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www.youfa.co.uk

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Then this guide is for you.

Message from the YoUFA Publishing Team

What to do and when?

Working with adults

Money – getting it, spending it and accounting for it

Working as part of a team

Making it safe

Making it safe - child protection

Marketing, recruitment & targeting

Equal Opportunities

Learning - How will you make it UFA?

Evaluation

Celebration

Case Studies:

Back of the Net!

Love your neighbour…

This is how we do it!

Girlsonfilm

Making it easy

Winner takes it all…

Sporty stuff!

Glossary of keywords

Join our National YoUFA Network

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Message from the YoUFA Publishing Team

Check this stuff out! In this YoUFA guide we aim to give you some useful info for planning and running your own club, including recruiting people, keeping them safe and celebrating what they have done.

We want you to get involved and help make UFA bigger and better. You will gain some important skills and loads of confidencebyrunningyourveryownclub. Have a go. We know you can do it! Go tell your friends and have fun at the same time as doing something really worthwhile. You will be joining an amazing group of young people who have done just that and shown that young people really can do it for themselves.

YoUFA is the voice of young people in the UFA. YoUFA connects the UFA to you as a young person and gives you the active responsibility and opportunity to take up leadershiproles.Youcanchange,influenceand develop a role within YoUFA. Register and be part of the growing national network of young people at www.youfa.co.uk

This guide is written and designed especially for you by us. We are the YoUFA Publishing Team and we wish you good luck!

Do you want to start your own club?

Are you a young person?

Don’t know where to

start?

Ashleigh couldn’t be

there for the photo!

Contents

Ashleigh Williamson

SafiyaAmla

Joel Billling Kieran Parkin

Summaiya Amla

Ben Shellis Georgina Marks

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What to do and when?

KEYWORDS

EVAlUATiOnMARKETinG

BUDGET

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During:• Think about and talk about how it’s going

• Meet regularly as a team to plan and review

• Keep records of things like who has turned up and how much money you’ve spent

• Contact the press and local television and report on your club

• Try out new things

• Gather evaluation information

• Keep in touch with the participants between the sessions

After:• Write an evaluation

report for people at your organisation and the UFA

• Send thank you letters to anyone you feel has helped

• Plan how to continue the project

“I belong to a learning community called the UFA“

Before:• Decide what club you want to run

• Find out what other clubs are being offered and how yours will fit in

• Find a Supporting Adult to help you

• Get permission to go ahead with your club

• Agree team roles

• Plan your program, where and when it will happen

• Find out if you can get any money to run your club

• Decide on a budget

• Raise more money if you need to

• Connect with any people or organisations who can help

• Decide what resources you will need

• Market the club and recruit participants

• Plan how you will evaluate it

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Why?It’s a good idea to have a Supporting Adult (SA) to help you. Even though you will be leading the activity and in charge of lots of things adults will still need to be there to supervise and help you along the way. It’s good to have someone on your side to help you out. They can also give you feedback and may help keep you on track.

Ask yourself•Whatcanadultshelpyouwith? (E.g.findingaplaceforyouractivity,setting up meetings/assemblies, help with money.)

•Doyouknowhowyouwillaskforthatsupport?

•Howdoyouplantokeepanyadultsupdated with what’s going on?

•IsyourSupportingAdultCRBchecked?

•WhowillbeyourSAandaretheyokaywith it?

Working with adults

“ I am able to take part in a range of learning opportunities

and training“

What i f . . .the Supporting Adult tries to take over?

speak to your Supporting Adult about how you are feeling and the kind of things you would really like help with, like budgets and arranging meetings.

KEYWORDS

SUPPORTinG ADUlT

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let’s get started•Beclearabouttheresponsibilitiesof

you and your Supporting Adult. Make sure everyone is clear about what they are doing. Take a look at theJobDescriptionsandletterwehaveused in the past as a starting point at www.youfa.co.uk

•Beasclearasyoucanwhenyouarecommunicating with adults and stay in regular contact. Perhaps organise regular ‘keeping in touch’ meetings?

