Progress Project Familiarisation Training Programme

1. Progress Project Familiarisation Training Programme

2. Housekeeping • Fire drills, escapes and meeting points • Toilets • Mobile phones • Additional learning needs • Questions

3. Objectives of Familiarisation Training • Analyse the underpinning principles of working with young people in the voluntary and community sector including: • The core values of working with young people, • Equality, diversity and inclusion • Explore how the voluntary and community sector understands and interprets the 5 priority areas • Analyse how the 5 priority areas can be embedded into existing training delivery

4. Objectives of Familiarisation Training Develop your own organisational training curriculum, embedding the 5 priority areas into the design and development of your training curriculum Explore the challenges you are likely to encounter in embedding the 5 priority areas into the design and delivery of your own training curriculum and possible strategies to overcome them Explore possible opportunities for building and sustaining regional networks

5. Timetable Training • Please refer to the timetable located in your pre-course pack • Agreement of lunch and break times

6. Activity: Human Bingo

7. Third Sector young people’s workforce capacity-building project WfD Reference Group 24.06.10

8. Background • Strategy: Aiming High for Young People • everyone who works with young people in existing professions and at different levels can offer their expertise from a set of agreed and shared skills. • Projects developed to achieve outcomes: • Leadership and management development; • The development of a common platform of skills and competences; • Capacity building in the Third Sector

9. The Young People’s Workforce Reform Programme An estimated six million workers including leaders, managers and front line workers Those who work with young people aged 13-19 Excludes those delivering formal education and social work/social care Strengthening leadership and management Third sector capacity building Common platform of skills and competences

10. Who is involved in the programme…

11. Core project aim • To build the capacity of the third sector : • 25,000 accredited training opportunities (volunteers and paid staff) covering the five priority training areas; • Capacity building - Not just staff and volunteers but also the organisations to develop their workforce.

12. 5 priority training areas • Facilitating learning and development of young people; • Safeguarding the health and welfare of young people; • Maintaining health and safety in the workplace; • Promoting access to information and support; • Promoting equality and the valuing of diversity.

13. Our five principles Third Sector owned and led Integrated across local, regional and national training providers Flexible Based on a shared understanding of quality and outcomes Sustainable

14. Introduction to 5 Priority Areas The feasibility and need for some focused and targeted training was tested by a consortium including UK Youth, the National Youth Agency and Teesside University V&CS managers and practitioners identified priority areas as training needs within the context of Integrated Youth Support Services (IYSS) These priorities confirm training needs that were identified by NCVYS in similar exercises

15. Progress Project Curriculum V&CS stakeholder interpretation of priority area with suggested skills and knowledge (located on p.29-34) Relationship of 5 priority areas to Common Core Refresh Standards (p.33 Pre-course pack) Relationship between the 5 priority areas and unit database (p.25-27 pre course pack)

16. To find out more: • youngpeoplesworkforce@cwdcouncil.org.uk • progress@ncvys.org.uk

17. Exploration of Skills and Knowledge Framework - Objectives Clarify and interpret the suggested underpinning principles and skills and knowledge outlined under the 5 priority areas Share understanding and interpretations with practitioners from across the workforce Identify strengths and areas for development within your own organisations training delivery in relation to the framework Identify and analyse how you embed the suggested skills and knowledge within your organisations curriculum

18. Exploration of Skills and Knowledge Framework - Activity Split into groups of 3 Using the Skills and Knowledge framework analyse and discuss the following questions: Do the underpinning principles and suggested skills and knowledge accurately reflect what is needed in the young people’s V&CS? Are there different interpretations of the 5 priority areas across the sector and what are the implications? How do you currently embed the priority areas within your training delivery? Feedback to the wider group key discussion points

19. Exploration of the Underpinning Principles - Objectives Understand and interpret the core values of working with young people Incorporate equality and diversity into your training. Try to respond to the needs of different learners. Incorporate the different categories of service provision in your practice Tackle the challenges involved in incorporating equality and diversity into training.

20. Promoting Equality and the Valuing of Diversity (Priority Area 5): Activity 1 Agree/Disagree Statement 1 All provision for disabled young people should be integrated

21. Promoting Equality and the Valuing of Diversity: Activity 1 Agree/Disagree Statement 2 As a practitioner, I believe all young people have the right to speak in their own language in my work setting

22. Definition of Service Provision Segregated Provision The setting aside of disabled people based on a professional’s view of an individual’s impairments and lack of ability to ‘fit in’. Non disabled professionals have control. Separate provision Groups of disabled people who choose to meet and develop their own agenda, similar to other minority groups. Integrated provision The intermixing of people who were previously segregated by impairment alone. Non- disabled people tend to take the lead regarding when, where, how and who. Inclusive Provision Provision that is open and accessible to all and takes positive action in removing disabling barriers so that disabled and non disabled people can participate.

