Children, Schools and Families
Sefton Youth Service Youth Work Curriculum
http://www.moveitsefton.co.uk/seftonyouthservice
Acknowledgements Greater Merseyside Youth Work Curriculum Lancashire County Council Youth Work Curriculum London Borough of Redbridge Youth Work Curriculum National Youth Agency – Towards a Contemporary Curriculum for Youth Work Wigan Youth Work Curriculum
Special thanks to Sefton Youth Service’s Curriculum working group, without whom this document would not have been possible. Members of the working group are: Lynda Bryson Dave Hart Sharon McCarten Lynsey Moran Frances Schofield Claire Tinsley Patricia Wilson
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Contents
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Introduction
Page 5
Vision and Curriculum Statement
Page 5
Youth Work Context / Why have youth work ?
Page 6
What is youth work?
Page 7
Youth Work Values
Pages 7-8
Youth Work Settings
Pages 8-11
Every Child Matters and Sefton’s 9 Curriculum Areas
Pages 12-19
Desirable Outcomes for Young People
Pages 19-23
Needs Assessment
Page 24
Planning, Monitoring and Evaluation
Pages 25-30
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Introduction youth work g the development of the rin du d re ide ns co s tor One of the key fac nsive and workers with comprehe uth yo ide ov pr to e sir to curriculum was the de tively use the curriculum ec eff to m the le ab en ll wi practical guidance, which ir youth work practice. underpin and inform the rk that takes breadth of great youth wo the t ec refl ld ou sh y er liv Curriculum de Child Matters in which the five Every ys wa the s se ca ow sh d as and place in Sefton, an youth service, giving ide the of rk wo the n thi wi t (ECM) Outcomes are me rk. work within this framewo inspirations for planning ogrammes which of informal education pr on isi ov pr the gh ou thr It does this sponsibilities omous, to accept their re ton au me co be to le op support young pe hts. and be aware of their rig , and there matic, planned approach ste sy a s ire qu re rk wo rent Delivery of youth sist in this process. Diffe as to nt me cu Do lum cu t are examples in the Curri ers will modify and adap rk wo t tha d pe ho is it d en, an planning models are giv s and pieces of work. them for their own need
Vision and Curriculum Statement Sefton Youth Service has a vision to: Provide high quality, accessible and inclusive youth work in a variety of settings in response to identified need. Ensure young people’s needs and ideas are at the heart of Integrated Youth Support. Develop and use resources to ensure all programmes are highly accessible and their results highly visible, both for young people and the wider community. Make the case for youth work and young people within the developing Integrated Youth Support model.
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The Curriculum is central to achieving the Sefton Youth Service Vision Statement, it is also central to the planning, delivery and development of youth work, focusing on educational content and learning outcomes for young people in Sefton. It: Clarifies the importance of youth work and how it contributes towards a young person’s personal, social, physical, cognitive, emotional and creative development as an active citizen. Acts as a guide to good practice for staff in assisting them to plan, monitor and evaluate their work in accordance with the five ECM Outcomes and other National Indicators. Enables young people, parents, carers, partner agencies and other stakeholders to understand youth work and its role. Reflects the diversity of needs of young people and demonstrates ways of addressing them.
Youth Work Context Why have youth work? Youth work has an important and sometimes vital role to play in the lives of all young people. The transition from childhood through adolescence and into adulthood can be an exciting but difficult time. Young people have to make many choices about their future careers, their relationships, education and training. They have to learn new skills and responsibilities that enable them to grow and learn. Youth Workers help young people to have a “voice” and support them to influence important decisions that affect their lives. “Transforming Youth Work” (DfES 2001) defined the role of the Youth Service as: Offering quality support to young people with clear focus on the 13-19 age group, to help them to achieve and progress. Enabling the voice of young people to be heard, including helping them to influence decisions. Providing a rich diversity of personal and social development opportunities. Promoting intervention and prevention to address the causes of disaffection and exclusion.
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What is youth work? This section explains: The purpose of youth work – why we do it. The objectives of youth work – what we intend to achieve. The values of youth work – the core beliefs on which the work is based.