•Keepyourword,dowhatyousaidyouwould do by the agreed time.

•Beclear,bepoliteandbefirmifyoufeel adults are beginning to take over.

Top Tips•Someadultsaresousedtoleading

everything that they need a lot of gentle reminders that you’re leading this time and their job is to sit back and support you.

•Tellasmanyadultsasyoucanaboutyour club and how it’s going. The more people know the better.

•Alwaysaskforhelpifyouneedit.

•Makesureyouthinkeverything through carefully.

JOB DESCRiPTiOn

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Money – getting it, spending it and accounting for it

“ I know where i see the UFA logo it means that people will believe in me“

What i f . . .We don't have enough money to do some of the activities we want?

Firstly don't panic and give up! Think about how you can maybe do things a little bit differently, ask yourself can you make some of the resources yourself, are there any businesses or your school who can help you?

KEYWORDS

ORGAniSATiOn

SPOnSORinG

BUDGET

RESOURCES

ACCOUnTinGFUnDinG

Top Tips•Beflexible,youmightneedtochange

your plan if you don’t manage to get the money you want.

•Beimaginativebyusingcheaperresources and borrowing things.

•Haveonepersoninchargeofthebudget who all budget decisions have to go through so they can keep track of the money being spent and what is left.

•Dosomefundraisingforyourclub.

•Don’tforgetevenlittlethingsmightcostmoney – e.g. photocopying.

let’s get started•Makesureyouractivityisrealisticbyplanningitfirst(there’snopointplanningforsomethingreallyexpensiveif you don’t have the cash).

•TakeyourideastoyourSupportingAdult/the person in charge to see if there is any money that you can have to help run your club.

•Ifyouneedextramoneydon’tbeafraid to ask organisations who might be interested in sponsoring your activity. E.g. supermarkets might offer to give you refreshments or there might be a local business who could give you resources instead of money.

•Rememberthatnoteverything costs money.

Why?1. There are lots of ways to get funding

for your activities. You could ask someone in your school/organisation or perhaps ask a local business to sponsor your club.

2. It is important that you spend your money on resources that you actually need.

3. Being responsible for a budget is a really important skill for your future.

4. Keep receipts from anything you buy so you have proof for the people funding you. They will want to know what you have spent it on.

Ask yourself• How much will you need to run

your club?

• Who will be in charge of looking after money?

• Where will the money be kept?

• How will you prove that you have spent the money on what you agreed on?

• What resources can you get for free?

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Working as part of a team

“...and help me to develop my potential as a learner

and as a leader“

What if:Some of the team members don't get on with each other?

Talk to each other and be honest about how you are feeling, maybe try some ice breakers and get to know one another better, find things you have in common.

let’s get started•Gettoknowyourteam.

•Makedecisionstogether.

•Drawupaplanwhichclearlystateswho will do what, by when.

•Agreedifferentrolesforpeopleonyour team e.g. someone who will be in charge of budget, someone who will keep everyone up to date, someone who will keep notes of meetings, etc.

•Behonestwitheachotherandtalktoeach other if things go wrong.

•Haveregularmeetingsthateveryoneattends so that there is always time to talkthroughanyissuesanddifficultiesas well as things that go well.

Top Tips•Agoodteamsupportseachother

when things go wrong – don’t put all the blame on one person. We all make mistakes sometimes.

•Keepeveryoneinformed,sometimesmisunderstandingscanleadtodifficulties.

•Findoutwhateachteammemberisreally good at and give them roles that best use their strengths.

•Whenyouasyoungpeoplearetakingonresponsibility for things it is really important to be really clear with the adults you are working with about who does what and who is responsible for different things.

•Teamworktakespractice,sothemoreyou do it the better you get at it!

KEYWORDS

ROlESSUPPORTinG ADUlT

Why?1. Working as part of a team to run your

club means you can share the work with others, it also helps you learn from other people’s points of view.

