Introduction Angela Morrell Lead Officer responsible for Youth Services Community Development Team Community and Culture Education and Skills

Youth Services Priorities Youth Work and Schools Diversionary Youth Work Citizenship and Participation MCMC 16+ learning Choices

Youth Services Implementation of CFE Staff and Volunteer Awareness Process and Protocols Use of Glow Next Steps

Staff and Volunteer Awareness Youth Officer: National Involvement HMIe Awareness Sessions Standing item on Team Meetings Information sessions for sessional youth workers Sessional staff and volunteer handout

Process and Protocols Schools Working Agreements CFE Mapping Case Studies 3 rd Sector template School Partnership templates E’s and O’s as part of Evaluation Process Feedback to Schools

Use of Glow At present we use GLOW as an information tool to promote opportunities and activities to young people and staff using the GLOW system within schools. We have established GLOW pages that host a variety of youth information with reference to Community Development. Within the Youth Services section we host information, catalogues and booking forms on the following: ·Resource Base – access free resources (games, books, media equipment) for working with age 11+. ·Mobile Youth Centre – book it out to deliver small sessions with laptops, games consoles and more. ·Consult with young people and staff – find out what we can do to help you get the views of you class or whole school. ·Awards for young people – find out how young people can get involved in Dynamic Youth, Youth Achievement or Duke of Edinburgh Awards. ·Youth activities out with school – see what young people can get involved in out with school. ·Youth activities in school – what programmes we can deliver and assist with within class time or lunchtime/after school sessions. ·Training for staff – what we can deliver to staff to assist them in teaching young people. ·Activity Agreements – find out more on this programme and see what young people qualify for it. ·Free resources – find out what resources you can access free of charge to help with consultation/promotion etc. ·One Scotland Card – more information on the card, how to get a new one or who to contact if a young person has lost theirs.

Experiences and Outcomes – Workplace Learning HWB 4-19a * Responsibility of all Health and wellbeing across learning > Planning for choices and changes Skills for Employment Strathclyde Police Application and Interview Techniques Course HWB 4-20aHealth and wellbeing > Planning for choices and changes > Planning for choices and changes Skills for Employment Strathclyde Police Application and Interview Technique Course LIT 4-02a * Responsibility of all Literacy > Listening and talking > Tools for listening and talking Communications in the Workplace Presentation Skills Outcome StatementCurriculum AreaGroup(s) used in

Working Agreement Partnership Agreement The purpose of this group is to provide a number of young people from S1 at Auchenharvie Academy. the opportunity to participate in an environmental project delivered by qualified staff of CDT Youth Services team. Each young person will be given the opportunity to receive nationally recognised qualifications on completion of said programme. Auchenharvie Academy responsibility Deputy Head teacher will liaise with CDT, attend planning meetings and provide pupil feedback. School staff will provide information during joint planning about the learning needs and/or any additional support needs of the pupils. School will monitor and provide appropriate feedback to CDT about pupil progress. Staff will support events and programmes which recognise the achievements of the pupils on completion of their course. Facilities will be made available for the group within Auchenharvie Academy; meeting room, library facilities for research and appropriate work and play areas. Community Development Youth Services responsibility Garry Tait, CEW will make initial contact with Auchenharvie Academy staff to discuss programme. Youth workers Sandra McLuckie and Ricky Caig along with CEW Garry Tait will plan, design and deliver learning programme. CDT staff will report to participants at the agreed time in Auchenharvie Academy. Staff will provide appropriate feedback to school about pupil's progress and commitment during programme. CDT will purchase appropriate resources and requirements. Staff will provide information on programmes to head teacher/school staff. Auchenharvie Academy Signature:____________________________ CDT Signature:_____________________________________________ Date:_____________________

Staff NameGavin Ferguson Programme / ProvisionDuke of Edinburgh’s Award Community Development open centre and mainstream schools centers. Brief Programme DescriptionDuke of Edinburgh’s is a structured accreditation scheme. Youth Service PriorityIncrease community based learning opportunities AccreditationYes Duke of Edinburgh’s Bronze, Silver or Gold Award Partners InvolvedDofE Community Development groups, Largs Academy, Garnock Academy, Auchenharvie Academy, multiple section opportunities in community organisations. Curriculum Area and LevelHealth and well being Experience & Outcomes Code I know that friendships, caring, 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 Through contributing my views, time, and talents, I play a part in bringing about positive change in my school and wider community.HWB 4-13a I value the opportunities I am given to make friends and be part of a group in a range of situation.HWB 4-14a I am learning to assess and manage risk, to protect myself and others, and reduce potential for harm when possible.HWB 4 –16a I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations.HWB 4-17a Based on my interests, skills, strengths and preferences, I am supported to make suitable, realistic and informed choices, set manageable goals and plan for my future transitions. HWB 4-19a I am investigating different careers/occupations, ways of working, and learning and training paths, I am gaining experiences that help me recognise the relevance of my learning, skills and interests to my future life. HWB 4-20a I can organise my time to practice, consolidate and refine, my skills to achieve my highest quality performance in a range of contexts. I am developing and sustaining my level of performance across all aspects of fitness. HWB 4-22a While learning together, and in leadership situations, I can: Experience different roles and take responsibility in organising a physical event. Contribute to a supportive and inclusion environment. Demonstrate behavior that contributes to fair play. HWB 4-23a I continue to enjoy daily participation in moderate to vigorous activity and sport and can demonstrate my understanding that it can: Contribute to and promote my learning. Develop my fitness and physical and mental well-being. Develop my social skills, positive attitudes and values. Make an important contribution to living a healthy lifestyle. HWB 4-25a I am aware of the need to respect personal space and boundaries an can recognise and respond appropriately to verbal and non-verbal communication.HWB 4-45b Youth Work & School Partnership - Experience & Outcomes

Anti Sectarian Workshop S1 at St Mathews Academy Experiences & Outcomes Question 2 I have developed an understanding that people have beliefs and values based upon religious or other positions (RME 2-09b)

Anti Sectarian Workshop S1 at St Mathews Academy Experiences & Outcomes Question 1 I have developed an awareness that some people have beliefs and values which are independent of religion (RME 1-09a)

Anti Sectarian Workshop S1 at St Mathews Academy Experiences & Outcomes Question 3 I have developed an understanding of how my own and other peoples beliefs and values affect their actions (RME 2 – 09d)

Youth Work & School Partnership - Curriculum for Excellence

Next Steps Revisit staff awareness as part of annual Circular Session Distribute information Utilise frame work for action to establish targets Work with colleagues in Community Capacity and Family Learning