Learning for Life

Learning for Life
Wiltshire Youth Development Service’s
a youth work curriculum framework
January 2008

Contents Page
1. Introduction 4
2. Purpose 6
3. Principles & Values 6
4. Young Person’s Charter 7
5. Approach to Learning and Development 8
6. Curriculum Content 13
7. Means of Assessment 19
8. Methods and Settings 21
9. Approach to Planning, Monitoring and 22
Evaluation
10. Voice and Influence: The Wiltshire Model 27
11. Relevant Books and Resources 28
12. Policies and Guidelines for Youth Work 31
13. Appendices 32

Foreword
Young people repeatedly tell us they want to be taken seriously, to be
empowered, consulted and engaged in decision-making. Young people
are demonstrating commitment to being involved in their communities,
influencing decision making and developing provision through a range
of opportunities. The Wiltshire Assembly of Youth has 22 young people
sitting on it who are elected annually to represent young people from
across the whole county. There are also representative youth councils
within every community area in youth centres and schools. Young
Assessors are actively involved in checking out the quality of services
delivered for young people and most young people have involvement in
gaining and sharing skills which ‘make a difference’ in their communities
through volunteering as a part of the Duke of Edinburgh’s Award,
Millennium Volunteers, a youth group or other organisation. Over 15,600
young people engage annually in youth work opportunities offered directly
through Wiltshire County Council and there are additional activities and
experiences offered through voluntary organisations such as the Scout
Association, religious groups, sports clubs and arts organisations.
Locality Young Peoples Issues Groups (LYPIGs) were established to bring
young people, using local youth service provision, together with Town &
Parish, District and County Councillors. They are not only increasing young
people’s access to decision-making, but also improving inter-generational
dialogue and cohesion. One of the specific contributions they have
made has been to evaluate applications to the Wiltshire Young People’s
Opportunity Fund (WYPOF). During 2006-07 funding applications to
WYPOF were made by 1305 young people and these have provided over
100 new and challenging opportunities for more than 10,000 young people
in Wiltshire, determined by the young people of Wiltshire.
Today’s young people will be members of local communities beyond the
middle of the twenty-first century and their futures will include major
life-changes in employment, health, leisure and relationships. They will
be most likely to thrive if they have become effective and enthusiastic
learners, with high self-esteem, able to develop and maintain supportive
relationships. The youth work curriculum is fun and enriching. Youth
workers engage young people in planning and organising experiential
learning opportunities, determined by their needs and interests, this leads
to them developing new skills and recognizing their achievements.
The Youth Development Service is concerned with the skilful and subtle art
of informal education and this Curriculum Document provides a framework
for all youth work delivery funded by the Wiltshire County Council. All
voluntary youth groups working within the County are encouraged to
access this framework and use those elements that they consider would be
beneficial to their work with the young people of Wiltshire.
Carolyn Godfrey
Director, Department for Children & Education

1. Introduction
Wiltshire County Council’s youth development
work provision is ‘needs led’, developmental
and community-based. It is built on a youth
work curriculum.
This means: that we keep the needs of young
people central to our practice at all times;
that we work with them in the context of their
own communities; and that we help them to
develop the wide range of skills, knowledge
and understandings they need to make a
success of their transition from ‘child’ to
‘independent adult and active citizen’.
Clearly, this indicates that there is far more to
youth work than the stereotype of supervising
young people playing pool and table tennis
in youth clubs. The latter bears little relation
to the reality and breadth of the work, which
– when accurately described – is all about the
skilful and subtle art of informal education.
Within this, the Curriculum Framework is the
umbrella term used to describe all those key
elements of practice that need to be in place
if young people’s experience of youth work
– besides being enjoyable and fun – is also to
be of educational value. It is this presence of
a curriculum that distinguishes the delivery
of youth work from, apparently, similar leisure
or recreational provision; and it is this that
enables youth work to so ably complement the
more formal educational function of schools
and colleges.
Developing curriculum-led youth work
essentially involves all staff sharing a common
understanding of, and commitment to, the
Service’s
• Purpose
• Curriculum Content
• Principles and Values
• Means of Assessment
• Young Person’s Charter
• Methods and Settings
• Approach to Learning and Development
• Approach to Planning Monitoring & Evaluation
This document seeks to increase
understanding of the youth work curriculum
by taking the reader through the above
elements in a clear and concise manner
– with examples where necessary. It has been
produced by Service staff in consultation with
users of the service including members of the
Wiltshire Assembly of Youth, Young Assessors
and representatives of the Wiltshire Youth
Services Council, with a view to enabling a
consistency of approach across the County.
As such it represents the Services continued
commitment to developing and evolving
its practices in line with the Government’s
‘Transforming Youth Work’ and ‘Every Child
Matters’ agendas; and staff’s own aspirations
to provide the young people of Wiltshire
with the highest possible, quality of informal
learning experience.
4.

6.
2. Purpose
To design and deliver, with young people,
programmes of informal educational activity
that, whilst often enjoyable and fun, provide
opportunities for them to:
• develop their capabilities – physical,
intellectual, moral, spiritual, social and
emotional
• Identify and accept their responsibilities
as individuals, group members and
citizens
• Understand and act upon the personal
and social issues which affect their lives
– those of others and the communities of
which they are a part.
Anticipated outcome:
That young people make a successful
transition from child to independent adult. In
doing so, they develop an understanding and
enthusiasm for learning and use this to realise
their full potential as both individuals and
members of their wider communities - locally,
nationally and globally.
3. Principles & Values
In principle and in practice, all youth work
teams are able to demonstrate how their
delivery is:
Needs led…
designed in response to the developmental
needs and interests of the young people in
their locality.
Participative…
designed to encourage and sustain young
people’s active voluntary participation.
Developmental…
designed for learning, to result in the
incremental acquisition of skills, knowledge
and understandings associated with young
people’s personal and social development.
(i.e. step by step learning and progression.)
Inclusive…
pro-actively promoting equality of
opportunity, enabling access and valuing
diversity. Challenging attitudes and
behaviours that result in discrimination or
harassment on the grounds of gender, race,
ethnic or national origin, age, religion or
belief, disability or sexuality.
Empowering…
designed to result in young people
developing a sense of ownership; acquiring
an understanding of their rights and
responsibilities, and being enabled to
exercise their voice and influence within
groups and wider communities.
Planned…
designed with young people to achieve
agreed aims, objectives and anticipated
learning outcomes.
Reflective… and evaluated
thinking back on youth work practice;
identifying strengths and weaknesses;
learning and improving from experience,
through an ongoing process of review,
reflection and evaluation.

