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My Community

My Community. Citizenship & Communication Information Pack May 2009. Introduction.

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My Community

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  1. My Community Citizenship & Communication Information Pack May 2009

  2. Introduction This month’s pack is designed to be delivered as a Youth Achievement Award - the individual units build a portfolio that can be submitted for accreditation and each young person will also achieve a recorded outcome (which will form part of that portfolio) It’s important that you and the young person sign each piece of work and that you gather as much supporting evidence as possible – photographs, videos, session plans etc. If a group of young people have collaborated on one piece of work, take photocopies and ensure that each individual signs their copy. More information about YAA is available from their website: http://www.ukyouth.org/whatwedo/Programmes/YAA/ For more information you can download a copy of the information pack: http://www.ukyouth.org/Resources/UK%20Youth/Documents/Youth%20Achievement%20Awards%20Info%20Pack-%202009.pdf The pack places an emphasis not only on developing communities and citizenship but also on gathering cre3dible and up to date information about the activities and facilities available in your area. It is hoped that this unit will play a vital role in the development of the togogo website which is seeking to capture as complete a picture of the positive activities available for young people across the county, an undertaking in which young people’s input and participation is key. If you would like more information about togogo and the TAP (togogo advisory panel for young people) please contact me suze.youde@kent.gov.uk

  3. Introduction This pack includes 4 core units: • My Ideal Community • A Simple SWOT Analysis • Designing a Survey • Mapping your Community And 2 optional units: • Positive Activities for Young People • Making it Better You may decide to deliver all 6 units or you may find that you can achieve the 15 hours necessary for a Youth Achievement Award Challenge by delivering the 4 core units. These 4 units make up the 4 targets for the challenge. You may find additional helpful information in the curriculum chapted on CITIZENSHIP Please note, to make links in this document ‘live’, click F5 to view as a slideshow (press ESC to exit) If you have any comments or queries, please contact me, Suze Youde suze.youde@kent.gov.uk for more information

  4. My Ideal Community MATERIALS: Pens and pencils, whiteboard or flipchart, computer access (optional), empty cereal boxes etc. suitable for use as model buildings, map of your community (see leader’s notes), raw egg (or 2 or 3!), large roll of paper or several sheets taped together, map pieces (optional) WORKSHEETS: My Ideal Community, diary/evaluation ICEBREAKER: Flying Egg – ask the group to stand in a small circle. Give one member of the group and egg and tell the group that their aim is to work together to throw the egg around the circle. The first person passes to the person on their right and so on round the circle. Once the group have done this, ask them all to take 2 paces backwards so the circle gets bigger. Repeat, asking the group members to move backwards every time they successfully get the egg round. Have a short debrief – how did the group feel? Was working together important to achieving their objective? Introduce the idea of community, and that members of a strong community work well together to achieve their objectives. A good community is like a good team – ask for examples of communities that young people are part of e.g. Scouts and guides, senior members groups, or community work they might have done. ACTIVITY 1: Hand out maps of the area around your centre (see leader’s notes for websites) and think about what facilities are available in your immediate area then mark them on the map. Discuss the following: • What do you really like about the community you live in? • What do you dislike about it? • Do you think it has good facilities and activities for young people?

  5. My Ideal Community ACTIVITY 2: Now divide the group into smaller groups and give each group a worksheet (My Perfect Community). Ask them to think about what they would like to see if they were designing the community outlined on the map. What facilities would they have and where would they put them? Think about things like cost and transport. Now bring the group back together and display all the maps side by side. Discuss the following questions: • What are the similarities and differences between them? • Did girls want to see different things in their community to boys? • Would these communities be ideal for everyone – what about people with disabilities, or older people? On the flipchart make a list of facilities for an ideal community that everyone in the group agrees with, making additional suggestions as appropriate. Now look at the designs – which is closest to the ‘ideal’? Have a vote on the best design – this will be used in the next activity ACTIVITY 3: Print out the pieces of the plan and tape together or draw freehand on paper (this looks effective if you use light colours on dark paper). Using old cereal boxes, drinks cartons, plastic bottles etc. construct a 3D model from the plan. Since this is an ideal community, the buildings can be as outrageous as you like. Divide the group into smaller groups and ask them to build their ideal multiplex/skate park/youth centre etc. The models can be accompanied by text or 2D drawings describing what they’re like inside, what facilities they provide, who the target audience is, what makes them ideal.

