- Information about:
- Studying here
- Courses
- News and events
- Job vacancies
- Our Schools and Departments
- University Campuses
- Information for:
- Students
- Business
- Researchers
- Former students
- Staff
Early Primary Education with QTS BA
Educational Administration FdA
Certificate in Counselling Studies
Post Compulsory Education & Training (Pre-service, Full time) Cert Ed./PGCE
Post Compulsory Education & Training (In-service, Part time) Cert.Ed./PGCE
Youth and Community Work Courses
MA Religion and Education in Contemporary Society
“This is very much a vocational course. I started off by doing a criminology degree – I had thoughts of joining the police – so I know what other types of degree are like. This one doesn’t involve sitting in lectures a few times a week. It’s a big commitment with a lot packed into each year. But it is definitely worth doing! I’m interested in children and how they learn. Their naivety intrigues me, they don’t tend to lie and will say when they don’t understand.
“The tutors use very mixed methods of teaching. We started off with being spoken to classroom-style but soon progressed on to practical tasks, discussions and assignments. One project was to put together a ‘story sack’ as a resource. I developed one using the Hungry Caterpillar as the basis, looking at different foods, books and letters.
“We did a two-week placement in the first year and eight weeks in the second. I spent time at Earlsheaton Infant School in Dewsbury. The placement was 75% teaching which was really intense but very useful. I also carried out a trial assessment of six children, which looked at everything they did at school, and I led assembly. In the middle of the placement, the head teacher changed and it was interesting to work under different management styles.
“The group of people taking the course are really diverse, with quite an age range. The tutors are easy to talk to, are very supportive and have lots of teaching experience to draw on. This gives us scope to experiment. I’m looking forward to graduating next year. I’ve been working part-time at a residential centre for children with special needs and that experience has encouraged me to specialise in teaching in this sector of the profession. I’d love to end up with a job somewhere abroad like Canada or New Zealand.” Kirsty Nutton, 2008
"This is a really interesting course with lots of support." Catherine Stoker, 2004/05
"I've really enjoyed the course so far and i'm looking forward to the second year. The lecturers are fun and upbeat." Justine Jackson, 2004/05
"The course is very stimulating and challenging. The support which is given from all the lecturers is excellent." Nicola Burnet, 2004/05
"This is a fantastic course! Everything we do is relevant and exciting. There is a close network of people who are always ready to help when you need it." Claire Beaumont, 2004/05
"I chose to study at the University of Huddersfield because it is a local University and has a good reputation in the Education and Training field. I was also confident about the tutors as I have studied here before. I wanted to do this course as it is relevant to my career and will aid my professional development." Jeremy Hughes, 2003/4
"I have now completed 5 years of …learning…(at) Redcar and Cleveland College…The 5 years include, 2 years Cert. Ed, 2 years BA and 1 year for the Honours course. The delivery of the courses… was first rate and through their encouragement and commitment I was confident to continue with my development. Although you can learn a great deal from the Cert. Ed you recognise that you are only on your first steps of your educational journey and that the BA is the obvious pathway to continue your educational learning. My employer actively encourages staff development and as such sponsored my BA and Honours, the knowledge that I have consequently gained will assist the delivery of our own teaching and learning. I would actively encourage anybody who is considering enrolling onto the BA course to do so at their earliest opportunity as there are huge benefits to themselves and their employer." Malcolm Marshall, 2003/4
"I left school at 16 and secured an apprenticeship as a joiner in the Shepherd Building Group in York. Shortly after finishing my apprenticeship I left Shepherds and became self-employed, working as a sub-contracting joiner and carpenter. From about the age of 25 I realised that I wanted to develop myself further to enhance my career opportunities and my development as an individual.
I returned to college, studying during the evening to gain further technical qualifications within the construction industry. During this period the opportunity to train for a career in teaching became apparent and after speaking to one or two contacts I applied to take a one year full time pre-service course at Huddersfield. I was offered a place and began in September 1992. During this year I undertook teaching practice at Leeds College of Building.
FE at this time was experiencing great change and the opportunities for full time positions were scarce, however upon successfully completing the Cert. Ed I was offered some part time teaching for the following academic year. During the summer working ‘back on the tools’ I applied for another part time position teaching woodwork and maths at a local young offenders institution. I was offered this post and in Sept. 1993 combined the two teaching roles until being offered a permanent position at Leeds College of Building as a lecturer in carpentry and joinery.
I developed rapidly, improving my teaching skills and taking on additional responsibilities before moving to York College in 1997. I spent three years working as head of a small team within the timber trades section, and in January 2000 I returned to Leeds College of Building as Divisional Manager. The role is diverse and has given me the opportunity to develop myself further. I am currently working towards a BA Education and Training at the University of Huddersfield. I have worked on a number of national projects working with the likes of Edexcel and QCA, and I have also contributed to the teacher training programmes at Huddersfield Unviersity, taking on the roles and responsibilities of a subject specialist tutor at summer school.
Highlights have included receiving a grade one for my curriculum area during 2002, still the only grade one awarded by ALI/OFSTED for construction training within a college environment.