2. Teams work best when everyone in them understands their roles.

Ask yourself• Is everyone clear about what they

need to do and when? How will you know?

• If someone on the team isn’t doing something that they have said they will do what will you do about it?

• How will you make sure everyone is included and feels valued?

• How often do you need to meet as a team?

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Why?1. You have some responsibility for the

health and safety of yourself and your team, as well as the young people who come to your activity.

2. As a leader you always need to plan your activity with the health and safety of everyone in mind. “ I can learn in

different places; at home, in and out of school and in my community“

What if...We plan an activity and there are health and safety issues that we hadn't put on the risk assessment?

Your Supporting Adult will be able to help you with this. It is important to make sure you do have a risk assessment for the activity.

let’s get started•Makesureyoucarryoutariskassessment(tofindalltherisksthatthere may be). Think about each of the activities you have planned and think about what the risks are.

•Makesurethattheyoungpeopleyouare working with understand any risks, perhaps giving them a set of ground rulesinthefirstsession.

•Keeparegistersothatyouknowwhois present, allowing you to know who shouldbethereifthereisafirealarm, or somebody goes missing.

•Makesurethereisaqualifiedfirstaider at the place where you are holding your activity and that you know how to contact them.

•YourSupportingAdultwillneedtocollect the emergency contact details and information about any health issues from each young person.

Top TipsAdults who work with young people are usuallyveryexperiencedindealingwithany problems. Ask them for help and advice about the venue and also about health and safety.

RiSK ASSESSMEnT

EMERGEnCY COnTACTDETAilS

Making it safe

KEYWORDS

Ask yourself• What are the health and safety rules

for the place you are working in?

• Have you thought about all the possible risks?

• If there is a fire, do you know how to leave the building safely?

• What happens if somebody gets hurt?

• What should you do if there is an accident?

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Why?1. We need to be sure that the young

people taking part are safe and that there are ways to deal with any worries we have about their safety.

2. All adults (and anyone over 14) who work with young people should have a CRB (Criminal Records Bureau) check and you should only be working with adults that you know or have been approved by the organisation you are linked to.

3. As a young leader you may work with young people who tell you things that you find disturbing or make you worried about their safety and wellbeing and so it is important that you know what to do.

Ask yourself• Have all the adults involved got current

CRB clearance?

• Do you know who the adult in charge of child protection is?

• Have you got a way of collecting parental permission for photos/videos? (Download a form from www.youfa.co.uk)

“ I can be part of a trained learning team where I can teach“

What i f . . .A young person attending our activity tells us something that worries us?

You must not keep it to yourself and should also tell them that you will need to speak to an adult about what they have told you.

let’s get started•Makesurethatanyadultswho

you involve have got current CRB clearance.

•IfyouhaveANYworriesaboutthesafety/wellbeing of any of the young people you are working with do not investigate it yourself. Report your concerns immediately to your Supporting Adult and the adult who is responsible for child protection.

•Ifayoungpersonasksyoutokeepsomethingsecret/confidentialDONOT promise to do this. Tell them that if it is very serious you may need to tell someone else. You can reassure them that you will not gossip about it but that you have to pass on anything that concerns you. Make a note about what they say to you, when they say it and what you said to them. You may need these notes to pass on to someone else if it is serious.

•It’sgreattohavephotos/videosofyour activity. They can help to record what you’ve done and could be useful for your own or the participants’ accreditation, and apart from that it’s just nice to share them with each other. Make sure you ask for written permission from parents and carers, otherwise you won’t be able to use any photos or footage. This is best done right at the start of the activity when people sign up. You may also need to check with the place that you’re working in that it is OK to take photos.

Making it safe – child protection

COnFiDEnTiAl

CRBPOliCYKEYWORDS

Top Tips•Ifyouareatallconcernedtalkthingsover

with your Supporting Adult.

•Don’tputyourselfinapositionwhereyoufeel uncomfortable or promise to keep something a secret.