  6. My Ideal Community ACTIVITY 4: Bring the group together for a discussion of the following questions: • Which elements of the ideal community are already present in your area? • Which elements aren’t present but could be created e.g. A club night at your centre, land for a skate park to be built • If you wanted to get extra facilities for your community, how would you go about it e.g. Form a pressure group, make a bid to the Youth Opportunities Fund? • If it’s not possible to make your community ideal, what one improvement would make it a lot better? Keep a list of key words and suggestions from this discussion on a flip chart as it will form the basis for the next piece of work – a simple SWOT analysis of your area. Complete evaluation/diary sheet

  7. A Simple SWOT Analysis of Your Community MATERIALS: Pens, flipchart or whiteboard WORKSHEET: SWOT analysis, Wish List, diary/evaluation ICEBREAKER: Divide the group into pairs and tell them they have 5 minutes to find out 4 things about the other person: what they’re good at, what they’re bad at, what they’d like to do and what might stop them from achieving their goal. Then swap over for another 5 minutes. Bring the group together and ask each pair to share the information they’ve gained. ACTIVITY 1: Explain that, just like you’ve been looking at each others strengths and weaknesses, now you’ll be looking at the strengths and weaknesses of your community. Start by thinking about what you feel makes your community different to any other – you’re looking for a list of things that make your real life community unique: this could be a geographical feature, the kind of shops you have, the people who live there, good schools etc. These are the strengths of your community. ACTIVITY 2: Depending on how many strengths you’ve defined, split the group into a number of smaller groups who will look at 3-4 of these strengths each. Hand out the work sheets and divide up the ‘strengths’ between the groups. Pin up the key words and phrases from the discussion in the ‘My Ideal Community’ task as an additional reference and ask each group to complete the table. Then bring the group back together to compare and discuss their conclusions – why have they come to the conclusions that they have? How can the community act on the strengths and opportunities and address the weaknesses they’ve identified? You should now have a clear picture of what’s good in your area/community and where there are gaps in provision and the need for facilities.

  8. A Simple SWOT Analysis of Your Community ACTIVITY 3: Hand out the ‘Wish List’ sheet and ask young people to complete it (this can be done individually or in pairs) Discuss your findings: • Is there one thing that’s top of everyone’s wish list? • Do wish lists vary between boys and girls and different age groups in the 13 – 19 range? • Does the group feel that their views are representative of all the young people in their community? Keep notes about the discussion on a flipchart to use during the next session. Complete evaluation/diary sheet

  9. Designing a Survey MATERIALS: Pens, flipchart/whiteboard, clipboards, evaluation/diary sheet WORKSHEETS: What’s the Question? Sheet, survey design sheet, diary/evaluation sheet ICEBREAKER: Get the group to stand in line according to their date of birth, youngest to oldest. Give them a few minutes to complete the task then go along the line to check that they’re in the right order. Now repeat but asking young people to arrange themselves in alphabetical order (can be first name or surname). Again, check the order. Hold a brief group discussion – how did they get in the right order? What questions did they have to ask to get the information they needed to complete the task. ACTIVITY 1: Following on from the SWOT analysis, think about the questions you would need to ask other 13-19 year olds to find out what they’d like to see in an ideal community – what activities, what provision, what cost and transport? Look at the worksheet and use it as a template to complete the survey design sheet – ask the group to work in pairs on this. Then bring the group together and discuss – write down recurring questions and look for group agreement on what questions need to be asked. Then write up and print out the survey questions. ACTIVITY 2: Agree a time and date to carry out the survey. Split the group into pairs and give each pair a copy of the survey, clipboard and pen. Agree a start and end time and the area that each pair will conduct their research.

