Youth Service Curriculum

Children, Schools and Families

Sefton Youth ServiceYouth Work Curriculum

http://www.moveitsefton.co.uk/seftonyouthservice

3Equality, Empowerment, Education and Participation

AcknowledgementsGreater Merseyside Youth Work CurriculumLancashire County Council Youth Work CurriculumLondon Borough of Redbridge Youth Work CurriculumNational Youth Agency – Towards a Contemporary Curriculum for Youth WorkWigan 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 BrysonDave HartSharon McCartenLynsey MoranFrances Schofi eldClaire Tinsley

Patricia Wilson

4 Equality, Empowerment, Education and Participation

Contents 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


Introduction

One of the key factors considered during the development of the youth work

curriculum was the desire to provide youth workers with comprehensive and

practical guidance, which will enable them to effectively use the curriculum to

underpin and inform their youth work practice.

Curriculum delivery should refl ect the breadth of great youth work that takes

place in Sefton, and showcases the ways in which the fi ve Every Child Matters

(ECM) Outcomes are met within the work of the youth service, giving ideas and

inspirations for planning work within this framework.

It does this through the provision of informal education programmes which

support young people to become autonomous, to accept their responsibilities

and be aware of their rights.

Delivery of youth work requires a systematic, planned approach, and there

are examples in the Curriculum Document to assist in this process. Different

planning models are given, and it is hoped that workers will modify and adapt

them for their own needs and pieces of work.

Vision and Curriculum StatementSefton Youth Service has a vision to:

Provide high quality, accessible and inclusive youth work in a variety of settings in response to identifi ed 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.


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:

Clarifi es 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 fi ve ECM Outcomes and other National Indicators.

Enables young people, parents, carers, partner agencies and other stakeholders to understand

youth work and its role.

Refl ects the diversity of needs of young people and demonstrates ways of addressing them.

Youth Work Context

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 diffi cult 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 infl uence important decisions that affect their lives.

“Transforming Youth Work” (DfES 2001) defi ned the role of the Youth Service as:

Why have youth work?

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 infl uence decisions.

Providing a rich diversity of personal and social

development opportunities.

Promoting intervention and prevention to address

the causes of disaffection and exclusion.


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 confi dent 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, fi lm and photographs, to what now are more prevalent formal accredited qualifi cations.

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.

Good youth work has core values:

This section explains:

The purpose of youth work is to ensure equality of opportunity for all young people (13-19), to fulfi l 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 purpose of youth work

What is 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.

The objectives of youth work

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.

Youth Work Values


Additionally ‘Resourcing Excellent Youth Services’ (DfES 2002) identifi es the following values for youth work:

Young people choose to be involved, not least because they want to relax, meet friends and have fun.The work starts where young people are – with their view of the world and their interests.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.It takes place because young people are young people, not because they have been labelled or categorised as deviant.It recognises, respects and is actively responsive to the wider networks of peers, communities and cultures which are important to young people.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.It is concerned with how young people feel and not just with what they know and can do.It is concerned with facilitating and empowering the voice of young people.It is concerned with ensuring young people can infl uence the environment within which they live.It respects and values individual differences by supporting and strengthening young people’s belief in themselves and their capacity to grow and change.It works with other agencies which contribute to young people’s social and personal development.It complements and supports school and college-based education by encouraging and providing other opportunities for young people to achieve and fulfi l their potential.

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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 benefi ts 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 identifi ed young people in order to meet their needs and achieve appropriate outcomes.

Youth Work Settings


Youth Forums / Councils / Advisors

Project Work

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.

Can be based on a particular topic, using a variety of methods and approaches. Can be identifi ed by young people or Youth Workers, usually over a certain period of time.

Centre Based WorkPrimarily 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 WorkWhen Youth Workers meet with young people on an individual basis, whereby they try to support, encourage and empower young people to help them fulfi l their lives. If need be workers can refer young people on to other specialised agencies.

Peer EducationWhen young people have developed and feel confi dent enough to take ownership for their centre / project, where they can have an infl uence over one another to make positive interventions in other young peoples lives.

Voluntary WorkYoung 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 WorkMaking 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 WorkEncourages young people to access projects and provisions which are in their local area.


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 benefi ts individuals. Groups can achieve greater learning and have more positive outcomes.

Group Work

TripsCan create a safe environment for young people to learn and workers to discuss issues that affect participants.

Mobile ProvisionA 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 ActivitiesYoung people are offered an opportunity to participate in adventurous activities and to develop new practical skills – helps young people develop in confi dence and self-esteem.

Creative and Expressive ArtsAllows young people to participate in activities such as fi lmmaking, dj-ing, arts and drama. Encourages learning through alternative methods.

Information, Communication and TechnologyYoung people are encouraged to gather information, share ideas through the use of ICT and create portfolios for accredited programmes.

School Based ProvisionYouth 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.


Borough Wide EventsEvents 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 WorkYoung 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 fi ve Outcomes and are assessed on the impact and coherence of their partnership working.

Information, Advice and GuidanceProvides 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 OutcomesThis 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 Qualifi cations Alliance), Youth Achievement Awards, Duke of Edinburgh’s Award etc.


Every Child MattersThe nine Curriculum Areas detailed in this section correspond to the fi ve ECM Outcomes. As the fi ve 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 fl exible 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 identifi ed by Sefton Youth Service correspond to the Greater Merseyside Youth Work Curriculum. An identifi ed 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.


Sefton Youth Service Youth Work Curriculum

Equality, Empowerment, Education and Participation


Be HealthyAreas 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 confi dence.