The purpose of youth work The purpose of youth work is to ensure equality of opportunity for all young people (13-19), to fulfil their potential as individuals and members of groups and communities and to support young people during the transition to adulthood. The distinctive contribution of the Youth Service is its focus on young people’s views about what is relevant to them and their development and its commitment to educational programmes designed with this in mind.
The objectives of youth work It aims to see young people become independent and responsible as individuals and as members of society because of the learning gained from participation with the Youth Service.
Youth Work Values Youth work is an educational process. It is concerned to give young people an equal chance to achieve their best, to have worthwhile experiences and to obtain advice, information and support. The Service’s educational role is unique in that it offers young people the choice of becoming involved or not. Therefore, it is particularly concerned to focus on what young people see as relevant. Increasingly, youth work is now targeted at those of most need. This requires youth workers to be proactive to deliver outcomes based targeted work.
Good youth work has core values: Offering equal opportunities: This sometimes includes giving special attention to young people who are particularly disadvantaged. Developing participation: Creating learning through experience and involvement, encouraging young people to create their own activity and draw learning from every day situations and activities. Empowering young people: Developing their knowledge and skills so that they can become independent, self-reliant and self confident and more able to develop their own lives and contribute to their communities. Recognising achievement: Young people’s participation and in turn the development of their skills, knowledge and experience should be recognised at every level. This may range from the informal verbal feedback, local celebrations, press releases, film and photographs, to what now are more prevalent formal accredited qualifications.
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Additionally ‘Resourcing Excellent Youth Services’ (DfES 2002) identifies the following values for youth work: 1. Young people choose to be involved, not least because they want to relax, meet friends and have fun. 2. The work starts where young people are – with their view of the world and their interests. 3. It seeks to go beyond where young people start, in particular by encouraging them to be critical and creative in their responses to their experience and the world around them and supporting their exploration of new ideas, interests and creative ability. 4. It takes place because young people are young people, not because they have been labelled or categorised as deviant. 5. It recognises, respects and is actively responsive to the wider networks of peers, communities and cultures which are important to young people. 6. Through these networks it seeks to help young people achieve stronger relationships and collective identities – for example, as black people, women, men, disabled people, gay men or lesbians – and through the promotion of inclusivity, particularly for minority communities. 7. It is concerned with how young people feel and not just with what they know and can do. 8. It is concerned with facilitating and empowering the voice of young people. 9. It is concerned with ensuring young people can influence the environment within which they live. 10. It respects and values individual differences by supporting and strengthening young people’s belief in themselves and their capacity to grow and change. 11. It works with other agencies which contribute to young people’s social and personal development. 12. It complements and supports school and college-based education by encouraging and providing other opportunities for young people to achieve and fulfil their potential.
Youth Work Settings Where should youth work take place? Youth work at its most exciting is innovative and adaptable as well as being interesting and enjoyable for young people. Youth work is likely to happen in a variety of venues from classrooms and cafes to youth clubs and information shops, from youth centres and scout huts to street corners or mountain tops. It will use different styles of delivery and a range of activities in order to encourage participation and learning. Each of the many differing styles of delivery has benefits and each is unique and should be valued for its own contribution. All youth workers will directly perform or give support to some or all of the following styles of work, selecting what is most relevant to identified young people in order to meet their needs and achieve appropriate outcomes.
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Youth Forums / Councils / Advisors The Youth Service gives young people a voice, from within their centres and across the borough. Young people can actively challenge their rights and opinions for the delivery of other services for young people. Examples of these include UK Youth Parliament, Youth Opportunities/ Capital Fund panel members, club committee / forum members plus many more.
Project Work Can be based on a particular topic, using a variety of methods and approaches. Can be identified by young people or Youth Workers, usually over a certain period of time.
Centre Based Work Primarily undertaken within a youth centre, which is a “safe place to meet� for young people, who can then take ownership for their centre. It is a warm welcoming environment where youth work is carried out around key topics.
One to One Work When Youth Workers meet with young people on an individual basis, whereby they try to support, encourage and empower young people to help them fulfil their lives. If need be workers can refer young people on to other specialised agencies.