7.
4. Young People’s Charter
As part of the Services commitment to
engaging young people in decision-making
around service delivery, young people were
invited to develop a ‘Charter’. This sets out
their expectations of the Service. All workers
and managers have agreed to work towards
achieving its criteria in full.
• Provide local, clean, warm and well-
equipped centres, with trained staff who
are welcoming to young people
• Ensure that every activity, event or centre
is safe for young people and if issues such
as bullying arise, they will be dealt with
quickly and thoughtfully
• Make sure all projects and centres
offer young people a range of learning
experiences and opportunities using skills
such as arts, drama, music, sport, youth
exchanges and volunteering
• Ensure all projects and activities are well
planned, low cost or free and accessible
for young people no matter what their
background or ability
• Recognise young people’s achievements
and involvement through awards or
certificates
• Ensure all staff listen to young people and
offer them good quality information and
support
• Take young people seriously and regularly
ask them what they think about the
Service and their Centre
• Explore with young people their role in
the Youth Development Service and what
they can offer.
• Make sure the Service keeps to the Charter
through regular inspections and a young
people’s award for the best Centres/
activities.

8.
5. Approach to Learning and Development
• Experiential Learning • Progression
& Differentiation
Experiential Learning
Effective developmental youth work is based
on the concept of experiential learning as is
illustrated by Kolb’s Learning Cycle.
This recognises that we learn more easily
about things that relate to our own life
experience, rather than things that we are
simply told about.
Kolb’s Learning Cycle
Youth work is about enabling young people
to learn by reflecting on their own past
experiences whilst also becoming involved in
designing new ones. This is a simple active
learning process based on the logical sequence
of plan… do... review. Once understood, it is
seen to be applicable to almost any issue or
situation in life.
Relating this to a youth work situation, Jo (17)
tells a youth worker about difficulties at home.
Jo is constantly ending up in arguments with
mum and is thinking about running away.
Whilst many adults may be tempted to simply
offer the young person advice (which Jo may
or may not take) the good youth worker seizes
an opportunity to help the young person
learn. He or she understands the importance
of enabling this young person to work through
the problem from their own perspective
– building on what they have already learnt
about life rather than simply taking on board
what somebody else has learnt.
In this situation, the youth worker would
probably respond to Jo by asking a number
of pertinent but open questions that only Jo
knows the answers to. For example:
• what sort of things do you and your mum
argue about… and what are the things you
don’t argue about?
• What feelings are you left with after the
arguments; and what feelings do you
think your mum is left with?
• If you were a parent/adult responsible for
a young person, and that young person
was you – how would you deal with them
differently?
• If they ran away, how would it make you
feel?
• In your case, if you did run away, what do
you expect would happen… which bits of
your problem might get better… what bits
might get worse?
• If you decide not to run away, what other
ways might you be able to change things?
etc.
The youth worker would not put these to Jo
as a stark list of questions, but would skilfully
weave them into a relaxed and friendly
conversation – maybe over a cup of coffee or
whilst involved in some other activity.
This places the young person at the centre of
the learning process. It makes the discussion
instantly relevant to them; and therefore
something they are more likely to want to
remain involved.
The youth worker will be aware that in the
process of this reflective discussion, they are
potentially enabling the young person to
learn about them self. They are enabling the
young person to become more conscious of
their own feelings – alongside thinking about
the feelings of others. They are encouraging
the young person to explore the notion of
responsibility; to anticipate the consequences
of their actions and to make links between
different experiences. Finally, they are also
encouraging the young person to imagine,
and reason through, other possible solutions
and courses of action.
Doing
Reflect

ActionPlan
Analysis

Experience
of ‘doing’
followed by reflection
and analysis of the
experience; this can inform
action planning for further
‘doing’ experiences that
enable learning to be
built upon.

Arguably, this process is even more powerful
when used with young people in a group
situation.
Imagine if – a few days later – Jo approached
the youth worker again, this time with a group
of friends, to talk through the situation some
more. On this occasion, the youth worker
would probably encourage the group to
share and contrast their different views and
experiences on the subject in what would
then be a group learning process. In this way
the young people would not only be learning
more about the issue of family relationships
from one another’s perspectives, but would
also be learning about themselves, each other;
and about their group as a whole.
When Youth Workers conduct this thoughtful
type of educative discussion work with
individual young people it is usually called
‘one to one’ work. When it is carried out
with groups, it is referred to as ‘group work’
or developmental group work if planned
and sustained with the same group over an
agreed number of sessions. Developmental
group work usually includes planned use of
games or exercises, designed to provide shared
experiences which the group can then discuss
and reflect on, to provide planned learning
relevant to their lives. This process needs to
take place with a consistent group of young
people who have agreed a group contract or
code of behaviour which enables sufficient
trust and confidence to be developed, so as to
enable experiences to be shared and used as
learning opportunities.
Experiential learning could therefore be
viewed as:
‘learning to learn… about life… through life,
and for life’.
It is this concept that is at the heart of the
youth work process. Good youth work practice
occurs when youth workers are found to be
continuously using this process, openly and
confidently, with both individuals and groups
– whatever the subject matter, and whatever
the activity or focus.
Progression and Differentiation
Progression is the term used by youth workers
to describe how – over time and through
careful programme planning – they enable
young people to develop incrementally
increasing levels of skills, knowledge and
understanding.
Differentiation is the skill of fine-tuning this
to take into account young people’s different
starting points.
Both concepts are inter-linked. What may
be an everyday occurrence for a confident
young person (such as talking openly about
their concerns and problems, or taking part in
group activities) may be an achievement for
another (who normally lacks the confidence
to trust, is desperately shy and used to being
bullied.)
Wiltshire Steps Model of Development
Wiltshire Youth Development Service uses the
‘Steps Model’ to describe the progression that
the youth work curriculum promotes through
appropriately designed programmes and
projects.
This process of gradually encouraging young
people to accept and exercise greater levels
of responsibility and autonomy, is clearly
in keeping with the Service’s purpose of
equipping young people with the skills,
knowledge and understanding to journey
9.

