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Improving Outcomes through Extra-Curricular Activities Welcome! Lula Garner Increasing Participation & Engagement Supported by 1. Planning, delivering and embedding sustainable extra-curricular activity 2. Raising the quality of extra-curricular activity 3. Monitoring outcomes of extra-curricular activity 4. Cluster/partnership working 5. Increasing participation and engagement 6. Commissioning the voluntary sector • Build on and share the expertise already in the room • Explore a variety of issues in encouraging greater participation + engagement of YP in extra curricular activities • Reflect on our own approach and identify some areas for development Impact of YP’s Participation Participation = “involvement in a collective decision-making with a recognisable social and/or educational outcome” Students in democratic schools were happier and felt in more control of their learning If students gave feedback on teaching, this had the twin effect of teachers’ practice improving and students gaining in awareness of the learning process Participation enhanced communication skills and learner competence Skills in specific curriculum area eg Citizenship improved as well as other curriculum areas Greater self esteem and confidence Interpersonal and political skills enhanced Greater efficacy INSPIRING SCHOOLS: IMPACT AND OUTCOMES; Taking up the challenge of pupil participation Use everybody and everything in the room to collect 5 top tips and 5 next steps for increasing participation and engagement Getting to know each other Introduce yourself to your table… Ladder of Participation… Hart’s Ladder of Participation level 8 – Young people-initiated – shared decisions with adults level 7 – Young people initiated and directed level 6 – Adult-initiated, shared decisions with children level 5 – Consulted and informed level 4 – Assigned but informed level 3 - Tokenism level 2 - Decoration level 1 – Manipulation or deception Roger Hart: Children’s Participation: the theory and practice of involving young citizens in community development and environmental care: 1997 • Barriers for young people • Involving + consulting young people • Engaging parental support + encouragement • Increasing the impact of your ECA • Leave with an action plan for development The UFA network unlocks the potential of young people. We raise aspirations across schools, homes and communities by creating transformational learning experiences. We inspire and equip young people AND the adults that support them to become confident people, successful learners and responsible leaders. www.ufa.org.uk ‘I belong to a learning community called the UFA; I am able to take part in lots of learning opportunities and training. I know where I see the UFA logo it means that people will believe in me and help me to be a better learner and leader. I can learn in different places; at home, in and out of school and in my community. I can be part of a trained learning team where I can teach and learn from many other people. The UFA helps me to understand how I learn and how I can be more creative, confident, resilient, curious and enterprising, so that I can meet and learn from new challenges in my life. The UFA recognises and celebrates my learning.’ 21st century learning: THE TREASURE WITHIN (UNESCO) What does the UFA provide? UFA provides a transformational model of learning that: 1. Works across the home, school and community, linking mainstream and OOH learning 2. Places young people’s leadership at the centre 3. Is underpinned by action research about engaging learners with learning 4. Supports raising standards 5. Uses trained learning teams 6. Supports both individual and organisational change 1. Communicate the benefits of ECA? 2. Target groups of young people to be involved? 3. Improve communications with staff on young people’s achievements? What are the barriers for YP? SOLUTIONS Which young people? “ThereYoung is a tendency Which People?to involve only the more confident, articulate and “safe” young people.” Roger Hart What in your experience leads you to agree or disagree with this? The UFA Model Autonomy Leading myself (Me) Connectedness (Me and others) Transcendence Leading others Leading in my community (Me and my community) Robert Starratt, 2003: “Cultivating a responsible community” “I was thinking about it and at first I thought I’m not a leader. Then I thought, if I’m in school and I say ‘let’s go here’, most people follow me, so I must be a leader if I have that effect. I realised that if I’m doing bad things people will follow me, so it showed me the influence I have to do good things” Kalenn (13) A young person’s journey in extended learning…… lead tutor apprentice tutor cluster council rep student leader lead learner peer tutor participant Key Principles and Values UFA Progression Model Opportunities Key Aims and Outcomes Key Principles and Values UFA Progression Model Opportunities Key Aims and Outcomes Looking at Case studies Read your case study and/or Job Description Pair & share Discuss: What similar roles do you have? What is different to extend your offer to YP? Find a new partner & repeat Looking at roles for YP • Staff know about young people’s ECA experience and how it’s different • YP understand how to transfer their ECA learning • ECA used as T & L innovation space – different environment created • • Targeted young people are engaged Wide range of activities on offer What are you going to do? Easy to do Limited impact Most impact Could make a small difference! Could make the greatest difference! Hard to do