Youth & Philanthropy Initiative - YPI Northern...

Youth & Philanthropy Initiative

© Copyright2003-2016. The Toskan Casale Foundation. All rights reserved.

Youth & Philanthropy Initiative

YPI NORTHERN IRELAND

TEACHER RESOURCE GUIDE YPI is a programme of the Toskan Casale Foundation

Tenth Edition

No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, by photocopying, recording or otherwise for purposes of reuse or resale without the prior written permission of the Toskan Casale Foundation. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. This publication is sold without warranty, responsibility or liability, express or implied, regarding the application and results of the subject matter.

TABLE OF CONTENTS

THE YOUTH AND PHILANTHROPY INITIATIVE 3-14

MISSION & OVERVIEW OF YPI 3

COURSE OBJECTIVES & GOALS 4

OUTLINE OF THE PROCESS 5

THE STRUCTURE 6

PROJECT BASED LEARNING 7

MILESTONES 7

TIMELINE – RESOURCE INTERVENTIONS 8 CURRICULUM EXPECTATIONS 9

REGIONAL FACILITATED SUPPORT 10

SKILLS DEVELOPMENT 11-12 CONTRIBUTIONS FROM OTHER COLLEAGUES 13-14

SESSION OUTLINES 15-46

SESSION ONE: PHILANTHROPY, VALUES AND CITIZENSHIP 15-19

SESSION TWO: OUR LOCAL COMMUNITY 20-23

SESSION THREE: RESEARCHING A LOCAL SOCIAL ISSUE 24-26

SESSION FOUR: OUR COMPASSIONATE COMMUNITY 27-29

SESSION FIVE: UNDERSTANDING CHARITIES: EFFICIENCY & IMPACT 30-36

SESSION SIX: ACTIVE RESEARCH 37-41

SESSION SEVEN: YPI PRESENTATIONS 42-44

PLENARY & POST-PROGRAMME: DEBRIEF & EXTEND THE IMPACT 45-46

© Copyright2003-2015. The Toskan Casale Foundation. All rights reserved 1

APPENDICES

45-95 APPENDIX A: WELCOME TO YPI – VIDEO RESOURCES 47-48

APPENDIX B: LETTER TO PARENTS 49

APPENDIX C: WHAT DO I VALUE? SESSION ONE WORKSHEET 50-52

APPENDIX D: INTRO TO THE ONLINE YPI VALUES TREE 53

APPENDIX E: SOCIAL ISSUES AND SOCIAL SERVICE CHARITIES 54

APPENDIX F: ONLINE TOOLS AND RESOURCES 55

APPENDIX G: DIAMOND 9 ACTIVITY 56

APPENDIX H: EXAMPLES OF VISION/VALUE STATEMENTS 57 -58

APPENDIX I: RESEARCHING AND PRESENTING YOUR SOCIAL ISSUE 59-61

APPENDIX J: IDENTIFYING YOUR LOCAL CHARITY 62-63

APPENDIX K: SHORTLIST OF THREE CHARITIES 64

APPENDIX L: YPI GRANT CRITERIA 65

APPENDIX M: COMMUNCATING WITH CHARITIES 66-71

APPENDIX N: SUPPORTING STUDENT CHARITY VISITS 72

APPENDIX O: PLANNING YOUR INTERVIEW QUESTIONS 73-76

APPENDIX P: CHARITY PROFILES (EXAMPLES) 77-80

APPENDIX Q: YPI PRESENTATION SUCCESS CRITERIA 80

APPENDIX R: CLASS PRESENTATION JUDGING SHEET 82

APPENDIX S: PLANNING AND HOSTING THE YPI SCHOOL FINAL 83-85

APPENDIX T: YPI FINAL INVITE TEMPLATES 86-89

APPENDIX U: FINAL PRESENTATION JUDGING SHEET 90

APPENDIX V: CHARITY BANK DETAILS REQUEST FORM 91

APPENDIX W: WHOLE SCHOOL IMPACT & COMMUNITY PROFILE 92-94

APPENDIX X: GLOSSARY OF TERMS 95-96


MISSION OF YPI To provide secondary school students with a real life experience through a strong academic philanthropy course which gives them skills to assess the needs of their community and direct grants to community-based charities making a local impact upon those needs. YPI empowers young people to genuinely participate in the development of their own community, engaging them as dedicated problem solvers. YPI promotes a sense of responsibility, respect, and lasting commitment to growing understanding & compassionate communities.

OVERVIEW OF YPI The Youth and Philanthropy Initiative (YPI) is an international programme that aims to develop community leaders. Participants are given a hands-on experience of philanthropy that provides them with the skills and awareness to make a positive difference in their community.

Participating students work in small groups to research the needs of their local community and identify the local social service charity they believe is best placed to make a positive contribution. They then learn how to study the charity’s management, budget, strategy and staffing arrangements. Students build relationships with representatives from their chosen charity and, following skills training in investigation and public speaking, present on the reasons their proposed charity is most deserving of support. The group judged to have made the most compelling and thorough presentation in each school wins a £3000 grant to award to their charity. During this process, students develop teamwork, communication and presentation skills.

▪ YPI was launched in 2002 in Ontario, Canada by President of the Toskan Casale Foundation, Julie Toskan-Casale. YPI now takes place in secondary schools internationally.

▪ In 2012/2013, YPI launched its first five schools in Northern Ireland. Now is delivered in 15 schools.

▪ YPI has set up as a local charity Youth and Philanthropy Initiative Northern Ireland with a local board of trustees and investment from corporate and personal donors.

▪ In the UK, the Wood Family Trust commissioned York Consulting to undertake a two year external evaluation of YPI in partnership with Credit Suisse. The results highlighted YPI as a leader in the field of citizenship education offering unrivalled opportunities to young people, significantly impacting upon skill development, student self-awareness, and attitude towards giving.

▪ YPI continues to grow in the UK and North America, and is now delivered in secondary schools throughout Northern Ireland, Scotland, Canada and New York City.

For further information please contact:

YPI Northern Ireland Tel: 07725588255 Email: [email protected] www.ypini.org


mailto:[email protected]

COURSE OBJECTIVES The Youth and Philanthropy Initiative is designed to:

GOALS The specific goals of the Youth and Philanthropy Initiative are to:

▪ Provide students with an academic experience to learn about philanthropy and other related subjects

▪ Provide students with a genuine experience to directly assist a charity of their choice in their community

▪ Offer financial assistance to charities in the students’ communities

▪ Provide a classroom-ready resource document for teachers, to increase student awareness of needs in their own communities

▪ Introduce young people to philanthropic opportunities and instill philanthropic values

▪ Encourage young people to become and remain involved in assisting others and their communities

▪ Provide students with an experience both in relating to the charitable community and in making grants to local social service charities

▪ Ensure young people are exposed to, and understand, the different local social service issues within their community and offer students some firsthand experience with charities, through the research aspect of the course

▪ Expose students to the various ways they can support charities and provide students with the knowledge and skills to research and investigate charities

▪ Develop evaluation skills required to measure the effectiveness of social service charities in meeting community needs

▪ Develop both written and oral skills required to deliver research results and support grant making decisions

▪ Learn how to judge the merits of proposals, and then allocate funds in support of charities most effectively meeting community needs


OUTLINE OF THE PROCESS One of the strongest attributes of YPI is the flexibility of the programme with respect to delivery timeline, participating year group and academic timetabling. With this in mind, we do not wish to be overly prescriptive in terms of how YPI aligns with the broader Curriculum, as this is very much dependent upon each individual school context. As a rough guide please allow 10 hours of class based contact time to cover all aspects of YPI delivery, and at least three weeks for the students to arrange and conduct charity site visits.


THE STRUCTURE This section of the YPI Resource Guide is designed to introduce teachers to the YPI materials and to share some practical experience and ideas about the delivery of YPI.

YPI is most successful when there are very clear frameworks within which pupils are able to develop their autonomy and take responsibility for their learning. The YPI course is therefore divided into ‘Sessions’, with a Session Outline, Teacher Notes and Appendices all designed to support the planning and delivery of the sessions.

▪ Teacher Notes support the Session Outlines. They provide teachers with an introduction to each session, an overview of the direct teacher input required in each session, and explanations of activities.

▪ Appendices provide additional information to support pupil learning, a letter to parents explaining YPI, judging sheets for the class presentations and School Final presentations, and an overview of the course to send to charities if they request further information.

▪ Top Tips highlight key points to consider with each session’s delivery. We hope you find these useful. If you would like some additional ideas around best practice or implementation then please do contact your local YPI team member.

The main messages from teachers and pupils are that YPI presents pupils with:

▪ The opportunity to consider the contributions that they can make as individuals to benefit their own local communities

▪ Opportunities to develop a range of social, learning and employability skills

▪ The possibility of experiential and “lifelong” learning for pupils that supports their knowledge and understanding of philanthropy and charitable giving

To ensure pupil learning in YPI is as successful as possible, we recommend that teachers:

▪ Set out a clear time line for pupils and delivery colleagues at the beginning of the project, and identify key “milestone” dates.

▪ Plan the use of ICT and book computer facilities in advance.

▪ Liaise effectively with parents about the purpose of the project, and in particular about the visit by the teams to the individual charities. (Appendix B is a pro forma letter to parents explaining YPI.)

▪ Undertake their own research on charities locally in preparation for offering support for pupils who find that part of the process difficult. (see Student Resources on www.goypi.org)

▪ Identify any colleagues who could have a role in supporting YPI and ensure they are properly informed.

▪ Ascertain where in the school pupils have already been introduced to some of the specific skills needed for YPI and what model or guidance they have been given. (Consider how these can be built upon and reinforced so that the models and guidance used throughout the YPI course are consistent with previous learning.)


http://www.goypi.org

PROJECT BASED LEARNING YPI requires a ‘project based learning’ approach to the design of the teaching and learning, focused on the investigation of a local, grassroots and community-based, social service charity. By ‘project based learning’ we mean a systematic teaching method that engages pupils in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.

‘Scaffolding’ refers to those processes that the teacher uses to support the pupil to a) understand the learning and b) be able to undertake the associated task or activity.

Session Outlines provide the basic structure for the learning and teaching, but within that teachers are encouraged to modify and amend the structure to reflect the particular context of the school and the group of pupils. The Session Outlines are written for pupils as you may wish to share the Session Outlines with participating pupils.

A note about ‘Connecting back’: In some schools pupils will only have YPI lessons once a week, so it is important to always ‘connect back’ and make the link with the previous session. Connecting back throughout YPI will really help pupils to be aware of the ‘flow’ through the course.

MILESTONES Because the programme is run across an entire year group, there will be pupils working at different speeds. In order to help you plan, we have identified some key YPI milestones to help keep everybody focussed and working together. It might be useful to work through the following timeline, agreeing programme progress targets with your colleagues. In the timeline on page eight, we have left space for the drafting of dates and proposed milestones. The time focussed on each session varies from school to school and depends on participating year group, delivery subject area and programme length. The beauty of YPI is the programme’s flexibility to suit your school’s needs. This should also make the final presentation easier to organise in advance.

Key Milestones:

1. Participating year group is divided into small teams of four to six pupils each. 2. All teams have selected a social issue. 3. All teams have identified their local charity. 4. All teams have developed a meaningful connection with their local charity. 5. Begin planning final presentation event (e.g. venue, judging panel, invitations). 6. All teams have been supported to prepare their presentation. 7. All semi-finals are completed and finalist teams agreed. 8. Judges and guests have been invited for the final event. 9. YPI School Final Presentation.


REGIONAL FACILITATED SUPPORT Our team of YPI regional facilitators are a core programme resource, and are central to the introduction, development and embedding of YPI in your school. Each of our regional facilitators is responsible for an identified cohort of participating schools. The YPI regional facilitator team is on hand to support a number of YPI school sessions throughout delivery, including your annual Teacher Information Session, school launch assembly, presentation skills workshop and YPI School Final Presentation. In addition, assistance and guidance is provided throughout the YPI process via email and phone – the team pride themselves on both their availability and responsiveness.

It is worth noting that our YPI regional facilitators are a diverse team of independent consultants with a wealth of experience in both education and the third sector. Therefore their YPI role is managed alongside a portfolio of other educational and third sector consultative work. With this in mind it is important to liaise closely with your YPI regional facilitator with regards to date setting and advance notice.