  10. Designing a Survey ACTIVITY 3: Compare the results of your survey and present the information in graphic form – you could build a 3D model, use computer generated charts and graphs or draw them by hand. Encourage the groups to be as creative as possible in the way they present the information. When they are happy with the results, ask each group to feed back to the others on their findings. ACTIVITY 4: Group discussion: • What does the survey tell you about what young people in your community want? • Is there one particular issue that stands out? • If there is, what could you do about making it happen in your community? Make notes on the discussion as these will be useful for the mapping exercise. Complete evaluation/diary sheet

  11. Positive Activities for Young People MATERIALS: Pens, flipchart/whiteboard, highlighters WORKSHEETS: PAYP worksheets, diary/evaluation ICEBREAKER: Agree/Disagree. One end of the room will represent ‘agree’, the other ‘disagree’. Ask the group to stand in the middle of the room then run to the end of the room that represents their views on the following: • There are plenty of things to do in my community • Going out with my mates is a positive thing to do • Learning new skills is boring • If I enjoy doing something then it’s positive • Playing sport isn’t positive • Only educational activities are positive Have a brief discussion, highlighting why young people made the choices they made. ACTIVITY 1: Write the words ‘positive activities’ in the middle of the flip chart – invite the group to brainstorm what thoose words mean. If something is contested e.g. Chatting to my mates, encourage young people to give arguments as to why that’s positive i.e. We help each other solve problems, we share information and make sure these thoughts are captured.

  12. Positive Activities for Young People ACTIVITY 2: Hand out the worksheets and ask young people to complete individually – again, encourage them to capture the thoughts behind why the activities they consider to be positive are ‘positive activities’ for them ACTIVITY 3: Bring the group back together and ask them to feedback on what they’ve just done – add further thoughts and ideas to the brainstorm. Now highlight the activities that are easily available in one colour, ones that are available but difficult to access (travel, cost) in another, and ones that aren’t available in another. This brainstorm will help with the following mapping exercise. Complete evaluation/diary sheet

  13. Mapping Your Community MATERIALS: Maps of local area (download from Internet), report from togogo (see leader’s notes), copy of Yellow Pages/computer access to www.yell.com , cameras (camera phones/centre’s own camera/disposables), nametags and pieces of card WORKSHEETS: mapping information sheets (you may need several for each group), diary/evaluation ICEBREAKER: Do you know me? Give each member of the group a piece of card and a pen and pin on a nametag (this will have the name of someone else in the group written on it). Now ask the group members to mingle with each other asking ‘do you know me?’ and writing down the information they find out. When the group have had a good chance to mix, stop the ice breaker and ask each member of the group to feedback on what they’ve found out about the person whose name is on their name tag. Have a brief discussion on the exercise – what information did you get? Was it all true? Did you trust the source of the information? Frame this in the context of the mapping exercise to follow – that the information you’re going to gather needs to be from trustworthy sources and needs to be as accurate as possible. ACTIVITY 1: Using the map of your local postcode, split up the group into research teams and give each group a specific area to look at. Pin up the ‘positive activities’ brainstorm and results of the survey as a guideline and give each group a copy of the togogo report for their area. Encourage each group to map their area as closely as possible to the information they can find from Yellow Pages, togogo report, their own local knowledge and get them to complete their sheets as fully as possible. Encourage the teams to get out and look at the quality of provision in the area so they can rate it – did they get good, friendly service? Was there any access for young people with disabilities? Is the activity suitable for all 13-19 year olds? Is it easily accessible? Use the worksheets to capture information.

  14. Mapping the Community ACTIVITY 2: Encourage the groups to develop their own ‘rate and slate’ criteria and use them to give each activity/provision a rating that they choose. Make sure that young people document the facilities/activities they are mapping and evidence their own use of the facilities/activities. Provide examples of ‘rating and slating’ e.g. Amazon reviews, star ratings – which do young people find the most effective? Is it better to have a review with quite a lot of information or a quick ‘at a glance’ system? Or would some sort of combination work best? ACTIVITY 3: Bring the group together to feedback. • Did they find there was more going on than they imagined? • Where did they find information and what were useful places to go for information? • Was it more helpful to talk to people or to look on the computer/use the telephone directory? • How would they rate the quality of activities and provision overall in their community? • What could be improved or made better? Complete evaluation/diary sheet