10.
successfully from child to independent adult ,
enthused to be a lifelong learner.
Reflecting on the example of Jo as a
young person engaging with youth work,
simplistically the following progression up the
Steps Model could be perceived to have taken
place. It must be recognised however that
progression may not always be consistently
upwards; difficulties and challenges could
impact to result in a young person stepping
down for a while.
Step 1 Contact. One evening with friends, Jo
met two youth workers who greeted everyone else
by name, then introduced themselves to Jo who
noticed that they seemed genuinely interested
in everyone and that they seemed comfortable
talking with young people about lots of different
issues.
Step 2. Jo met these youth workers on several
more occasions with friends and found them to
be approachable. One youth worker, Chris, took
time regularly to talk with Jo, they discussed
many things including music, Jo’s likes and
dislikes. Chris showed Jo the Youth Charter and
the Youth Development Centre programme of
activities. Jo started to attend the Centre.
Step 3. Jo felt more confident in the centre,
understood the code of behaviour and took part
in some of the activities. Jo continued to build
up trust with the youth workers who worked to
ensure that the centre was safe, that there was
no bullying or discrimination and that everyone
was valued. Jo discovered that the advertised
trips were mainly being organised by young
people with the support of youth workers.
Step 4. Jo was excited to find that some of the
young people were being helped to organise a
trip to a concert and was keen to participate.
Conversations with Chris helped Jo to identify
personal strengths related to music; this was
useful in thinking about options for college
and contributed to Jo developing trust in Chris
and feeling able to talk about the arguments at
home. Chris enabled Jo to think through some
of the triggers and resolutions to the conflict and
to access information about health issues and
housing options for young people. Jo worked
with a youth worker to create an information
display and achieved a Wiltshire Award in
recognition of the commitment made and skills
developed.
Step 5. Chris encouraged Jo to engage with
peers in discussions around personal and family
relationships. This led to Jo using the internet
to access information about housing and health,
then to organise with help, activities related to
independent living: cooking, budgeting etc. Jo
participated in a range of opportunities through
the Youth Development Centre programme
and was aware of learning about ‘self’, about
relationships, of developing cooking skills and
improving organisational and music skills.
Step 6. Jo engaged in a range of challenging
youth work opportunities. Involvement in
music workshops led to Jo and some friends
forming a band and creating their own music.
Youth workers supported Jo and friends in
the development of their band, encouraging
them to be reflective, to develop negotiation,
communication and teamwork skills. These

11.
experiences helped Jo to achieve a Youth Arts
Award. Jo joined the local youth council, became
involved in consultation about policies for work
with young people and then decided to stand for
election to the Wiltshire Assembly of Youth.
Step 7. When WAY identified their themes
for the year, Jo decided to become involved in
lobbying for improvements in young people’s
housing; this involved meeting with councillors,
attending Locality Young People’s Issues Groups
to talk with people in other areas of the county,
and attending local community meetings. Jo
was nervous about speaking in public meetings
but was able to talk through these fears with
Sam, the Voice and Influence team worker. These
discussions enabled Jo to identify ways of feeling
more self-confident and able to communicate
effectively in meetings.
Jo organised a gig to raise funds for a local
housing charity: this led to further development
of organisational skills. Jo continued to attend
the Youth Development Centre, was involved in
recruiting staff, participated in and contributed to
the organisation of, a range of opportunities.
Step 8. Jo increasingly supported younger
people in improving their music skills and took
the lead in organising visits to see bands. Jo felt
passionately about the need for more housing for
young people and raised these issues with other
young people, encouraging them to ‘have their
say.’ Jo achieved a V Award through volunteering
with the music workshops providing leadership
and guidance. Jo knew that this would, ‘look
good on job applications’ and recognised personal
learning from these experiences.
Step 9. Jo is attending the Youth Development
Centre less frequently due to increasing interests
and commitments but continues to work with
young people attending the music workshops,
building trusting relationships, enabling them to
develop their personal, social and creative skills.
Jo is able to reflect back on the experience of
‘learning through youth work’ and recognises that
it was fun, challenging and a safe place where
difficulties could be resolved. Jo continues to
enjoy learning through experiences and reflection
… and will probably do so for life!!
Photographsuppliedbywww.johnbirdsall.co.uk,posedbymodels.

12.
Steps Model of Development: - young people’s development through youth work.
Level Role of the youth worker The young person is…
Level 9 - Conversations based on equality; completion
of youth work process: facilitating
independence; waving goodbye
- facilitate exit
- Operating on behalf of and with other
young people;
- a peer educator; voluntary member of staff;
committee member; community developer.
Level 8: - leave full control and responsibility for their
actions with the young person
- taking a leadership or peer education role;
- engaging in intensive group work, initiated
by young people;
- involved in residentials planned and run by
young people;
Level 7: - Facilitating and encouraging young people’s
demands for a major share in the decision-
making and organisational process and taking
responsibility
- taking responsibility for planning and
running programmes;
- engaging in group work, led by young
people, exploring issues in depth
Level 6: - Receive challenges by young person and
facilitate the young person in taking decisions
for own life, self-determination and being
part of working groups which address issues
facing young people,
- enable problem analysis and resolution.
- Engaging in teamworking;
- involved in decision making groups;
community action and pressure groups;
develop networks.
- Taking active part in planning and running
programme activities; setting agenda re.
issues and responses.
Level 5: - Work with young person on self awareness
and addressing needs;
- facilitate peer assessment and offer challenge;
- work to enable informed choices to be made;
- offer responsibility with support
- Involved in project work and group work
addressing personal and social development;
- engaging other young people and assisting
in organising activities;
Level 4: - Identify needs/wants dilemma and assist
young person in identifying their needs.
- explain the youth worker role and identify
opportunities for young person
- Participating in programmed activities/
opportunities
- Identifying personal interests and needs with
youth worker support
- Gaining awareness of the range of
opportunities in which they could participate.
Level 3: - Share information about the youth service;
- seek young persons view about the
opportunities on offer and their interests,
- assess their needs, commitment and progress
of relationships
- Interacting with youth workers and other
young people, gaining an understanding
about the role of youth workers and youth
work.
- Engaging in regular discussions building
trust;
- Participating in some activities
Level 2:
- Communicate with young person making it
personal remembering personal details from
previous meetings; building a relationship
- discuss hobbies and interests
- explain the Youth Charter;
- Be credible
- Trying out some of the opportunities on
offer
- Becoming aware of the opportunities which
might be of interest.
- Learning the names of peers and youth
workers and developing trust.
- Feeling comfortable, safe and welcome
within the youth work context.
Level 1:
- To be friendly and welcoming; introduce
oneself and facilitate introduction to
other young people; raise awareness about
opportunities.
- sensing that there is ‘something on offer for
them.’
- Interested in making contact again.
- Feeling welcome and safe
A progressive model of youth worker contact/involvement with young people based upon models
by Gloucestershire & Somerset Y & C Services
PARTICIPANTSCONTACTS