Pupils participating in YPI develop a range of skills, particularly the following four:

▪ Research Skills (including ICT) The ability to search out relevant information and use it effectively The ability to ask thoughtful and in-depth questions about an issue or

organisation

▪ Presentation Skills (including ICT) The ability to present facts, an argument or a set of beliefs clearly, succinctly, passionately and in an engaging manner

▪ Teamwork Skills The ability to work together towards a common purpose and, in so doing, achieve more than one person could alone

▪ Communication Skills

SKILLS DEVELOPMENT YPI supports teachers in developing many of the skills required as part of the curriculum including teamwork, independent inquiry, creative thinking and reflective learning.

It is important for each teacher to ascertain where in the school these skills have been developed previously, and the pupils’ individual skill levels. Teachers should then consider how they can be built on and reinforced during YPI. The individual sessions are designed to incorporate skills development.

RESEARCH AND COMMUNICATION SKILLS

Pupils are required to: ▪ Find out which charities operate in the local area of the school community and/or the community in

which they live

▪ Create a shortlist of those charities whose work interests them and find out initial information about their work

▪ Choose one charity from the shortlist to investigate in detail

They therefore need to be able to:

▪ Use the web to find a list of charities in their area

▪ Use other sources of information (newspapers, resources, the local library, the telephone book) to find the local charities

▪ Use the phone effectively to make phone calls to people whom they do not know


SKILLS DEVELOPMENT - CONTINUED ▪ Write and set out a business letter requesting information, and/or do this by email

▪ Compile a list of questions to ask the people who work at the charity and, where appropriate, beneficiaries of the charity

▪ Take photographs and produce videos as appropriate. Pupil-produced videos are encouraged and should represent no more than half of the total presentation time. (Limited use of professional/charity-produced videos is permitted; however, in the YPI Final, it will be at the judges’ discretion as to how effectively non-pupil produced media was used.)

PRESENTATION SKILLS

Pupils are required to:

▪ Deliver a team presentation about their chosen charity

▪ Convince a panel of judges of the benefit their chosen charity provides to the community


▪ Understand the principles which underpin an effective presentation ▪ Organise information collated in a cohesive and logical manner ▪ Choose the most appropriate media or style to convey their message ▪ Put together a PowerPoint/Prezi, video or dramatic presentation and use it effectively as a tool to

support their oral content

TEAMWORK SKILLS

Pupils are required to:

▪ Work as part of a successful team for the duration of YPI


▪ Know the different roles required in a successful team

▪ Make decisions together and compromise with one another

▪ Share the workload fairly and understand the different skills of each team member ▪ Plan how and when they will meet to complete tasks on time

▪ Listen to each other and respect different ideas


CONTRIBUTIONS FROM COLLEAGUES Your colleagues can play an important role in making your students’ experience with YPI a more successful one. This will vary from a fully Cross-Curricular approach to delivery, or simply departmental support at the YPI School Final. It may be particularly useful to liaise with the following staff:

The English/ Drama Department It will be useful to find out what aspect of “presentation” pupils develop during English and Drama lessons. If there are any aide-memoirs or checklists which staff use in class it may be useful to have copies of these to remind pupils and encourage the transfer of skills. We would highly recommend that the English Department use YPI presentations as Key Stage 3 or 4 Speaking and Listening Assessments.

The Librarian/ Learning Resources Colleagues

These colleagues can provide valuable support to pupils in researching information and may be willing to gather some resources in advance about local social issues.

Tutors and Teachers Time is always a constraint with any sort of project based learning as groups of pupils work at different speeds and the ease with which individual groups can find the information they require differs. Depending on the particular context and model of tutoring in school, it may be possible to explore how parts of the Tutors’, Teachers’ and Counsellors’ time could be used to support students through YPI.

Teaching assistants can provide extremely valuable support during the delivery of YPI. In particular, they may be able to accompany pupils on visits to local charities, support pupils when they phone charities, or rehearse presentations with individual teams of pupils.

ICT Teachers It will be useful to find out how pupils have been taught to use the Internet for research and PowerPoint (or other programmes) for making presentations. If there are any checklists which staff use in class it may be useful to have copies of these to remind pupils and encourage the transfer of skills.

School Careers Advisors

YPI students/alumni could benefit from School Careers Advisors’ advice on how YPI experiences and follow-up are relevant to: resumes and applications to jobs/college/university; meaningful volunteering or summer opportunities; growth in awareness of career interests; relevance of any career field to the charitable sector, or advice on what it’s like to work in the social service sector and jobs available; resources to grow further in public speaking, community development, research on social issues, and applying values. School Careers Advisors could speak to YPI students at the project launch and/or after presentations, debriefing and extending the impact of their YPI experience.

Other Roles:

▪ Colleagues and former YPI students (YPI Alumni) could play a role as judges during the YPI Final Presentations

▪ Colleagues and/or the broader SMT could play a role at the semi-final judging stage. ▪ Business/Media Studies could support a press release and reportage for the Final. ▪ The Drama department could provide additional input around presenting and creativity, alongside

technical support at the Final.

▪ Business Studies and Maths classes can incorporate examples of financial literacy into class work, making connections between an individual’s budgeting knowledge and charities’ management of resources to impact change for multiple people


Colleagues can also reinforce reflections and concepts discussed in the Plenary Session after the YPI Presentations. For example:

▪ Other colleagues can stir up discussion with students about what “co-opetition” could mean, in light of their YPI experience and impact on the community. A melding together of the concepts of cooperation and competition, the idea of “co-opetition” can form the basis of an interesting YPI discussion:

o Can there be a competition where everyone wins? o To what degree do you feel that, as a student body, you co-operated to petition for

more awareness, compassion and action in your community? o When people put their values into action for solutions to help a community, how

could people with different values and different solutions collaborate to impact change?

Overall, collaborations between colleagues and peers can also help YPI students to have a stronger sense of their ‘whole school impact’ during and after YPI. (See Appendix W: Whole School Impact & Community Profile)


SESSION ONE: PHILANTHROPY, VALUES AND CITIZENSHIP

Prior to Session One: Please see Appendix A for an overview on introducing YPI to your students, and for discussion questions to accompany the introductory video “Welcome to YPI – Students” and “YPI, The Experience”. These videos are available online at www.goypi.org under Student Resources – Helpful Videos.

SESSION OUTLINE

In this session you will think about the following questions:

▪ What is YPI, and why is my school participating? (See Appendix A) ▪ What is philanthropy? What is citizenship? ▪ What are values? What do I value? ▪ What makes a philanthropist a valuable citizen?

When you have answered these questions you will:

▪ be able to define philanthropy and citizenship ▪ understand the values that are most important to you ▪ consider how you demonstrate your values in your own life

SUGGESTED PROCESS

1. Philanthropy a) What does the word philanthropy mean? b) Can you think of any famous philanthropists? How can you tell that a person is a philanthropist? Can

you think of any philanthropists you know in your own life? c) What makes a philanthropist decide how they want to help others?

2. Values a) Invite students to consider what it means to value something, and what kinds of things a person could

value. Are values objects, or ideas? Are they expressed by words, or actions? How do we find out what our own personal values are? Why might it be important to find out?

b) Using the Appendix C: What Do I Value? Session One Worksheet, allow the students to reflect on the 25 values statements, and consider the three statements that are most important to them, and the three statements that are least important to them. Students make their selection to reveal their set of personal values. An alternative tool is available online – YPI Values Tree activity (supported by Appendix D: YPI Values Tree).

c) In pairs, have students share and discuss their personal values, explain their reasoning behind their choices, whether they agree with the results, and whether they would describe the values differently, based on their own experiences. Ask students to brainstorm examples of times in the past where they have used the values most important to them, and predict future situations where they could put them into action.

Example: Value: Courage Future Situation: My friends are teasing a new student. Action: I could stand up for the new student, even though it is easier not to. This takes courage.



Note: It is important for students to be open to different interpretations of the values; students may like the chance to re-consider how they chose their values after this discussion.

d) Classroom discussion: ▪ What are the values that are most important to students in the class? ▪ What are some of the least important values to the class? ▪ What do these similarities/differences tell us about values? Are all of these values positive? Are they

all important to have in the class (community)? ▪ Do you agree with the statements that match each value? What are some other meanings or

statements that we could match to the values, based on our experiences? ▪ How have students demonstrated their most important values in the past? ▪ What are some future situations where students might put their values into action? ▪ Was it helpful to compare the statements and choose which ones meant the most and the least to you?

Did you learn anything new about yourself?

e) Students can now complete their What Do I Value? Session One worksheets, where they are able to record their own reflections and experiences, as well as consider future situations where they can make goals to put their values into action. They can also create their own Personal Values Statements, based on their three most important values and their meanings: “I believe everyone should have the same opportunities and rights.” “I believe everyone should be entitled to express different ideas and points of view.” “I respect and value those who stand up for their beliefs.” “I value equality, tolerance and courage.”

3. Philanthropy, Values and Citizenship

a) What does citizenship or being an active citizen mean? How do your personal values relate to citizenship? Are there times when a person can put their values into action to make a positive difference for people around them?

b) Philanthropists find ways to put their values into action to help make their community a better place for people. Consider the values that are important to the class. What kind of community do the students want to live in?

c) Can the class think of any examples in their school or in the news where something has happened that is contrary to what they value? Can they give any examples of something that has happened that supports what they value? For the next session, students should bring at least one example of something that is happening in their community that is contrary to what they personally value, and an example of something happening in their community that supports what they personally value (e.g. from a newspaper, or a story from speaking with someone).


d) Conclusion: In the first session, you discovered the values that are most important to you. In the second session, you will begin to consider the social issues that people are facing in your community; how the values in a community can impact these issues, and how you can put your values into action about an issue that matters most to you.


Session One Teacher Notes: PHILANTHROPY, VALUES AND CITIZENSHIP YPI RESOURCES: Appendix A: Welcome to YPI – Video Resources “Welcome to YPI – Student / Teacher” video (www.goypi.org) “YPI, The Experience” video (www.goypi.org) Appendix B: Letter to Parents Appendix C: What Do I Value? Session One Worksheet Appendix D: YPI Values Tree / Online YPI Values Tree (www.goypi.org)

INTRODUCTION: See Appendix A for tips on using the introductory videos “Welcome to YPI – Students” with your class.

At the start of YPI, many schools circulate an information letter (Appendix B) notifying parents and guardians that their son/daughter will be participating. This supports the profile of YPI, but may also elicit additional parental support in relation to charity visits, attendance at the final, and so on.

During YPI, you will learn how to become a philanthropist in your own community. You and your group will stand up (advocate) for a charity in the community that matters to you, using your own values about what you believe is important. This session will help you to understand more about who you are by exploring your own set of personal values.

DIRECT TEACHER INPUT: ▪ The word philanthropy comes from two Greek root words: “philos” meaning love, and “anthropos”

meaning humanity. ▪ Merriam-Webster definition of philanthropy: a spirit of goodwill toward all people, especially when

expressed in active and generous efforts to help others. Merriam-Webster definition of philanthropist: one who makes an active effort to promote human welfare

▪ Oxford dictionary definition of values: one's judgment (or belief) about what is important in life; principles or standards of behaviour

▪ Merriam-Webster definition of citizenship: possession of the rights and privileges of a citizen; the quality of a person's response to membership in a community.

SUGGESTIONS FOR EXPANSION: ▪ How are our values formed? ▪ Examine the actions of historical figures or local heroes: what do you think their values were?





TOP TIPS ▪ Why do people volunteer? Ask a pupil in the school who volunteers their time to talk a little about

why they do this and what they get from it. Alternatively a local philanthropist might be able to give time to support this session. ▪ Could a student who did YPI last year be invited into this session to discuss the value of

volunteering? ▪ Think Cross-Curricular; Religious Studies, Philosophy or Sociology teachers will be interested

to hear about the discussion as something that they may wish to consolidate and build upon in their classroom.

▪ The video “YPI, The Experience” could also be used as a resource to generate excitement with students. Visit www.goypi.org – Student Resources / Media Central.

▪ Discuss what “co-opetition” could mean, in light of pupils’ YPI experience and impact on the community. A melding together of the concepts of cooperation and competition, they idea of “co-opetition” can form the basis of an interesting YPI discussion, with questions such as:

o Can there be a competition where everyone wins? o To what degree do you feel that, collectively as a school, you can co-operate to petition for

more awareness, compassion and action in your community? o When people put their values into action for solutions to help a community, how could people

with different values and different solutions collaborate to impact change?

