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As used on the Youth Scotland website (v2)

As used on the Youth Scotland website (v2)

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  • We describe the Awards in terms of these icons. Measuring individual achievement Success is measured by distance travelled, enabling young people - regardless of their starting point - to gain recognition and accreditation for their individual achievements. Take on responsibility Young people choose from four levels of responsibility: taking part, helping to organise, organising and leading in the activities they have chosen. Personalisation and choice Young people choose to engage in activities, set personalised targets and tailor their Award to their own interests. The Awards provide an open framework and recognise that learning takes place in a variety of settings. Peer assessment Young people are responsible for supporting each other by ensuring the targets set and evidence collected is appropriate. Creative evidencing Young people build a portfolio of evidence to demonstrate their achievements in a format that meets their needs. The portfolio will reflect the level of responsibility and time taken, and might include DVDs, audio files, written statements, posters and photographs. SCQF credit rated The four levels of Youth Achievement Awards have been credit rated for the SCQF by the SQA, enabling comparisons with other awards and qualifications. Both Awards are accredited by ASDAN. Enabling partnership work Delivery of these Awards is often done in partnership with other agencies, as valued by Curriculum for Excellence. Examples of past collaborations have included youth groups, schools, colleges, employers, local and national voluntary organisations and emergency services working together.
  • We describe the Awards in terms of these icons. Measuring individual achievement Success is measured by distance travelled, enabling young people - regardless of their starting point - to gain recognition and accreditation for their individual achievements. Take on responsibility Young people choose from four levels of responsibility: taking part, helping to organise, organising and leading in the activities they have chosen. Personalisation and choice Young people choose to engage in activities, set personalised targets and tailor their Award to their own interests. The Awards provide an open framework and recognise that learning takes place in a variety of settings. Peer assessment Young people are responsible for supporting each other by ensuring the targets set and evidence collected is appropriate. Creative evidencing Young people build a portfolio of evidence to demonstrate their achievements in a format that meets their needs. The portfolio will reflect the level of responsibility and time taken, and might include DVDs, audio files, written statements, posters and photographs. SCQF credit rated The four levels of Youth Achievement Awards have been credit rated for the SCQF by the SQA, enabling comparisons with other awards and qualifications. Both Awards are accredited by ASDAN. Enabling partnership work Delivery of these Awards is often done in partnership with other agencies, as valued by Curriculum for Excellence. Examples of past collaborations have included youth groups, schools, colleges, employers, local and national voluntary organisations and emergency services working together.
  • We describe the Awards in terms of these icons. Measuring individual achievement Success is measured by distance travelled, enabling young people - regardless of their starting point - to gain recognition and accreditation for their individual achievements. Take on responsibility Young people choose from four levels of responsibility: taking part, helping to organise, organising and leading in the activities they have chosen. Personalisation and choice Young people choose to engage in activities, set personalised targets and tailor their Award to their own interests. The Awards provide an open framework and recognise that learning takes place in a variety of settings. Peer assessment Young people are responsible for supporting each other by ensuring the targets set and evidence collected is appropriate. Creative evidencing Young people build a portfolio of evidence to demonstrate their achievements in a format that meets their needs. The portfolio will reflect the level of responsibility and time taken, and might include DVDs, audio files, written statements, posters and photographs. SCQF credit rated The four levels of Youth Achievement Awards have been credit rated for the SCQF by the SQA, enabling comparisons with other awards and qualifications. Both Awards are accredited by ASDAN. Enabling partnership work Delivery of these Awards is often done in partnership with other agencies, as valued by Curriculum for Excellence. Examples of past collaborations have included youth groups, schools, colleges, employers, local and national voluntary organisations and emergency services working together.
  • We describe the Awards in terms of these icons. Measuring individual achievement Success is measured by distance travelled, enabling young people - regardless of their starting point - to gain recognition and accreditation for their individual achievements. Take on responsibility Young people choose from four levels of responsibility: taking part, helping to organise, organising and leading in the activities they have chosen. Personalisation and choice Young people choose to engage in activities, set personalised targets and tailor their Award to their own interests. The Awards provide an open framework and recognise that learning takes place in a variety of settings. Peer assessment Young people are responsible for supporting each other by ensuring the targets set and evidence collected is appropriate. Creative evidencing Young people build a portfolio of evidence to demonstrate their achievements in a format that meets their needs. The portfolio will reflect the level of responsibility and time taken, and might include DVDs, audio files, written statements, posters and photographs. SCQF credit rated The four levels of Youth Achievement Awards have been credit rated for the SCQF by the SQA, enabling comparisons with other awards and qualifications. Both Awards are accredited by ASDAN. Enabling partnership work Delivery of these Awards is often done in partnership with other agencies, as valued by Curriculum for Excellence. Examples of past collaborations have included youth groups, schools, colleges, employers, local and national voluntary organisations and emergency services working together.
