Youth Social Action Key Steps and Resources

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+ Stage 1: Inspire

This first stage involves understanding what social action is, what the benefits are, engaging key student and staff leaders and then confirming your detailed plan (i.e timescales, governance, evaluation etc). All students will then be made aware of the exciting journey in front of them and engage in some inspirational sessions about YSA. Some basic skills training will start to occur as will extensive discussions about YSA in assemblies and in class.

+ Stage 2: Assess

This second stage involves the further development of students’ skill, students learning about existing youth social action activities and investigating the world around them. Gathering evidence and engaging with stakeholders will be critical. As will the discussion of YSA concepts to bring the core curriculum to life. Ideas are starting to emerge as are groups of students taking a lead to address specific issues. YSA lessons can continue to occur during this stage.

+ Stage 3: Plan

This third stage involves students organising into groups, building their skills sets, confidence as a team, clarifying roles within the team, conducting further research, confirming delivery partners, and creating detailed plans. These plans and any budget available are agreed with lead staff who continue to play a crucial facilitation role for students.

+ Stage 4: Act

This fourth stage involves students delivering their plan of action, collecting monitoring and evaluation data, making immediate adaptations to plans where necessary all with the support from key staff lead facilitators.

+ Stage 5: Reflect & progress

This fifth stage involves finishing collection of monitoring and evaluation data, assessing impact, learning about what can be improved and celebrating success. Young people will then consider taking on new roles within their existing project, and or engage in new social action opportunities.

+ Key Steps

This is a crucial section for schools as it ensures you understand what is possible and the broad framework, structures and systems you will need to implement to allow YSA to flourish in your setting. See section 2 covers a variety of implementation options a school will want to consider and the key information that will help you respond to the grant application for funding from the Ormiston Trust. Note that this stage is not about producing YSA project plans but agreeing on the overall YSA framework.

Key lead staff and students are now identified and engaged in developing and driving the programme. Students drive all YSA work, but a small group of students are initially involved in contributing to the design and delivery of detailed strategic leadership levels. From the start, young people have a sense of ownership for the YSA programme and can help engage their peers. These leaders are given the time to understand the benefits, principles, and costs of YSA. They will meet to understand and or adapt, if necessary, the implementation plan and review all the resources available to aid their implementation journey.

We recognise the difference between each Key Stage, and it may not be possible to receive the same type of input from Key Stage 1 and lower Key Stage 2 pupils into the design or delivery of the programme.

The broad YSA implementation framework will have been set out in step 1.1. Now lead delivery staff and students will plan all other steps in more detail. Note that this planning involves putting in place the key process delivery steps and not determining what YSA projects will occur. Students choose YSA projects in step 4 once they have been emersed in YSA practice and given a chance to investigate issues and solutions.

Only a small number of lead students will have been engaged so far to help start up the overall process. During this step, all other students will be involved in a programme of learning which inspires them about YSA and gives them significant knowledge about what YSA practice has occurred in the world around them. Lead students and staff will make all other students aware of the YSA meaning, initiative and principles during assemblies, in the classroom, and through media displayed throughout the school. Significantly YSA is now also discussed as part of the curriculum in a series of 6 lessons.

Concurrently with step 1.4, all participating students begin skill training to effectively assess, plan, deliver, and reflect on their YSA journey. Skills development can occur at home, during lessons, as part of the wider curriculum, and staff support when young people take part in all key social action steps. While a range of skills can be taught, four fundamental skills form part of all YSA programmes – Teamwork, Communication, problem-solving, and Reflection.

At each stage, students and staff will want to reflect on what has been achieved and what to undertake next. As the process has only just started, students will be introduced and asked to complete a

to help them consider what they want to achieve through the programme what skills they have already and now want to learn. Students will also be asked to complete a ‘baseline’ evaluation survey which will be used to capture in a validated manner their learning and progression. Students and staff ‘leads’ will want to assess the effectiveness of all 1.1 – 1.6 activities and report to executive staff about progress during this key stage.

+ Key Steps

Lead staff and students will review key ‘step 2’ activities (i.e. confirm when students will complete investigation activities) and that they have the resources in place, and then convey this information to all students.

Core skills (i.e. teamwork, communication, problem solving and reflection) training will continue in lessons with staff providing ongoing guidance to students as they put their skills into practice during this stage.

Students are now afforded the time within the school day to investigate and consider the issues they want to address. They will want to start to connect with external stakeholders to inform their plans, and they will begin to create individual personal plans. You may want to conduct a survey

At each stage, students and staff will want to reflect on what has been achieved and what to undertake next. As the process has only just started, students will be introduced and asked to complete a YSA passport to help them consider what they want to achieve through the programme what skills they have already and now like to learn. Students will also be asked to complete a ‘baseline’ evaluation survey which will be used to capture in a validated manner their learning and progression. Students and staff ‘leads’ will want to assess the effectiveness of all 1.1 – 1.6 activities and report to executive staff about progress during this key stage.

+ Key Steps

Lead staff and students will review key ‘step 2’ activities (i.e. confirm when students will complete investigation activities) and that they have the resources in place, and then convey this information to all students.