▪ Appendix X: Glossary of Terms can be distributed and reviewed at the end of this session, or referred to throughout students’ YPI learning process.

▪ Encourage students to keep journals during their YPI experience: Looking at connections in what they learn, ideas or insights, what they think/believe/perceive about issues, questions or confusions, concerns, likes or dislikes, light-bulb moments, etc.

▪ Think Cross-Curricular: Teachers from other courses will be interested to hear about a student journal initiative as something that they may wish to consolidate and build upon in their classes. Teachers may also wish to draw on excerpts of student journals as an additional tool for highlighting, tracking or following up on examples of student learning.



SESSION TWO: OUR LOCAL COMMUNITY SESSION OUTLINE

IN THIS SESSION YOU WILL THINK ABOUT THE FOLLOWING QUESTIONS: ▪ What are social issues? ▪ What social issues are happening in our local community? ▪ What are the causes of social issues? ▪ How can we put our values into action to positively impact these issues? ▪ What values do you share with your team? ▪ What social issue does your team want to focus on during YPI and why?

WHEN YOU HAVE ANSWERED THESE QUESTIONS YOU WILL:

▪ have described different kinds of social issues ▪ have identified how different social issues are experienced by people in the local community ▪ have discussed the possible causes of different social issues, and how issues can be connected ▪ have discussed ways in which different social issues can be addressed by putting values into action ▪ have chosen a social issue that your team would like to address in your community ▪ have started to practice research skills as a team

SUGGESTED PROCESS

Connecting Back ▪ Recall the values activity from last week: Have you been thinking about your values since session

one? Share your thoughts. Has anyone put a value into action? What was the result?

Issues in our Community 1) Share and discuss the examples students brought of issues that are happening in the community, and

why students think that the issue opposes what they personally value. Could any of these examples be called social issues? What does “social issue” mean?

2) Brainstorm further and create a list or a web of all the different social issues that the class can think of.

3) Can students think of ways to describe or define each social issue? Which ones do they see happening in their community? Are any of these issues connected to each other?

4) What might the causes of the different social issues be? If one issue was prevented, how would it affect other issues?

5) Look more closely at the root causes of different social issues in the community. How can your values and active citizenship address the root causes of social issues in a community?

6) Can you think of any organisations (i.e. social service charities) which act to address social issues in the local community? Can you tell what their values might be based on the actions they are taking? Before choosing a charity to research for your YPI project, you and your team will first choose a social issue you would like to address, using the values of your team to help you decide.


Choosing a social issue to address as a team ▪ Students will work in teams of approximately 4-5 people throughout YPI. (Teachers can decide how

students will get into teams)

▪ Once in a team, students share and discuss their personal values, and decide on a few (3-5) values that they will share as a team. Is it ok to have differences in values on the team? Is it ok for the team members to share many of the same values?

▪ Using the shared values, students create a team values statement. Revisit Appendix C: What Do I Value? Session One Worksheet for the example.

Example of a Team Values Statement “We want to live in a community where everyone is treated equally.” “We want to live in a community which is open to different ideas and points of view.” “We want to live in a community of people who are brave enough to express their opinions.” “Our team values equality, tolerance and courage.”

In a similar way charities and corporate organisations often have vision and values statements at the core of their function. See Appendix H: Examples of Vision/Values Statements for some examples.

▪ Based on your team’s values statement, use Appendix G: Diamond 9 Activity to help you discuss and prioritise the different social issues that your team is passionate about addressing and why. You will ultimately determine which social issue your team will focus on for your YPI project.

Introduction to Team Work, Research and Presentation Skills ▪ Class discussion: teams can share their team values statement and the social issue that they have

chosen to address during YPI. ▪ In session three, each team will research their chosen social issue and create a list of as many charities

as they can that are working to address the issue in the community. The teams will prepare a short (2-3 minute) presentation to tell the class the following information:

▪ What the social issue is that they are addressing ▪ Why the issue is important to the team ▪ Who is impacted by the social issue in our local community ▪ What could the long term impacts of the issue be on a person, family, community or society, if not

addressed? ▪ Are local and/or national politicians debating or speaking out on the issue? ▪ What are some attitudes/behaviours that one person can change, to help address the issue (E.g. How

can the words we use help or hurt the issue?) ▪ List as many charities as you can that are addressing the issue in the community ▪ Describe 1-2 examples of interesting work that is being done to address the issue ▪ The sources of information that the team used for their research (e.g. Google, charity websites, police

station, guidance staff, community centre)

Class Discussion ▪ What are the qualities of a team that works well together? What kind of problems might you face as

you work together in a team? How could you solve them? ▪ What are the skills you will need to research your team’s social issue? What sources can you use to

find the information? (see the Student Resources section on goypi.org) ▪ What are some tips for presenting the information to the class?

Organise your ideas Use examples Rehearse as a team

Speak clearly and confidently Always face the audience Use effective body language

Be creative Use audio-visual selectively Make eye contact


Session Two Teacher Notes: OUR LOCAL COMMUNITY KEY QUESTIONS:

▪ What are social issues? ▪ What are the social issues happening in our local community? ▪ What are the causes of social issues? ▪ How can we put our values into action to positively impact these issues? ▪ What values do you share with your team? ▪ What social issue does your team want to focus on during YPI and why?

YPI RESOURCES:

Appendix E: Social Issues and Social Service Charities Appendix F: Online Tools and Resources Appendix G: Diamond 9 Activity Appendix H: Examples of Vision/Value Statements

YPI Online Student Resources > “Helpful Videos”: “YPI Teamwork”

INTRODUCTION:

Student and teacher feedback from previous years made it clear that it is important that students begin working in their project teams as early as possible. The students begin working in their teams in this session, and remain in those teams throughout the project.

A significant part of this session is learning about different local social issues and how values can be applied in different situations to bring a positive result. There is also a focus on skill development and it is important to help the students make the link between the activities they are doing now and their final YPI presentation. The activities are designed to give them the opportunity to practice and rehearse the skills they need to complete YPI successfully.

DIRECT TEACHER INPUT: The parts of this session that require direct teacher input are:

▪ Learning outcomes

▪ Connecting students back to the personal values they explored in Session One

▪ Guiding a class brainstorm of different social issues, how they may be connected, and the meanings and possible causes of these issues

▪ Helping students to see the connection between their values and the actions that can be taken to positively impact the social issues happening in their community

▪ Putting students into teams, demonstrating the Diamond 9 activity (Appendix G)

▪ An introduction to the skills students need when working in teams. If you have techniques for successful teamwork that the students are familiar with you may wish to remind students of them.


For example: Team brainstorming skills: A brainstorming session works by focusing on a problem or question, and then deliberately coming up with as many ideas and solutions as possible. One of the reasons it is so effective is that brainstorming not only generates new ideas in a session, but also generates from associations with other people’s ideas by developing and refining them. This means that the group must choose someone to note down all the ideas that the members of the group suggest. Remind students it is important during brainstorming that no one interrupts each other and no ideas are rejected at the first stage.

▪ A reminder of research skills, and an overview of the resources that they can access to research their local social issue. It will be useful to find out where else students have learned and developed research skills.

▪ What are some tips for presenting the information to the class? How to give constructive feedback to each other when they have watched a presentation?

▪ It will be useful to find out where else students have learned and developed presentation skills.

Some examples: ▪ Organise your ideas ▪ Use examples ▪ Rehearse as a team ▪ Speak clearly and confidently ▪ Always face the audience ▪ Use effective body language ▪ Be creative ▪ Use audio-visual material selectively

Suggestions for Expansion:

▪ Expand the discussion on the possible root causes of different social issues in the community. Consider also how the impact of different social issues can overlap in their effects on human experiences, economic, environmental, political, community and/or social realities. These discussions can be supported, for example, with case studies that comment on a particular social issue, or by comparing articles and media from different sources.

TOP TIPS

▪ Think about your local papers; if there are copies in the school library, what kind of articles do they include? What are the issues that people want to read about in your community?

▪ Think about something that really is important to you and that you have an opinion on – this will make your discussion and presentation much more effective.

▪ Is there something that has affected your students personally that they could engage with? This often leads to very passionate teams.

▪ Incorporate an activity that identifies different roles within teams and explores the value of differing roles within an effective team (e.g. a mini ‘Belbin’ questionnaire).

▪ Think Cross-Curricular; Check with the Geography Department on whether pupils have done mini-topics on any social issues that might arise in discussion – this will give pupils a context and point of reference.


SESSION THREE: RESEARCHING A LOCAL SOCIAL ISSUE SESSION OUTLINE


▪ Which local social issue does your team feel passionately about and why? ▪ What impact is your chosen social issue having on our local community? ▪ What are the causes of the issue? How is the issue connected to other issues in the community? ▪ What are some attitudes/behaviours that one person can change in their everyday life, to help

address the issue? ▪ What local, community-based charities are working to address the issue?


▪ be able to describe your chosen social issue to the class ▪ be able to communicate effectively your reasons for choosing that particular social issue ▪ be able to explain how the social issue impacts the local community, with examples ▪ be able to suggest or discuss some attitudes/behaviours that one person can change in their

everyday life to help address the issue ▪ have created a list of charities that are addressing your local social issue in the community ▪ be able to describe 1-2 interesting examples of the kinds of services that these charities provide

SUGGESTED PROCESS

Connecting Back

Review the skills introduced last session: ▪ What are the qualities of a team that works well together? What kind of problems might you face

as you work together in a team? How could you solve them? ▪ What are the skills you will need to research your team’s social issue and create a list of potential

charities? What sources can you use to find the information? (see the Student Resources section on goypi.org for helpful websites and tips for finding local charities)

▪ What are some tips for presenting your information to the class?

Researching your team’s social issue 1) Each team will use this session to research their chosen social issue and through their research,

create a list of the local charities that are working to address the issue in the community. The teams will prepare a short (2-3 minute) presentation to tell the class the following information (to be presented next session):

▪ What the social issue is that they are addressing ▪ Why the issue is important to the team ▪ Who is impacted by the social issue in our local community

▪ What could the long term impacts of the issue be on a person, family, community or society, if not addressed?

▪ Are local and/or national politicians debating or speaking out on the issue? ▪ What are some attitudes/behaviours that one person can change, to help address the issue


(E.g. How can the words we use help or hurt the issue?) ▪ List as many charities as you can that are addressing the issue in the community ▪ Describe 1-2 examples of interesting work that is being done to address the issue ▪ The sources of information that the team used for their research (e.g. Google, charity websites,

police station, guidance staff, community centre)

2. Before the teams begin their research, review the types of charities that are eligible for the YPI grant. See Appendix L for more details. Teams will focus on finding examples of community-based charities that are providing social services directly to people in the local area. Teams will have time in the next session to create a shortlist of their favourite charities, and double-check that these charities have registered status.

3. Teams use the worksheet on Appendix I: Researching and Presenting Our Social Issue to record and organise the information about their social issue and the charities that they find. Teams will need access to research resources (library, computer lab, newspapers). Students should also be encouraged to find out about charities by considering where they volunteer, getting advice from their family, teachers and community members. They should understand the limits of relying solely on online searches.

TOP TIPS

▪ Last year’s winning group could deliver their presentation to the new participants and then provide some feedback on where their chosen charity has invested their £3000 grant.

▪ Write down your list of social issues from the last lesson – if you cannot choose which you feel to be most pressing, draw lines to link those issues which are connected, this will help you look at root causes and maybe identify areas that may be more important to address and, in turn, alleviate others.

▪ Appendix I: Researching and Presenting Our Social Issue, includes suggestions for additional thoughts during students’ social issue research. Teachers can expand on these through classroom discussion or encourage students to take a more in-depth look at both the possibilities and complexities of solutions to social issues.

▪ Think Cross-Curricular; Religious Studies, Philosophy, Sociology or English;; there’s nothing like a healthy debate to get pupils animated. Pupils could address the question of impact around a £3000 grant – e.g. should £3000 go to the family of a disabled child who wish to convert a downstairs bathroom for him to use or should it be spent on 300 fire alarms for local elderly residents?


Session Three Teacher Notes: RESEARCHING A LOCAL SOCIAL ISSUE KEY QUESTIONS:

▪ Which local social issue does your team feel passionately about and why? ▪ What impact is your chosen social issue having on our local community? ▪ What are the causes of the issue? How is the issue connected to other issues in the community? ▪ What are some attitudes/behaviours that one person can change in their everyday life, to help

address the issue in our everyday life? ▪ What local, community-based charities are working to address the issue?