  • We describe the Awards in terms of these icons. Measuring individual achievement Success is measured by distance travelled, enabling young people - regardless of their starting point - to gain recognition and accreditation for their individual achievements. Take on responsibility Young people choose from four levels of responsibility: taking part, helping to organise, organising and leading in the activities they have chosen. Personalisation and choice Young people choose to engage in activities, set personalised targets and tailor their Award to their own interests. The Awards provide an open framework and recognise that learning takes place in a variety of settings. Peer assessment Young people are responsible for supporting each other by ensuring the targets set and evidence collected is appropriate. Creative evidencing Young people build a portfolio of evidence to demonstrate their achievements in a format that meets their needs. The portfolio will reflect the level of responsibility and time taken, and might include DVDs, audio files, written statements, posters and photographs. SCQF credit rated The four levels of Youth Achievement Awards have been credit rated for the SCQF by the SQA, enabling comparisons with other awards and qualifications. Both Awards are accredited by ASDAN. Enabling partnership work Delivery of these Awards is often done in partnership with other agencies, as valued by Curriculum for Excellence. Examples of past collaborations have included youth groups, schools, colleges, employers, local and national voluntary organisations and emergency services working together.
  • We describe the Awards in terms of these icons. Measuring individual achievement Success is measured by distance travelled, enabling young people - regardless of their starting point - to gain recognition and accreditation for their individual achievements. Take on responsibility Young people choose from four levels of responsibility: taking part, helping to organise, organising and leading in the activities they have chosen. Personalisation and choice Young people choose to engage in activities, set personalised targets and tailor their Award to their own interests. The Awards provide an open framework and recognise that learning takes place in a variety of settings. Peer assessment Young people are responsible for supporting each other by ensuring the targets set and evidence collected is appropriate. Creative evidencing Young people build a portfolio of evidence to demonstrate their achievements in a format that meets their needs. The portfolio will reflect the level of responsibility and time taken, and might include DVDs, audio files, written statements, posters and photographs. SCQF credit rated The four levels of Youth Achievement Awards have been credit rated for the SCQF by the SQA, enabling comparisons with other awards and qualifications. Both Awards are accredited by ASDAN. Enabling partnership work Delivery of these Awards is often done in partnership with other agencies, as valued by Curriculum for Excellence. Examples of past collaborations have included youth groups, schools, colleges, employers, local and national voluntary organisations and emergency services working together.
  • We describe the Awards in terms of these icons. Measuring individual achievement Success is measured by distance travelled, enabling young people - regardless of their starting point - to gain recognition and accreditation for their individual achievements. Take on responsibility Young people choose from four levels of responsibility: taking part, helping to organise, organising and leading in the activities they have chosen. Personalisation and choice Young people choose to engage in activities, set personalised targets and tailor their Award to their own interests. The Awards provide an open framework and recognise that learning takes place in a variety of settings. Peer assessment Young people are responsible for supporting each other by ensuring the targets set and evidence collected is appropriate. Creative evidencing Young people build a portfolio of evidence to demonstrate their achievements in a format that meets their needs. The portfolio will reflect the level of responsibility and time taken, and might include DVDs, audio files, written statements, posters and photographs. SCQF credit rated The four levels of Youth Achievement Awards have been credit rated for the SCQF by the SQA, enabling comparisons with other awards and qualifications. Both Awards are accredited by ASDAN. Enabling partnership work Delivery of these Awards is often done in partnership with other agencies, as valued by Curriculum for Excellence. Examples of past collaborations have included youth groups, schools, colleges, employers, local and national voluntary organisations and emergency services working together.
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Transcript

  • 1. 5-step guide toTh e quick Achiev ement Youth Aw ards...
  • 2. 1. Cho ose a responsibility level
  • 3. 2. Set a number of challenges
  • 4. e collecting evidence3. Meet the challenges whil
  • 5. 4. Kee p evidence in a portfolio
  • 6. 5. Collect an accredited Award for the hard work!
  • 7. Key Features
  • 8. Key Features
  • 9. Key Features
  • 10. Key Features
  • 11. Key Features
  • 12. Key Features
  • 13. Key Features
  • 14. Peer assessment is a crucial part of theAwards.Young people support each other and qualitycheck each other’s work.
  • 15. The Awards have been creditrated for the Scottish Credit andQualifications Framework(SCQF) by the ScottishQualifications Authority (SQA)
  • 16. Youth lSCQF Achievement At the same leveLevel Awards r Platinum A dvanced Highe 7 Gold Higher 6 it) Silver Standar d Grade (Cred 5 Bronze Standard G rade (General) 4
  • 17. That’s the end of this introduction!For more information, select one of the following: Read the FAQ View some case studies Register for the Awards