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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