Peer Education When young people have developed and feel confident enough to take ownership for their centre / project, where they can have an influence over one another to make positive interventions in other young peoples lives.
Voluntary Work Young people can volunteer to help and get involved in a range of activities within their centre or project or choosing to help others in their community. Volunteering is nationally recognised depending on the hours each young person does.
Detached Work Making contact with young people who do not want to be contacted, or choose not to get involved in youth centres. Youth Workers engage young people in parks, bus shelters etc by building relationships in areas which young people are comfortable in, eventually resulting in developing needs led projects.
Outreach Work Encourages young people to access projects and provisions which are in their local area.
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School Based Provision Youth workers work in partnership with local schools to help create a better learning environment / style for young people. Youth workers can develop informal alternative educational programmes, helping young people develop socially and emotionally as well as educationally.
Group Work The most common method of youth work providing opportunities for friendships and peer support. An awareness of the group’s dynamics can be used to encourage informal learning and personal development which benefits individuals. Groups can achieve greater learning and have more positive outcomes.
Trips Can create a safe environment for young people to learn and workers to discuss issues that affect participants.
Mobile Provision A health bus or other vehicles are used and taken to different locations offering young people opportunities to meet with youth workers in a structured programme and gain information, resources and advice.
Adventure / Sport Activities Young people are offered an opportunity to participate in adventurous activities and to develop new practical skills – helps young people develop in confidence and self-esteem.
Creative and Expressive Arts Allows young people to participate in activities such as filmmaking, dj-ing, arts and drama. Encourages learning through alternative methods.
Information, Communication and Technology Young people are encouraged to gather information, share ideas through the use of ICT and create portfolios for accredited programmes.
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Borough Wide Events Events take place across the borough throughout the year, which encourages young people to take part and socialise with other young people. Events like talent shows, Christmas shows, and dragon boat racing etc.
International Work Young people from across the borough have the opportunity to take part in international visits to other countries, and experience different cultures and ways of living. Examples include Poland, Macedonia, Germany and many more.
Residentials Offers workers an opportunity to deliver more intensive Curriculum work. Young people learn from being in a more relaxed environment, learning independent skills and group work skills. These are two of many.
Partnership Work Increasingly, youth work is undertaken in partnership with a range of statutory, voluntary and community organisations, sometimes part of a strategy such as Community Safety, Behaviour Improvement, Lifelong Learning and Connexions. Under the ECM framework, different agencies work together to contribute to the five Outcomes and are assessed on the impact and coherence of their partnership working.
Information, Advice and Guidance Provides age-appropriate advice and information, offering specialist advice and where necessary referring to partnership agencies such as Connexions. Can be provided by any worker in all of the settings listed above.
Accredited and Recorded Outcomes This is a formal way of recognising young people’s achievements, for both their personal satisfaction and professionally in the future. These can be in terms of both recorded outcomes and accredited programmes – for example AQA (Assessment and Qualifications Alliance), Youth Achievement Awards, Duke of Edinburgh’s Award etc.
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Every Child Matters The nine Curriculum Areas detailed in this section correspond to the five ECM Outcomes. As the five ECM Outcomes are universal to all organisations working with children and young people, the contribution made by the Sefton Youth Service to each outcome will vary, as some outcomes lend themselves more to youth work than others. The Curriculum Areas are broad enough to enable the Youth Service to be flexible and respond to new and unexpected needs, and fully incorporate the four areas emphasised in Youth Matters: Engaging more young people to participate in positive activities. Encouraging more young people to volunteer and become involved in their communities. Providing better information, advice and guidance to help young people make informed choices about their lives. Providing better and more personalised intensive support for each young person who has serious problems or gets into trouble. The nine Curriculums Areas identified by Sefton Youth Service correspond to the Greater Merseyside Youth Work Curriculum. An identified staff member’s responsibility is to organise resource packs and workshops to be delivered in units borough wide during the designated months. Each unit is expected to deliver a minimum of three outcomes based sessions, these are: Independent Living – January Citizenship – June Keeping Healthy – July Environment and Green Issues – August Education, Employment and Training – September Equality – October Global and International – November Family and Relationships – December Participate and Achieve The descriptions of the Curriculum Areas that follow begin with a list of areas that the Youth Service will normally cover in a typical year. There is then a link to the Youth Work Curriculum followed by a list of activities that will assist in achieving the outcome.
