Apprentices should be introduced to PLTS during induction so that they learn to recognise for themselves when and where they are practising these skills; Delivery and assessment of PLTS should be designed to be manageable for both apprentices and training providers, with sufficient planning of opportunities identified at induction and at each subsequent stage of the programme; Assessors should adopt a holistic approach to assessment of PLTS - most evidence will be generated from undertaking the units within the Level Diploma in Youth Work Practice; A suitable mechanism should be used to clearly show how demonstration of PLTS has been evidenced; Formative assessment of PLTS may be used to provide feedback on an apprentice s performance; and Summative assessment must be used to determine achievement of PLTS. A checklist must be completed and sign by the learner and the assessor and submitted to LSIS as confirmation that the requirements for PLTS have been satisfactorily achieved. A copy of the checklist is available at w.lluk.org/wp-content/uploads/2011/04/yw-plts-checklist.pdf. A PLTS to qualification mapping document is available at lluk.org/wp-content/uploads/2011/04/yw-plts-mapping.pdf. Creative thinking Apprentices will need to demonstrate that they are creative thinkers, by thinking creatively, by generating and exploring ideas and making original connections, trying different ways to tackle problems, and working with others to find imaginative solutions and outcomes that are of value.

42 For the Intermediate Level Apprenticeship, Creative Thinking PLTS has been mapped to the following units from the Level 2 Certificate in Youth Work Practice: Youth Work Principles, Knowledge and Skills in Work-Based Practice (F/602/6384) Support Children and Young People s Play and Leisure (T/601/6564) Support Children and Young People with Disabilities and Special Education Needs (D/601/6526) Designing and Delivering a Programme of Peer Education Activities (J/601/9081) Reviewing and Sharing Learning from Peer Education Activities (Y/601/9084) Designing, Creating and Reviewing Learning Resources for Peer Activities (T/601/7939) For the Advanced Level Apprenticeship, Creative Thinking PLTS has been mapped to the following units from the Level 3 Diploma in Youth Work Practice: Work-based practice in Youth Work (D/602/6389) Support young people to move towards independence and manage their lives (F/601/1349) Support children or young people in their own home (K/601/0132) Facilitate the learning and development of children and young people through mentoring (T/601/1381) Support young people who are not in employment, education or training (R/502/5259) Support young people who are asylum seekers (D/502/5278) Outreach and Detached Youth Work (R/501/1538) Independent enquiry Apprentices will need to demonstrate that they are independent enquirers by processing and evaluating information in their investigations, planning what to do and how to go about it, and taking informed and well reasoned decisions, recognising that others have different beliefs and attitudes. For the Intermediate Level Apprenticeship, Independent Enquiry PLTS has been mapped to the following units from the Level 2 Certificate in Youth Work Practice: Understanding Youth Work Principles and Practice (K/602/6380) Safeguarding Young People in a Youth Work Setting (A/602/6383) Youth Work Principles, Knowledge and Skills in Work-Based Practice (F/602/6384) Support the Provision of Information and Advice to Young People (J/602/6385) Support Children and Young People s Play and Leisure (T/601/6564) Support Children and Young People with Disabilities and Special Education Needs (D/601/6526) Understand Partnership Working in Services for Children and Young people (M/601/3498)

43 Contribute to the Support of Positive Environments for Children and Young People (H/601/3496) Safeguarding the Welfare of Children and Young People (K/601/3323) Contributing to Children and Young People s Health and Safety (J/601/3491) Working Together for the Benefit of Young People (K/601/1698) Designing and Delivering a Programme of Peer Education Activities (J/601/9081) Reviewing and Sharing Learning from Peer Education Activities (Y/601/9084) Dealing with Challenging Behaviour within Peer Activities (J/601/7900) Designing, Creating and Reviewing Learning Resources for Peer Activities (T/601/7939) Developing Communication Skills within Peer Activities (H/601/7936) Working with Peers in a Group (M/601/7938) Working with Peers in One to One Situations (K/601/7937) Diversity and Faith (T/501/9308) Community Development within a Faith Context (Y/501/9432) For the Advanced Level Apprenticeship, Independent Enquiry PLTS has been mapped to the following units from the Level 3 Diploma in Youth Work Practice: Understanding Youth Work Principles and Practice (L/602/6386) Understanding Intervention Strategies in Youth Work Settings (R/602/6387) Understanding Principles, Knowledge and Skills in Work-based Practice in Youth Work (Y/602/6388) Work-based practice in Youth Work (D/602/6389) Support young people to develop, implement and review a plan of action (M/601/1329) Provide information and advice to children and young people (A/601/1334) Develop interviewing skills for work with children and young people (L/601/1337) Caseload management (D/601/1343) Support young people to move towards independence and manage their lives (F/601/1349) Support children and young people to achieve their learning potential (D/601/1357) Support children and young people to have positive relationships (R/601/1369) Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage (F/600/9777) Support children or young people in their own home (K/601/0132) Facilitate the learning and development of children and young people through mentoring (T/601/1381) Support the referral process for children and young people (R/601/1386) Understand How to Safeguard the Wellbeing of Children and Young People (Y/601/1695) Working Together for the Benefit of Children and Young People (K/601/1698) Understand How to Support Positive Outcomes for Children and Young People (M/601/1699) Support young people who are looked after or are leaving care (A/502/5224) Support young people who are socially excluded or excluded from school (R/502/5231)