•Adultswhoworkwithyoungpeoplewill know the Child Protection policy for your organisation. Ask them for help and advice – don’t keep things to yourself.

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Why?1. You will want people to know about

your activity and want them to come along!

2. Sometimes people funding the activity will want you to focus on particular groups of young people so you will need to target any publicity at them.

Ask yourself• What different, creative ways can you

think of to let people know about your activity? E.g. posters, assemblies, taster activities etc.

• Where will you advertise to attract people?

• How will you make your recruitment system fair?

• How could you let people know about what you are offering?

• How many young people do you want to come to your club?

• Are there particular groups of young people who you want to aim your activity at?

“...and learn from other people who bring a wide range of experience“

What if:Numbers are very low despite going to assemblies and putting notes into registration/tutor time?

Think about creative ways you can engage more young people such as competitions, a celebration event, trips out etc.

let’s get started•Ifyouneedtotargetparticulargroups

of young people think about how to do it without making them feel singled out.

•Comeupwithanexcitingnameforyour club.

•Useexistingchannelsofcommunication – school/club newsletters, Facebook, etc.

•Haveafairsystemforsigningpeople upforyourclub.Willitbefirstcome firstserved?

•Haveareservelistbecausethere will almost always be a few that will drop out.

•Keeparegistersoyouknowwhoisattending.Youmayalsowanttofindout whether the person funding the activity wants any other information.

•Makesureyouhaveallthenecessaryformsforpeopletofillin(includingemergency information, permission from parents to attend and for photos/video to be used).

Top Tips•Havemorethenone

way of advertising your activity.

•Thinkcarefullyandcreatively about the language you use to describe what you’re offering – make it soundexciting,funand different!

•Usesomeofthemanypositivequotes,photos and posters UFA has about what young people said about their experience.(Downloadfrom www.youfa.co.uk)

•Makesurethere’senoughtimebetween marketing the club and the start date to give you enough time to get enough people signed up and ready to start.

•Sendremindersouttopeopleaboutthe club (notes in registers at school, Facebook messages etc.)

KEYWORDS

RECRUiTTARGET GROUP

PUBliCiTY

Marketing, recruitment & targeting

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Why?1. Everyone has the right to be treated with

dignity, respect and without any form of discrimination. Discrimination can be direct or indirect.

2. Direct discrimination is where one person or a group of people are treated less favourably than another because of, or because of a perception of (whether the perception is correct or not) their age, gender, sexuality, race, disability, religion or belief, nationality or any personal characteristic of the individual.

3. Indirect discrimination is where for instance some of your ways of doing things could put a person or group of people at a disadvantage because of their age, gender, sexuality, race, disability, religion or belief, nationality or any personal characteristic of the individual.

4. Equal opportunities are about giving everyone an equal opportunity or chance to take part. This isn’t about treating everyone the same as some people may need additional help and support so that they can take part.

“The UFA helps me to have a greater understanding of how I learn“

What if:Some of the young people who come to your club present some very challenging behaviour?

A possible solution: One of the young people at your club has a Teaching Assistant come along with them.

KEYWORDS

PERCEPTiOn

DiGniTYROlE MODEl

let’s get started•Attheveryfirstsessionaskthegroup

to create a set of ground rules that everyone is happy to stick to. Make sure everyone is involved in creating them and everyone is happy to sign up to them.(Findanexplanationofhowtodothis at www.youfa.co.uk)

•Makesureallofyourteammakeyourexpectationsveryclear.Youshouldtreatpeople with dignity and respect ALL of the time. Remember it is important that you are a good role model.

•PickuponANYbehaviourthatdiscriminates or goes against any of the agreed ground rules.

Top Tips•Askthepeopleyou’reworkingwithtoletyouknowiftheyneedanyextrahelptojoin in.

•MakeyoursessionsFREEofchargetoeveryone if possible.

Equal Opportunities

1918

Ask yourself• How will you make sure people are

treated with dignity and respect?