I have been an associate inspector with the ALI for the last eight months, and in April I commence a new role as a full time lead inspector with the Adult Learning Inspectorate. The decision to return to education has given me opportunities I had not previously considered or indeed thought possible." Dave Sykes, 2003/4
“This is a brand new degree for Huddersfield and it’s exciting starting at the beginning. I studied Religious Education at A level and it’s always something I’ve wanted to take further. I chose this particular course because it involves the study of the full range of world religions – I think it is important to widen your knowledge of other people’s beliefs. This is a multicultural society and understanding each other’s religions should encourage tolerance.
Comparative religion is interesting because it includes other subjects such as sociology, psychology and philosophy. We’ve been looking at religion in the Indian sub-continent – Hinduism is fascinating, so different from Christianity. The course is a mix of lectures, projects, visits to places of worship and discussions about how religion is taught effectively. I’m about to start work on a resource pack for school children. The majority of the people on the course, including me, want to go on to teach. I’d like to end up teaching GCSE and A level Religious Education, after taking a Postgraduate Certificate in Education. Or there are other options like counselling or community work.
There is a relatively small group of us doing the course and it’s a real mix of people. The tutors are very supportive and it’s easy to get one-to-one help and advice. The facilities are great, especially the University Library and the 24-hour access computer labs. I haven’t had any problems getting the relevant books.
I knew Huddersfield fairly well before I started at the University as I’m from nearby Dewsbury. It’s a great town. The high street is very compact with all the major shops and it has a wonderful nightlife. It feels really safe here, and there are regular transport services between the University and Halls of Residence. It’s a great place to be a student.” Charlotte Coy, 2006/08
"It was exciting and the lecturers made it more interesting. It gave me a desire to study more. When I go back to Zambia my qualifications will allow me to work at the University of Zambia . I also intend to start a school in order to help educate more Zambian so that their lives can improve." Christine Mushibwe
"The course has lots of merits especially for people here in the Caribbean . Mature students who have sent most of their time in the workplace have the opportunity to upgrade themselves without the stress of the O’level entry requirements. Since I acquired my Degree, I have become a Director of the Antigua and Barbuda Institute of Continuing Education. This is an institution of over 1000 adults looking for academics as well as vocational education." Joseph Gilbert
“I’ve completed two years of the foundation degree. I’m doing it by day release and distance learning. I’m the Administrative Officer for the Leeds School of Architecture, Landscape & Design, at Leeds Metropolitan University, and my employer has been supportive in encouraging this type of personal development. I’d always wanted to do a degree and this one is work-related so will hopefully help with future promotion.
“This course was the only one that I knew of that focused on education. I think we’ve been the guinea pigs! – my first year was the first or second that the course had run. My cohort of 20 students includes two of us from higher education, with the rest from further education and primary and secondary schools. The course content is relevant to all of us and we can relate it to our own work experiences in assessments.
“Motivation has been difficult at times, especially when you get home late from work. I’ve done a lot of studying at weekends. I can access module materials online and use the library at work, so I’ve only needed to go to Huddersfield for the six day schools. Andy Youde, the course leader, is easy to contact via email and phone and is very supportive. The work hasn’t been beyond me. I left school with no qualifications, but I’ve studied O levels and an HNC in my own time and know I can do it. In fact, this course is a stepping stone to the honours degree in Educational Administration, which I’m intending to do. And then possibly further study at master’s level in history or social history.
“The course has given me a wider perspective on how education works and I would recommend it. I’ve enjoyed contributing to discussions in class. I’m definitely getting out of it what I wanted to and improving my future career prospects.” Fiona Bromiley, 2008
"I have found it to be a very enjoyable learning experience. As the course is mainly distance learning, this has allowed me to fit studying around my family and work commitments. The structure is also flexible in content to cover all sectors of eductaion and has given me the opportunity to look at issues within my role more closely. The tutors are very helpful and approachable. Highly recommended!" Paula Morrison, 2004/05
"As a result of the course, I have been given more responsibilities within my role for example personnel issues i.e. staff absences and contracts. This also resulted in a pay increase – which is very good!" Deborah Knox, 2004/05
"This seemed to be more specific to my role and was a great opportunity to study for a degree whilst still working. I think it has been brilliant – you don’t need to take too long off work (approx 1 day per month for 7 months per year) and all the subjects covered relate to the job I’m doing. I’ve actually been upgraded from an admin officer to school bursar as a result of the course." Nicola Mason, 2004/05
"The open day was very informative and useful and incorporated plenty of realistic and achievable goals, which left me inspired and excited about the opportunities this may eventually lead to. The knowledge and understanding that I have taken back from the course has allowed me to be more participative in the strategic initiatives where support staff representation is vital to the development of teaching and learning within the school." Erna Kay Hills. 2004/05
"Have always wanted to study for a degree but didn’t have the opportunity when I was younger. This course suited me as it meant that I could carry on working and study for a qualification which is relevant to my field of work and therefore within my capabilities." Kath Emsley, 2004/05
"Failing my 11+, I transferred to a Secondary Modern School where I gained 6 CSEs in the 1960s. If you had said then that I would study for a degree, I would have said you were mad. However, forty years on and with determination, I have proved that anything is achievable." Margaret Delaney, 2004/05
"I had been searching for a course of this type for a few years. It is enjoyable and informative, makes you explore the wider aspects of education, keeps you up-to-date with government initiatives." Margaret Letheridge, 2004/05
"Since starting my course I have been able to apply for other jobs that I would not have been qualified to apply for before I began this course." Sheila Furmedge, 2004/07
"The course has been excellent. The tutors are very supportive and are easy to approach. Has enabled me to improve my career prospects and enjoy my work more. After one year my position at school was reassessed and I have been upgraded from a Grade 5 employee to a Grade 6 employee." Alex Sykes, 2004/05
“I work as an educational teaching assistant and I wanted to develop my skills so that I could interact with the children more effectively. The course certainly helped me achieve this. I developed my listening skills, and know how to glean information without making anyone feel interrogated. I’ve learnt not to dig too deep. I now realise a lot of this is common sense and I was already using certain techniques. But it has been very helpful to put everything on a professional level.