44 Support young people with mental health problem (T/502/5240) Support young people in relation to sexual health and risk of pregnancy (F/502/5242) Support young people who are not in employment, education or training (R/502/5259) Support young people who are involved in anti-social and/or criminal activities (L/502/5261) Support young people who are asylum seekers (D/502/5278) Understanding Exchange Programmes (H/501/1544) Implementing Exchange Programmes (Y/501/1542) Outreach and Detached Youth Work (R/501/1538) Community Development within a Faith Context (Y/501/9432) Reflective learning Apprentices will need to demonstrate that they are reflective learners, by evaluating their strengths and limitations, setting themselves realistic goals with criteria for success, monitoring their own performance and progress, inviting feedback from others and making changes to further their learning. For the Intermediate Level Apprenticeship, Reflective Learning PLTS has been mapped to the following units from the Level 2 Certificate in Youth Work Practice: Understanding Youth Work Principles and Practice (K/602/6380) Youth Work Principles, Knowledge and Skills in Work-Based Practice (F/602/6384) Support Children and Young People s Play and Leisure (T/601/6564) Support Children and Young People with Disabilities and Special Education Needs (D/601/6526) Understand Partnership Working in Services for Children and Young people (M/601/3498) Safeguarding the Welfare of Children and Young People (K/601/3323) Contributing to Children and Young People s Health and Safety (J/601/3491) Designing and Delivering a Programme of Peer Education Activities (J/601/9081) Reviewing and Sharing Learning from Peer Education Activities (Y/601/9084) Developing Communication Skills within Peer Activities (H/601/7936) Working with Peers in a Group (M/601/7938) Working with Peers in One to One Situations (K/601/7937) For the Advanced Level Apprenticeship, Reflective Learning PLTS has been mapped to the following units from the Level 3 Diploma in Youth Work Practice: Understanding Youth Work Principles and Practice (L/602/6386) Understanding Intervention Strategies in Youth Work Settings (R/602/6387) Understanding Principles, Knowledge and Skills in Work-based Practice in Youth Work (Y/602/6388) Work-based practice in Youth Work (D/602/6389)

45 Caseload management (D/601/1343) Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage (F/600/9777) Facilitate the learning and development of children and young people through mentoring (T/601/1381) Understand How to Safeguard the Wellbeing of Children and Young People (Y/601/1695) Understanding Exchange Programmes (H/501/1544) Implementing Exchange Programmes (Y/501/1542) Outreach and Detached Youth Work (R/501/1538) Team working Apprentices will need to demonstrate that they are team workers, by working confidently with others, adapting to different contexts and taking responsibility for their own part, listening to and taking account of different views, and forming collaborative relationships, resolving issues to reach agreed outcomes. For the Intermediate Level Apprenticeship, Team Working PLTS has been mapped to the following units from the Level 2 Certificate in Youth Work Practice: Youth Work Principles, Knowledge and Skills in Work-Based Practice (F/602/6384) Support the Provision of Information and Advice to Young People (J/602/6385) Understand Partnership Working in Services for Children and Young people (M/601/3498) Safeguarding the Welfare of Children and Young People (K/601/3323) Contributing to Children and Young People s Health and Safety (J/601/3491) Working Together for the Benefit of Young People (K/601/1698) Designing and Delivering a Programme of Peer Education Activities (J/601/9081) Reviewing and Sharing Learning from Peer Education Activities (Y/601/9084) Designing, Creating and Reviewing Learning Resources for Peer Activities (T/601/7939) Developing Communication Skills within Peer Activities (H/601/7936) Working with Peers in a Group (M/601/7938) Working with Peers in One to One Situations (K/601/7937) For the Advanced Level Apprenticeship, Team Working PLTS has been mapped to the following units from the Level 3 Diploma in Youth Work Practice: Understanding Youth Work Principles and Practice (L/602/6386) Understanding Intervention Strategies in Youth Work Settings (R/602/6387) Understanding Principles, Knowledge and Skills in Work-based Practice in Youth Work (Y/602/6388) Work-based practice in Youth Work (D/602/6389) Support young people to develop, implement and review a plan of action (M/601/1329) Provide information and advice to children and young people (A/601/1334) Develop interviewing skills for work with children and young people (L/601/1337)