13.
6. Curriculum Content
Curriculum Areas • Learning Outcomes
Curriculum Areas
The curriculum areas relate to a broad
range of themes that are most commonly
associated with young people’s personal and
social development; they are the sorts of
things young people can learn about from
being involved in youth work. As such, they
are also seen to be incorporated within the
Governments Every Child Matters (ECM) Five
Outcomes: ‘Being Healthy’; ‘Staying Safe’;
‘Enjoying & Achieving’ ‘Making a Positive
Contribution’; and ‘Achieving Economic Well-
being’.
Curriculum areas can be categorised in
many different ways and will always over-
lap because of the links between them.
The ‘curriculum areas’ will each support
learning and development to contribute to
more than one of the five ECM outcomes,
over time, a carefully planned, broad and
balanced programme should enable young
people to develop their skills, knowledge
and understanding related to the five ECM
outcomes.
The following list is not exhaustive and can be
extended.
Symbols have been used here to draw links
between ‘curriculum areas’ and the ECM
outcomes.
Being Staying Enjoying & Making a Economic
Healthy Safe Achieving positive wellbeing
contribution
Self awareness
Understanding & valuing:
• Myself • My culture and background
• My needs and interests • My spirituality
• My strengths and weaknesses • My sexuality
• My hopes and fears • My rights and responsibilities
• My contribution
Relating to others
• How to communicate • How to cope with family
• How to make friends and develop relationships
appropriate relationships • How to negotiate
• How to resist peer pressure • How to be assertive
• How to listen & empathise • How to support and challenge
• Hope to cope with authority and • How to avoid or defuse conflict
organisations
Developing interests and talents
• Arts • Other forms of relaxation
• Sports creativity & self expression
• Dance • Accessing related opportunities
• Drama information & support.
• Music • International travel and friendships

14.
Being Healthy
• Remaining active • Discussing feelings and emotions
• Avoiding misuse of drugs and alcohol • Accessing health services, related support,
• Avoiding unwanted or unprotected sex information and guidance when things
• Eating a balanced diet get tough or go wrong.
• Coping with stress and relaxation
Being Safe
• Understanding how to assess risk • Avoiding becoming homeless
• Avoiding physical conflict and • Knowing how to access support if
confrontation being bullied, intimidated or
• Avoiding abuse and exploitation harassed
• Avoiding involvement in crime • Awareness of health and safety
Education, training and employment
• Understanding the significance of • Identifying and resolving
education, training & employment difficulties at school/college/work
• Learning how to learn. • Learning how to work alone or
• Improving Basic Skills – (literacy with others (team work)
numeracy, ICT etc) • Accessing related support, information
• Developing life & social skills and guidance.
• Volunteering
Environmentalism
• Understanding the relationship between • Taking action to improve the
myself and my immediate environment environment for myself and others
• Learning about the wider global • Developing an appreciation
environment and respect for the natural world.
Housing
• Living at home and leaving home • Understanding related costs
• Living with others or living alone • Being homeless
• Understanding types of housing • Accessing related support, information
and guidance
Money Management
• Fundraising • Learning how to use banking processes
• Earning money • Understanding taxation
• Saving and avoiding debt • Claiming relevant benefits
• Understanding shoppers rights

15.
Values and Beliefs
• Becoming aware of my personal • Understanding other key concepts
values and beliefs such as Freedom, Justice and
• Learning how they relate to the Democracy
values and beliefs of others • Developing political and spiritual
• Understanding the importance of awareness
equality and the consequences of • Taking action to bring about change
prejudice and discrimination
Voice and Influence
• Expressing opinion and ‘having a say’ • Negotiating and influencing
• Learning how to take part in formal • Leading and motivating
discussion, debate and • Contributing to Service and
decision-making processes Community development
• Representing the views of others • Lobbying for change

16.
Learning Outcomes
‘Learning Outcomes’ is the term used to define
the skills, knowledge and understandings
resulting from any programme or activity.
When there is evidence to demonstrate that
there has been learning for young people in
relation to any of these curriculum areas, that
they can take away to use in other situations,
that is a ‘learning outcome’.
Usually workers and young people should
identify which learning outcomes they are
hoping to achieve from any given project right
from the start of the planning stage!
Best practice occurs where the learning
outcomes are:
• Clearly linked to identified needs
• Openly negotiated with young people
from the outset
• Included in the objectives, set whilst
planning the programme.
• Kept under regular review, monitored and
evidenced at the end through evaluation.
Example
Planning for ‘establishing an effective open
youth work session’ (i.e. like a drop-in or
youth club) would necessarily include setting
a number of objectives with planned learning
outcomes. These might include:-
1. To work in partnership with the young
people who will use the provision to
create a safe and stimulating environment
in which they can relax have fun and
develop social skills.
2. To provide accessible advice and
information for young people at every
session to increase their understanding of
relevant health issues.
3. To equip young people with the skills and
resources to start planning and organising
their own projects and programmes.
Once the ‘Youth Club’ was open, these
over-arching project objectives and learning
outcomes would need to be regularly reviewed
with the young people to evaluate the extent
to which they are being achieved.
After 2 or 3 months, the youth workers and
some young people might look back at the
objectives and, in relation to objective 3, ask
themselves: “how many times have these open
sessions led to groups planning and organising
other projects?”
If ‘none’ - they would need to reflect on
‘why?’ Was it an unrealistic objective? Was
this intention overlooked? or did it reflect
a lack of the experience and confidence
needed to engage young people in more
developmental styles of youth work? (if the
latter, it could indicate that further staff
development and support is required)
Where young people had been enabled to start
planning and organising their own projects and
programmes, each would need to have its own
set of objectives/learning outcomes related to
the nature of the project and what the young
people involved wanted to get out of it.
Continuing the example of Jo and friends
who attended the open youth work sessions,
practiced their music skills and in conversation
with a youth worker expressed interest in
performing at the centre. The project aim is,
to perform for peers at the centre. The youth
worker supports Jo and friends in identifying
the steps they take to achieve this aim and to
identify what they might learn. These steps
are the objectives but they are also planned
‘learning outcomes’ for the young people and
might include:-
• Identifying and practicing the music, to
achieve a good standard as a band for the
performance.
• Obtaining and learning how to set up a
suitable sound system.
• Designing and printing tickets and posters
on the computer: developing computer
skills.
• Negotiating with the manager of the
premises to set the date and time of the
event, arranging ticket sales, refreshments
and event management including health
and safety.
• Dealing with ‘stage fright’, to talk and
reflect on feelings, learning coping skills.
These objectives and learning outcomes
are used in reviewing the project, to make
informed judgements about the effectiveness