“The course was delivered through three modules: Counselling and Counselling Skills, Personal Development and Self-Awareness, and Counselling Approaches. For Counselling Skills we were split up into groups of three for role play, taking on the roles of counsellor, client and observer in turn. It was interesting to see how other people handled various situations and we developed a great deal of trust in the groups. I’ve made some great friends.
“We also had Powerpoint presentations and groups discussions. The six Saturday workshops were fantastic. These were all about self exploration, looking at your values and how you feel about yourself. One of the assessments was keeping a journal throughout the year which made you think about how you’d changed over the months. So I wasn’t just developing counselling skills, I was also assessing myself and how I live my life.
“I started the course thinking that I might want to become a counsellor. I finished realising that the profession isn’t for me. Instead I’ve signed up for the Foundation Degree in Learning Support at Huddersfield. Studying part-time when you’re working is hard and very tiring. But the experience has strengthened my self discipline and I think it’s good for my children to see me studying. I’m very pleased I’ve done the Counselling certificate and I would definitely recommend it!” Melody Hirst, 2008
“I listen to people day in and day out; it’s always been part of my working life. I got to a point where I wanted an insight into how I could be more effective. I needed to be able to help people find their own solutions, rather than telling them what to do!
“The course has encouraged me to reflect on what I think and how I think through lectures, group work, discussions and the self-awareness Saturday schools. The programme had three main themes: counselling skills, counselling approaches and personal development. It was all very interesting and informative. The structure worked well and we were given a timetable for the year at the start, so you knew what was coming up and when assignments had to be handed in. The tutors were approachable and encouraging, and also offered excellent academic assistance.
“There were 16 of us in the group, ranging in age from early 20s to the quite mature. We came from different social and professional backgrounds which made for lively discussions. There was a real feeling of support throughout the course – from each other and our tutors – and I know I have made some lifelong friends.
“Having completed the course, I now feel better prepared when I’m dealing with people. I am happy to listen, rather than always responding by doing. I also have more understanding of how colleagues feel in certain situations and I can reflect on what they are saying. The course has definitely broadened my own personal knowledge and my attitudes have altered – I am more aware, and accepting, of my own foibles!
“I can honestly say that the course has had a major impact on me, not just professionally but personally as well. Thank you and well done Huddersfield!” Sandra Tickner-Hobson, 2008
“I like to be challenged and teaching is definitely a challenging profession. I did my first degree, in Popular Music, at the University’s campus in Barnsley. I’ve always been involved in music and I’m the vocalist and keyboard player in a band. I got a job working in sales during my degree but soon realised I wasn’t getting enough out of it – it wasn’t stretching me. I started giving vocal lessons from home and enjoyed it so decided to go into teaching. It was a big commitment, going back to studying, but I know I made the right decision.
“I chose to teach the 16+ age group as I’d rather work with people who are passionate about the subject rather than just sitting there in class. I did the PGCE at Barnsley, focusing on teaching music. I was terrified to start with, confronted with a classroom of students, but soon settled in. I did my placement at Barnsley College, working with two groups of diploma students. The students were keen and it soon became obvious that we shared a lot of musical interests and tastes. I taught the fundamentals of music and recording, progressing to recording an album. The head of music was my mentor and he was confident enough in me to leave me to my own devices; my tutors on the PGCE were also very supportive.
“I’d recommend the PGCE. It helped dispel a lot of my ideas of what teaching involved – it showed me that there is a lot more to it than I originally thought. The course was hard work and it took a bit of time for me to get back into full-time education, but it’s definitely been worth it. I’m hoping to start my career teaching music in a further education college.” Adam Phillips, PGCE Pre-Service, University Centre Barnsley, 2008
“I’d always thought of being a teacher. The final decision was made last year when I was working as a fleet administrator for a truck rental firm. I’d had a particularly bad day at work and thought ‘now what’? I’d done a psychology degree at Huddersfield and so, rather than re-train to be able to teach a different subject, I decided to do the PGCE and qualify to teach psychology at A level and GCSE.
