1. Module I- What did they say?

2. Objectives:
Understand why it is important to get feedback and input from young people in the section
List different ways you can gather ideas and feedback within your section
Explain how you can bring your section’s ideas to life and make adaptions where necessary
It’s always good to start with objectives so we know what we are going to be doing for the session.
Talk through the objectives and remember to revisit them at the end to see if we have achieved everything.

3. Activity One Go over the following points together:
It is important that young people shape their own programme and have input in planning and running it.
You can run a forum as a specific session to get feedback or to gather young people’s ideas for planning.
You can run a simple activity at the end of a session to evaluate the session you have just completed..
The best way to get feedback is to make it fun, interactive and embedded into the programme.
Once you have ideas and feedback from young people it is important that you use them. Plan them into the programme. Better yet, support the young people to bring their ideas to life themselves. This teaches them valuable life skills.

4. Discussion: Young people shaping their programme Programme forums
Session evaluation activities
Make collecting feedback fun!
Use the feedback to help shape the programme
Go over the following points together:
It is important that young people shape their own programme and have input in planning and running it.
You can run a forum as a specific session to get feedback or to gather young people’s ideas for planning.
You can run a simple activity at the end of a session to evaluate the session you have just completed..
The best way to get feedback is to make it fun, interactive and embedded into the programme.
Once you have ideas and feedback from young people it is important that you use them. Plan them into the programme. Better yet, support the young people to bring their ideas to life themselves. This teaches them valuable life skills.
There are lots of ideas for running Youth Shaped sessions with different sections at
Youth Shaped Activity Postcards, available to download for free at  can also be used as a source of inspiration.

5. Activity Two
Idea generation (suitable for bigger groups,, approx. 60 minutes)
Split the group into four teams and set up four bases. Place different objects or materials at each base.
Give the ESYLs five minutes at each base to come up with an activity that encourages feedback from young people, using the different materials provided. At the final base, ask each team of ESYLs to run one of the activities they have come up with.

6. Activity Three
Fishbowl (suitable for groups of 4+, approx. 20 minutes)
Next, run a ‘fishbowl’ activity. You will need four players: one who will chair the meeting, one who is instructed to say nothing and look very bored, one who is instructed to look and act in a frustrated way because they are not being listened to, and one who can’t stop talking and who keeps interrupting everyone else.
Start a forum meeting with a discussion about what activities members would like to see in the next session. Give the players in the fishbowl some notes to indicate which topics you would like them to discuss.
At the end of the exercise, ask the other ESYLs watching to comment on what happened. Make sure that they appreciate the importance of giving everyone the chance to speak. Emphasise the importance of ensuring that the quiet ones have a say and the loud ones don’t drown out everyone else. It’s also important to take everyone’s views into consideration, not just the vocal minority.

7. Activity Four Your involvement (any size group, approx. 20 minutes)
As a group, ask the ESYLs to give their own experience of how they help with the planning of the section programme. Are they actively involved? Does the section leader do the planning? What method do they use to plan? Do they plan at all?
Depending on the age of the ESYLs, they may not have had the opportunity to be involved yet. If this is the case, ask them to think about how they would like to be included. Do they currently know what the programme is for their section? How much has been planned? Ask the ESYLs to think of examples of this from their own experience.
Try to use as many different modes of communication as possible. This should include ideas coming from individuals. Ask young people to make lists of what they would like to do, encouraging them to evaluate activities they have done, and to be honest about how they could improve next time.

8. Activity Five
Bringing their ideas to life (suitable for groups of all sizes, approx. 30 minutes)
Ask the ESYLs to get into groups based on the section they support. Give each ESYL a scenario from below, or create your own.
Suggestions:
Beaver Scouts want to climb Everest
Cubs want to camp in the rainforest
Scouts want to go skydiving

9. Activity Six
Bringing their ideas to life (suitable for groups of all sizes, approx. 30 minutes)
Ask the ESYLs to get into groups based on the section they support. Give each ESYL a scenario from below, or create your own.
Suggestions:
Beaver Scouts want to climb Everest
Cubs want to camp in the rainforest
Scouts want to go skydiving

10. Discussion: Beaver Scouts want to climb Everest
Cubs want to camp in the rainforest
Scouts want to go skydiving
Ask the ESYLs: is it possible to turn these ideas into a reality? If so, how can you make these ideas happen? If not, can you offer something similar? Discuss how you might bring these ideas to life.
Ideas might include:
If your Beaver Scouts want to climb Everest, find out how far the distance would be. They may not be able to visit Everest itself, but they could cover the equivalent distance between them on a hike. Learn about the area and the terrain. Discuss what you would need to take with them, and pack a bag with the right kit. Talk about what you would need to know and learn before climbing Everest and start that journey. You could find out the highest point in the County and pledge to climb it (this will depend on the location and the risk assessment).
If your Cub Scouts want to camp in the rainforest, start by learning about the conditions there. What is the weather like? What is the terrain like? With a little imagination, you can bring the idea to life. For example, you could recreate your own rainforest in the meeting place out of recycled materials, go on a kayaking taster session to think about what it might be like to kayak in the Amazon, organise a camp with a rainforest theme and use music to recreate the sounds of the rainforest or learn all about the animals who call the rainforest home.
If your Scouts want to go skydiving, you could encourage them to research places where you can go indoor skydiving. Get them to think about how you could cover costs. Could they fundraise for this?

11. Summarise the module by revisiting the objectives
Summarise the module by revisiting the objectives. Ask the ESYLs whether they feel they have covered all of the objectives satisfactorily. Before they go, carry out a review or an evaluation of the session.