Relaxation and anger management.

Areas CoveredImproves 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.

Stay Safe


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 confi dence 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.


Understanding bullying and how to challenge it.

The opportunity to develop meaningful and lasting

friendships.

Understanding other cultures.

Support with family issues.


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, trans-

sexual 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 diffi culties with friendships and family.

Confl ict resolution and mediation workshops.

Family and Relationship Building


Enjoy and Achieve Areas CoveredYouth work promotes the development of social and personal skills that empowers young people to build confi dence 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 fulfi lment 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

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 non-

judgemental setting which support their

development.

Access to current, accurate and informative

courses with someone to talk to in order to aid

decision making.



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.


Global and International

The Environment and Green Issues

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.


International networks with key partners.

Visits and exchanges.

Conference to encourage exchanges of ideas.

Thematic projects to explore heritage, culture etc.


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.


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.


Make a Positive ContributionAreas CoveredYouth 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 infl uence 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:

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.


Achieve Economic Well-Being Areas CoveredYoung 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

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.



CV writing workshops.

Volunteering in the youth centre.

Job search using local newspapers and the Internet.

Accredited programmes like AQA (Assessment and Qualifi cations Alliance), ASDAN (Award

Scheme and Accreditation Network), NOCN (National Open College Network) and the Duke of

Edinburgh’s Award.

Independent Living and Leaving Home


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.


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.


Desirable Outcomes for Young PeopleThis 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 benefi t 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 benefi ts 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 fi tness through involvement.

Attitudes and Values

Positive self-image.

Confi dence 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.


Stay Safe

Knowledge and UnderstandingKnow the importance of resolving confl ict 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 anti-

social 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 fi nd ways to meet them.


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 UnderstandingKnow 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 suffi cient depth to have achieved an Accredited Award.

Understand the relationship between effort and achievement.

SkillsPersonal development in a range of recreational and artistic activities.

Recognise the benefi ts of an active and healthy lifestyle.

Progress suffi ciently in one or more activities or projects to be eligible for a Recorded

Outcome in their achievement log.

Can make suffi cient progress in at least one activity to achieve an Accredited Award.

Ability to use activities to develop friendships, confi dence and shared knowledge.

Can relate fl exibly 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.


Make a Positive Contribution


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 fulfi lling their full potential.

Are keen to explore the benefi ts of creativity, arts and outdoor pursuits in their lives.

Demonstrate self-confi dence and self-esteem through the experience of challenging activities.

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.

Knowledge and Understanding

SkillsCan 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 benefi t themselves and others.

Can develop a range of secure and positive relationships.


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 benefi ts of contributing their thoughts, skills and opinions.

Appreciate and value the contribution of a range of cultures.


Achieve Economic Well-Being Knowledge and Understanding

Know the preparation and training required to enter a particular line of work through

information and advice, leafl ets, the Internet, Youth Workers

and Connexions Personal Advisors.

Know where to get advice on the transition from school or college to work.

SkillsHave identifi ed 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.


Positive attitude towards working life.

Have the wish to achieve their full potential.


Needs Assessment

SPICE Needs

Social Needs

Physical Needs

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 identifi ed.

An acronym that stands for Social, Physical, Intellectual, Cultural and Emotional 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 self-confi dence.

These include food, shelter, oxygen and warmth. These are basic human needs and essential for life.

Intellectual NeedsThis is the need for mental stimulation. Young people need to exercise their ability to think, reason, understand and discuss.

Cultural NeedsThis looks at the culture in which we develop our norms and values. These needs are likely to be affected by infl uences such as family, faith, educational experiences etc.

Emotional NeedsFeelings 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.

Group work.

One to one support.

Young people’s forums.

Open days and events.

Young people’s self-assessment.

Peer research.

Questionnaires and surveys.

Sessional recordings.

Evaluations of projects and specifi c

pieces of youth work.

Evaluation of area development plans.

Detached reconnaissance.

Community profi ling.

Findings from fi eldwork, observations and refl ections of staff:

Demographic data:

2001 Census.

Local demographic statistics including

ethnic and gender breakdowns and

poverty indicators.

Area profi les.

Agency information sharing:

Multi-agency working groups.

Multi-agency meetings and

conferences.


Sefton Youth Service Youth Work Curriculum

Equality, Empowerment, Education and Participation


Planning Work

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.

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Planning, Monitoring and Evaluation

Good quality youth work does not just happen, it is planned. However, there is no one planning model that will fi t all youth work situations, no ‘one-size fi ts 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:

Practical Guidance Models for Curriculum PlanningPlanning, 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

identifi ed 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.

Refl ect the differences within the groups of young people using the project, in terms of

culture and race, gender, disability, and age.


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 ModelNAOMIE 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 NeedEnables you to ensure that your work meets the needs of young people and other stakeholders.

A Identifying AimAllows you to state in broad terms what you want to achieve to address your identifi ed needs.

O Setting Objectives / OutcomesGives 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

EAt 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.

Evaluation

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?


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 fi nal 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 not serve as a command sheet! Modify a planning model and add your own points that you feel would be relevant. It is important to remember that planning models need not consume a lot of time, but must cover the essential facts.

This is only a guideline and does ndd your own points that you dd your own points that you nning models need not consnning models need not cons


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 confi dence, self esteem and autonomy; the ability to make informed choices and

infl uence 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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gins

If you need this document in a different format or another language, please contact us

on:

0845 140 0845

www.sefton.gov.uk

Children, Schools and Families

http://www.moveitsefton.co.uk/seftonyouthservice

Documents

Youth Service Curriculum