“Coming to Huddersfield to do my first degree was the best move I ever made. I love living here and the people are very friendly. I enjoyed being at the University so there was no reason to look elsewhere to do the PGCE. Linda Eastwood, the course leader, was very honest from the beginning about how much hard work was involved. I’d advise anyone starting the course to get their work done and out of the way – don’t leave it to the last minute.
“It’s a very intense experience but we had the support of each other and developed close relationships with our tutors. This support was especially useful when we were on placement. We would meet and talk about our experiences and get ideas from each other. I also had a fantastic mentor at the college where I did teaching practice.
“I can’t believe how quickly the time’s gone. I’m sure I’ve been difficult to live with for the last eight months and I’ve had no social life outside the course, but it’s been a fantastic experience. I quickly found a job and I’ve got a short-term contract at Huddersfield New College, teaching psychology to 16 to 18-year-olds, which will hopefully develop into something permanent. A year ago I was working with trucks – now I’m a qualified teacher!” Anneka Shale, PGCE Pre-Service, 2008
“I’d worked in a further education college for two years and in secondary education before that, doing everything apart from teach. I knew that I had a lot to put into the profession so I decided to give up my full-time job and do a PGCE, finishing the year-long course in July 2008. My original degree was in psychology and I followed the Psychology path for the PGCE. This means I will be able to teach 14 to 19-year-olds and adults for GCSE and A level.
“The head of the course, is a very creative lady and she sold the course to me when I came for interview. I didn’t know what to expect on a daily basis but the programme definitely highlighted a variety of teaching methods, and there was an emphasis on active learning.
“I did three varied placements, at Partington Adult Learning Centre, Manchester United Football Club and Bradford College. From November to April this involved three days a week on placement and two days at the University. This system worked well. It meant that we could come back to the University and discuss any issues each week; we didn’t feel isolated.
“The course has helped me gain a lot more confidence. I know that I can teach in a way that’s different because of the skills Huddersfield has given me. The course structure and staff were very good. Course material was available online and constantly updated. Our tutor was always well prepared and full of ideas and the support I got on placement was excellent.
“I’m about to relocate to Somerset to take up a position teaching at Yeovil College. I didn’t know what I had let myself in for when I started the PGCE – but I really wanted to do it and all the hard work has paid off. Now the sky’s the limit!” Wendy Jones, 2008
"Stephen, a second-year Cert. Ed. student (2003/04) has been appointed as programme leader for GCSE Mathematics and the FERL Practitioner's Programme. He has been involved in the MLE project for Darlington and it is believed that his promotion from PM2 to PM3 is partly due to his work on the pathway."Stephen Gregory, Cert \Ed., 2003/04
"I graduated in November 2004... I found the course very interesting and rewarding. I could observe other styles of lesson delivery and different learning styles. I would reccommend this to anyone who has the desire to enhance their understanding of how and why people learn and the role they play in their learning. It has made me more effective and I am now getting more satisfaction from my job." Alan Keys, 2004
"I studied for my Certificate in Education, In Service at Wakefield College through the University of Huddersfield between 1992 and 1994. The course, although difficult to fit in at times due to work commitments, was very beneficial and gave me the qualification to continue within my chosen career in education within the NHS. I learned so much more about adult education and I had been in the field for quite a number of years. It has given me the confidence to now continue within Higher education and in September 2004 I enrolled to begin my BA (Hons) in Education and Training with the University of Huddersfield. Not bad for someone who has been seen as an educational failure for years!" Angie Bayliss, Cert \Ed., 2004
"I work for a small organisation called Park Hill Education and Training. We teach IT to adults, and I have enjoyed the Cert. Ed course immensley. I have had plenty of help and guidance, and have met a great range of people from different teaching professions. The course has helped me see teaching in a different light, thanks to all the staff at Huddersfield." Keith Martin Blackmore, Cert \Ed., 2004
"As a result of attending the PGCE I have been asked to be a steering committee meeting member of a HND in Anatomical Pathology Technology. He (already a PhD) has gained the academic credibility from attending the PGCE to be a founder developer of new academic courses. He has also been asked by the RIPH to be the Chair of the State Registration Council for Anatomical Pathology Technicians and initiate new qualifications, training, education and National Career Pathways." Terry Johnson, Cert \Ed., 2003/4
"Undertaking this course of study enabled me to develop my professionalism, whilst learning more about the theory of teaching and learning. I also made a new valuable network of friends who were instumental in helping me to develop my teaching skills to a higher level. The qualification is really important to me in my work in the field of Education and Training, and I feel sure that it will serve as a valuable asset when I am looking to develop further in my chosen career. I thoroughly enjoyed my studies and am already motivated to further my studies in Education. I am therefore currently investigating the possibility of undertaking a Masters Degree." Sharon Jones, Cert \Ed., 2003/04
Name: Jo Parkin
Age: 40
Course: Youth and Community Work FdA
Full or part-time: Part-time
Agency/Employer: Fundamental (Youth Charity)
Job Title: Health Project Co-ordinator
I work predominantly with young people aged 8 to 19 years old in the South East of Wakefield.