23. Reflection on Activity - Emerging Issues: • Equal opportunities, participation, education and empowerment. • The importance of anti-oppressive/discriminatory practices. • The need to challenge discrimination and oppression. • Recognising the diverse needs of young people. • Creating spaces to meet the specific needs of some young people. • The need for practitioners to have reflected on and verbalised their own values and beliefs. • Working with a diverse workforce and a diversity of VCOs. • How values are sometimes not verbalised even though they might shape strong beliefs and entrenched attitudes.

24. Introducing the QCF

25. Unit Database Link to be included directing to Unit Database

26. Embedding Priority Area 1 into a QCF Unit: Activity The training will provide an opportunity to: Understand how to embed priority area 1 (Facilitating learning and Development) into Develop effective relationships with vulnerable young people unit Model an example of a training activity when embedding priority area 1 into curriculum and training delivery

27. Embedding Priority Area 1 into a QCF Unit: Modelling Activity Using the marshmallows and spaghetti, build the highest possible freestanding structure using only the materials given. Points will be awarded for the highest and most stylish structure. You have 15 minutes to complete your structure. Judges will come round and award marks.

28. Reflective Questions: On flipchart, please answer the following: What knowledge and skills were addressed from the priority area framework? What core values were embedded? Which learning outcomes and assessment criteria were addressed from the unit?

29. Key Issues from Activities The challenges of building trusting relationships with vulnerable young people. Creating welcoming and suitable learning environments. The relationship between learning and development and empowerment The need to use different learning tools to meet diverse learning needs. How integrated work facilitates individual learning and development Planning, developing, delivering and evaluating learning. Involving young people in the design and delivery of learning.

30. Equality, Diversity and Inclusion within a QCF Unit: Participant Activity This session will provide an opportunity to: Share understanding in the interpretation of the core values of working with young people Share ideas, knowledge and delivery methods concerning curriculum development and training in the core values of working with young people Explore ways of embedding the core values within curriculum and/or training delivery

31. Activity Instructions In groups of select a relevant learning outcome and assessment criteria from the example unit (located on p.38) Groups should work on developing an example of developing curriculum which embeds the core values of working with young people (priority area 5) Groups must use the blank curriculum planning sheet (p.39) as their template Groups may wish to use the resource pack to develop the plan Groups will be asked to feedback your plan to the other groups exploring how your plan effectively implements the core values into the unit outcomes

32. Exploring QCF Levels This session will provide an opportunity to… Understand the differences between level 2 and level 3 outlined in the QCF framework Analyse and explore differences between level 2 and 3 in the assessment, planning and delivery of curriculum and training Assess learning against individual expectations

33. Activity In your groups, read the QCF level descriptors Discuss and explore how you would interpret the levels within your own training and curriculum Identify and explore how you assess, plan and deliver curriculum and content in your own organisation with respect to the level descriptors

34. QCF Level Descriptors

35. Activity: Starting From Strengths: • Walk around the room looking at the ‘bio-boards’ that are on the wall • Make a note of the individual who’s biogs are particularly appealing/useful to you or your organisation • When ready, arrange 5 appointments using the ‘bio-board appointment card’ (p.45) • You will be given a 5 minute ‘slot’ to ‘meet’ the colleague and begin to network and share their need/strengths.

36. Day 1 Evaluation: Review of Learning Review of Process Review of Resources

37. Day 2: Familiarisation Curriculum Development Day • Split into organisation or unit groups • Locate learning outcomes and assessment criteria of organisational training units/qualifications • 45 minutes allocated to discuss, explore and if possible develop a piece of curriculum which embeds the core principles and suggested skills and knowledge into organisations training curriculum • Each group to present discussions/work to the wider group • Feedback and questions should be taken after presentation

38. Evaluation of Curriculum Groups may wish to think about the following: • How does your existing curriculum and resources embed the suggested skills and knowledge framework? • How do you currently embed the core values in your curriculum? • Does your curriculum and resources accurately reflect levels 2 and 3 • What gaps exist in your curriculum and how might you fill them?

39. Evaluation Recap Evaluation forms Review of experience