• How do you support people sensitively without singling them out or making them feel awkward?

• How will you find out what needs people might have that you need to plan for?

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Why?We’re really proud of the UFA. We run activities which are fun, challenging, get young people involved and help young people develop important life skills.

Ask yourself• What will young people learn out of

your activity?

• What personal qualities will you be helping them to learn? (E.g. team player, respect for others.)

• How will you give encouragement to young people and help them grow and develop?

• How will you involve everybody that’s doing your activity?

• How will you help the young people you work with to feel included in the UFA and YoUFA?

“ ... and how I can be more creative, confident,

resilient, curious and enterprising“

What if...People don't seem to be enjoying the activities that we do?

Ask them about things they would like to do and any activity ideas they may have. Tell them you want them to all enjoy the activities and have fun so you would be happy to work with them and hear their ideas.

let’s get started•Focusonbuildinggoodfriendships.

•Maketimeinyourprogrammeforicebreaker activities, especially if the people coming don’t know each other well. Visit: www.youfa.co.uk

•Listentoeverybody’sopinion.

•Congratulatetheyoungpeopleonthethings they do well and suggest ways for them to improve.

•Setagoodexampletoyouryoungpeople. Show them how to be a good learner and make good relationships using polite language. REMEMBER – you are a role model to them!

•Usepositivelanguageanddevelopa‘can do’ atmosphere at your club.

•Thinkabouthowtouseactivitiesatthestart of each session so that you begin in a positive way.

•Maketimeforreviewingsothatyoungpeoplecanreflectonwhattheyhavelearnt for ideas for reviewing activities visit: www.youfa.co.uk

•Usecolourfulposterswithmotivatingquotes and/or pictures to make the place you’re in feel good for learning.

•Thinkaboutusingmusictohelpcreatethe right atmosphere.

•Makesureyouhaveagoodmix of activities so that people don’t get bored.

Top Tips•GotosomeUFAtraining.

•PutyouractivityinUFA’sSatNavon the website.

•AddyourclubtothecalendarontheYoUFA site: www.youfa.co.uk

•UsetheUFAlogo–itmeanssomethingspecial to anyone who’s taken part in UFA before. Ask an adult how to get theUFAlogo.Downloaditfromthe YoUFA site: www.youfa.co.uk

•IfyoucanaffordUFATshirtsordersomeindifferent sizes for your club participants.

•Buildintimeforbreaks.

KEYWORDS

REViEW

learning – how will you make it UFA?

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Ask yourself• How will you know if your activity has

been a success?

• What do you want to find out? You might want to know how many people came, what they enjoyed the most, what skills they have learnt and how confident they feel.

• Ask a range of people for their views – not just the people taking part. Your own thoughts and observations are important so make a note of them.

• What different evaluation activities could you do? (Take a look at the UFA’s Young Evaluator’s Toolkit –download it at www.youfa.co.uk)

• When will you do the evaluation activities? You may want to ask some questions at the start and then at the end to see if anything has changed.

Top Tips•Takeallfeedback

seriously but don’t be upset by any bad comments – they will help you to learn.

•Thenumberofpeoplethat turn up to your activity is one good sign of whether it interests young people – if not many people turn up you may need to think again and ask around for other ideas.

•Presentyourevaluationtopeopleincharge at your organisation. They will be interested in how it has gone and this might help you get support for future clubs.

KEYWORDS

DATAEVAlUATiOn

OBSERVATiOnSFEEDBACK

Evaluation

let’s get started•Planyourevaluationfromthestart.Decidewhoyouwillask,whatkindofdata you will collect and when you willcollectit.Datacanbeallsortsoftypes – it can be things like answers on a questionnaire, photos, single words and many other things.

•Chooseatimeintheprogrammetodothis otherwise you’ll always be trying to squeeze it in and you won’t get good quality data.

•Keeparecordofthedatayoucollectand keep it safe so that at the end of the project you can sit down and look at itallandfigureoutwhatitistellingyou.