  15. Build a Brochure MATERIALS: Photos and portfolios from previous activities, computer access if necessary, printer if necessary, evaluation/diary sheet, sheet for Instructions icebreaker. WORKSHEETS: Brochure template sheet, diary/evaluation ICEBREAKER: Rebel Foot: get everyone to sit on the floor, with their legs straight and raise their right leg off the floor. Now circle the foot to the right. Once you’ve been doing that for a while, start to draw a number 6 in the air with your right hand – what happens to your foot? It changes direction. Now hand out the instructions ice breaker and give the group a little while to complete it. Have a brief discussion about the way people handled the task – frame this as a discussion about the importance of carefully following instructions or directions when working well together. It would also be effective to use a teamwork game as a warm up – again, point out the importance of working together and following instructions to do a good job. ACTIVITY 1: Build a Brochure – you’ll now have captured a great deal of evidence about your community – what’s available, what’s good and what’s bad, what could be better, what young people would like to be able to do in an ‘ideal community’. Use the photos, information and ratings to build a brochure of activities and facilities for young people in your community – the more information there is, the better. Split the group into pairs/small groups and hand out the worksheets – ask young people to design an entry for a brochure: they can choose one of the templates or design their own. Bring the group back together and pin up all the designs. Ask the group to vote on which one is clearest – this will be the template for the brochure entries.

  16. Build a Brochure ACTIVITY 2: Divide the group into smaller groups who will be responsible for: • Page design – the layout of the pages and the photos that are used • Cover design • Text – what information is included about each activity/facility • Editing – Putting it all together, deciding whether it should be printed/kept as a pdf/produced by hand/ Remind the group that no single job is better than any other job and that they all add value to the brochure ACTIVITY 3: Bring the groups back together and ask each of them to present to the others what they’ve done. Encourage the rest of the group to ask questions about why decisions have been made and to agree/disagree with them. Encourage co-operation and constructive criticism. When all decisions have been made and have the support of the majority of the group, produce your brochure – this could be by hand and photrocopied, printed out from a computer, you might even like to get it professionally printed. Remember, the greenest option is to save and send it as a word document of pdf. Complete evaluation/diary sheet

  17. Let’s Make it Better MATERIALS: Computer access if necessary (see leader’s notes), flipchart WORKSHEET: Time capsule sheet, SWOT sheet, funding checklist sheet, diary/evaluation ICEBREAKER: Time Capsule: Divide the group into small groups and hand out the time capsule sheet. Tell them they can choose 4 of the things on the list and 1 of their own to go into a time capsule to be opened in 2000 years time. When the decisions have been made, get each group to feedback to the others on their choices – what impression of our community will those choices make on people in the year 4009? Do they represent the very best of your community? ACTIVITY 1: You’ve looked extensively at your community and identified its strengths and weaknesses. Ask the group if there is one single thing that you could do at your centre that would make it better – Brainstorm ideas and write the most popular ones on the flip chart. Decide on the 4 best ideas. ACTIVITY 2: Designate each corner of the room as the gathering place for young people who support a particular idea. Once young people have made their choice, ask each group to complete the SWOT worksheet for their idea. When these are completed, ask each group to nominate a spokesman to feedback to everyone – their task is to try and win votes for their idea. They will have a few minutes to really sell the idea and then the other groups will be able to ask questions – if their analysis has been thorough, they’ll already have covered all objections. Give each group the opportunity to speak and answer questions then hold a preliminary vote. The 2 ideas that get the most votes go into the final. Give the two groups time to prepare and then give them a few minutes to sell the strengths and opportunities offered by their idea. Hold a vote – this can be a show of hands or a secret vote on scraps of paper – as in the first round, everyone can vote. The winner is the idea you will focus on making a bid for.