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Sefton Youth Service Youth Work Curriculum
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Be Healthy Areas Covered: Looks at a holistic approach to reducing health inequalities within Sefton, for example teenage pregnancy, obesity, healthy lifestyles, healthy schools, Local Area targets and the delivery of health services. This includes physical, mental and emotional health, and sexual health, and enabling young people to choose not to take illegal drugs.
Linking this to the Youth Work Curriculum Area:
Keeping Healthy and Looking after yourself This consists of providing young people with: Access to health information and advice. Knowledge about the content of certain foods / confectionery. Understand of the risks of certain behaviours in relation to drugs, alcohol and sexual health. Knowledge about their rights and responsibilities in relation to health issues. Encouragement to have a positive mental health. Support for teenage parents. Support / discrete programmes for vulnerable groups. Activities achieving these outcomes are: Smoking, drug and alcohol workshops, short accredited courses. All projects registered as C - Card pick up points. Agreed process of referral to CAMHS (Children and Adolescent Mental Health Service). Healthy eating sessions, healthy eating cafes. Fitness sessions and opportunities to attend local leisure centres / gyms. Programmes of work that help young people to increase their self-esteem and confidence. Relaxation and anger management.
Stay Safe Areas Covered Improves the initial and core assessment procedures for children and young people so that they receive the most appropriate quality service. Youth work helps young people explore the issues of risk and develop their ability to recognise and practice behaviour that minimizes their exposure to danger. It supports and equips young people through a range of activities to develop the skills and knowledge to keep them safe from harm, bullying or victimization and enables them to make informed choices about their involvement in anti-social or offending behaviour.
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Linking this to the Youth Work Curriculum Area:
Equal Opportunities This consists of providing young people with: An understanding and awareness of the meaning of discrimination. The knowledge of young people to challenge discrimination and oppression. An understanding of the diverse needs of minority groups. The opportunity to celebrate diversity and equality. High self-esteem, have confidence and the ability to represent themselves positively. An understanding of the risk associated with illegal and legal substances and sexual health. Understand that risk is an element in decision making e.g. road safety, offensive weapons.
Family and Relationship Building This consists of providing young people with: Understanding bullying and how to challenge it. The opportunity to develop meaningful and lasting friendships. Understanding other cultures. Support with family issues. Activities achieving these outcomes are: Adherence to the Equal Opportunities Policy. Cultural and religious celebration events. Disability, women’s, black racial minority ethnic communities and / or lesbian, gay bi-sexual, transsexual rights campaigns. Creating posters or DVD aimed at peers showing the effects of discrimination and promoting equal rights. Promoting hate crime reporting and rights and responsibilities. Opportunities to socialise with wider groups, locally, borough-wide and beyond. Family and relationship building. Bullying workshops. Team building and group building activities. One to one support with problems and difficulties with friendships and family. Conflict resolution and mediation workshops.
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Enjoy and Achieve Areas Covered Youth work promotes the development of social and personal skills that empowers young people to build confidence in their own abilities through a range of fun activities. The experience is then evaluated with young people to acknowledge their achievement and progression, supporting their future engagement in learning and the fulfilment of their potential; challenging inequalities to ensure quality of services provided to young people; improving outcomes for all children and young people. Linking this to the Youth Work Curriculum Area:
Participation and Active Involvement This consists of providing young people with: Safe environment to attend. Opportunity to meet other young people. Access to ICT web-based information, advice and guidance, as well as unformatted sites. Information on wider offer of ‘Places to go, Things to do’. Informal space to do homework, projects etc. Approachable staff who provide a nonjudgemental setting which support their development. Access to current, accurate and informative courses with someone to talk to in order to aid decision making. Activities achieving these outcomes are: Activities and projects that increase young people’s knowledge and understanding of the heritage and background of people from the local communities. Fundraising for charities, e.g. Oxfam. Child sponsorship. Campaigning to improve fair trade, child labour. Making links with young people from other countries.
