Stage 2 - Quiet Voice Methodology Foundation Certificate
Learning Outcomes
BEING PLACE BASED
Unit 1 - Reading Landscapes
By the end of this Unit you should be able to:-
- Read the topography of a street or landscape feature.
- List at least three landscape elements that can help tell the history of that place.
- Identify the characteristics of the predominant building stone and bricks (e.g. colour and texture).
- Note significant views and features on the horizon.
Conduct a place-based survey. - Generate Community Animation questions and ideas from that survey.
Unit 2 - The Built Environment
By the end of this Unit you should be able to:-
- Recognise the features of the most common local suburban architectural styles.
- Provide an approximate date for terraced houses with pale decorative bricks mixed with red.
- Explain to residents why pale decorative bricks turn up in the built environment for the first time in this period.
- Describe and date the dominant building materials on any chosen street.
- List the main characteristics of an early medieval planned village.
- List three street plan anomalies that may be indicative of local history.
Unit 3 - Principles of Placemaking
By the end of this Unit you should be able to:-
- Provide a definition for the term “Placemaking”.
- Name one of its earliest proponents.
- Give an example of a well-known New York public space that has been created using Placemaking principles.
- List the four key attributes of what makes a place great.
- Give examples of what Triangulation and Lighter, Quicker, Cheaper approaches might look like on your own street.
BEING TRANSACTIONAL - WORKING WITH THE QUIET VOICE
Unit 4 - the Transactional Relationship
By the end of this Unit you should be able to:-
- Assess individual community participants in terms of the relationship to place.
- Recognise different behaviours associated with specific ‘Ego’ states.
- Create a plan to work effectively with other groups.
- Create a plan to work effectively with local traders.
- Describe and recognise individuals presenting “supplicant” or “rebellious” Child state behaviours.
Unit 5 - Extending the Right Invitation
By the end of this Unit you should be able to:-
- Design a RCCI (or RICI) invitation to participate that is sensitive to a particular neighbourhood.
- List the factors that will be “deal breakers” and put people off.
- Identify existing Assemblies in your Place as defined by Cormac Russell and John McKnight.
Unit 6 - Evaluation, Analysis and Reflective Action
By the end of this Unit you should be able to:-
- Describe the difference between quantitative and qualitative data.
- Find analytics data on your website and social networking.
- List and describe two ways of analysing quantitative data.
- List and describe two ways of analysing qualitative data.
- Design an evaluation report for local authorities.
- Design your own Reflection-in-Action routine.
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