  18. ACTIVITY 3: Focus on the winning idea – what do you need to make it happen? Ask the group if they know of any funding opportunities specifically for young people? Introduce funding opportunities if young people haven’t heard of them (see leader’s notes). Which funding would be most appropriate for your idea? Once this has been identified, you’ll need to make a bid – look at the website/guidance notes to see what you need to do. There are also helpful websites/downloads (see leader’s notes). Brainstorm what you’ll need to do to make a successful funding bid (see leader’s notes) and ask young people which tasks they would be interested in doing e.g. Designing plans for a skate ramp, filling out the application form, researching additional information to support the bid. ACTIVITY 4: Complete your funding bid, checking at every stage that you are meeting the guidelines (see leader’s notes). Then submit and keep your fingers crossed! Complete evaluation/diary sheet

  19. Evaluate the Evidence MATERIALS: Pens, ball of wool WORKSHEETS: Final evaluation, review and reflection sheets ICEBREAKER: Ask everyone to sit in a circle. Ask the following questions – if you agree, stand up:

  20. Evaluate the Evidence ACTIVITY 1: Group discussion centred on 4 key area: • One thing you’ve learned • One thing you really enjoyed • One thing you’d do differently • One thing you’d like to find out more about ACTIVITY 2: Complete final evaluation sheets ACTIVITY 3: Form the group into a circle. Take a ball of wool and throw it to another member of the group saying ‘What I enjoyed most was....’. That person then throws the ball to someone across the circle saying what they enjoyed most and so on. Remind group member they’ll need to hold onto the wool! When everyone has had a turn and there’s a jumble of wool in the centre of the group, cut across the strands to symbolise the end of the group work you’ve been engaged in.

  21. Leader’s Notes AN IDEAL COMMUNITY There are several places to download detailed maps on the Internet – I’ve suggested some below: Streetmap http://www.streetmap.co.uk/ Google Maps http://maps.google.co.uk/maps?utm_campaign=en_GB&utm_medium=ha&utm_source=en_GB-ha-emea-gb-bk-gm&utm_term=road Multimap http://www.multimap.com/ Ordnance Survey http://www.ordnancesurvey.co.uk/oswebsite/ You may find it useful to look at some of the ‘ideal communities’ that have been built or developed over the years. http://news.bbc.co.uk/1/hi/uk/4229057.stm BBC story giving ideas on ideal sustainable communities http://www.whitehaven-news.co.uk/1.132441 article about young people entering ‘ideal community’ competition http://www.princeofwales.gov.uk/content/documents/Poundbury%20media%20pack_2009.pdf Information on Poundbury, the Prince of Wales’ ‘ideal village’ http://www.forum.crosshills-glusburn.org.uk/uploads/1/Parish_plan_-_ideal_community_notes.pdf Minutes from a parish meeting addressing the question ‘What makes an ideal community?’ http://www.californiacenter.org/pdf/Online_Curriculum/SA-15.pdf Lesson plan looking at building an ideal community in terms of budget.

  22. Leader’s Notes AN IDEAL COMMUNITY (Continued) You could use any of the Sims games as a graphic way of looking at how you build an ideal community. Or try a free online game like Virtual Villagers where you help a village rebuild from scratch: http://www.hypergurl.com/onlinegames/virtualvillagers.shtml SWOT ANALYSIS Some examples of SWOT analysis undertaken by young people: http://www.heywood.org.uk/NDC/Youngsters.htm http://www.stockportcypdisp.org.uk/documents/swoteasyread.pdf Presents a SWOT analysis in an easy to read format with graphics Straightforward information about SWOT analysis plus templates: http://www.businessballs.com/swotanalysisfreetemplate.htm Clear step by step to doing a SWOT analysis: http://interactive.cabinetoffice.gov.uk/strategy/survivalguide/skills/s_swot.htm SURVEY DESIGN A good survey needs to look at the following questions:

  23. Leader’s Notes SURVEY DESIGN (Continued) • What are you trying to find out? • Who do you want to talk to? • How are you going to talk to them? • What are you going to ask them? Entire books and theses have been written about good survey design and writing good survey questions. However, sticking to the above questions and having a clear idea of what you want to find out , young people should be able to write 10 survey questions to ask their peers. There are tools available online for designing surveys – most offer free trials: http://www.snapsurveys.com/samplesurveys/ http://www.polldaddy.com/ online polls and surveys – free for 10 questions and 10 responses http://www.feedbackfarm.com/ completely free and also a useful evaluation tool It might be interesting to see what happens if different groups use different methods of surveying e.g. By text message, online, traditional questionnaire POSITIVE ACTIVITIES The Government’s report on Positive Activities: http://www.everychildmatters.gov.uk/resources-and-practice/EP00202/