My main role is to engage young people in positive activities to help them learn about growing their own produce and learn new ways of using the produce they grow, balanced menus and healthier choices etc. I work with young people on a one to one basis, small group work as well as large group work.
Youth work is not easy like some people might think. It’s not a nine to five job, but I do think it is the most rewarding job I have ever had. Youth Workers can help, support and empower young people to help them make their own positive changes within their life.
"A best thing for me is the interaction with the young people, looking at a range of different offices and no day is ever the same."
Name: Michael Reynolds
Age: 33
Course: Youth and Community Work FdA
Full or part-time: Part-time
Agency/Employer: Calderdale Youth Offending Teacm (YOT)
Job Title: Referral Order Worker
The main features of my job are to prevent young people from offending again and to put right some of the harm caused.
The best and most satisfying things about my job are:
A best thing for me is the interaction with the young people, looking at a range of different offices and no day is ever the same.
"One of best and most satisfying things about my job is involving and encouraging young people to speak out."
Name: Joanne Rhodes
Age: 29
Course: Youth and Community Work FdA
Full or part-time: Part-time
Agency/Employer: Barnados
Job Title: Participation Worker
I work with young people leaving Local Authority Care across the Wakefield District. My role is to include young people in service development and encourage a person centred approach to involve young people in decisions that influence their lives.
The best and most satisfying things about my job are:
"It’s rewarding to have young people build relationships and be supported by the skills I employ from my personal development at university."
Name: Peter Joseph
Age: 37
Course: Youth and Community work BA(Hons)
Full or part-time: Part-time
Agency/Employer: National Children's Centre
Job Title: Inclusion Programme Co-ordinary
Independent School Head Teacher/Tutor
I manage on independent school for young people with social, emotional and behavioural difficulties (SEBD). I also run a provision in partnership with Huddersfield Youth Offending Team offering separation activities. This is a part of the restorative justice programme.
Most of the young people I work with are disillusioned with education and do not voice it. We work on YPS self esteem and confidence and supporting them with education outside of the box.
I get to meet and work with some of the most challenging young people in Kirklees and really work to support them in this important time of their lives. It is satisfying to see a young person advance socially, educationally and emotionally.
It’s rewarding to have young people build relationships and be supported by the skills I employ from my personal development at university.
"The most satisfying aspect to this job is that you actually feel that you’re making a difference to young people’s lives."
Name: Tahira Akhtar
Age: 20
Course: Youth and Community Work BA(Hons)
Full or part-time: Full-time
Agency/Employer: Calderdale Children and Young People's Services
Job Title: Assistant Leader
I am currently working in Halifax with young girls, who are mainly from ethnic minority backgrounds. We provide a safe and enjoyable environment for young girls to come and develop their skills and have a voice. In the future I am planning on working with a more mixed group of young people.
The most satisfying aspect to this job is that you actually feel that you’re making a difference to young people’s lives. I really enjoy and love the fact that young girls could come to the youth centre and feel like their opinions and views are important. This also gives me a chance to develop my skills around young people and become better at the job in the future after my degree.
"The thing that I find most wonderful, exciting and amazed about, is how I can really make a difference in a young person’s life."
Name: Jullie Miller
Age: 42
Course: Youth and Community Work BA(Hons)
Full or part-time: Full-time
Agency/Employer: Oldham Youth Service
Job Title: Area Youth Work Manager
The aim of the service we provide is to support a range of social and educational opportunities that will encourage young people aged between 13 and 23 to learn throughout their lives, make positive choices and achieve their potential as individuals, members of their communities and members of society.
The staff team and myself achieve this through developing a balanced programme in partnership with young people thus, enabling us to maintain young people’s interest. Activities on offer are varied and include for example, developmental group work, projects that link with national and local issues, social events, community cohesion events, creative arts, outdoor pursuits as well as involving young people in decision-making via youth committees (‘Voice It’) and much much more………
Whilst being employed by Oldham Youth Service I have had the opportunity to work on various projects such as ACE (alternative curriculum education), New Start, PRU (pupil referral unit), Youth Council, open access, detached work and the Fusion project.
Out of all the projects I have worked on Fusion has to be one of the best. Fusion is held annually and brings together approximately sixty young people from a diverse range of backgrounds throughout the Borough of Oldham. The group are taken on a week’s long residential to promote community cohesion and develop positive relationships between staff and young people.
I am currently based in a community youth centre in the area of Hollingwood where I manage a team of youth workers to deliver a range of challenging and fun activities. I also manage a team of youth workers on a mobile bus. Life is very hectic but also very rewarding.
There are so many highs and lows in my job but the highs definitely outweigh the lows. The thing that I find most wonderful, exciting and amazed about, is how I can really make a difference in a young person’s life. I may not always notice this when working with a young person or a group of young people and it maybe years down the line when I bump into them and they mention how ‘alright’ I had been and the things that they remember,.
Or is it when a young person begins to open up to me about your life and trusts me with their inner most thoughts.
Or could it just be, seeing a young person smile!
"The best thing about the job is the clients come from all different backgrounds so you never know who you’re going to work with next."