•Dosomethingeachsessiontofindouthow it’s gone – something simple like ‘word for the day’ for instance (this is where people say one word to describe what they thought of the club).

•Don’tignoreanynegativedatabecause you can learn from things that have not gone quite according to plan, allowingyoutoimprovefornexttime.

•Writeashortevaluationreportorusethesummary form in the Young Evaluator’s Toolkit and send it to the UFA.

What if:We run out of time and don't do any evaluation activities?

In your planning try leave five minutes at the end so you can try to get some feedback. Things like 'word of the day' are really quick but great to gather people's views on what they thought.

“So that I can face and reflect upon new challenges in my life“

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Why?1. Evaluation is about finding out how well

something went. We all want to know how a UFA activity has gone and what the effect was on the people involved.

2. People who give you money or support you in other ways will always be interested in the impact your work has had on you and the young people involved.

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Why?Celebrations help us to feel good and appreciate what went well. It helps us to remember what we’ve done, what we’ve learnt and makes people feel part of an experience or a group. It’s also a really good, positive way to finish off an activity.

Ask yourself• How will you celebrate what people

have done?

• Who do you want to celebrate with? (E.g. invite parents, other people who might be interested.)

• How will everybody be included?

“The UFA recognises and celebrates my learning“

What if:Some of the adults and parents can't come to the celebration event?

You could write an article and see if you can get it into your school newsletter or maybe even something they can add to the school or YoUFA website to let as many people as possible know what you have done.

Celebration

Top Tips•Anendofactivitycelebrationevent

can give participants something to look forward to and work towards if they haveafinalchallengetomeetby that time.

•Abiggereventisagoodopportunityto say thank you to everyone who’s supported your project.

•Acelebrationcanalsoencouragepeople to take part in the activity in the future.

let’s get started•Planforthecelebrationrightfromthe

start. Find a place to hold it and also put some of the budget towards it if you need to.

•Makesurethepeopleyouareworkingwith know that you’re really pleased with what they have learnt.

•Holdacelebrationevent,invite people, perhaps have some presentations, maybe give out certificates.Seewww.youfa.co.uk forexamplecertificates.

•Celebrateasateam.Celebratesmallthings in your regular meetings as well as at the end of the project.

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•Theaimoftheclub-tohelpyear7studentsget to know each other, make new friends and enjoy recreational time through fun activities.

•Activities–fromwhackysciencetooldschoolsports day, arts and crafts, pub quizzes and murder mystery.

Rachel says, “Attendance at the club was always high and many of the young people havegainedselfconfidence,madenewfriendsand developed working relationships with the Lead Learners and staff.”

They ran their own residential over two days, aimed at training Student Leaders from KS3 as the college’s Lead Learners. Once trained these students would then run workshops for year 6 students from the feeder schools.

They brought together twenty young people aged between 11 and 18 years – and through amixtureofactivities,modelledlifeskillslikeassertion,confidenceandteamwork.

“It was really gratifying to see everyone working together,” says Vibz. “Initially, some of them had just come along to see what it was all about. They changed from being really uncommitted, tototallyenjoyingtheexperienceandwantingto do more with the UFA.”

BACK OF THE nET!

girls.“Wechoseaneclecticmixofactivitieswhich inspired the young people as well as developing their skills to ensure they reach their full potential,” says Mikey.

The Supporting Adults ran the administration side of the club, while Mikey and Amy took care of all the hands-on aspects of its running.

“So many people wanted us to run this again,” says Mikey. “It was a huge success and everyone knitted together so well.”

Mikey has also gone on to live his dream as an apprentice footballer at Burton Albion – “and I use the skills I learnt at the UFA every day,” he says proudly!

They ran an all-girls football team aimed at buildingteamskillsandfootballproficiency.

Mikey: “I love football and knew I could transfer some of this enthusiasm over to the girls.Thegamegivespeopleconfidenceand forces them to work together – over the weeks they bonded fantastically – people who wouldn’t have met in their ‘normal’ lives.”