YPI RESOURCES:

Appendix I: Researching and Presenting Our Social Issue Appendix J: Identifying Your Local Charity Appendix L: YPI Grant Criteria

Note - During Session 3 it will be important for the students to have Internet access. If necessary, book a computer room.

INTRODUCTION: The YPI curriculum is designed to encourage a logical process by which the teams identify which charity to support. In this session the focus is on researching the impact of the particular social issue the team wishes to address, as well as creating a list of the local charities working on the issue. They will use this list, as well as information they learn when watching the other teams’ presentations, to narrow down their choices into a shortlist of three eligible charities.

Preparing for these mini-presentations will be useful for the students to keep on track with their overall research; provide them with an opportunity to study the impact of their chosen social issue more in-depth; practice organising their research into a presentation format; as well as an opportunity to learn about different social issues, a range of local charities, and the different sources of information that students can use.

DIRECT TEACHER INPUT:

▪ Connect back to the previous session. Review presentation skills with students, and offer advice on how to give constructive feedback to their peers.

▪ Provide an overview of the YPI grant criteria, and why the students should record as many eligible charities during their research as they can. Explain that – in order to be eligible for a YPI grant – the charity must be a registered, local, grassroots charity, providing social services directly to the local community (Appendix L).

▪ Remind students how to use the Internet for research and give them a time-limit within the space of the session for doing the research activity. If there are enough computers, you might like to suggest that each team splits into pairs or trios and each pair or trio focuses on one of the websites suggested.


SESSION FOUR:

OUR COMPASSIONATE COMMUNITY SESSION OUTLINE


▪ What local social issues are important to students in my class and why? ▪ What impact do different social issues have on my community? Who is impacted? ▪ What kinds of local social service charities are working in my community? ▪ What sources can my team use to find more information? ▪ Which charities are eligible for YPI? Which charities will be on my team’s shortlist?


▪ understand a variety of different social issues and their impact on the local community ▪ have learned examples of the work that charities are doing to help people in the community ▪ have practised using your presentation skills as a team, as well as your skills as an audience

member (listening and providing feedback) ▪ understand what kinds of charities are eligible for YPI, and how to verify their eligibility ▪ have created a shortlist of potential charities for your team to research further in the next session

SUGGESTED PROCESS

Connecting Back

Review the skills introduced in the last two sessions: ▪ Have any teams experienced any challenges during their research and preparing for their

presentation? Any successes? ▪ What sources have students been using to find information about social issues and local

charities? ▪ What tips should teams remember when presenting their information to the class? ▪ How shall the audience listen and provide feedback? What kind of comments and constructive

criticism would be helpful?

Team Presentations on Local Social Issues

1) Each team gives their 2-3 minute presentation to the class, covering the following information: ▪ What the social issue is that they are addressing ▪ Why the issue is important to the team ▪ Which people are impacted by this social issue in our local community ▪ What could the long term impacts of the issue be on a person, family, community or society, if

not addressed? ▪ Are local and/or national politicians debating or speaking out on the issue?

▪ What are some attitudes/behaviours that one person can change, to help address the issue (E.g. How can the words we use help or hurt the issue?)

▪ List as many charities as you can that are addressing the issue in the community ▪ Describe 1-2 examples of interesting work that is being done to address the issue


▪ The sources of information that the team used for their research (e.g. Google, charity websites, police station, guidance staff, community centre)

2) Students listen to each team’s presentation and record the information they learn. Students and/or teams should be encouraged to provide feedback to the teams about their presentations. (See Appendix I: Researching and Presenting Our Social Issue for a sample feedback and note-taking form.)

Preparing a Shortlist of Three Eligible Charities

1) After the presentations, the class reviews the issues and the charities that the teams presented, drawing connections between the social issues, their causes, and any patterns in how they are being addressed. The class should also discuss the different sources of information that the teams used, how to tell whether a source is reliable, and why using a variety of sources is important.

2) Review the eligibility requirements for YPI (see Appendix L), and discuss any charities that might not be eligible for the purposes of the project. (Teachers may also want to use this opportunity to prevent any overlap in the charities that teams are interested in).

3) Teams now meet to decide on their shortlist of the three charities that they would like to research further (this can be based on their own presentation and/or on other charities presented by their peers). The next session will prepare teams with comprehensive examples and questions to answer when they narrow down the charity that they would like to research for their YPI project.

Note to teachers: Please note we recommend at least three weeks of time for students to contact and visit their charity of choice. This is to provide adequate time for communication with the charity representative, as well as room to change their charity if the team’s first choice is unavailable.

TOP TIPS

▪ The Charity Commission for Northern Ireland’s ‘Deemed List’ http://www.charitycommissionni.org.uk/manage-your-charity/register-your-charity/the-deemed-list/ and your local Borough Council are good places to start your search for local charities.

▪ For more resources, visit the “Student Resources” section of the YPI website. ▪ Remember that the smaller a charity is, the harder it will be to find as it might not have a website or

marketing materials. Encourage students to ‘think outside the box’ and avoid using only a general Google search, which may neglect smaller local charities that may be struggling to raise awareness.

▪ Encourage students to consider ways of communicating information in an engaging manner. (For example, slide presentations require extra attention to ensure fewer words and more visuals, such that the slides can remain engaging.)


http://www.charitycommissionni.org.uk/manage-your-charity/register-your-charity/the-deemed-list/

Session Four Teacher Notes: OUR COMPASSIONATE COMMUNITY KEY QUESTIONS:

▪ What local social issues are important to students in my class and why? ▪ What impact do different social issues have on my community? Who is impacted? ▪ What kinds of local social service charities are working in my community? ▪ What sources can my team use to find more information? ▪ Which charities are eligible for YPI? Which one does my team want to choose?

YPI RESOURCES: Appendix F: Online Tools and Resources Appendix I: Researching and Presenting Our Social Issue Appendix J: Identifying Local Charities Appendix K: Shortlist of Three Charities Appendix L: YPI Grant Criteria

YPI Online Student Resources > “Helpful Videos”: Choosing a Local Charity

INTRODUCTION: In this session, the teams deliver their 2-3 minute presentations about their social issue and the initial research they did into the charities that are working on their issue. Teacher and students provide teams with feedback that will help them with their larger final presentations later in the course. This session is also an opportunity for the class to flag any repeats in charity selection and any charities which may not be eligible for the YPI grant. Teams then decide on a shortlist of charities that they will pursue further in the following session.


▪ Connect back to previous session. ▪ Establish the process for listening to the presentations, taking notes and observing for feedback ▪ Guide the class through a feedback process after each presentation ▪ After the presentations, review the issues and the charities that the teams presented, drawing

connections between the social issues, their causes, and any patterns in how they are being addressed

▪ Review the charities that were mentioned in the presentations and checking for repeats and eligibility

▪ Review the different sources that students used to find information about their social issue and charities, plus how to tell whether a source is reliable, and why using a variety of sources is important.

▪ Remind students to ‘think outside the box’ and avoid using only a general Google search, which may neglect smaller local charities that may be struggling to raise awareness.


SESSION FIVE: UNDERSTANDING CHARITIES: EFFICIENCY & IMPACT SESSION OUTLINE


▪ How does a charity work? ▪ Do you think it is important that a charity has a clear mission and clear goals? ▪ What outcomes do charities try to create for individuals, families and communities? How can a

charity measure its outcomes? Is it important to measure them?

▪ What is “long-term impact”? What kind of long-term impacts are charities trying to make?

▪ What resources do charities need to have and what activities do they need to do in order to achieve outcomes for the people they help? What kinds of challenges could charities face along the way?

▪ What is an effective charity? Is it important for a charity to be efficient with its resources? What are some things to consider when determining how efficient a charity is with its resources?

▪ How could a charity’s services impact or even prevent other social issues? ▪ Which charity will your team choose for your YPI project?


▪ Understand how and why different charities choose to approach an issue, and that charities may approach the same issue differently

▪ Understand the difference between a charity’s resources, activities, short-term outcomes and long-term impact

▪ Consider the factors and challenges charities face when managing resources (e.g. financial, human, physical)

▪ Consider the meaning and value of a charity’s services in a community, both in the short and long term

▪ Understand how a charity’s services may be impacting or even preventing other connected social issues, as well as positively impacting other people/communities

▪ Be excited and motivated about the value of the charity that you are about to visit

SUGGESTED PROCESS

Connecting Back

▪ Consider the connections between the values of people who work for the charity and your individual values

▪ Review the research your team did on your chosen social issue, especially the causes, effects and the different ways that charities are working to address it in your community

▪ Appreciate that while your team worked hard to research your social issue, charities may have been working hard for months or years to continually research, manage, improve and sustain solutions to address the issues


PART 1: Using Appendix Q: Charity Profiles (Examples) Consider each charity. How are they similar? How are they different? For example, regarding:

▪ The social issue that they address ▪ Their mission ▪ The programmes and services offered ▪ Annual budget ▪ Size/scale ▪ Number of people served ▪ Outcomes of the charity’s work ▪ Long-term impacts in the community

Discussion Questions:

▪ Do the charities have clear missions and goals? Do you think it is important that a charity has a clear mission?

▪ How or why were these charities started? What do you think these charities value? ▪ What are some examples of the programmes and services (“activities”) offered by the charities?

Could two different charities have the same mission but offer different kinds of programmes and services? Could they both be valuable to people? Why or why not?

▪ What are some examples of the “outcomes” that the different charities create for people? Are there different outcomes for different individuals, families or communities? What is the difference between a charity’s mission, its activities and its outcomes?

▪ Do you see any differences in the charities’ budgets? Do differently sized budgets make any difference to the quality of the charities’ outcomes, or how well they use their resources? (e.g. Does a bigger budget mean better outcomes? Does a smaller budget mean the charity is using its resources more efficiently?)

▪ What could the long-term impacts of the charities be? What is the difference between a charity’s outcomes and its long-term impact?

Brainstorm: ▪ What resources do the charities need to have in order to provide their programmes and services to

people? ▪ What kinds of challenges could the charities face in managing their resources and creating

outcomes for people?

▪ How do you think the charities decided which programmes and services they would offer? Why might a charity change or update their programmes and services over time?

▪ What makes a charity “effective”? Is it important for a charity to be efficient? Why or why not? What are some things to consider when determining how efficient a charity is?


Considering Charity Outcomes and Long-term Impact: ▪ How do the different charities measure their outcomes? Do charities measure their outcomes

looking only at the numbers of people helped? How else can charities measure their outcomes?

▪ Is it worthwhile for a charity to spend resources on measuring its outcomes? Why or why not?

▪ Do you think that the work of one charity might help to prevent or support other social issues in the community? How so?

▪ Are any of the charities connected in helping to create a similar long-term impact for the community? How does a charity know if it is helping to create impact?

▪ Do you think any of the charities could make the social issue completely disappear in the long-term? Why or why not? If so, what might the community be like? If not, what else might be needed?

▪ What could the charities do for their local communities with a £3000 grant? ▪ If you had £3000, which of these charities would you grant it to? Why?

PART 2: Using websites and other available sources of information, teams research and compare the charities on their shortlists, and ultimately choose the one they would most like to support. The following questions are for students to answer, using the accompanying worksheet (Appendix L: Shortlist of Three Charities)

▪ Double-check: Is each charity eligible for YPI? (E.g. is it a registered charity providing social services to the local community?)

▪ Why was the charity started? What is its mission? ▪ What do you think the charity values? Do they match the values of your team? ▪ How does the charity address your chosen social issue? What kinds of programmes and services

does it offer? ▪ What are the outcomes of the charity’s activities? ▪ Is there anything that your team feels is unique or special about the charity’s activities or

outcomes? ▪ How might the charity’s work have an impact on other issues? ▪ What kind of long-term impact could result from the charity’s work? ▪ What impact could the charity have on the local community with a £3000 grant? ▪ (If available: What is the charity’s budget? What local impact could the charity make with a YPI

grant?) ▪ If you had £3000, which of the charities on your shortlist would your team grant to? Why?


Next session:

Now that you have chosen your charity, your team will think about what you will need (e.g. information, technology, data, interviews, photos, videos, etc.) in order to design a compelling presentation about the charity’s impact in your community.

Communication Skills Practice In the next YPI session you will also begin to do more active and in-depth research into your chosen charity. The first thing you will need to do is contact the charity to arrange a time to visit it to interview a member of its staff.

