1. Youth Leader Training Trainers Name

2. To enable participants to deliver the BB mission by equipping them with the skills, knowledge and attitudes to work efficiently with children and young people. Aims of Youth Leader Training

3. The BB and Wider Voluntary Youth Work Movement Module 1

4. To define youth work and understand where the BB fits into the wider youth work movement. Objective

5. At the end of this module, participants will be able to:  Name some other voluntary youth organisations and define the main similarities and differences between these organisations and the BB.  Identify what a BB leader needs in terms of skills, knowledge and attitudes in order to work effectively with young people.  Name the four core values of youth work and understand how these form the framework for the content of Youth Leader Training. Learning Outcomes

6. Youth Work is: 1.Educative 2.Participative 3.Empowering and 4.Promotes equality of opportunity The Four Core Values of Youth Work

7.  Building relationships with young people  Working effectively with young people  Assisting young people in the exploration of their faith / spiritual selves  Planning programmes and activities Themes of Youth Leader Training

8. Building Relationships with Young People (for those working with the over 11’s) Module 2

9. To explore the role of a BB officer and to develop the skills to build trusting relationships with young people. Objective

10. At the end of this module, participants will be able to:  Understand the nature of the relationship between a BB leader and a young person  Identify why it is important to build relationships with young people  Understand how a range of methods and approaches can help to build effective relationships Learning Outcomes

11. Building Relationships with Children, their Parents & Carers (for those working with the under 11’s) Module 3

12. To enable participants to help all children feel at ease and secure in the BB setting. To help carers and parents feel welcome. Objectives

13. At the end of this module, participants will be able to:  Identify the different types of family background.  Identify the points of good practice required in building relationships with children and their parents and carers.  Understand why and how to establish the boundaries of acceptable behaviour.  Identify ways to reinforce positive behaviour, challenge negative behaviours and support those who may be affected. Learning Outcomes

14. The possible settings for ‘family’ to happen in, are listed in the Something to Celebrate Church of England Synod report as: Stepfamilies Married couples with children Married couples without children Single parent families Single person households Elderly people Lesbian & gay partnerships Extended families Families with ill / elderly relatives Families without work Homeless families Student & Young Adult households Foster families Widows & Widowers Families & friends Family

15.  What is the most difficult aspect of working with the under 11’s?  What is the most rewarding aspect of working with the under 11’s? Discussion Questions

16. Working Effectively with Young People (for those working with the over 11’s) Module 4

17. To define what is meant by participation and empowerment, and how these principles can be applied in BB work. Objectives

18. At the end of this module, participants will be able to:  Understand the concepts of participation and empowerment and how they can be used in our work with young people.  Identify the different levels of participation and define at which levels the BB operates.  Identify ways of increasing levels of participation in BB companies. Learning Outcomes

19.  To give a young person a sense of belonging to the BB company and to the BB organisation nationally.  To give a young person a sense of identity, and the skills, confidence and assurance needed to participate not only in the BB but also in wider society. Participation…. Why?

20. Contributing to a Child’s Development through the BB and its Activities (for those working with the under 11’s) Module 5

21. To enable participants to understand how BB activities contribute to children’s: Physical Social Intellectual and Emotional development. Objectives

22. At the end of this module, participants will be able to:  Define what we hope to achieve in our work with the under 11’s.  Identify new ideas for activities by sharing skills and knowledge with the group.  Plan a programme that provides a balanced approach in child development terms. Learning Outcomes

23. 6pm: Coming in activity (something that children can join in with at any stage.) 6.10pm: Choice of 2 craft tables 6.30pm: Games (physical played in either teams or individually, can be competitive or non competitive.) 6.45pm: Story and discussion 6.55pm: Games / drama / music 7.10pm: Notices, prayers etc. 7.15pm: Goodbyes Typical Anchor Boy Evening

24. 6.15pm: Coming in activity (game, crossword puzzle etc.) 6.30pm: Open & worship 6.35pm: Team Game (e.g. uni-hock challenge) 6.45pm: Award Scheme (crafts, quiz, interests etc.) 7.10pm: Games / Obstacle Course / Physical Activity 7.30pm: Tuck Shop 7.40pm: Notices & Prayers 7.50pm: Goodbyes Typical Junior Section Evening

25. Faith Development Module 6

26. To enable participants to assist young people in the exploration of their spiritual selves and the Christian faith. Objectives

27. At the end of this module, participants will be able to:  Have a basic awareness of the concepts of spirituality, faith and religion.  Identify age-relevant opportunities other than formal worship to communicate the Christian faith to children and young people.  Develop the skills to respond appropriately and sensitively to questions asked by children and young people. Learning Outcomes

28. Equal Opportunities Module 7

29. To enable participants to work with young people in a way that is fair and just, and to be able to identify and challenge discrimination wherever it occurs in the course of BB activities. Objectives

30. At the end of this module, participants will be able to:  Identify the main areas of disadvantage in the BB and how they are reflected in society at large.  Challenge discrimination in young people and adults when it occurs. Learning Outcomes

31. Child Protection & Safety Issues Part 1 Module 8

32. To enable participants to protect young people and themselves, by raising awareness of Child Protection issues and ensuring that activities are organised safely. Objectives

33. At the end of this module, participants will be able to:  Identify a range of common scenarios that are common in BB work and have implications for safety and child protection  Understand the importance of policy and procedures for safety and child protection  Understand how to ensure a safe environment for BB activities  Conduct risk assessments for a range of BB activities Learning Outcomes

34. Guiding Principle for Safety in the Company. It is the duty of the Company Captain to satisfy himself / herself that all individuals who are given any element of responsibility for children and young people are competent. He / she must also be satisfied that in all activities due consideration is given to the safety of the children, young people and staff. What this session will focus on is a method of accident prevention called risk assessment. Guiding Principles for Safety in the Company

35. Typical BB Activities include: Typical BB Activities  Camping trip  Football training  Anchor Section Crafts  Drama  Indoor games  Orienteering  Gymnastics  Senior social night out  Junior Section cooking  Junior Section visit  Swimming trip

36. Child Protection & Safety Issues Part 2 Module 8

37. To enable participants to protect young people and themselves, by raising awareness of Child Protection issues and ensuring that activities are organised safely. Objectives

38. At the end of this module, participants will be able to:  Understand the importance of professional boundaries in Youth and Children’s work  Be aware of the definitions of child abuse  Be aware of how Leaders might become aware of concerns about abuse, and what to do about their concerns. Learning Outcomes