Core skills (i.e. teamwork, communication, problem solving and reflection) training will continue in lessons with staff providing ongoing guidance to students as they put their skills into practice during this stage.

Students are now afforded the time to consider and plan the YSA project and budget within the school day. With the support of teachers, pupils develop further connections with parents, the local community, and the beneficiaries of the social action project to understand what their plan should involve. Students will need to ensure project plans include aims, objectives, delivery timeline, roles for each person in the group and budgets. Once the plans are ready, students will present them to staff and or student key stakeholders for agreement or refinement.

At each stage, students and staff will want to reflect on what has been achieved and what to undertake next. As the process has only just started, students will be introduced and asked to complete a YSA passport to help them consider what they want to achieve through the programme what skills they have already and now want to learn. Students will also be asked to complete a ‘baseline’ evaluation survey which will be used to capture in a validated manner their learning and progression. Students and staff ‘leads’ will want to assess the effectiveness of all 1.1 – 1.6 activities and report to executive staff about progress during this key stage.

+ Key Steps

Lead staff and students will review key ‘step 4’ activities (i.e. confirm when students will complete investigation activities) and that they have the resources in place, and then convey this information to all students.

Core skills (i.e. teamwork, communication, problem solving and reflection) training will continue in lessons with staff providing ongoing guidance to students as they put their skills into practice during this stage.

Students are supported to deliver their YSA project (s)

At each stage, students and staff will want to reflect on what has been achieved and what to undertake next. As the process has only just started, students will be introduced and asked to complete a YSA passport to help them consider what they want to achieve through the programme what skills they have already and now want to learn. Students will also be asked to complete a ‘baseline’ evaluation survey which will be used to capture in a validated manner their learning and progression. Students and staff ‘leads’ will want to assess the effectiveness of all 1.1 – 1.6 activities and report to executive staff about progress during this key stage.

+ Key Steps

Lead staff and students will review key ‘step 2’ activities (i.e. confirm when students will complete investigation activities) and that they have the resources in place, and then convey this information to all students.

Core skills (i.e. teamwork, communication, problem solving and reflection) training will continue in lessons with staff providing ongoing guidance to students as they put their skills into practice during this stage.

Students with support from staff will review the project based on evaluation data and key learning. They will likely want to consider i) the overall project success and how it can improve further, ii) students’ achievements and how to improve them further iii) how the project has impacted the school in general.

All students and staff are now recognised for their efforts to deliver the YSA process. Awards are also provided to some staff and students who have demonstrated excellence.

Students and staff will now want to share their success more widely (i.e. completing case studies for wider audiences, attending YSA project networks to meet other young people involved with YSA etc.)

Staff will have already been considering how YSA can continue in their setting for years to come and will now support students as they consider their next engagement in YSA programmes.

+ Support Structures

This guidance sets out the potential accountability structures, key strategic meetings and terms of reference that can help you oversee delivery of your youth social action programme

This guidance sets out how you can effectively communicate your youth social action programme to all key internal and external school stakeholders

This guidance sets out how you can effectively manage your programme budget and has considerations regarding how you can sustain the programme over years

This guidance provides a summary checklist which you can use to help you keep track of the key activities you want to deliver

+ Support Structures

This guidance sets out the potential accountability structures, key strategic meetings and terms of reference that can help you oversee delivery of your youth social action programme

This guidance sets out how you can effectively communicate your youth social action programme to all key internal and external school stakeholders

This guidance sets out how you can effectively manage your programme budget and has considerations regarding how you can sustain the programme over years

This guidance provides a summary checklist which you can use to help you keep track of the key activities you want to deliver

+ Support Structures

This guidance sets out the potential accountability structures, key strategic meetings and terms of reference that can help you oversee delivery of your youth social action programme

This guidance sets out how you can effectively communicate your youth social action programme to all key internal and external school stakeholders

This guidance sets out how you can effectively manage your programme budget and has considerations regarding how you can sustain the programme over years

This guidance provides a summary checklist which you can use to help you keep track of the key activities you want to deliver

+ Support Structures

This guidance sets out the potential accountability structures, key strategic meetings and terms of reference that can help you oversee delivery of your youth social action programme

This guidance sets out how you can effectively communicate your youth social action programme to all key internal and external school stakeholders

This guidance sets out how you can effectively manage your programme budget and has considerations regarding how you can sustain the programme over years

This guidance provides a summary checklist which you can use to help you keep track of the key activities you want to deliver

+ Support Structures

This guidance sets out the potential accountability structures, key strategic meetings and terms of reference that can help you oversee delivery of your youth social action programme

This guidance sets out how you can effectively communicate your youth social action programme to all key internal and external school stakeholders

This guidance sets out how you can effectively manage your programme budget and has considerations regarding how you can sustain the programme over years

This guidance provides a summary checklist which you can use to help you keep track of the key activities you want to deliver

+ Guides & Templates
+ Guides & Templates
+ Guides & Templates
+ Guides & Templates
+ Guides & Templates