17.
Photograph supplied by www.johnbirdsall.co.uk, posed by models.

15.18.
of the project in enabling the young people
to achieve both their aim and their identified
learning needs.
Reflecting on this project with Jo and friends
it can be seen to have covered many areas of
the ‘curriculum content’:
• Relating to others
• Developing interests and talents
• Being safe
• Education, training and employment
• Money Management
• Voice and Influence.
If the learning was effective it will therefore
have contributed towards young people
achieving the five ECM outcomes.
The emphasis on learning outcomes has been
heightened by targets set for helping young
people to achieve both Recorded Outcomes
and Accredited Outcomes
Recorded Outcomes occur when youth workers
can demonstrate that individual young people,
operating on their own or within a group,
have progressed to achieve pre-planned goals
or learning objectives set within a youth work
project or programme.
Accredited Outcomes occur when young
people successfully complete a locally
or nationally recognised award, usually
evidenced by a verified certificate.

19.
7. Means of Assessment
Assessment • Recorded Outcomes •
Accreditation
Assessment
Assessment involves making judgements with
young people about whether the anticipated
learning outcomes (explained in the previous
section) have been achieved and/or the extent
to which the young person has achieved
progression through the steps model. (as
outlined in section 5) It is a natural part of the
‘Plan-Do Review’ process and should continue
adding to the learning experience rather
than detracting from it. Handled sensitively
it will increase young peoples levels of self-
awareness, build motivation and enhance self
esteem.
In this process, supported self assessment
and supported peer assessment are as valid
as youth worker assessment. Encouraging
young people to reflect on their learning and
take responsibility for monitoring their own
progress against agreed criteria is, in itself,
an important and valuable developmental
intervention
Best practice occurs when the methods of
assessment used, are designed to:
• include different perspectives (self, peers,
youth workers, and others who may be
in a position to evidence change and
learning);
• be reflective, continuous or on-going
rather than reliant on end-testing;
• encourage young people to collect
evidence of their learning through a
record or portfolio
• contain constructive feedback which
can contribute to learning and further
development
• provide evidence towards a ‘Recorded’
and/or ‘Accredited’ Outcome.
Recorded Outcomes
Recorded outcomes occur when youth workers
can demonstrate that individual young people,
operating on their own or within a group,
have progressed to achieve pre-planned goals
or learning objectives set within a youth work
project or programme.
The evidence of a recorded outcome should
be within the QES recording of a youth work
session. It could also be noted within the
report of a project, written-up as a short
report or certificate for a young person or
could be included within other monitoring,
reporting or evaluating documentation.
Recorded outcomes are valuable in
recognising with young people their learning
and development, also in recording this
development so that a young person has
evidence for a personal portfolio.
Recorded outcomes are also used as a means
of measuring the performance of the Service,
having been a benchmark associated with
‘Resourcing Excellent Youth Services’.
Accreditation
Accreditation is the recognition of young
peoples learning and development via
certification - following successful completion
of externally moderated Award schemes and
courses.
Many such schemes promote young peoples
broader personal and social development
alongside the furthering of specific skills
and interests; and most are designed around
the concept of ‘modularised learning’ and
‘progression’. This makes them compatible
with the youth work ethos and serves to
enhance the range and diversity of the
curriculum opportunities on offer.
Accreditation opportunities.
In Wiltshire, the following awards have
already been used to accredit young peoples
achievements within a youth work context:
• V Awards
• Duke of Edinburgh’s Award and sectional
certificates
• Wiltshire Award
• PIA
• Arts Award
• Youth Achievement Awards

20.
• ASDAN short course awards
• Football Association – Junior Football
Organiser
• LANTRA Brushcutter operators course
• BSL sign language certificate
• On Two Wheels
• Young Sports Leaders Award, Community
and Junior Sports Leaders Award
• Getting Connected
• Food Hygiene Certificate
• Child Care Certificates
• First Aid Certificates.
• British Canoe Union awards
• Royal Yachting Association Youth Sailing
Scheme
• National Climbing Wall Award Scheme
These are just a few of the many routes to
accrediting young people’s learning, it is not
a prohibitive list and other accreditations,
appropriate to the needs of the young people
should be used whenever possible.
Voluntary youth organisations offer young
people many of the above opportunities for
accreditation, in addition to those related
to their specific organisation, for example
Scouting Awards. Experiences and learning
gained in one context can often be used
towards accreditations being given by another
organisation. For example participation
in a conservation project for the Duke of
Edinburgh Award might also be ‘volunteering’
and so the hours could be counted towards
a V Award. The skills gained through a
Sports Leaders Award could be put to good
use as a volunteer within a summer holiday
project and so could be used towards Duke of
Edinburgh’s Award ‘Service’ and would count
as volunteering hours for an MV Award.

8. Methods and Settings
Methods • Settings
‘Methods’ - The range of interventions and
techniques used in youth work (relationship
building; group work; activity work etc)
‘Settings’ – The range of contexts and
environments where youth work most
commonly takes place (youth centres; schools,
sports and arts venues, streets, parks and
other public places)
Best practice occurs where youth work
teams mix and match methods and settings
imaginatively to create opportunities for
learning and development that remain in-step
with the changing needs and interests of the
various groups of young people within their
locality.
Methods
• Making contact (establishing initial
contact and dialogue)
• Building relationships (developing and
maintain trusted working relationships)
• Involving young people in programme
design (‘Plan, Do, Review’)
• Use of developmental activities, trips and
visits including:
• Arts • Drama & dance
• Music • ICT
• Sports • Residentials
• International visits and exchanges
• One to one work (focused work with
individuals)
• Group work (focused work with groups)
• Developmental group work (facilitating
intensive planned and structured
discussion work with the same group of
young people over an agreed number of
sessions)
• Peer Education (encouraging peer
support, learning and leadership)
• Enabling young people to develop their
Voice and Influence (User Surveys and
discussion groups, User Committees,
Locality Young People’s Issues Groups and
Youth Forums)
• Community Involvement: enable active
participation in community development
and local decision-making such as through
communicating with Parish and Town
Councils.
• Providing access to young-person-
friendly advice, information, mentoring &
counselling
• Centre-based work (providing safe and
stimulating young-person-orientated
environments)
• Street-based work (providing street-level
delivery of services, opportunities and
support)
• School-based work (working in
partnership with schools and colleges to
enhance young peoples experience of
formal education)
21.