Thanks to great advertising (posters and word of mouth), the club took off immediately. Held every Wednesday lunchtime, the sessions incorporated ice-breakers, skills and training and mini-tournaments between the

CASE STUDiES

THiS iS HOW WE DO iT!Name of Club: Young Leaders of Tomorrow (SCUFA)Location: The City of Leicester CollegeLead Learners: Vibz and Kash

Name of Club: The Kooky Kidz ClubLocation: Holyhead School, Birmingham Lead Learners: Neelam, Saira, Rachel and Tasbia

Name of Club: Babo BabesLocation: Babington Community Technology College, LeicesterLead Learners: Mikey and Amy

“Group games really allowed the young people todeveloptheirconfidenceandtheywentontoteach their friends and families the energisers too. Since the club lots more young people get more involvedinextra-curricularactivities,volunteermore and are comfortable working with new people.”

Communication, team building and perseverance are some of the key things Rachel feels are the main payoffs of running the club. “Especially perseverance. Keep positive and just carry on when you hit a problem,” says Rachel.

Mikey and Amy

The skills developed were communication and team building. “Plus, I’ve gone frombeingconfident,toknowing how to apply that as a leader,” says Vibz. “And there’s a real difference!”

“This has made me more outgoing. And more caring about others,” says Vibz. “I stop to say hi to the year 8s I bump into in school now. I’d never have done that before, but I’m more considerate. The UFA training helps you put yourself into other people’s shoes and understand how they feel. It’s been very positive.”

Vibz and Kash

Saira, Tasbia, Rachel

and Neelam

lOVE YOUR nEiGHBOUR…

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The girls ran a photography and media club covering digital photography, pinhole photography and how to make a music video. Participants were rotated to take part in all three activities.

The target audience were reached via assemblies where Bethany held slide shows to demonstrate what was on offer. “The UFA trainingreallyhelpedmyconfidence,” says Bethany.

“I’d never have thought I could stand in front of300peopleandtalkconfidentlytothem.”

Name of Club: Media and Photography ClubLocation: Sprowston Community High School, NorfolkLead Learners: Bethany, Rhea and Erin

Name of Club: Study Lounge Location: Weavers School, Northamptonshire Lead Learners: Silas and Vanessa

GiRlS On FilM MAKinG iT EASYBethany, Rhea and Erin

Thisclubranafterschoolforyear7stolearnnew skills and make friends. Based around sports, it used energisers to help build team skillsandconfidence.

“Itwasachallengeatfirst,”saysGeorgina,“asthe initial take up was poor. We re-launched the club as an inter-house competition and also ran a few sessions with year 6 pupils from surrounding primary schools.”

This, combined with advertising by attending assemblies and registrations, ensured the club grew in popularity. The club went on to run for sixweeks,andthenafurthereightweeksasan additional sports competition.

A sports club to encourage students aged 11 - 14 to participate and enjoy different experiences.

They advertised for the club using posters to recruit young people. They also did Saturday morning taster sessions for 3 hours.

“We chose sports because we love them,” says Zoya. “We hoped participants would findasporttheyenjoyedandcontinuewithit through life and to help them socialise and make new friends. “

SPORTY STUFF!Name of Club: The Sports Extra ClubLocation: Westfield Community School, YeovilLead Learners: Georgina, Sammy, Emma and Ollie

Name of Club: ZUMI Sports Club Location: Bordesley Green Girls School,

BirminghamLead Learners: Zoya and Umanaz

“We had a few problems along the way,” says Georgina, “but you build on this and turn things around. We had one team that was much stronger than the others, so they did tend to dominate. We’d organise things differently if we did it again. But that’s the value of planning thingswellinthefirstplace.”

This seemed to work, as the numbers of young people attending grew and friendships and new interests began to form.

Some people within the fun club needed a bitmoresupportwiththeirconfidenceandconfidenceinworkingasateam.Theyalsofound it challenging with making sure people attended every week. “But,” says Zoya, “don’t give up. People will stay enthusiastic if you do.”