Name: Haseeb Nawaz
Age: 21
Course: Youth and Community Work BA(Hons)
Full or part-time: Full-time
Agency/Employer: YMCA
Job Title: PALZ Sessional Worker
I work for the YMCA which is a charity organisation at an inner-city centre. The clients are between the ages of 7 and 12 and are usually referred to the programme for reasons around bullying or in some cases issues at home. The work is delivered around meeting the needs of every child matters and is done by having half the sessions dedicated to curriculum based work and the other half to fun activities. The young people also get given tea in between.
The best thing about the job is the clients come from all different backgrounds so you never know who you’re going to work with next.
"Getting young people to look at morals and ethics is in my opinion a great way to help build young people into knowledgeable adults."
Name: Anni Smith
Age: 20
Course: Youth and Community Work BA(Hons)
Full or part-time: Full-time
Agency/Employer: Bradford Youth Service
Job Title: Youth Worker in Charge
I work at a youth centre in Bradford where I have the managerial post of leader in charge. My role includes planning and carrying out sessions including twelve week plans, quarterly reports, funding and supervising staff.
The youth service aim to empower young people into making positive decisions in life. Sessions range from sexual health awareness to DJing lessons.
The best thing about the job is the fact I have a lot of responsibility. I also enjoy building strong relationships with the young people and gaining their respect and trust. It’s really satisfying to know that I have the great opportunity to have an impact on the attitudes of the next generating in society.
Getting young people to look at morals and ethics is in my opinion a great way to help build young people into knowledgeable adults.
"...seeing the difference made to the local community as a result of receiving funding."
Name: Emma Barer
Age: 33
Course: Diploma in Professional Studies (Youth and Community Work)
Full or part-time: Part-time
Agency/Employer: Salford City Council
Job Title: Senior Area Youth Work Manager
I Work with young decision makers across the city of Salford to distribute the Youth Opportunity and Youth Capital Funds developing skills, confidence and accreditation for young people for ages 13 to 21.
I Work with young people and the local community to complete the bid application process in order to provide ‘places’ to go and things to do for young people in Salford.
Seeing the outcome of the decision making process, both via the increased self confidence of the decision makers and also seeing the difference made to the local community as a result of receiving funding.
"I like seeing young people achieve and help them to learn new skills."
Name: Manfred Dehne
Age: 47
Course: Diploma in Professional Studies (Youth and Community Work)
Full or part-time: Part-time
Agency/Employer: Longley School, Huddersfield
Job Title: Vocational Skills Technician
I work with year 10 and 11 students from several schools in Kirklees, in one of the Industrial Units at the Chestnut Centre. I have, with the help of young people from Longley School, converted the unit into a workshop where I instruct them in a vocational skills. Woodworking and plumbing skills are taught at the unit, building, painting and decorating and horticulture and agriculture.
The best and most satisfing things about my job are:
"I enjoy spending time with young people building relationships and being a positive role model for young people."
Name: Chris Jeavons
Age: 25
Course: Diploma in Professional Studies (Youth and Community Work)
Full or part-time: Part-time
Agency/Employer: Rother Valley Church
Job Title: Youth Worker
Rother Valley Church is committed to serving its community and part of that service is seeing the holistic development of young people. In my role as a youth worker I am involved in many different types of youth work practice, in order to se that development. Part of my role is in our drop in internet café where I support young people. Other parts of my role are in schools, where I work one to one with young people as well as taking R.S. lessons and provide football coaching. Another part of my role is to help young people consider faith for themselves this is done in different ways including school lunch time clubs, assemblies and youth clubs.
I enjoy spending time with young people building relationships and being a positive role model for young people. It is great to be able to get alongside young people and support them in whatever way they need support. To be a part of young peoples journey through life is an honour and privilege.
"I feel that this work keeps the young people to identify their own self worth and I recognised that for some young people the work had an impact upon their lives..."
Name: Laura Senior
Age: 27
Course: Diploma in Professional Studies (Youth and Community Work)
Full or part-time: Part-time
Agency/Employer: Barnados and Kirklees Council - Children with a disability team
Job Title: Group Work Facilitator Group Leader
Whilst studying for the postgradaute Diploma in Professional Studies (Youth and Community Work) I choose to spend my secondary placement at the YMCA at Wetherby Young Offenders institute. My role involved facilitating group sessions with male young offenders as part of a pre release course.
The aim of the pre release course is to support young offenders in preparation for their release from the institute. The course supports young people to identify how they may be able to make positive changes and aims to raise their confidence and self esteem.
The approach of the work is informal and creative and enables young people to participate and express their own views and opinions.
I feel that this work keeps the young people to identify their own self worth and I recognised that for some young people the work had an impact upon their lives, as they were able to start believing in themselves and as an outcome of the work, with support some of the young people started to realistically plan how they were going to achieve ambitions, aspirations and goals for their future.
The course also reinforces impact of having positive values and attitudes and invites young people to recognise the consequences of making decisions towards themselves and others.
"I have developed positive relationships with young women and to see their self belief grow is truly rewarding."