22.
• Multi-agency / interdisciplinary work
(working in partnership with other
agencies to enrich the youth work
curriculum and/or link young people to
other sources or learning and support).
• Targeted work (with a specific group who
have a shared need or interest which can
effectively be addressed through working
with them together.
• Volunteering (supporting young people
to volunteer within the Service and wider
community)
• Workshop style learning opportunities
• Accreditation (accredited programmes of
work)
• Advocacy (protecting and promoting
young people’s rights, entitlements and
interests)
Settings
• Youth development centres, youth clubs
and youth cafes
• Mobile projects such as The ROMP bus
• Streets, parks and other public spaces
where young people choose to gather
• Community centres
• Schools and colleges
• Sports, leisure centres and night clubs
• Faith based premises, such as a church
hall. (These premises are more frequently
used by voluntary youth organisations.)
• Residential centres and camps
· Outdoor education centres
· Other settings visited by groups as part
of their programme, including venues for
international work
9. Approach to Planning,
Delivery Monitoring and
Evaluation
Planning & Evaluation • Tools •
NAOMIE • The Double Loop Process •
Project Planning Pro forma • Monitoring
• QES • Provision Planning • Voice and
Influence: The Wiltshire Model
Planning & Evaluation
Effective curriculum-led youth work does not
happen by accident – it needs to be planned.
The importance of planning can not be
overstated! Even that element of youth work
that is ‘reactive’ needs to be planned for - the
example offered in section 6 under Learning
Outcomes, which is included within the
planning for establishing an effective open
youth work session, the setting of an objective
to do with creating opportunities for young
people to work through issues that are of
concern to them.
This means that although the youth workers
could not have been expected to predict the
exact nature and content of issues young
people were going to raise with them, they
had never-the-less planned for this to feature
as a function of the sessions; and as such, will
have anticipated the time, space and resources
needed to engage in one to one, or small
group work as and when necessary.
Best practice occurs:
• when an ‘immediate’ sessional programme
is seen to fit into a ‘longer term’ weekly,
monthly or quarterly programme.
• when the young people themselves have
been actively engaged, alongside workers,
in programme planning and design, they
are creators not just consumers.
• when the planned programme represents a
thoughtful and considered response to the
assessed developmental needs of young
people.
• When programmes offer a range of broad,
diverse and inclusive opportunities which
have been designed to lead to clear
learning outcomes.
• When the planning takes into account the
contribution which other organisations or
colleagues could make to the delivery of
the project through partnership working.

23.
Models for Planning and Evaluation
In Wiltshire Youth Development Service,
there are 3 tried and tested ‘planning tools’
available to guide workers through the
process of developing locality provision and
/or the projects and programmes within it.
Most incorporate the simple logic of ‘Plan’…
‘Do’… ‘Review’ as (illustrated earlier by Kolb’s
Learning Cycle), but use a variety of different
headings to more accurately guide workers
though the essential ingredients of good
youth work practice.
This document will provide the three models
for planning and evaluation; thus enabling
each youth worker or youth work team to
identify the framework with which they
feel most comfortable in using to guide
their youth work practice. These models are
‘NAOMIE’, the Project Planning Pro forma and
the Double Loop Process.
NAOMIE
(Need, Aim, Objectives, Methods,
Implementation and Evaluation)
Need: NAOMIE requires that you first start
the planning process by identifying the
‘Need’ that the project is responding to.
This is usually best expressed in terms of a
developmental need that young people have
- as opposed to a need that the organisation
or others in the community have.
Aim: The NAOMIE model requires
identification of the ‘Aim’. This can be seen
as the goal of the project – something that
young people and youth workers agree might
meet the ‘Need’.
Objectives: The ‘O’ represents ‘Objectives’
and ‘Outcomes’. These should indicate the
‘steps along the way’ or the things that need
to be done to achieve the Aim, coupled with
any associated learning outcomes. Objectives
should be Specific, Measurable, Achievable,
Realistic and Targeted.
Methods: Having set out the Objectives
(and related learning Outcomes) NAOMIE then
requires the worker(s) to identify the various
youth work METHODS to be used (see section 8)
Implementation: This is concerned with the
detail of the delivery – the timetabling of
when and where the sessions will take place;
the staffing, resourcing, health and safety etc.
Evaluation: Finally, the ‘E’ requires
consideration as to how judgements will
be made about the youth work project or
programme. How are youth workers and
young people planning to ‘evaluate’ the
project? What evidence will they need to
be monitoring and gathering throughout
the project, to assess and demonstrate the
extent to which the project has or hasn’t
achieved its various OBJECTIVES including
LEARNING OUTCOMES and, its AIM. This
evidence usually includes: notes of planning
sessions with young people; copies of
sessional recordings and team meetings that
show analysis both of the youth work delivery
and the outcomes for young people; quotes
from young people, observations from other
involved adults and any video or photographic
evidence that demonstrates young peoples
active participation and achievement.
Project Planning Pro-forma
(Appendix A)
This Project Planning Pro-forma guides the
planning process by seeking answers to key
questions related to the intended purpose of
the youth work project, how it fits to broader
planning at a strategic and local level, the
resourcing of the work, partnership work and
the expected learning outcomes for young
people. The PPP seeks clarity about the
method, content and settings to be used for
the work, it addresses young people’s starting
point and progression using the Steps Model
of Development; addresses equality and the
voice and influence of young people both
in planning and in consultation about the
project.
The PPP has similarities with the Double
Loop Process in that it considers the wider
environment in which youth work is taking
place; also with NAOMIE in that these
concepts are at the core of PPP.