To prepare for this you will need to develop your communication skills. When you phone the charity, you will have to explain who you are, what the YPI project is about, and that your team would like to visit the charity in order to find out more about its work.

The phone call is very important because it is the start of your relationship with your chosen charity. You may need to leave a polite and clear voice message in case the person you are trying to reach is unavailable. Write a script for your telephone call that explains YPI, the fact you are researching this charity and that, if possible, you would like to visit them to find out more about the charity’s work. Your teacher will help you prepare by showing you some scripts for different scenarios that might occur (Appendix M). Listen carefully and think about how you will react in each possible situation.


Session Five Teacher Notes: UNDERSTANDING CHARITIES: EFFICIENCY & IMPACT KEY QUESTIONS:

▪ How does a charity work? – looking at resources, activities, outcomes and impact ▪ What outcomes do charities try to create for individuals, families and communities? How can a

charity measure its outcomes? Is it important to measure them?


▪ What resources do charities need to have and what activities do they need to do in order to achieve outcomes for the people they help? What kinds of challenges could charities face along the way?

▪ What is an effective charity? Is it important for a charity to be efficient with its resources? What are some things to consider when determining how efficient a charity is with its resources?

▪ How could a charity’s services impact or even prevent other social issues? ▪ Which charity will your team choose for your YPI project?

YPI RESOURCES: Appendix H: Examples of Vision/Value Statements Appendix K: Shortlist of Three Charities Appendix L: YPI Grant Criteria Appendix M: Communicating With Charities Appendix O: Planning Your Interview Questions Appendix P: Charity Profiles (Examples)

INTRODUCTION: In this session you will be helping your pupils look at sample profiles of different charities and how each one helps the local community. This session will help pupils develop their analytical skills by looking at the fictional charities and deciding which one they think it is worth giving a YPI grant to. They will then take what they have learnt and apply it to their own shortlist of local charities to help them figure out which charity they most want to represent. This session also prepares students to understand and appreciate both the value and the challenges of the charities they are researching.

DIRECT TEACHER INPUT: ▪ Learning outcomes ▪ Connecting pupils to their personal values in Session One and how they relate to both the fictional

charities they explore and the real charities in their local community ▪ Reviewing the research students presented on their social issues as a class or in teams ▪ Building appreciation amongst the students for both the value and challenges of the charities in the

community ▪ Guiding the class to compare and discuss topics about charities, using the sample charity profiles ▪ Guiding a class brainstorm regarding the resources charities need, and the challenges they face ▪ Helping pupils compare the charities in terms of their effectiveness and impact


Further background information for teachers:

▪ What outcomes do charities try to create for individuals, families and communities?

Outcomes are generally the immediate or medium-term results of a charity’s programmes and services. Some outcomes of a Computer Skills Programme for homeless youth could include: improved computer literacy; increased employment skills; increased sense of self-worth; improved job-search skills; improved communication skills; increased independence; higher secondary school graduation rate; 85% of participants achieve a recognised certification; 75% of participants gain employment


Long-term impact is the bigger picture, the broader, more far-reaching results of the charity’s contributions. Long-term impact often takes place at the individual, family, community as well as the societal level (“social change”). Long-term impact is generally what the charity is working towards – it is their wish for the individuals and community in the future, and is often clear in their mission statement. The long-term impact of a Computer Skills Programme for homeless youth would be to build bridges between disadvantaged young people and local employment opportunities, often breaking cycles of poverty, substance abuse and violence, leading to lives of dignity and independence for the young people as well as improving stability for their families and the community.

▪ What resources do the charities need to have in order to provide their programmes and services? E.g. Human resources (frontline staff, volunteers, management); buildings/facilities; equipment/technology; funds/budget/donors/revenue streams; advertising/public awareness; website/social media; time

▪ What kinds of challenges could the charities face in managing their resources and achieving their outcomes?

E.g. Limited funds; unreliable funds; costs and benefits of fundraising (time and resources); costs of measuring and reporting outcomes (time and resources); accessing and training volunteers; organising fundraising and/or reaching out to donors; website and communications with others; public awareness; lack of time/staff

▪ What is an effective charity?

E.g. Efficient use of resources to meet goals and create measurable outcomes for the community

▪ Is it important for a charity to be efficient with its resources? Why or why not? What are some things to consider when determining how efficient a charity is with its resources?

E.g. Proportion of funds spent on programmes/services/salaries of trained frontline staff vs. administrative/overhead costs; cost/value of the actual impact being achieved; tensions between quality vs. quantity; how much it costs to fundraise £100


▪ How do the different charities measure their outcomes? Do charities measure their outcomes looking only at the numbers of people helped? How else can charities measure their outcomes?

E.g. Quantitative numbers, participant feedback/testimonials, questionnaires/surveys, interviews, observation, keeping records and notes, tests, attendance rates

▪ What impact could the charities have on their local communities with a £3000 grant? E.g. Illustrations to consider: - £3000 could help a charity with a small budget keep its doors open to the community - £3000 could help a charity with a medium-sized budget to pilot a programme, measure impact,

appeal to future funders - £3000 could help a charity with a larger budget to reach more people in an existing impactful

programme

Suggestions for Expansion

▪ Develop financial literacy in your learners by using analogies between personal spending and charitable spending

▪ Set up a debate where different pupils must represent the different fictional charities and argue their case for support

▪ Recall all of the local charities that the class found during their social issue research: note how it may add value to your community when charities address various needs with different approaches, accessible by different demographic groups.

▪ Important: This session includes an option for students to compare the online financial statements of their shortlisted charities if these are available. Students won’t be expected to ask detailed questions over the phone to multiple charities about their financial situations.

TOP TIPS

▪ Is there a local accountancy firm or local business that could support this lesson? ▪ We all want the £3000 grant to make a significant impact to the winning charity. Ask pupils to think

about how they might spend a £3000 grant within their chosen charity to support their aims and activities.

▪ Think Cross-Curricular; this is a great opportunity for the Maths/Business Studies department to use a real-life context to support a lesson around charity finance.


SESSION SIX:

ACTIVE RESEARCH

SESSION OUTLINE


▪ What reasons did my team have for choosing our charity?

▪ What skills or interests do we have that will help us prepare a creative presentation?

▪ How should my team prepare to contact our chosen charity?

▪ What questions should my team ask while we are visiting our charity?

▪ How will my team build a successful relationship with our charity?

▪ How will my team communicate information about our social issue and charity in an engaging way?


▪ understand how to set up an interview with your chosen charity

▪ understand how to successfully do in-depth research into your chosen charity

▪ have gathered the information you need to give a great YPI presentation

▪ have built a strong relationship with your chosen charity

▪ have successfully used a range of communication skills

▪ have considered how your team will communicate the impact of your charity’s work

See Appendix M and N for guidance on Supporting Student Charity Visits.

SUGGESTED PROCESS

Connecting Back

▪ Review your shortlist of charities, and reflect on the reasons your team had for choosing your top choice. What value is their mission adding to the community? What are the challenges they might be facing in meeting their goals?

▪ What special skills or interests do you have that can help you to make a creative presentation? (e.g. visual art, drama, photography, video-making, music, poetry/spoken word)

▪ What will your team need (information, technology, stats, interviews, photos, videos, etc) to design a compelling presentation about the charity’s impact in your community, about how youth can get involved in being part of the solutions, and to convince the judging panel it deserves a £3000 grant?

Prepare to Contact Your Chosen Charity 1) What should your team consider when you try to contact your charity to set up an interview?

2) What can your team do to be successful in setting up an interview? Put yourself in the shoes of a charity representative who would answer the phone. Consider what tone and messages would make it more likely for a charity to respond to your request.


WHO? ▪ Determine the best person to speak with, and find their name and extension whenever possible. Some

sample job titles include: Fundraising/Development Coordinator, Communications Coordinator, Programme Coordinator, Programme Manager, and Executive Director.

WHEN? ▪ As a team, arrange three dates/times when you are all available to visit your chosen charity and

have these at hand when you make the call so that you can give the charity some options. ▪ Don’t procrastinate! Call your charity as soon as possible. It can take time to organise a convenient

time to visit your charity. Don’t expect them to available for a visit the day after you call.

WHY? ▪ Explain clearly who you are, which school you attend, and describe the Youth and Philanthropy

Initiative to them. See Appendix M: Communicating with Charities ▪ Ask politely whether it would be possible to arrange a time for your team to visit their charity to

find out more about its work. ▪ Make a careful note of any arrangements you make to meet with a representative from the charity. ▪ Ask for the staff member’s email address, and follow up with an email. See Appendix M:

Communicating with Charities ▪ Ask if the charity needs any help, offering to do something that adds value to why they would like

meeting with you: Do they need volunteers? Are they on social media, or could you help increase their social media presence? Are there events this year that need help? Do they need clothing/food donations? Can you help speak up for the charity and its social issue, to others who can influence change?

HOW? ▪ Prepare and practice a script for your telephone conversation. See Appendix M: Communicating

with Charities ▪ Be clear and organised ▪ Be polite, professional and enthusiastic ▪ Show your interest and knowledge of the charity’s work in the community ▪ Be genuine in appreciating the opportunity to learn so much first-hand from charity staff; it’s a

unique experience not every student gets to have. ▪ Show respect for the charity employee’s limited time; thank them for speaking with you even if

they say that they are unable to participate in your project. Don’t be discouraged if your top-choice is unavailable or does not return your phone calls/emails: contact another great charity from your shortlist.

▪ Decide with your team on the phone number and email address you will use to communicate with the charity.

▪ IF LEAVING A VOICEMAIL MESSAGE: If you cannot reach the staff member, leave a clear and effective message. See Appendix M: Communicating with Charities

▪ SENDING AN INTRODUCTION EMAIL: See Appendix M: Communicating with Charities for an email template that will help you to introduce YPI to your charity after speaking with them or leaving a voicemail. Do not email your interview questions to the charity. They’re very busy working hard to help the community and it is unfair to ask them to do your work for you.


Prepare to Visit Your Charity: How Will You Understand and Communicate its Impact?

1) How will your team have a meaningful interview and visit with your charity? How will your team build a strong relationship with the charity and its staff?

2) What questions can your team ask that will help you to understand the charity and its impact on the local community?

3) What else can you learn or gather from your visit that will help your team to prepare a strong, compelling presentation?

4) How will your team communicate information about your social issue and charity in an engaging way?

▪ Review the judging criteria for the presentations (Appendix U: Final Presentation Judging Sheet) as a guideline for preparing to gather relevant information during your charity visit.

▪ Then create your own interview questions, based on the information you need to collect. See Appendix O: Planning Your Interview Questions for a guide to creating your interview questions.

▪ Consider your team’s interests and skills, and how you could communicate information about your social issue and charity in an engaging way. Some suggestions:

o Create info graphics to show the number of people impacted by the issue locally o Film the interview and show clips during the presentation. (Ask permission) o Take photographs of your visit. (Ask permission) o Collect some materials (e.g. leaflets/posters) from the charity to pass around during the

presentations. o Ask for case studies/stories about people who have been helped by the charity, and prepare

a role-play for the audience to better understand the issue and services. o Demonstrate how the charity uses limited resources to make lasting impact o Interact with the audience

Visit Your Chosen Charity In order to make your meeting with your charity as successful as possible:

▪ Take a list of all your interview questions, as well as a list of anything else you would like to collect during your visit. Take any equipment you will need (camera, video camera, mobile phone). Be sure to ask a charity staff member for permission before photographing or filming anyone.

▪ Make sure you know the exact address of the charity and how to get there. ▪ Make sure an adult knows where you are going, how they can reach you, and when you are

planning to return. ▪ Write down the full name of the person/people you are due to meet with at the charity and their title

so that you know what they do at that charity. ▪ Arrive about 5-10 minutes before the time you have arranged to meet. ▪ Take detailed notes during the interview - you will need to include the information during your

presentation.

Send a Thank You Note

▪ Remember to thank the charity rep for sharing their time and knowledge with your team with a thank you email or even better, snail-mail a handwritten note. Keep them updated about your team’s progress with your presentation. See Appendix M: Communicating with Charities


Session Six Teacher Notes: ACTIVE RESEARCH KEY QUESTIONS:

▪ What reasons did my team have for choosing our charity?

▪ What skills or interests do we have that will help us prepare a creative presentation?

▪ How should my team prepare to contact our chosen charity?

▪ What questions should my team ask while we are visiting our charity?

▪ How will my team build a successful relationship with our charity?