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Global and International This consists of providing young people; With an understanding of a range of global and international issues. With an understanding of a range of cultural issues. A contact with other cultures. The ability to recognise and challenge cultural stereotyping. With an understanding of and celebrate diversity. Activities achieving these outcomes are: International networks with key partners. Visits and exchanges. Conference to encourage exchanges of ideas. Thematic projects to explore heritage, culture etc.
The Environment and Green Issues This consists of providing young people with: An understanding of green issues on a global level. An understanding and the need to care for the environment and know how to do it on a local level and the difference this makes to global issues. The ability to make informed judgments about what is acceptable environmental practice.
Activities achieving these outcomes are: Recycling schemes in local youth centres. Community environmental project e.g. litter picking, promoting energy saving, community allotments etc. Campaigning for improvements in public transport. Campaigning for use of materials from sustainable wood sources. Conservation projects.
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Make a Positive Contribution Areas Covered Youth work provides a range of ways and opportunities in which young people make positive contributions to their communities and beyond. Youth work can do this by supporting and equipping young people with the skills and knowledge to enable them to engage with local and national democratic decision-making processes, through offering their time voluntarily for community activities and being active citizens; enabling young people to have the right to voice their opinions and influence issues on a local level, being encouraged to get actively involved in regional and national democracy issues. Linking this to the Youth Work Curriculum Area: This consists of providing young people with: Increased access to consultation. Having access to the publicised youth offer. A positive image in the media. Activities achieving these outcomes are: Holding regular consultation events. Providing a range of safe places to go and things to do, both as discrete youth work programmes, open access and as part of a joint offer with others – all planned according to need. Publicising positive images of young people in the local media. Supporting access to and impact of Youth Opportunity Fund and Youth Capital Fund. Devolving decision making for 25% of Youth Service resources to young people by 2018.
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Achieve Economic Well-Being Areas Covered Young people need information to enable their successful transition to adult life. Information and advice work empowers young people to examine the options open to them and make informed choices concerning the practical issues and problems they face. Decisions to be made and choices to be faced are the responsibility of the young person. Linking this to the Youth Work Curriculum Area:
Education, Employment and Training This consists of providing young people with: The opportunity to explore education, employment and training options. To access and use ICT equipment. Responsibility for planning their own futures. Information, advice and guidance for education, employment and training. Activities achieving these outcomes are: CV writing workshops. Volunteering in the youth centre. Job search using local newspapers and the Internet. Accredited programmes like AQA (Assessment and Qualifications Alliance), ASDAN (Award Scheme and Accreditation Network), NOCN (National Open College Network) and the Duke of Edinburgh’s Award.
Independent Living and Leaving Home This consists of providing young people with: The opportunity to prepare for leaving home. The opportunity to consider issues such as budgeting and looking after themselves. The opportunity to prepare for living independently. Activities achieving these outcomes are: Healthy eating workshops. Budgeting, bank accounts and problem solving activities. Tenants rights. Residential work that promotes independence through the programme. Family mediation. Housing, PSHE workshops.
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Desirable Outcomes for Young People This section lists the important desirable outcomes that good curriculum based practice will deliver to young people. Relating these to the ECM Outcomes they are arranged under three headings; Understanding, Skills and Attitudes and Values. The list will show how curriculum content will benefit young people in Sefton by achieving the vision of encouraging, empowering and challenging young people to realise their potential and shape their communities:
Be Healthy Knowledge and Understanding Recognise the benefits of an active and healthy lifestyle. Be aware of the opportunities that exist locally and nationally to pursue a hobby, sport or activity. Know the particular risks attached to certain health behaviours such as unprotected sex. Know what strategies to use to limit the harm associated with drug and alcohol misuse. Be aware of the support services available to them. Recognise the relevant legal framework that applies to drugs and sexual behaviour. Skills Decision-making and problem solving. Ability to make informed choices and plan a course of action. Ability to deal with peer pressure. Improve health and fitness through involvement. Attitudes and Values Positive self-image. Confidence and high self-esteem. Tolerance towards others. Belief that active engagement can promote health and spiritual well-being. Positive attitudes and beliefs about people affected by drugs and communicable diseases.