24.
The Double Loop Process (taken from NYA Transforming Youth Work Guidance)
OutcomesOutcomes
PurposePurpose
Scan
environment
Scan
environment
Identify
change
Identify
change
Set new
priorities
Set new
priorities
Set
strategy
Set
strategy
Thinking
Linking
Learning
Thinking
Linking
Learning
ReviewReview
MonitorMonitor
ActAct
PlanPlan
Strategy
Loop
Strategy
Loop
Action
Loop
Action
Loop
This model can be seen as more
strategic, in that it has a ‘Strategy
loop’ and an ‘Action loop’.
The Strategy loop can be seen as the annual
planning process, which informs the Annual
Youth Development Service Plan. These plans
are developed from:-
Scans of the environment - from statistical
information about educational achievement
and deprivation; surveys such as those carried
out by the Youth Development Service,
Tomorrows Voice, WAY and information from
other agencies all recognise changes in the
environment arising from local and global
issues. These inform Priorities determined
by Wiltshire County Councillors and National
Government, such as through Transforming
Youth Work and ‘Every Child Matters’. These
priorities, then inform the setting of a
strategy or strategic plan for the Service for a
set length of time which informs all planning
within the Service.
The Action Loop can be seen as being
informed by the strategic plan for the Service.
A Plan at a local level is Acted upon, the
outcomes are monitored and then reviewed.
From each Plan implemented within the
Action Loop there should be Thinking, Linking
and Learning to inform future planning and
influence the Strategy Loop, as a part of the
scanning of the environment.

25.
Developing a youth provision model
Model for the Development of
Provision
Natio
nalpolitics
County needs/requirements
Participative
practice Relations
hipbuilding
Equaloppo
rtunities
Young people’s n
eedsandinterests
Local issues and needs
Localpartn
erships
Young people in
thecommunity
Coun
typolitics
Countypar
tnerships
National targets
Nationalpart
nerships
Staff
Publicity
Location
Funding
Equipment
Programme
Young
people
This model starts from the belief that young
people are central to all youth work and
that the needs of young people must be
ascertained in order to give a mandate for
work to be undertaken. The model identifies
that there are six foundation blocks which
are significant to young people and affect
their experience of youth provision. These
foundation blocks of staff, publicity, funding,
programme, equipment and location must
therefore be taken into account when
planning any youth work provision. Each block
will be of greater or lesser priority at any one
time, but none can be neglected. If a piece of
work is failing, then it is likely that one of the
foundation blocks needs further attention to
resolve the difficulty. For instance the work
might be taking place in an inappropriate

26.
location or the necessary equipment may not
be available to enable the work to progress
effectively. A solution to the problem is most
likely to be found by giving attention to the
‘block’ which is causing the difficulty, rather
than changing other blocks.
The rings which surround the foundation
blocks can be seen to cement them together;
they demonstrate the need ensure that
all practice takes account of equality of
opportunity, of the need to build on young
people’s needs and interests, to build local
partnerships and develop participative
practice by involving young people and other
stakeholders in the decision making.
The next ring can be seen to demonstrate
the ability of youth work to extend out into
the communities of which young people
belong, of partnerships being developed
and young people being enabled to engage
in these communities, addressing issues
which are relevant to them. The outer ring
extends this concept. This ring recognises the
need for Services to respond to policies and
targets, nationally and locally, also the value
of developing partnerships beyond the local
community.
Monitoring
Monitoring is the systematic process by
which young people’s on-going engagement,
participation and achievement within the
Service, is recorded, analysed and assessed. On
a Service-wide level, this is used to assess how
well the Service as a whole is performing in
relation to achieving some of its key strategic
aims and targets (e.g. to do with participation
rates, inclusion, recorded outcomes, and
accreditation etc). At a locality and unit level,
monitoring translates into how well young
people are accessing local provision and
achieving through their involvement in its
projects and programmes. This relates back to
the processes for assessment and accreditation
described earlier, which need to be captured,
recorded and reviewed if monitoring is to be
effective and of any value. The QES system
is used to capture information required for
monitoring the work of the Service.
QES
This is Wiltshire Youth Development Service’s
computer system for recording, collating and
analysing data on service take up by young
people. It is designed to profile contacts and
participants by gender, ethnicity, age and
disability.
The information is fed into a centralised
reporting processes, but it is also available for
use locally by teams to inform their locality
level planning and evaluation.

27.
10. Voice and Influence: the
Wiltshire Model
Listening to young people and engaging them
in decisions which affect them is central to
youth work and impacts everything from
the development of programmes to offering
sexual health advice and guidance. The aim
of youth work is to offer young people the
opportunity to be involved in decision making
to the level they chose. In light of this a broad
range of opportunities have been developed
ranging from satisfaction surveys to county
wide elections for the UK Youth Parliament. A
variety of settings and youth work methods
are used to engage young people including
schools work, youth led training, group work,
individual work and national programmes
e.g. Act by Rights. The Youth Development
Service strives to ensure that these
opportunities are available to all young people
and has targeted programmes and groups
to help ensure increased access to decision
making among marginalised groups such as
disabled young people and young people of
Black or Minority Ethnic backgr.ound
Voice and Influence –The Wiltshire Model
Young People take part in Centre inspections
and complete satisfaction surveys annually
Wiltshire Children and Young
People’s Trust Board
51 Minute Challenge Group
Children Services Scrutiny
Panel
Wiltshire Youth
Opportunity/Capital Fund.
Wiltshire Teenage
Pregnancy Strategy
Board.
National
U.K.Y.P
National
Campaigns
Community and Centre based
Young people organise and book their
own outings and residential trips.
Young people are volunteers in many clubs
Young people evaluate every session
Young people sit on interview panels
Young people plan the programmes
LYPIGs
Also:
County , District Town and
Parish Councillors
Community Planner
Youth Development
workers
Wiltshire Assembly of
Youth
Local Voluntary
Youth Clubs
Invited:
County
Wiltshire Assembly of Youth
(Elected body to represent young
People’s views and lobby for change)
Young Assessors Programme
(Review, inspect and evaluate services)
DB8 Magazine Editorial Team
(Collation and editing of youth views magazine)
WYPOF Panel
(Evaluate all WYPOF applications)
Tomorrow’s Voice Survey
(Survey of YP through schools – 1500 – 2500 returns)
Spark Radio
(Young Person led Web based radio station)
Locality
Locality Young People’s Issues Groups
(Improve access to decision making, inclusion, intergenerational dialogue and
cohesion. Direct input to youth work Locality Plans)
Young People
Representatives
are involved in:
Young people run peer led projects & programmes
YoungPeopleChooseLevelsofInvolvement
Feedback