▪ How will my team communicate information about our social issue and charity in an engaging way?

YPI RESOURCES: Appendix F: Online Tools and Resources Appendix M: Communicating with Charities Appendix N: Supporting Student Charity Visits Appendix O: Planning Your Interview Questions Appendix Q: YPI Presentation Success Criteria Appendix U: Final Presentation Judging Sheet

YPI online video resource - “Making your Charity Visit”

Internet Access

Telephone Access

INTRODUCTION:

This session prepares students to contact their chosen charity – often a very nerve-wracking part of the project! – and guides them in planning for a creative, compelling and informative presentation based on the information that they will learn during their site visit. It is important for students to think critically about the questions they will ask during their charity visit, and also to think sensitively about how to relate well with the charity and prepare to offer something back whenever possible. Teams will also consider how they will relate to their audience and present the information that they learn about their charity in a way that is engaging and memorable, whether or not they are chosen for the grant.


▪ Connect back to the previous session to allow students to reflect on the value charities provide to communities and the challenges and constraints they meet. Student teams will use their understanding of charities to predict the challenges that they may face in arranging a site visit, and to plan their approach accordingly.


▪ Encourage students to consider the skills and interests that are on their team; often the most compelling presentations are those that reflect the unique creativity of the young people involved, not necessarily the ones with the most polished and professional PowerPoint slides.

▪ Students will consider the different components that they would like to place in their presentation, and this will allow them to plan for the types of information, materials and media to collect when they visit their chosen charity. Teams will, of course, need to be flexible to changes along the way.

What should your team consider when you try to contact your charity?

▪ Teams should apply their understanding of charities (their work, value and challenges) when initiating contact. Brainstorm with students how they can offer to be positive assets to a charity. (E.g. volunteering; supporting them on social media, sharing their presentation, etc.)

▪ Remind students that the main goal of their YPI project is not to win a grant, but to advocate for their charity and for a social issue; and this does not need to be limited to one class presentation.

▪ Underline the importance for students to prepare for a meaningful visit with their charity, and that it is a requirement* for their project. (*Some charities will not allow outside visitors for the safety/privacy of clients. Student teams may make alternate arrangements to interview staff).

▪ Students should be discouraged from emailing a list of questions to charity staff, expecting quick responses or disregarding charity staff’s time.

▪ Rehearse for the phone calls using the telephone/voicemail scripts in Appendix M: Communicating with Charities. Students may need access to school telephones for the calls. If you have a Teaching Assistant or Learning Support Assistant in the classroom, they will be a very useful resource for supporting students when they make their telephone calls. You may wish to plan time after school or at lunchtime for students to phone their charity again if they are unable to speak to a charity representative during lesson time.

▪ Make sure that each team has decided which email address to use if they have to leave an email address for their charity to reply to.

▪ Encourage students to plan questions that will give them some personal stories about people their charity has helped; this will help them bring their presentations to life.

▪ After the students have visited their charity encourage them to write thank-you letters to the charities. See Appendix M: Communicating with Charities for tips on writing a thank you note.

▪ As students prepare presentations, prompt them to review what they’ve learned and practiced, and to put themselves in the shoes of audience members – the possible values, knowledge or attitudes others have toward an issue, and how they may best connect with or change these.

▪ Stress the importance of the students’ potential to contribute to longer-term attitude changes; to impact and change their audience, not just the judging panel.

▪ Underline the importance for students to stay within reasonable limits of the 10 minute presentation mark. Judges will take length of presentations into account (if very long or short).

▪ When brainstorming ideas for creating strong presentations and communicating impact, encourage students to discuss their diverse ideas as a class to support each other.

▪ Stress how groups who do not win the grant can be equally vital to contributing in valuable ways spread awareness and attitude changes that are often at the root of social issues.


SESSION SEVEN: YPI PRESENTATIONS SESSION OUTLINE

Ready, steady, present!

Once you have completed your research into your chosen charity you will need to put together a 10 minute presentation about the work the charity does.

As you prepare for your presentation, access the online Student Resources “Create a Great Presentation” section for video resources to help develop creative and thorough presentations.

As you watch the presentations and tips in the videos, think about the following questions: ▪ What different techniques do the students use to present their information? ▪ What different skills do you have in your own team? How can you be creative? ▪ How can you give helpful feedback to other teams when they rehearse their presentations?

Pupil-produced videos are encouraged and should represent no more than about half of the total presentation time. (Limited use of professional/charity-produced videos is permitted; however, in the YPI Final, it will be at the judges’ discretion as to how effectively non-pupil produced media was used.)

Make sure you take time to rehearse and ask for feedback from other students/teachers/parents several times before you give your presentation in class.

The first round of presentations is held at the classroom level: this is your team’s opportunity to advocate to your class about the important work that your charity is doing in the community. The top presentations from each class will proceed to your school’s YPI Final, where they will present once more in front of an audience and panel of judges, and the grant winner will be selected.

Regardless of whether your team is selected to proceed to the YPI Final, you are bringing attention to an urgent social issue, and providing information to your peers on how the issue is being addressed. Don’t underestimate the power you have when you speak out about something you believe in: you and your team are providing invaluable information about issues and services that pupils and adults may be able to use to help themselves, their family, friends or other people in the future. Plus, you are bringing much-needed attention to the challenges and innovations of local charities in your community.

Use Appendix Q: YPI Presentation Success Criteria to ensure you include all the necessary information in your presentation.

Use Appendix U: Final Presentation Judging Sheet to allow the class to give feedback on the classroom-level presentations. Finalists can be chosen by a vote by the students; the teacher’s marking scheme; or a combination thereof. Finalists will then present again at a school-wide YPI final, held after all of the classes have completed the project.


The reminders below will support you to design your presentation successfully as a team:

▪ Plan very carefully so that every member of the team has an active role to play in the presentations. ▪ If you are using any kind of audio/visual or internet in your presentation make sure it is all working

properly before you start.

TOP TIPS

▪ Encourage creativity and interesting elements to the presentation that will interest and engage the audience.

▪ Offer a pupil from last year’s winning team the opportunity to sit on the judging panel. ▪ Notify the local press of the final in order to further profile raise for your charities and the work that

the pupils have done alongside them. ▪ If you notify the local press about the YPI School Finals, be sure to share the communication or press

release with YPI staff by email, so that the YPI social media forums can support you in spreading the news both before and after your YPI School Finals.

Think Cross-Curricular ▪ Do the English or Drama department have any hand outs on presentation skills? ▪ Do the English department want to assess the students’ Speaking & Listening skills? ▪ Could Music or Art help pupils prepare creative props? ▪ What presentation packages have pupils used in ICT? Could the computing team help prepare

the presentations? ▪ Have pupils held mock elections in LLW or History? They could practice lobbying/

campaigning to help create a persuasive presentation that addresses key questions.


Tips for Presentations

1. Encourage students to speak from the heart as much as possible, rather than reading from a script.

2. Ensure students discuss the visit to their charity; do they have a video/photos? 3. What talents does the group have? Their presentation can be imaginative and creative! 4. Ensure that each of the three key areas of the judging criteria are covered. 5. Students should show passion in their voices and on their face! 6. Videos used in presentations should be original creations by students. Limited use of

charity-produced media is permitted, but whether their use was effective will be at the discretion of the judging panel.

7. Presentations are not just about WHAT you say, but also HOW you say it. 8. Tell stories - those of the students and those of the service users.

Session Seven Teacher Notes: YPI PRESENTATIONS YPI RESOURCES Appendix F: Online Tools and Resources Appendix Q: YPI Presentation Success Criteria Appendix R: Class Presentation Judging Sheet Appendix S: Planning and Hosting the YPI School Final Appendix T: YPI Final Invite Templates Appendix U: Final Presentation Judging Sheet

YPI Online Student Resources (www.goypi.org) > “Create a Great Presentation” “Presentation Creativity” “Presentation Preparation” “Presentation Passion”

Projector for students to show PowerPoint/audio-visual presentations

INTRODUCTION:

Once the class is ready to begin preparing their presentations, you can start this part of the course by showing the videos in “Create a Great Presentation” (in the online Student Resources). These will look at some of the basics of presenting: what to include and avoid in both preparation and when on stage.

Accompanying these videos is a series of resources which can be used to extend learning for your students.

Your YPI School Final is also a great opportunity to profile what your students have achieved; you may wish to invite the whole school or selected year levels, parents and/or community representatives, as well as perhaps opening an invite to the teaching staff or invite along local press. There is extensive guidance within the resource guide to support an effective and impactful YPI School Final.

DIRECT TEACHER INPUT

▪ Ensure students are aware of the criteria for a successful YPI presentation (Appendices Q and U) ▪ If at all possible, provide students with an opportunity to rehearse their presentations prior to the

class competition and provide them with feedback. ▪ Remind students of the key presentation skills before the class presentations begin ▪ You can use Appendix V: Final Presentation Judging Sheet to determine which team(s) will

progress to the final. Finalists may be chosen at the teacher’s discretion e.g. by a class vote; students’ judging sheet feedback; teacher’s marking scheme; or a combination.



PLENARY & POST-PROGRAMME: DEBRIEF & EXTEND THE IMPACT

Teacher Notes

Coming to the end of YPI doesn’t mean the end of the students’ learning or their ability to continue helping to create positive change within their communities.

A successful YPI debriefing discussion should:

▪ Allow pupils to consider how they could remain engaged with a charity or social issue, and to “give something back” to charities they have liaised with, as a gesture of appreciation;

▪ Allow pupils to reflect upon their own values; ▪ Allow pupils to identify the skills that they have developed throughout the YPI process and relate

these to their future. These are important employability skills and putting them into the context of job/ college/ university applications will be beneficial for all participants;

▪ Give focus to those pupils who did not win the grant for their charity as they discuss the positives and their personal gains;

▪ Highlight the overall benefits to the community that students have facilitated through YPI; ▪ Give opportunity to evidence learning. Video diaries or filming some of the class discussion is a

great way to document learning.

Session Outline:

Review Appendix W: Whole School Impact and Community Profile prior to this session.

Group Discussions:

Take some time to allow pupils to reflect in groups upon the skills that they have developed and how these will help them in school and their future plans;

Leading Questions:

▪ What skills were developed before they visited their charity? ▪ What skills were developed once they had chosen their charity? ▪ How will these be useful in future plans? Education? Work? UCAS?

Everyone who has participated in YPI will have learned something. Ask the pupils to write down something that they have learned and discuss in groups. Topics that might arise are: Community, Local Charities, Changed values/priorities/preconceptions. You might want them to feed back to the whole class. Can the pupils identify how their values may have changed since they were identified in the first lesson?


Leading Questions:

▪ How have their opinions or preconceptions changed about local charities? The people that work there? The people they work with?

▪ If someone had no money but wanted to do something charitable what would they recommend? ▪ What do they rate most important: time, knowledge, understanding, money, skills? ▪ What was most important to them at the beginning of the school year? Has this changed? ▪ How can pupils use this learning to continue to be Responsible Citizens and Effective

Contributors? Things that could arise are: Volunteering, fundraising, profile-raising, Duke of Edinburgh Service Section, Charities Committee at school, extracurricular school activities, etc.

TOP TIPS

▪ The School Careers Advisor can support here to put the skills developed through YPI into a real life context. They can also discuss the value of active citizenship in helping young people stand out from the crowd in an increasingly competitive job market.

▪ Whole school engagement can be supported through the winning presentation, or a selection of presentations, being delivered to other year groups. This would further support the profile of YPI in the school.

▪ What about a non-uniform day that can be used to raise money for the charities that came second/didn’t win? There would need to be careful planning to ensure that the charity’s profile was raised as well as funds – perhaps the group could deliver their presentation to the other year groups in the build-up to the non-uniform day?

▪ Could students that didn’t make it to the final have a stall at the event to raise money/awareness for their charity?

▪ Revisit some questions under “Top Tips” / “Suggestions for Expansion” which students may have explored during other sessions, to see how their perspectives may have changed (e.g. the concept of “co-opetition”.)

▪ Let students know that there is a YPI Alumni Student Network that they can join. Direct them to the “Stay Connected” section of YPI Resources > For Students at www.goypi.org.

