Youth Work and Schools
Community Learning and Development, Scottish Borders
Council
Youth Work and Schools
National Drivers
 Curriculum for Excellence
 Provides a common language for schools, community learning & development and other
educators to work together to provide positive outcomes for young people
 Developing the 4 capacities, Successful learners; Confident individuals; Responsible
citizens; Effective contributors.
 Responsibility of ALL practitioners – Health & Wellbeing, Literacy across learning, Numeracy
across learning
 Experiences & outcomes – used to plan and deliver Youth Work & Schools courses
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16+ Learning Choices
 Government’s model for supporting the senior phase of C for E
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Demands multi agency collaboration: CL&D identified as key partners
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HMIE New Inspection Model
 Use of partnership working and how this can positively impact on young peoples’ learning
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HMIE – Improving Scottish Education (2005-2008)
“School efforts are extended by activities offered by Community Learning & Development
providers.”
Youth Work and Schools
Other national drivers informing our work:
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Getting it Right for Every Child (GIRFEC)
 Puts children& young people at the centre of service delivery
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Moving forward – National Youth Work Strategy
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Strategy for improving young people’s chances through youth work
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More Choices, More Chances
 Action plan to reduce the number of young people not in education,
employment or training
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Amazing Things 2
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Guide to Youth Awards in Scotland – development of ‘the whole child’
Bridging the Gap
 Strategy detailing the benefits of school and youth work partnerships
Youth Work and Schools
Taking forward Youth Work and Schools in the
Scottish Borders
 2 pilot projects 2009 (Hawick High School &
Peebles High School)
 CLD service move to thematic teams Autumn
2009
 6 CL&D workers from Youth Work Team linked to
a geographical area (Learning Community) - each
with a responsibility for Youth Work and Schools
programmes in either one or two high schools
Youth Work and Schools
Five stage process – working in partnership to: Identify cohort of vulnerable learners
 Identify learning needs
 Identify learning outcomes
 Carry out the work
 Jointly evaluate
Youth Work and Schools
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Approach to learning delivered by Community Learning & Development
Workers based on 3 key principles and 6 key purposes of youth work
3 Key Principles
 Voluntary – young people choose to participate
 Based on mutual respect – partners in the learning process
 Person centred - work builds from where the young person is
6 Key Purposes
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Builds self esteem and confidence in learners
Develops an individual’s ability to manage personal & social relationships
Creates an environment for learning & allows the development of new skills
Encourages positive group relationships
Builds capacity of young people to consider risk, make reasoned decisions and
take control
Develops a ‘world view’ which widens horizons and invites social commitment
Youth Work and Schools
Two Pilot projects 2008/09
• Pupil Intervention Project –
Hawick High School
• (Recognised by HMIE as an
example of good practice)
•
Successful Moves Forward
– Peebles High School
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Delivery 2009/10
Confidence Building Group
– Eyemouth High School
Bereavement & Loss Group
– Kelso High School
Princes’ Trust / Onside
Programme – Earlston High
School
Bilingual Minority Ethnic
Group – Galashiels
Academy
Positive Strategies for
Learning Group – Jedburgh
Grammar School
Pupil Intervention Project –
Hawick High School
Successful Moves Forward
– Peebles High School
Youth Work & Schools
 2010/11
 Further development of group work programmes
 Development of Youth Information Points in all 9
Borders’ high schools
 60 young people trained by Young Scot and registered
for volunteering awards (You-Vol / MV)
 “Mind Yer Heid” health resource designed by Borders
Youth Health Forum
 Delivered through social education classes to all S3
pupils in Earlston High School
Self-esteem and healthy
relationship choices
Outcomes
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I am aware of and able to express my feelings, and I am developing the ability to talk about
them (HWB 4-01a)
I know that friendship, caring, sharing, fairness, equality and love are important in building
positive relationships. As I develop and value relationships, I care and show respect for
myself and others (HWB 4-05a)
I am learning to assess and manage risk, to protect myself and others, and to reduce the
potential for harm when possible (HWB 4-16a)
When I engage with others, I can make a relevant contribution, ensure that everyone has an
opportunity to contribute and encourage them to take account of others’ points of view or
alternative solutions … (LIT 4-02a)
10 pupils S3, female group, 2 hours per week, 8 week programme
CLD Role
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Develop, deliver and evaluate an 8 week learning programme exploring issues of selfconfidence and self-esteem; healthy, respectful relationships and risk-taking behaviours
Promote positive emotional and sexual health, and respectful relationships
Give young people the information they need to make informed decisions about their lives
S5 Media Leadership Skills
Outcomes
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Representing my class, school and / or wider community encourages my self-worth and
confidence and allows me to contribute to and participate in society (HWB 12a) (Senior Phase)
Through contributing my views, time and talents, I play a part in bringing about positive
change in my school and wider community (HWB 13a) (Senior Phase)
I can persuade, argue, evaluate, explore issues or express and justify opinions within a
convincing line of thought, using relevant supporting detail and / or evidence (LIT 29)
10 pupils, Mixed group, 1 hour per week, full academic year.
CLD Role
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Deliver training in media skills: writing for press (YOB and BYP) and web (YSB Website);
research and interview skills; using software (Audacity) to create podcasts for web and radio
broadcast (Wired); creating and uploading content to Young Scot Borders website
Support pupils to develop idea’s for articles / interviews and act as link to local youth media
outlets
Support group to work towards SCVQ 4 Personal Development Unit, developing leadership
skills and group work
P7 – S1 Transitions
Programme
Outcomes:
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I understand that there are people I can talk to, and that there are a number of
ways in which I can gain access to practical and emotional support to help and
others in a range of circumstances (HWB 2-03a)
I am learning skills and strategies which will support me in challenging times,
particularly in relation to change and loss (HWB 2-07a)
Pilot with p7 pupils from 2 feeder primary schools, 4 sessions for 3 hours each.
CLD Role
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Prepare, deliver and evaluate four 3 hour sessions for each primary 7 class to
explore their issues, concerns and expectations about transition to secondary
Support young people from the secondary school to contribute to, and take part
in, the learning programme
Identify young people who may need additional support to achieve a smooth
transition
Youth Work and Schools
Benefits for Schools
 Links to National Drivers
 Can form part of an individualised
programme (links to C for E where
an emphasis is placed on schools to
plan learning around the needs of
the child)
 CPD opportunity for collaborative
working
Benefits for young people
 Small group setting
 Emphasis on how an individual
learns – can help inform future work
 Provides an alternative opportunity
for learning
Challenges for Schools
 Timetabling
 Shared planning / Outcomes /
Defining learners’ needs
 Shared evaluation / Assessment /
Evidence
 Structure of school day
Challenges for CL&D
 Short timescales – difficult for
building a relationship based on
mutual respect and trust
 Young people need to enter into the
learning process voluntarily – can
contradict a school’s system of
‘being referred’
 Shared planning
 Shared evaluation
Youth Work and Schools
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6 Community Learning & Development Workers linking to High Schools
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Hawick High School – Sharon Rees
(srees@scotborders.gov.uk)
Galashiels Academy – Gillian Jardine
(gjardine@scotborders.gov.uk)
Peebles High School – Graeme Pritchard
(gpritchard@scotborders.gov.uk)
Earlston High School & Selkirk High School – Norrie Tait
(ntait1@scotborders.gov.uk)
Jedburgh Grammar & Kelso High School – Holly Finlayson
(hfinlayson@scotborders.gov.uk)
Berwickshire High & Eyemouth High Schools – Els Nicol
(enicol@scotborders.gov.uk)