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Stay Safe Knowledge and Understanding Know the importance of resolving conflict fairly. Know, understand and value the diversity of our local community. Know where to go for help if they are victims of bullying or discrimination, or at risk from antisocial behaviour. Skills Can consider the experience of others and be able to think about, express and explain views which are not their own. Can stand up for themselves positively in a dispute. Can recognise and challenge stereotyped attitudes and beliefs. Can identify their own needs and find ways to meet them. Attitudes and Values Have a critical respect for alternative views. Appreciate and value the contribution of others. Accept responsibility for themselves and their actions.
Enjoy and Achieve Knowledge and Understanding Know how to use leisure time positively through participation in different activities and projects. Know how to access funds to pursue a chosen project or activity. Be aware of opportunities that exist locally and nationally to pursue a hobby, sport or activity. Know at least one area in sufficient depth to have achieved an Accredited Award. Understand the relationship between effort and achievement. Skills Personal development in a range of recreational and artistic activities. Recognise the benefits of an active and healthy lifestyle. Progress sufficiently in one or more activities or projects to be eligible for a Recorded Outcome in their achievement log. Can make sufficient progress in at least one activity to achieve an Accredited Award. Ability to use activities to develop friendships, confidence and shared knowledge. Can relate flexibly with adults and peers. Can cooperate effectively with others and be effective team members. Can appreciate and value the contributions of others to making Sefton a better place. Can progress according to ability in activities requiring courage, endurance and persistence.
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Attitudes and Values Enthusiasm for participating in recreational and voluntary learning activities. Are aware of the potential in shared activities for trust, mutual support and having fun. Understand, appreciate and respect groups with different abilities and from different backgrounds. Show increased cultural awareness. Have high aspirations and are personally committed to fulfilling their full potential. Are keen to explore the benefits of creativity, arts and outdoor pursuits in their lives. Demonstrate self-confidence and self-esteem through the experience of challenging activities.
Make a Positive Contribution Knowledge and Understanding Know how to participate in the planning, delivery and evaluation of their own youth projects. Know how they can get involved in the Sefton Youth Council, the UK Youth Parliament and other representative groups. Awareness and understanding to become informed and responsible citizens. Know about the range of beliefs and cultures in their local community. Skills Can contribute effectively to the democratic process through discussions and debates. Can make informed decisions. Can develop a range of secure and positive relationships with each other, the Service and the local community. Can create structured programmes and activities that will benefit themselves and others. Can develop a range of secure and positive relationships. Attitudes and Values Have responsible attitudes towards self, others, the community and be tolerant towards others in a range of situations. Can express their views in a variety of formal and informal situations. Value the opportunities and benefits of contributing their thoughts, skills and opinions. Appreciate and value the contribution of a range of cultures.
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Achieve Economic Well-Being Knowledge and Understanding Know the preparation and training required to enter a particular line of work through information and advice, leaflets, the Internet, Youth Workers and Connexions Personal Advisors. Know where to get advice on the transition from school or college to work. Skills Have identified the type of work they would like to do. Have acquired the interpersonal and practical skills necessary to enable them to start training or employment. Be able to write a CV. Attitudes and Values Positive attitude towards working life. Have the wish to achieve their full potential.
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Needs Assessment The needs and interests of young people should be the starting point for all youth work. Effective relationships between Youth Workers and young people based on trust and respect form the foundations of a continuous process of assessment and analysis of young people’s needs. Listed are examples of how young people’s needs can be identified.
SPICE Needs An acronym that stands for Social, Physical, Intellectual, Cultural and Emotional Needs.
Social Needs The need for making relationships with other people. Young people may need help in forming or maintaining relationships with others. This may involve looking at self-awareness and selfconfidence.
Physical Needs These include food, shelter, oxygen and warmth. These are basic human needs and essential for life.
Intellectual Needs This is the need for mental stimulation. Young people need to exercise their ability to think, reason, understand and discuss.
Cultural Needs This looks at the culture in which we develop our norms and values. These needs are likely to be affected by influences such as family, faith, educational experiences etc.