Name: Gemma Williams
Age: 25
Course: Diploma in Professional Studies (Youth and Community Work)
Full or part-time: Part-time
Agency/Employer: Getaway Girls
Job Title: Youth Development Worker
I work with young women aged between 13-21 years. I work in youth work settings, schools or other community venues.
Deliver personal & social development programmes within an informal setting.
Aim is build confidence & self-esteem and empower young women to make positive life choices. Since starting Getaway Girls I have been given the opportunity to support, encourage and advise young women which has enabled many to recognise their true potential. I have developed positive relationships with young women and to see their self belief grow is truly rewarding.
"To me as a youth worker I am constantly learning and engaging with new individuals – just makes you a better and open-minded person."
Name: Sandi Sagoo
Age: 22
Course: Diploma in Professional Studies (Youth and Community Work)
Full or part-time: Full-time
Agency/Employer: Harehills/Gipton Youth Service
Job Title: Youth Worker
I have just started my placement in Gipton Community Centre working with two other youth workers. Our aim is to try and support the young people in this deprived area,. Many are unemployed, not in any school or training and quite frustrated at the system. We do out-reach (trying to get children to the centre), a junior and senior youth club and a baby reality session. We have a lot of fun interacting with the young people through sports, art and crafts and other creative activities.
At the moment the best thing is knowing we are helping a community that I think feels it has been forgotten. It is also great when a young person compliments you and remembers your name. I love interactive with the young people and discovering this new community. To me as a youth worker I am constantly learning and engaging with new individuals – just makes you a better and open-minded person.
“I work in education – I’m the Academic Librarian for Human & Health Sciences at the University – and I wanted to increase my qualifications in an area related to education. I wanted to challenge myself, expand my intellectual thinking.
“The Doctor of Education programme has been a great choice. It’s a while since I finished my master’s degree and so I’ve appreciated the structure of the course, with the taught first year. This means I’ve worked with a group of other people; I haven’t felt isolated. We come from a range of backgrounds – but we’re all in the same boat and we keep in touch. There’s a real feeling of camaraderie.
“The structure of the first year consisted of four Saturday sessions and one evening a week at the University, from September to June. The workload consisted of assignments totalling 30,000 words. The final dissertation will be 50,000 words. It’s intensive; you have to pass each assignment to progress. Next year will be spent collecting data for my dissertation, with a finish date of 2010. I’m researching information literacy amongst student nurses, and whether their conceptions of information literacy changes through the course of their studies. This is linked directly back to my work in the University Library.
“The course is well structured. The support from tutors has been good, and they are very understanding if life gets in the way of studying. I’ve kept motivated – the first part of the course was the most difficult, but I stuck with it and I’m pleased with my progress. It’s taught me that it isn’t impossible to do a doctorate. It’s hard work but has been a great boost to my confidence. The qualification won’t do my future career prospects any harm and will give me a certain status in line with academic colleagues.” Antony Osborne, 2008
"After successfully achieving an MA at Huddersfield and having found the course stimulating and having high quality input, I felt that I had been well prepared to develop further my specific research interests. I decided to apply for the Ed.D at Huddersfield and like most students at whatever level of study I was initially anxious about the demands. However, the Ed.D course provides the right balance of intellectual challenge and support. I have found that course tutors have taken on the roles of critical friends and professional mentors to expand my thinking – both in the areas of my research and in my continued professional development." Sharron Young, 2003/4
“I feel that the MA has allowed me to make an important decision about my future. I was able to focus on the religious aspects of education, which was perfect for me as I am now going to do a PGCE in Religious Education.
“I completed my undergraduate degree in English at Huddersfield, and felt it was the best place for me to continue my studies. The MA was perfect. I did it over two years which involved six evening lectures and three Saturday mornings. We also had meetings when we discussed our dissertations. The themes of the course were Religion, the Individual and Society; Religion, Ethics and Education; Religion and the Curriculum; and Methods of Enquiry. The final stage was the dissertation.
“My dissertation concentrated on faith schools and their role in British society, specifically focusing on Muslim and Catholic schools. There has been so much in the press about this subject so I had plenty of material to work from, including government papers, news cuttings and articles. Having attended an Islamic school and living in an area with Catholic schools, I was able to make contact with teachers easily and they were happy for me to interview them.
“The support I had from my tutors was fantastic. They seemed to know when I was coming into the department and were ready to help me with any questions. Dr Paul Oliver, the course leader, was great. He made sure the library had the latest publications for us to use. The online resources were outstanding.
“I now plan to do a PGCE. I want to teach students up to the age of 16 and I feel everything I have learnt from the MA will be invaluable. With Huddersfield giving me such a positive experience as well as direction for my professional life, I have definitely recommended the programme to friends and family, especially those who want to go into teaching and learn more about the world we live in.” Haneela Ahsan, 2008
“I wanted a course that would further my professional development as well as let me follow my own interests. The MA in Religion and Education did both. I teach in a further education college and I’m also a Lay Reader in the Church of England. The course offered a good balance. I completed the programme in two years instead of three. Once I got started I wanted to finish it! The University, especially Paul Oliver, the course leader, were really supportive and I negotiated my timetable so I could fit my assignments around work commitments.