46 Caseload management (D/601/1343) Support young people to move towards independence and manage their lives (F/601/1349) Support children and young people to achieve their learning potential (D/601/1357) Support children and young people to have positive relationships (R/601/1369) Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage (F/600/9777) Support children or young people in their own home (K/601/0132) Facilitate the learning and development of children and young people through mentoring (T/601/1381) Support the referral process for children and young people (R/601/1386) Understand How to Safeguard the Wellbeing of Children and Young People (Y/601/1695) Working Together for the Benefit of Children and Young People (K/601/1698) Understand How to Support Positive Outcomes for Children and Young People (M/601/1699) Support young people who are looked after or are leaving care (A/502/5224) Support young people who are socially excluded or excluded from school (R/502/5231) Support young people with mental health problem (T/502/5240) Support young people in relation to sexual health and risk of pregnancy (F/502/5242) Support young people who are not in employment, education or training (R/502/5259) Support young people who are involved in anti-social and/or criminal activities (L/502/5261) Support young people who are asylum seekers (D/502/5278) Implementing Exchange Programmes (Y/501/1542) Outreach and Detached Youth Work (R/501/1538) Self management Apprentices will need to demonstrate that they are self managers, by organising themselves showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self improvement, actively embracing change, responding positively to new priorities, coping with challenges and looking for opportunities. For the Intermediate Level Apprenticeship, Self Management PLTS has been mapped to the following units from the Level 2 Certificate in Youth Work Practice: Youth Work Principles, Knowledge and Skills in Work-Based Practice (F/602/6384) Support Children and Young People s Play and Leisure (T/601/6564) Contributing to Children and Young People s Health and Safety (J/601/3491) Working Together for the Benefit of Young People (K/601/1698) Designing and Delivering a Programme of Peer Education Activities (J/601/9081) Reviewing and Sharing Learning from Peer Education Activities (Y/601/9084) Designing, Creating and Reviewing Learning Resources for Peer Activities (T/601/7939)

47 Working with Peers in One to One Situations (K/601/7937) For the Advanced Level Apprenticeship, Self Management PLTS has been mapped to the following units from the Level 3 Diploma in Youth Work Practice: Understanding Youth Work Principles and Practice (L/602/6386) Understanding Intervention Strategies in Youth Work Settings (R/602/6387) Work-based practice in Youth Work (D/602/6389) Support young people to develop, implement and review a plan of action (M/601/1329) Caseload management (D/601/1343) Support children and young people to have positive relationships (R/601/1369) Support children or young people in their own home (K/601/0132) Support the referral process for children and young people (R/601/1386) Working Together for the Benefit of Children and Young People (K/601/1698) Understand How to Support Positive Outcomes for Children and Young People (M/601/1699) Implementing Exchange Programmes (Y/501/1542) Outreach and Detached Youth Work (R/501/1538) Effective participation Apprentices will need to demonstrate that they are effective participants, by actively engaging with issues that affect them and those around them, and playing a full part in the life of their workplace by taking responsible action to bring improvements for others as well as themselves. For the Intermediate Level Apprenticeship, Effective Participation PLTS has been mapped to the following units from the Level 2 Certificate in Youth Work Practice: Safeguarding Young People in a Youth Work Setting (A/602/6383) Youth Work Principles, Knowledge and Skills in Work-Based Practice (F/602/6384) Support Children and Young People with Disabilities and Special Education Needs (D/601/6526) Understand Partnership Working in Services for Children and Young people (M/601/3498) Contribute to the Support of Positive Environments for Children and Young People (H/601/3496) Working Together for the Benefit of Young People (K/601/1698) Designing and Delivering a Programme of Peer Education Activities (J/601/9081) Reviewing and Sharing Learning from Peer Education Activities (Y/601/9084) Dealing with Challenging Behaviour within Peer Activities (J/601/7900) Designing, Creating and Reviewing Learning Resources for Peer Activities (T/601/7939) Working with Peers in a Group (M/601/7938) For the Advanced Level Apprenticeship, Effective Participation PLTS has been mapped to the following units from the Level 3 Diploma in Youth Work Practice:

48 Understanding Youth Work Principles and Practice (L/602/6386) Work-based practice in Youth Work (D/602/6389) Support young people to develop, implement and review a plan of action (M/601/1329) Provide information and advice to children and young people (A/601/1334) Develop interviewing skills for work with children and young people (L/601/1337) Support children and young people to achieve their learning potential (D/601/1357) Support children and young people to have positive relationships (R/601/1369) Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage (F/600/9777) Support children or young people in their own home (K/601/0132) Facilitate the learning and development of children and young people through mentoring (T/601/1381) Working Together for the Benefit of Children and Young People (K/601/1698) Understand How to Support Positive Outcomes for Children and Young People (M/601/1699) Support young people who are looked after or are leaving care (A/502/5224) Support young people who are socially excluded or excluded from school (R/502/5231) Support young people with mental health problem (T/502/5240) Support young people in relation to sexual health and risk of pregnancy (F/502/5242) Support young people who are not in employment, education or training (R/502/5259) Support young people who are involved in anti-social and/or criminal activities (L/502/5261) Support young people who are asylum seekers (D/502/5278) Implementing Exchange Programmes (Y/501/1542) Outreach and Detached Youth Work (R/501/1538) Additional employer requirements There are no additional employer requirements for the Intermediate or Advanced Level Apprenticeships. Individual employers may require learners to attend supplementary training or induction, providing this is relevant and necessary in helping them understand and carry out their role in the organisation. However, this will not be a mandatory requirement for achieving an completion certificate.

49 For more information visit