Emotional Needs Feelings of joy, sorrow, fear and happiness need to be processed. Young people may require support to deal with a traumatic event. There are also emotional needs associated with the transitional nature of adolescence.
Other methods to identify needs of young people can include the following: Feedback directly from young people: Results of previous evaluations. Findings from consultation exercises.
Sessional recordings.
Group work.
Evaluations of projects and specific
One to one support.
pieces of youth work.
Young people’s forums.
Evaluation of area development plans.
Open days and events.
Detached reconnaissance.
Young people’s self-assessment.
Community profiling.
Peer research.
Demographic data:
Questionnaires and surveys. Agency information sharing:
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Findings from fieldwork, observations and reflections of staff:
2001 Census. Local demographic statistics including
Multi-agency working groups.
ethnic and gender breakdowns and
Multi-agency meetings and
poverty indicators.
conferences.
Area profiles.
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Sefton Youth Service Youth Work Curriculum
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Planning, Monitoring and Evaluation Planning Work Good quality youth work does not just happen, it is planned. However, there is no one planning model that will fit all youth work situations, no ‘one-size fits all’ solution. Good practice tells us that Youth Workers will select an approach that suits their requirements and modify it as they go along, developing an appropriate planning model that will meet the needs of the group with which they are working. Having a model to plan youth work will enable staff to work systematically and to be clear about what it is they are trying to achieve with young people. The purpose of this section is to present a range of models that will enable staff to work systematically and achieve desired outcomes. In planning a programme, staff will be working with young people in planning how the curriculum will be delivered, by discussing with them questions such as: What do they want to achieve from the programme? What activities shall we do in the forthcoming session? How are we going to run the coffee bar? How are we going to involve those that are usually sat in a corner or take over the pool table? These discussions are part of the process, and demonstrate the active participation of young people.
Practical Guidance - Models for Curriculum Planning Planning, executing and evaluating curriculum based youth work can be time consuming and complex. To make the whole process as straightforward as possible, here are a few models on which you could base your curriculum planning. Choose the one which is right for you and your group. A balanced programme will: Include all elements of the session i.e. informal work as well as the activity programme. Offer a range of activities and methods with both worker led and young person led elements identified in the programme. Acknowledge the range of skills and abilities of young people and staff. Acknowledge the social, cultural and geographical setting of the project. Reflect the differences within the groups of young people using the project, in terms of culture and race, gender, disability, and age.
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Be FUN and adventurous. Be creative and different. – Don’t just stick with the safe options. Move young people on. Raise awareness and be clear about the learning it is hoped young people will achieve as a result of the programme.
The N.A.O.M.I.E Model NAOMIE is a good practice model for planning, monitoring and evaluating youth work. It incorporates every stage a project needs to go though and breaks down the planning phase into smaller chunks:
N
Identifying Need
Enables you to ensure that your work meets the needs of young people and other stakeholders.
A
Identifying Aim
Allows you to state in broad terms what you want to achieve to address your identified needs.
O Setting Objectives / Outcomes Gives you the opportunity to work out how you will achieve your aims, and what steps will be needed along the way. You will also be able to say what young people will learn from their involvement in the piece of work you are planning?
M
Method
Here you can consider the most appropriate youth work methods to be used, and think about the resources you will need to achieve your aims. It would be at this point that you consider the methods of recording you will adopt and whether there is any potential for accrediting any of the individual learning outcomes highlighted in your objectives.
I
Implementation
How long will this project take? Do you need to raise money? How are young people involved in the planning and delivery? What staff will be working with you? What resources will you need?
E
Evaluation
At this stage you can consider how you will evaluate the piece of work, looking at whether your planned objectives were met, what went well and why, and what went wrong and why. You can also highlight any planned or unplanned outcomes deriving from the piece of work.