“In my dissertation I looked at ‘death, dying and disposal’. I researched the different attitudes to death and dying through history, and the move towards the medicalisation of death away from spiritual preparation of the individual. I focused on different views of death and funeral practices and how these have changed and interviewed a range of people to get their views. I’ve been involved in many funerals through my work as a Lay Reader so could make use of my contacts. I got a lot out of the whole process.
“In fact, the course has really boosted my confidence. I wasn’t sure how I would find going back to academic work after quite a break. Was I going in at the right level? Paul was very reassuring and constructive and I’ve discovered you can do it! I’ve now signed up to do a PhD at Huddersfield, looking at faith schools – in particular the transition of a secular school to a faith school.
“I’m pleased that I came to study at the University. Huddersfield has a good reputation and I’d heard a lot about it from colleagues at work. The library is very good and the staff are helpful in showing you how to access material. The MA has been a very positive experience and I’m looking forward to starting the PhD.” Sheila O’Flaherty, 2008
"I have thoroughly enjoyed studying for the MA. The modules I have studied have been of relevance to me as a FE lecturer and have thus not only been very useful for my own personal development, but my studies have given me the opportunity to research educational issues which I might not have made time to do otherwise.
The learning experience has been very good. I feel that I am more motivated as a teacher and I find I reflect more on my practice. It has been hard work though, finding the time to do the research, writing assignments and doing a full-time job. The University tutors have been very supportive though. They have been very encouraging, giving guidance and constructive feedback, and dispelled fears I had about studying at Master’s level.
The timing of classes has been great – 3 to 4 Saturdays per semester. I could not have attended regular weekly lectures due to work commitments." Heather Lister, 2003/4
"Having completed an MA from the School of Education and Professional Development at Huddersfield University in Education and Training in 2004, I would recommend anyone contemplating undertaking this or a similar course of study, to 'go for it'. The flexibility of the course adds to the excellent content and intellectual stimulation that is professionally delivered, and mirrors the fantastic organisation and support offered by the School of Education and Professional Development at Huddersfield University. Shortly after completing my studies, I applied and was successful in gaining a research post which I absolutely love. I have also made some excellent friendships with people who have also enjoyed the challenges that the course offered." Amanda Cass, 2004
“I was looking for a course that would support and enhance my current job and the MSc has enabled me to achieve this. I’m the Student Support and Careers Guidance Co-ordinator at the University Centre Barnsley. My role involves a high percentage of face-to-face work. I wanted to develop skills which would allow me to develop teaching and communication skills without the constant need for my presence.
“I had previously used Blackboard, the University’s Virtual Learning Environment, but only slightly. However, as the course’s focus is upon e-learning, it was essential to develop new skills. The experience has proven to be a massive learning curve, and it has also increased my empathy with our students. Sharing similar experiences appears to help and re-motivate them during our discussions.
“The course attracted a group of individuals with a wide range of skills. My ICT knowledge was fairly limited, though I was comfortable using PowerPoint. The main method of delivery was via Blackboard and interactive forums. This proved to be a real plus, as it was an opportunity to participate in different methods of communication. As the course’s emphasis is upon teaching and learning, rather than technology, you do not have to be a computer wizard to get a lot out of it.
“It has been very hard and I have needed to step out of my comfort zone at times, as much as 2000%! Working full-time and doing the MSc has meant I have spent most weekends studying. Although there is support from tutors, you do need to be very self-reliant and self-motivated. I certainly feel a real sense of achievement, but at the end of the day you get out of anything what you put into it. I am a real believer in lifelong learning and I can imagine I will be a perpetual student.” Moira Scothern, 2008
"The support I have received whilst on the course has been second to none. The tutors have vast experience in teaching learners of varying technological ability. The real emphasis is on education rather than technology and my peers on the course range from competent technicians to those who are at the very start of this journey. This is irrelevant as the course is designed to meet individual needs". Debs Philips, 2007/8
“This course is very much about teaching and learning in new ways. For me the focus has been on the way that commonly available and user friendly technology can be used to produce quality materials, based on well grounded pedagogic principles, aimed at enhancing the way students think about their courses. In all of this the support given by the course tutors has been excellent.“ Phil Badger, 2007/8
"The one-year PGCE prepared me for the realities of life as a teacher, both in terms of the amount of work involved and also in the wider understanding of the "world of education". The theory and practice obtained through the course enabled me to feel confident when i started teaching in my first teaching post and also contributed to me getting promoted within the first year of teaching to Assistant Subject Leader." Alison Miller, 2004
"Having spent ten years previously in a Higher Education teaching job at Leeds College of Music prior to starting the course, I decided to choose Huddersfield to do my Teacher Training. It was clear from early on that I had made the right choice. I found the course very challenging and lessons, especially from the music department were extremely well planned, stimulating and covered a lot of ground in a very short time. The outside lecturers brought in for communal workshops and seminars also contributed some very interesting lectures." Nicki Allan
top of pageTel: 01484 478249
Email: sepd@hud.ac.uk