Georgina, Emma

and Sammy

Ollie

Vanessa

Umanaz

Zoya

They ran 29 sessions lasting 90 minutes for 32 young people. Attendance was always high and soon participants starting bringing their friends along too.

Outcomes –

•Manyoftheyoungpeoplewentontoleadtheir own clubs.

•Andfiftypercentofyear9studentsalsochoseto take a diploma course in new media.

•Theleadersallfeelthey’vereallydevelopedtheir communication skills and the ability to learn independently.

to schedule planning, or even just reading through homework with others to offer his constructive opinion. Some students said it helped them think outside of the box,andconsiderpossibilities of higher education.

“The UFA helped us as Lead Learners to try and input something positive to young people and it has allowed me (Silas) to take the energisers into my sports coaching and Vanessa into mentoring”.

Silas

WinnER TAKES iT All…

Silas and Vanessa ran a fun drop in centre for year 11 students to use to do school revisioninarelaxingenvironment,awayfrom family pressure, interruption or noise.

“We’d just done our GCSEs at the time,” saysSilas.“Iwouldhavebenefitedfromthe access to peace and quiet, or helpful guidance, so we decided to offer it to others who were in the same position.”

The groups started with energisers or icebreakers, and then settled down to work. Silas offered a variety of support, ranging from sessions on how to organise personalcomputerfilestologandsavehomework and revision material, through

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Glossary of Keywords

Accounting - knowing how much money you have spent and what you’ve spent it on

Budget - the amount of money that you have to spend on your activity

Confidential - keeping somethingconfidentialmeans keeping it private, not passing on the information to anyone else

CRB Check - The Criminal Records Bureau (CRB) helps organisations to check out if people have convictions which could mean they are unsuitable for certain types of work, especially work involving contact with children and young people

Data - anything that people say or write down during evaluation activities. E.g. ask people what they think and then make a note of what they say - that’s data

Dignity - if you treat someone with dignity you treat them considerately and with respect

Emergency contact details - name, address and telephone number of somebody who should be contacted if the young person has an accident or is ill

Evaluation-findingoutwhat went well and what didn’t go so well

Feedback - giving/getting observations and thoughts to/from other people about your activity

Funding - when you have a certain amount ofmoneyforaspecificproject

Job Description - tells you the kind of skills and qualities needed to do the job

Lead Learner - a young person who is trained to lead UFA activity for other young people

Marketing - advertising your activity and getting people interested in it

Observations - things that you have noticed

Organisation - a group of people or a business e.g. UFA is an organisation, so is a school, youth group etc.

Perception - the view you may have on something or someone

Policy - a set of rules in place to protect people or to make sure something runs smoothly

Publicity - telling as many people as possible about your activity, this might be the media, like your local newspaper

Recruit - what you do to try and get as many people to attend your club as possible

Resources - this could be stationary or equipment for sports activities that you are able to use for your activity

Review - look back at your activityandfindoutwhatwas good and not so good about it

Risk assessment - something that is done before activities to make sure everybody doing the activity is going to be safe. Ask an adult for help when you are completing one

Roles - different jobs that people might take on

Role model - someone who leadsbyexample

Sponsoring - when someone i.e. a business, school or an individual will give you money to help run an event

Supporting Adult - an adult who will help you to set up and run your club

Target group - the group you want to focus on

The YoUFA national network offers

young people the chance to make

new friends, get support and

encouragement and also provides

learning and leadership opportunities.

YoUFA is by young people for young people

l The idea of YoUFA came from young people

involved in the UFA

l Young people’s involvement is what drives YoUFA

l The focus is – young people being involved

YoUFA is for you

l YoUFA connects you to a national network

of young people

Your voice will always be heard

l YoUFA is inclusive

l YoUFA aims to continue to change

and influence what the UFA does

Find out more or get involved by registering at www.youfa.co.uk or email insia@ufa.org.uk

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