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Example of the N.A.O.M.I.E Model The NEED EXAMPLE: Young people attending an urban youth centre, with little to do and complaining that nothing is structured. Three young women have previously been in trouble at school. They have been excluded from the drama group. Centre staff noticed some uneasy confrontations between groups, creating an environment that is problematic for other young people. The AIMS EXAMPLE: A drama group running in the centre. A group of young people who have explored issues and concerns through lively performance and group work. The group relationships are clearly improved and the young women have been able to participate in a project that is in line with what they want to do. The OUTCOMES / OBJECTIVES EXAMPLE: Drama and performance skills; teamwork and team building skills; young people with consideration for others; improved or explored group dynamics. 9 young people will gain an Accredited Outcome from the ASDAN Activity Award. The METHODS EXAMPLE: A drama group will be established focusing on giving young people the space to play games and act out “issue-based� work with the assistance of Youth Workers. A variety of dramatic role-playing will take place, and the group will have the opportunity to strengthen their skills in this area. At all times, the groups will be selected by the workers, in order for young people to mix with different people who they would not normally interact with. The IMPLEMENTATION EXAMPLE: Youth Worker to run group with assistance from the centre volunteers. The group will run for eight weeks. Each individual session will have a planning note, with the games listed on them and how to do them. Young people to plan the final piece that they will perform. We will need a budget of two hundred pounds from the centre funds. A video camera, CD player and one room will be needed in order for the work to be carried out. The EVALUATION EXAMPLE: Young people will feedback at the end of each session in a group discussion. The format of evaluation will change each session. Workers to incorporate evaluation into the end of the youth club night meeting. Supervision to be provided by full-time worker.
This is only a guideline and does n not serve as a command sheet! dd your own points that you feel would be relevant. It is Modify a planning model and add important to remember that planning consume a lot of time, but must nning models need not cons cover the essential facts.
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Electronic Youth Service (EYS) At this stage you can consider how you will evaluate the piece of work, looking at whether your planned objectives were met, what went well and why, and what went wrong and why. You can also highlight any planned or unplanned outcomes deriving from the piece of work.
Monitoring and Assessment of Learning Monitoring and evaluation is vital to curriculum development. How well users engage with services and the effectiveness of service delivery will be measured by the extent to which young people show evidence of: Increased confidence, self esteem and autonomy; the ability to make informed choices and influence programmes and events; development of problem solving skills and the ability to advocate for themselves. Taking responsibility for themselves and others; making positive relationships with adults and peers; forming, sustaining and ending relationships. New skills and interests, gaining knowledge, understanding and awareness; a sense of achievement and enjoyment; appropriately using information and resources and the ability to discuss and debate issues. The level of involvement of young people will be measured by: Frequency of attendance. Length of their involvement. Participation levels in the planning, delivery and evaluation of the service. Number of Recorded and Accredited Learning Outcomes achieved. The Youth Service will undertake the monitoring and assessment of young people’s learning and achievement through achievement logs and accreditation activity which will be individually evaluated and entered on the EYS system. The Curriculum Development Model (overleaf) is a way of working whereby the young person progressively takes on responsibility for their own involvement, their learning and their actions. This is an effective model to describe the stages of involvement and personal development for young people involved in youth work programmes and can be used to monitor distance travelled by those involved.
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Stage 4: take part Programme developed to meet expressed ............and identified needs.
Stage 7: lead Young people take full ............ ............ responsibility and control their ..............actions. Stage 6: organise Young people begin to demand .............a share in the process and take .............responsibility. Stage 5: involved Young people begin to assist in taking .............action and responsibility.
Stage 3: socialise Young people begin to express opinions, test gdfgffgdideas and seek responses. Stage 2: meet again Youth workers and young people make contact, engage with each otherTrust and sharing begins
A progressive model of youth worker involvement with young people.
Stage 1: contact Young people have access to information and opportunity. Relationship level is low. Young people dependent.
Meet regularly Learn names
Regular discussion based on trust Some activities and referrals
Take part in activities developed from interests and needs. Introduce participation.
Take active part in planning and running activities and programme. Young people set agenda regarding issues and responses.
Take responsibility for planning and running activities and programme. Group work, led by young people. Explore issues in depth.
Leadership or peer education role taken. Intensive group work, initiated by young people. Residentials planned and run by young people.
Curriculum Development Model Levels of Activity
Children, Schools and Families If you need this document in a different format or another language, please contact us on:
0845 140 0845
www.sefton.gov.uk
http://www.moveitsefton.co.uk/seftonyouthservice