▪ Students can connect to YPI and each other via YPI social media channels on Facebook (www.facebook.com/goypi.org) and Twitter (@ypi_cares / @ypi_ni). Encourage students to share photos and videos from presentations, events and charity visits with YPI via social media.



http://www.facebook.com/goypi.org

APPENDIX A: WELCOME TO YPI – VIDEO RESOURCES We’re very excited to offer the Welcome to YPI videos as two of our cornerstone resources for YPI teachers and students. The videos are available online in the Teacher Resources and the Student Resources sections of www.goypi.org

The “Welcome to YPI – Students” video is a classroom-ready resource, designed to be shown to students prior to YPI Session One, as a way to introduce and explain the fundamentals of the programme. The online format of the video gives teachers the flexibility to use it whenever they need. Most of the material here will have been covered in the Opening Assembly but teachers may wish to use this video to recap an overview of YPI with their students.

The “Welcome to YPI – Teachers” video is designed to acquaint teachers – both new and returning – to the world of YPI. In this video, YPI Founder Julie Toskan-Casale, leads teachers through an overview of YPI’s Core Principles. Julie also highlights advice and practical tips for teachers who want their students to get the best out of their YPI experience.

Suggestions for introducing the “Welcome to YPI – Students” video to your class:

▪ Let your students know why your school is participating in YPI this year. Take an opportunity to give them insight into what excites you as their teacher about the programme.

▪ Inform them that the Youth and Philanthropy Initiative (YPI) is an international programme that is run in secondary schools in Canada, England, Scotland, Northern Ireland, and New York City.

▪ Outline the skills and awareness that they will develop through a combination of in-class learning and practical, hands-on experience in their community.

▪ Explain that students will work in groups to choose a social issue that they care about; find a local, community-based social service to research and visit; and then prepare and deliver a ten minute presentation about the social issue and how their chosen charity would spend £3000 grant to address the issue and help people in the local community.

▪ Tell them about the YPI School Final. A panel of judges (with a majority of students), decides on the group who gave the most compelling presentation for their charity. The chosen group of students will have a £3000 YPI grant awarded to their charity on their behalf.

Suggested discussion questions following the “Welcome to YPI – Students” video:

▪ Why should our class/school participate in YPI? ▪ What 2-3 things stood out to you in the video? ▪ What did the video say about social issues? Charities? Philanthropy? ▪ How does YPI work? Who in the community will be impacted during the project? ▪ What requirements must a charity meet to be chosen for YPI? ▪ What is a social service charity? What other kinds of charities can you think of? (e.g.

environmental, animal, medical research) ▪ What role do social service charities have in our community/country?



Suggestions for discussing social service charities and/or the “charitable sector”: ▪ Social service charities are organisations that support people facing all kinds of difficulties, and

benefit individuals, families and communities by improving immediate access to help that is otherwise not available or affordable. Expansion question: What impact can the charitable sector have for people and social issues in the long-term?

▪ Charities are also called “non-profit”/“not-for-profit” organisations, “NGOs” (non-governmental organisations), “social services”, “social enterprises”, the “voluntary sector” or the “third sector” of society. They are not run by the public sector (government), or by the private sector (businesses). They are sometimes run by religious or cultural organisations.

▪ Charities are sometimes supported financially by government funds, business donations or individual donations. They often face challenges of getting enough funding to sustain and grow programmes and services to address needs in communities.

“Charities have a history of innovation, and a reputation for looking imaginatively at different ways of doing things, influencing the environment in which they operate and learning from, and sharing with, others.”

(Source: Charity Commission. (July 2008). The Hallmarks of an Effective Charity. UK, p.2)


APPENDIX B: LETTER TO PARENTS

School Name/Address

Parent/Guardian Name Address/Email

Dear Parent/Guardian:

This school year your son/daughter will be taking part in the Youth and Philanthropy Initiative (YPI).

YPI is an international initiative designed to support young people in developing community awareness. Students are taught about philanthropy and charity through an experience that highlights the positive impact they can have on their community.

Students will work in teams to research the needs of their community and identify a local charity they believe is best placed to make a positive change. They then learn how to assess the charity’s impact, management, strategy, staffing arrangements and services. Possibly the most important aspect of YPI is the site visit students are asked to make to their chosen charity. By visiting a charity, your child will develop a real understanding of some of the challenges facing the community and will, we hope, be inspired to work to change society for the better. If you have any concerns regarding your child’s independent visit to a local charity then please contact me directly in writing.

Students will use their research to make presentations on the reasons that their chosen charity is most deserving of support. The team judged to have made the most compelling presentation will be given a £3000 YPI Grant to award to their charity.

During this process, students develop skills in research, analysis, presentation, team-building and communication, which all contribute to a student’s growth, and confidence. A businessman working locally to a YPI school in London commented on how impressively students had discussed their YPI experience in an interview day held at the school.

We are excited to be one of the schools across Northern Ireland to be participating in YPI and hope that you will fully support and encourage your son/daughter in researching and visiting a local charity. More information about YPI can be found on www.goypi.org – where you will also find perspectives from another YPI parent. We welcome you to share with us any ideas you may have around engaging your child in the community as a follow-up of what she/he learns through YPI.

Yours sincerely,

YPI Lead Teacher/ Head Teacher


http://www.goypi.org/i

APPENDIX C: WHAT DO I VALUE? (SESSION ONE WORKSHEET)

1. Use the information on the next page to compare the statements, and choose the ones that are most important to you and the ones that are the least important to you. From these statements you can reveal your set of personal values. Record the results below:

2. Do you agree with the results? Do you think that the statements are good descriptions of the values? What do these values mean to you?

3. Can you describe a situation where you put into action one or more of the values most important to you? What was the result?

4. Imagine some future situations where you could put your values into action. Example: Value: Courage Future Situation: Your friends are teasing a new student Action: You stand up for the new student, even though it would be easier not to. This takes courage.

Value: Future Situation:

Action:


Action:


Action:

Today’s date:

MY MOST IMPORTANT VALUESMY LEAST IMPORTANT VALUES


APPENDIX C: CONTINUED

Read through the statements below, and choose the top three statements that are most important to you, as well as the bottom three statements that are least important to you. Use the Values Key on the next page to reveal which values are most and least important to you.

A) I believe everyone should have the

same opportunities and rights.

B) I believe everyone should be allowed to

express different ways of living and thinking.

C) I believe we should respect an established way of

how things have been done.

D) I believe people who stand up for

their beliefs should be

respected and valued.

E) I believe it is important to find new and creative

ways of doing things.

F) I believe it is important to take care

of others and help them meet their

needs.

G) I believe people should be noticed for their efforts

and contributions.

H) I believe that people should be able

to seek personal enjoyment and

fulfillment.

I) I appreciate people who guide

and inspire others.

J) I believe it is important for people to feel

connected to and liked by others.

K) I believe that people must

understand their own ethical code and stay true to

themselves at all times.

L) I respect and value people who are dedicated and

effective at what they set out to do.

M) I believe it is important to feel sympathy, care or

concern for others.

N) I believe it is important to

pursue what is fair and morally

right.

O) I believe people should have chances to experience progress and advancement.

P) I believe that it is important to

continually pursue new skills and self

awareness.

Q) I believe it is important for people to be able to explore the unknown and to

test limits.

R) I believe everyone should exercise free will

and embrace liberty for others.

S) I respect and value people who have the ability to influence others.

T) I believe it is important for people to seek connection to a higher purpose.

U) I believe it is important to fulfill

your commitments.

V) I believe it is important to

experience close, ongoing relationships

with others.

W) I believe it is important to participate in

activities with groups of people and to feel connected to them.

X) I believe it is important for people

to voluntarily do what is expected of

them.

Y) I believe it is important to nurture the

relationship you have with your

loved ones, and to spend time with

them.


APPENDIX C: CONTINUED Values Key:

5. Create your own Personal Values Statement using your three most important values and their meanings. Use the space below:

Example:

I believe everyone should have the same opportunities and rights.

I believe everyone should be entitled to express different ideas and points of view.

I respect and value those who stand up for their beliefs.

I value equality, tolerance and courage.

A) Equality J) Belonging S) Power

B) Tolerance K) Integrity T) Spiritual Growth

C) Tradition L) Competence U) Obligation

D) Courage M) Compassion V) Friendship

E) Innovation N) Justice W) Community

F) Helping O) Opportunity X) Responsibility

G) Recognition P) Personal Growth Y) Family

H) Pleasure Q) Risk

I ) Leadership R) Freedom


APPENDIX D: YPI VALUES TREE Have you ever thought about what you value? This is a great way to understand who you are and what kind of impact you want to have on the people around you. The words you speak and the actions you take can have an impact on yourself and your community. What kind of community will your values help create?

How to use the YPI Values Tree The goal of the online YPI Values Tree is to find out what your personal values are. Out of 25 descriptive statements, you will choose the three that you feel are the most important, and the three that you feel are the least important to you. Your set of personal values will be revealed at the end of the exercise.

1. Click on the “YPI Values Tree” icon in the Student section of www.goypi.org to start the activity. 2. Scroll over the statements and take some time to reflect on each one, considering what the statements

mean to your life. 3. Choose the three statements that are most important to you, and choose the three statements that are

least important to you. 4. Changed your mind? Clicking on the “X” will send the statement back to the pile. You may take time

to switch your choices until you are happy to submit them. 5. After you submit your choices, you will discover the names of the three values that are the most

important to you, and the three that are the least important to you. 6. Now, scrolling over the values in the roots of the tree reveals their matching statements. 7. Do you agree with the personal values that the YPI Values Tree suggests for you? Share your results

with a classmate: what are the similarities? What are the differences? Would you define these values in a different way? How so?

8. Upon reflection, you may decide to go back to the activity and change your selections. 9. Use the student worksheet on Appendix C to record your set of personal values. 10. Go back to the YPI Values Tree every so often. Keep a record of your results, and you will be able to

see if your values are changing over time.


What do you value? Check out the

YPI Values Tree www.goypi.org




APPENDIX E: SOCIAL ISSUES AND SOCIAL SERVICE CHARITIES

Examples of charitable sectors that are not part of the YPI granting criteria:

• Medical research/equipment (Health-related charities that provide social services for people and families living with illnesses would be considered eligible, such as special camps, arts therapy, etc.)

• Environmental sector • International aid/development organisations • Charities supporting animals (Charities that involve animals in providing social services to people are

eligible) • Education Sector (schools, universities, academic research)

Social Issues Social issues happen when people in your community face barriers to having everything they need for a healthy and independent life: financially, emotionally, physically, socially and mentally. Social issues affect individuals, families, and communities as a whole: they are problems that prevent your community from working as well as it can for everyone who lives there.

Social Service Charities

The charities that work to solve social issues are called social service charities. Social service charities provide assistance to people who need help to live safe, independent lives. The services provided by this sector are extremely broad and the people who benefit are varied and range from young children to elderly people. For example:

Elderly People: Independence support, Respite, Physical Activity Children: Protection, Support and Shelter, Youth Clubs, Befriending, Sports Unemployed People: Training and Skills Homeless People: Shelter, Counseling, Training Domestic Violence Victims: Shelters, Counseling Disabled People: Support and Assistance, Access Caregivers: Young Carers, Support and Assistance Young People: Back to School Assistance, Mentoring, Activities People in Conflict With The Law: Rehabilitation Newcomers: Support services, Employment, Housing, Orientation Refugees: Support Groups, Shelters, Counseling Addiction & Substance Misuse: Support Groups, Rehabilitation Victims of Crime: Support, Justice Eating disorders: Support and Assistance Teenage Mothers and Fathers: Support and Assistance, Parenting Courses Single Parent Families: Support and Assistance


APPENDIX F: ONLINE TOOLS AND RESOURCES

www.goypi.org The YPI website is a great source of information on the charitable sector and the programme itself. Please take a look through the resources that are available online for YPI teachers and students.

TEACHER RESOURCES:

Create your Teacher Account on www.goypi.org to receive your login details. Log in to the Teacher Resources web page to access your resources:

▪ YPI Northern Ireland Teacher Resource Guide PDF version ▪ Video: “This is YPI – Students” – available at www.goypi.org/englandni ▪ Video: “Welcome to YPI – Students” ▪ Video: “Welcome to YPI – Teachers” ▪ YPI School Final Presentation Support Package ▪ Customizable Student Achievement Certificate ▪ International YPI Teacher Forum

STUDENT RESOURCES: http://www.goypi.org/ypi-resources/for-students.html

▪ Video: “This is YPI – Students” – available at www.goypi.org/englandni ▪ Video: “Welcome to YPI – Students” ▪ YPI Grant Criteria and links to Government Authority Websites ▪ Links to Charity Search Directories online ▪ Video: “YPI SPEAK OUT” outlines 10 tips for successful presentations from the student

perspective ▪ Video: “YPI, THE EXPERIENCE” provides an overview of the programme in action ▪ Our music video, “YPI ONE”, is a fun way to share the programme’s message with students ▪ What Do You Value – Values Tree

CHARITY RESOURCES: http://www.goypi.org/ypi-resources/for-charities.html

▪ Helpful resources you can direct a charity to once they have been approached by a student group.