11. Relevant Books and
Resources
Youth Work Tony Banks
Joined Up Danny Brierly
Multiproblem Youth Biglan, Brennan et al
Ethical Issues in Youth Work Sarah Banks
Young People, Inequality and Y.W. Jony Jeffs
Youth Justice. Ideas, Policy,Practice
Roger Smith
Young People Leaving Care Bob Broad
Counselling Young People Nick Luxmore
The Art of Youth Work Kerry Young
Group Therapy with Troubled Youth
Sheldon D Rose
The Y.W. Book of Case Studies Steve L Case
Informal Ed. Jeff Banks
Joined Up Youth Research Bob Coles
England’s Youth Service Audit 98
England’s Youth Service Audit 01
History of the Youth Service vol 1/2
Planning the Way
Towards a Youth Strategy Bernard Davies
Fourth Partner Jeff Baker
Something to Say Rob Hunter
Blood, Sweat an Tears Stella Dadzie
Born and Bred. (book)
Born and Bred. (cd)
Challenging the Image
Debi Roker, Katie Player
Growing up Caring
Mapping Hidden Talents
Richard Ings, Ruth Jones
Modern Services for Young People
Putting Y.P. at the centre of the extended school
Bronwen Hunter
The Next Step
Reaching Socially Excluded Y.P.
Street Cred Bernard Davies
Touching Lives Celia Rose
Working with Young Offenders Nick Farrell
Citizenship and Community Tom Hall
Voices Unheard Roger Frost ed
Youth Work and Youth Crime Angie Edmunds
Evaluations and Endings Vanessa Rogers
Architects of Change
Ruth Gilchrist and Tony Jeffs
Emergent Citizens Clive Herns, Patrick Roach
Good Practice Guide for Y.W.
Steve Beebee, Terry Cane
28.

Hear by Right Harry Wade and Bill Badham
Towards Inclusive Youth Policies
Gill Valentine
Young People as Researchers
The Routes Project Team
Young People’s Voices
Ruth Listen, Sue Middleton
Who Says Nothing Ever Happens Around Here
Ray Fabes, Bob Payne
Youth Lifestyles in a Changing World
S. Miles
Pedagogy of the Oppressed Paulo Freire
Youth in Society Roache and Tucker
Adolescent Development ed. Gerald Adams
Young People, Health and Familylife
Julia Brannen
Refugee Children in the UK Jill Rutter
Young People & Social Change
Andy Furlong, Fred Cartmel
‘Race’ Ethnicity & Difference Peter Ratcliffe
Chilling Out Shane J Blackman
Transition in Context
Clare Holdsworth and David Morgan
Principles of Child Protection Anne Lawrence
The Company She Keeps Valerie Hey
Social Exclusion David Bryne
Children, Family and the State
David William Archard
Groupwork Skills and Theory
Margaret Hough
Youth and Crime John Muncie
Journals and Magazines
Youth Policy Update
Youth Action
Youth and Policy
Young People Now
29.

31.
12. Policies and Guidelines for
youth work
Policy documents
Policy documents give direction on procedures
which must be followed. Documents are
usually updated at regular intervals to ensure
they comply with the law or related legislation.
When appropriate, new policies are created to
direct the work of the Service.
At the present time there are policies
concerned with:-
• Child Protection
• Equality and Diversity
• Financial
• Health & Safety
• Relationships and Sex Education
• Substance Education
• Sustainable Development
• Safe and Acceptable Use of the Internet
Guidelines
Guidelines advise on appropriate practice but
there is an expectation that all staff comply
with these guidelines in order to provide youth
work delivery which is of good quality, safe
and takes into consideration issues of ‘best
practice’.
• Street-based youth work
• Access to Youth Work for disabled young
people: policy.
• Confidentiality
• Youth work in Schools

32.
13. Appendix A
Project Planning Pro forma
This planning tool has been designed to help teams ‘chunk up’ their delivery into recognisable
projects. Working through this form as a team and/or with young people improves everybody’s
understanding of the work’s purpose and value. Once completed, forms serve to demonstrate
a planned and considered approach. When presented along side each other, a number of forms
can be used to represent the breadth and diversity of work being delivered at any given time.
The tool is intended to be succinct – please limit responses to the space provided.
1. Name of Group/Unit/Club:
2. Names of workers involved:
Please underline worker with LEAD RESPONSIBILITY
3. Title of this piece of work…
And… the aim or goal of the piece of youth work…
4. Start date: __ __ / __ __ / __ __ Review date: __ __ / __ __ / __ __End date_ _/_ _/ _ _
Session Times:
5. How does this piece of work fit into local and/or strategic plans?
(Simply state the PLAN(s) and any OBJECTIVE(s) this work contributes to.)
6. PARTNERSHIP
The role or contribution of any other Depts, Agencies or Organisations

33.
7. RESOURCING
Please explain any external funding or resource associated with this piece of work.
8. List the key LEARNING OUTCOMES that you anticipate young people gaining through
their involvement in this piece of work.
Please be selective – don’t attempt to list all possible learning outcomes, just those that relate specifically
to this project.
9. Please describe the piece of work, under the following headings:-
METHOD(S) TO BE USED See Curriculum Framework Methods page 21
SETTINGS TO BE USED See Curriculum Framework Settings page 22
CURRICULUM CONTENT See Curriculum Framework Content page 13 - 15
YOUNG PEOPLE’S STARTING POINT Their existing skills/knowledge/confidence in this area
Position on the Steps Model of Development

34.
VOICE AND INFLUENCE
How have young people been involved in the planning?
How have young people been consulted about the project?
EQUAL OPPORTUNITIES How does this piece of work address or contribute to equality and
diversity?
PROGRESSION How is progression built in to this piece of work, and/or what could it lead on to?
ACCREDITATION If young people’s learning is to be accredited, please state how?
10. EVALUATION please indicate how you intend to evaluate the success of this piece of
work…
12. Appendix A – continued

35.
…and tick which of the following forms of evidence you will collect and make available in
support of this evaluation:
n Notes from planning session(s) with young people
n Sessional Recordings and/or Team Meeting Minutes – referring to and analysing young people’s
involvement.
n Photo or video evidence of young people’s participation in key processes
n Observable ‘finished product’ … production or event.
n Notes from evaluation session(s) with young people
n Reflective evaluation questionnaires – completed by young people.
n Statements from other agencies and/or independent onlookers re: changes in young people’s
confidence, skills, behaviour and/or circumstances.
11. MILESTONES please forecast some of the key milestones for this piece of work:
12. RELATED DATA Describe the target group
No. involved = (Male = Female = ) Age range = to
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Contact information
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By post
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By email
youthdevelopmentservice@wiltshire.gov.uk
This was published by Wiltshire County Council. For more information about
council services ring 01225 713000, email customercare@wiltshire.gov.
uk, visit the council website www.wiltshire.gov.uk or write to County Hall,
Trowbridge, Wiltshire BA14 8JB. This information can also be made available
in other languages and formats on request from the county council.

Learning for Life

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Learning for Life