  24. Leader’s Notes POSITIVE ACTIVITIES Links to PAYP websites across the country http://www.youthinformation.com/Templates/Internal.asp?NodeID=92160 Definition of ‘positive activity’ and useful flow chart: http://blogs.plings.net/

  25. Leader’s Notes POSITIVE ACTIVITIES (Continued) Regional Positive Activities websites: Bored in Swale http://www.boredinswale.co.uk/ Togogo http://www.togogo.info/ MAPPING For a togogo report relevant to your postcode please contact Suze Youde suze.youde@kent.gov.uk You will need this in order to complete the mapping exercise effectively. Links to maps can be found under the ‘Ideal Community’ notes – or reuse the maps from that piece of work. When dividing up tasks: • Avoid overlap – clearly delineate the areas groups will map. If a group of young people have good local knowledge of one area, encourage them to map it. • Be realistic about the tasks for each group e.g. In urban areas, keep the chunks small – one group might map one side of a street whilst another maps the other side • Make sure the focus remains on positive activities – use the flow chart to decide what is or isn’t a positive activity

  26. Leader’s Notes MAPPING (continued) If you have computer access and young people who are interested, you could create an online community map at MapMe http://www.mapme.com/ this is like an easy to use version of Google Maps You could also set up a Flickr account to share photos of your community N.B. If you intend to do this, make sure you get the relevant permission and follow the guidelines for images of young people http://www.flickr.com/ You could also shoot a video of your mapping exercise and upload to Kent TV For the ‘rate and slate’ activity, ask young people what kind of ratings system they’ve used – Amazon reviews, star ratings? Which do they find of use? This could be as simple as a tick or cross, rating from 1-5 or use of smileys, thumbs up etc. BROCHURE If young people want to use the computer to lay out their brochure, Publisher has a series of templates and design options which could be used. Or, instead of dividing up the design tasks, set each group the task of producing a brochure using different means e.g. Computer, by hand, using a software package and compare the merits of each system. Some useful links can be found here: http://desktoppub.about.com/od/brochures/Brochures.htm Best of brochure design has graphic examples: http://www.allgraphicdesign.com/graphicsblog/2007/12/06/best-of-brochure-design-cool-samples-and-examples-of-brochures/ If young people have previously designed and produced a similar brochure, use this exercise top revisit and review, explaining the importance of making sure that information is from a credible source and as up to date as possible

  27. Leader’s Notes MAKE IT BETTER There is a huge amount of information available on funding for young people’s projects and I suggest that, if you know of a good funding fit for your proposed project, you pursue it. You may find the following guidelines useful for putting together a funding bid: BEFORE YOU START: • Make sure your idea is a good one – ask friends and family what they think. If they agree with your proposal it’s probably a good idea • Make sure that nothing similar already exists in your area • Is the project available for all young people? If not, why not e.g. Special provision for young people with disabilities DOES THE PROJECT MATCH THE CRITERIA: • Does your funding proposal match the criteria for the funding? You’ll need to check and doublecheck this at every step of the application • Does the proposal match the Every Child Matters outcomes – does it promote a healthy lifestyle, offer a safe place or safe activities, promote useful skills, help young people to bring about positive change or simply help young people to fulfil their potential. MAKING THE APPLICATION: • Check the deadline! Make sure you have plenty of time to fill out the application form and provide any additional evidence to support your application • Make sure your proposal is clear, doesn’t have spelling or grammar mistakes and is written by young people

  28. Leader’s Notes MAKING IT BETTER Direct.gov have more guidelines, links and useful information on making a bid to the Youth Fund http://www.direct.gov.uk/en/YoungPeople/Youthfunds/DG_067060 Good funding streams for young people are: Youth Opportunity & Youth Capital Fund http://www.kent.gov.uk/education-and-learning/youth-services/youth-and-communities/yof-ycf.htm Mediabox http://www.media-box.co.uk/ Comic Relief http://www.comicrelief.com/apply_for_a_grant Big Lottery Young People’s Fund http://www.biglotteryfund.org.uk/prog_ypf2_local_grants.htm Sport England http://funding.sportengland.org/

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