▪ Here the charity will find tips for making the most of their student visit, as well as an information brochure about YPI.

Join us on Facebook & Twitter! www.facebook.com/goypi.org

@ypi_ni @ypi_cares




http://www.goypi.org/englandni

http://www.goypi.org/ypi-resources/for-students.html

http://www.goypi.org/englandni

http://www.goypi.org/ypi-resources/for-charities.html

http://www.facebook.com/goypi.org

APPENDIX G: DIAMOND 9 ACTIVITY The aim of the Diamond 9 activity is to promote lots of discussion and assist teams to prioritise and reach consensus on which social issue they will focus on for their YPI research. 1. Use the Diamond to arrange the social issues into the squares below. Place the most important issues at the top and the least important issues at the bottom. Issues in each row have equal status. (You can cut out the squares to move them around easily). 2. Based on your discussion, your team will decide which social issue is at the top of your list, and ultimately what social issue you will focus your YPI research on. Alternative: An alternative to the Diamond 9 (& associated print costs) would be to draw round your hand. Next place your chosen social issues at the tip of each finger, before writing in the centre of the hand what social issue you will focus your YPI research on.


APPENDIX H: EXAMPLES OF VISION/VALUES STATEMENTS All kinds of organisations and teams have statements summarising their vision and values. Vision statements describe long-term desired changes that result from the work that’s done. Values statements describe the principles, beliefs or ethics that guide the behaviours or actions of an organisation or team.

Here are some examples of vision/values statements from charitable organisations. (Please note that these organisations are for illustration purposes, and are not necessarily eligible for the YPI project):

NSPCC (U.K.) http://www.nspcc.org.uk/

Vision: To end cruelty to children in the UK. We are inspired by a belief that we can make a difference for all children – by standing up for their rights, by listening to them, by helping them when they need us and by making them safe. Core Values: • Courage: We communicate openly and honestly, challenging the status quo and using our independence and

experience to lead change for children in all our activities. • Respect: We respect children and seek to foster respect for them in others. • Protect: Everything we do is designed to protect children and young people from harm. • Trust: We strive to be someone that children can trust. We work alongside and in cooperation with others,

and wherever possible seek to forge new partnerships that can help to end cruelty to children.

TOGETHER (for Mental Wellbeing) (U.K.) http://www.together-uk.org/

Vision: To create a world where everyone can play a part in breaking down barriers that exist through ignorance and lack of understanding, and live their life without prejudice. Core values: Individual-centered and holistic; Choice; Working alongside; Listening, learning and adapting; Valuing and involving; Quality; Future positive

Food Bank for New York City (U.S.A.) http://www.foodbanknyc.org/

Core Values: • Our work begins and ends with our mission to end hunger, which we can only achieve through partnering

with our citywide member network. • We respect every gift of time, talent, and treasure to our mission by committing to a practice of

transparency and excellence in stewardship. • We recognise that a strong, talented staff is central to our success and we invest in development and

retention. • We embrace being a non-traditional anti-poverty organisation because we recognise that strategic,

innovative approaches are necessary to end hunger.


http://www.nspcc.org.uk/

http://www.together-uk.org/

http://www.foodbanknyc.org/

APPENDIX H: CONTINUED Belfast Unemployed Resource Centre (Northern Ireland) http://www.burc.org/

Vision: To be recognised as an innovative provider in effecting change towards a fair and inclusive society. Purpose: To promote equality, through supporting the participation and inclusion of all individuals, groups and communities. Values: To deliver sustainable activities and services, through a flexible creative approach based on partnership, networking, accountability and leadership.

Daughters of Charity of St. Vincent de Paul (Scotland)

Values: • Compassion for those who have special needs promotion of quality of life for disadvantaged people, placing high value on a safe and welcoming environment • Person-centred care for each person in a holistic way, and all that we do is shaped and driven by this aim • Equality of opportunity for Service Users/Residents, staff, volunteers and all contributing to our services and a totally inclusive approach to service delivery • Respect and value for the richness of diversity • Collaboration and partnership working

Vancouver Foundation (Canada) http://www.vancouverfoundation.ca/

Vision: Healthy, vibrant and livable communities across British Columbia Core Beliefs: • Collaboration: Working together to leverage our collective knowledge, expertise and resources will ensure the best results. • Community Self Direction: Communities have the right and responsibility to identify and address their

priority needs. • Focus: Targeting our efforts and resources will maximize our effectiveness. • Impact: Our work needs to make measurable and sustainable impacts in the communities we serve. • Power of Giving: Philanthropy plays a powerful and integral role in strengthening communities. • Systemic Approach: We address root causes of issues, focusing both on issues today and prevention of

issues in the future.

Wabano Centre for Aboriginal Health (Canada) http://www.wabano.com/ Vision: A world in which all First Nation, Inuit and Métis people have achieved full and equitable access to the conditions of health including: pride in ancestry, cultural reclamation, peace, shelter, education, food, income, a stable environment, resources, and social justice. And where the gifts and wisdom of First Nation, Inuit and Métis cultures are recognised as valuable, distinctive and beautiful.


http://www.burc.org/

http://www.vancouverfoundation.ca/

http://www.wabano.com/

APPENDIX I: RESEARCHING & PRESENTING OUR SOCIAL ISSUE

1. The social issue we chose is: . This issue is important to our team because

2. How does this social issue impact our local community: a) Who is impacted by this social issue in our community? How many people are impacted each year?

b) How are individuals or families impacted by this social issue in the short term (days or weeks)?

c) How does the issue impact individuals, families and/or the whole community in the long term (months or

years)?

d) Name some specific examples of ways this issue has impacted people in our community:

3. What are some causes of this social issue? (e.g. historical or current)

4. How is this issue connected to other issues in the community?

5. Are politicians debating or speaking out on this issue?

6. What is one change a person can make to everyday attitudes or behaviours that would help address the issue?


APPENDIX I: CONTINUED 7. List the names of as many charities in your local community as you can that are working to address your social issue. Remember that lots of students can use Google to find the same well-known charities as you! Broaden your search to help you find lesser-known charities that also need advocacy and support: talk to friends and family, visit your local community centre, read the newspaper, etc. Top Tip: Go to the Student Resources section on www.goypi.org to find your country’s online charity database; this will show you all of the registered charities in your city/town. But it is up to you and your team to determine which of these registered charities address your social issue, and if they are eligible for the YPI grant.

8. List two interesting examples of work that charities are doing to address the social issue in your community:

a)

b)

9. Keep a record of the sources your team uses to find information (e.g. registered charity database, government websites, charity websites, community centre, family/friends, etc)

SUGGESTIONS FOR ADDITIONAL THOUGHTS:

▪ What major solutions are being put in place or proposed for this social issue?

▪ What are some obstacles to these solutions?

▪ What values do the solutions promote? What values do the solutions challenge? (e.g. values related to the economy, the environment, politics or appearances)? Is it possible for different values to conflict?

Example: One solution for integrating individuals with mental health and homelessness issues into society may be to plan housing in other neighbourhoods that include these individuals. This solution may challenge some people’s values about ‘safe neighbourhoods’.

▪ Beyond changes to attitudes or behaviours in daily life, what is a next step you could take to help address the issue?

Additional questions were simplified and adapted from: McKeown-Ice, R. (2002, July). Education for Sustainable Development Toolkit, Version 2. http://www.esdtoolkit.org. McKeown-Ice, R., & Dendinger, R. (2008). Teaching, learning, and assessing environmental issues. Journal of Geography, 107, 161-166.



http://www.esdtoolkit.org

APPENDIX I: CONTINUED Social Issue Mini-Presentations - Feedback and Note-taking Form

Names of Presenters: Social Issue: Watch the social issue presentation, check for content, take notes for each section & give helpful feedback.

Check:

Comments:

The team described why the social issue is important to them and their values.

The team explained some causes of the social issue. (e.g. historical/current)

The team explained how the issue impacts our local community in the short-term and long-term, with examples of how it affects people in our community.

The team explained how the social issue relates to other issues.

The team described what politicians are saying/debating/doing about the issue (or noting if the issue is not being discussed).

The team described (an) everyday change(s) that a person can make to their attitudes and behaviours that would help address the issue.

The team did their best to find all the local charities possible in the community that are addressing the social issue and gave some examples of the work that charities are doing to address the issue.

The team showed the sources they used to find information.

It is clear that everyone in the team participated in the preparation and delivery of the presentation.

The speakers spoke with clarity, confidence and enthusiasm, and used body language (eye contact and gestures) effectively.


APPENDIX J: IDENTIFYING YOUR LOCAL CHARITY Here are some ideas to help you help your students to identify more and more local grassroots social service charities each year.

Criteria for YPI Charity

• Registered – through the Charity Commission or through HMRC. • Local – working in the same borough as the school or where you live. • Grassroots – ideally the charity will have grown from that community rather than be a national charity

that works there (if not possible – as a last resort – find a local branch of a national charity and ensure they agree to the grant money being spent locally).

• Social Service Sector – charity whose primary objective is to support vulnerable people in the community.

Tips

• Before you start delivering the programme in the classroom, set yourself the challenge that you will give your students later on. Imagine you are looking for a specific type of charity in your area and try out the search engines suggested to get an idea of how they work.

• Be sure to encourage your students to utilize all possible charity search databases rather than automatically using the common internet search engines.

• Give students the step-by-step guide before getting them on the computer so that they have an idea of where to go before they begin.

Recommended Research Sites

✓ www.charitycommissionni.org.uk o This site is the new independent regulator for charities in Northern Ireland. It has only just

begun to register charities and this will be a slow process. . In the meantime the commission maintains a list of ‘Deemed Charities’ which can be found here http://www.charitycommissionni.org.uk/Our_regulatory_activity/List_of_deemed_charities.aspx. This is a list of organisations which have registered with HMRC for charitable tax purposes.

✓ Third Sector ‘Umbrella’ organisations are an excellent source of information with regards to regional charitable activity.

o NICVA is the Northern Ireland Council for Voluntary Action and represents the interests of over 5000 voluntary and community groups. The knowledgeable staff may be able to help you find social service charities in your area.

o www.communityni.org is run by NICVA and is a website for promoting and sharing the information on the voluntary and community sector. This website may give you a deeper understanding of the charitable sector as a whole in Northern Ireland.

✓ School & Community Libraries are an exceptional source of information. Of particular relevance to YPI charity research is the local press and media archives. Local press is invaluable and captures a vast amount of information regarding on-going charitable activity. The libraries will also house additional ICT provision should there be limited capacity within the school itself. Furthermore, charities regularly display information, literature and leaflets regarding local activity on library display boards.


http://www.charitycommissionni.org.uk/Our_regulatory_activity/List_of_deemed_charities.aspx

✓ Local Borough Councils should be aware of all the charities operating within their Borough and may be able to help you find a charity that is addressing the social issue that you are interested in.

✓ In your community there are a whole host of other approaches you can use in identifying local charities. Your local GPs, Hospital, Retirement Home, Church, Community Learning & Development Team, Youth Club and Sports Centre will all undoubtedly have charitable partners who support provision, share facilities and/or provide services. Check notice boards, pick up a telephone book, ask the question and see what you find out.

✓ Speak to People around you, as you never know what charities they have had first-hand experience of or what charities they support.


APPENDIX K: SHORTLIST OF THREE CHARITIES

IF YOU HAD £3000, WHICH OF THE CHARITIES ON YOUR SHORTLIST WOULD YOUR TEAM GRANT TO? WHY?

CHARITY #1 CHARITY #2 CHARITY #3

NAME OF CHARITY

PROOF OF CHARITABLE STATUS (e.g. Registration No.)

DOES IT PROVIDE SOCIAL SERVICES DIRECTLY TO THE LOCAL COMMUNITY?

MISSION AND VALUES OF THE CHARITY

SERVICES PROVIDED - HOW DOES THE CHARITY HELP PEOPLE?

WHAT ARE THE OUTCOMES OF THE CHARITY’S ACTIVITIES?

(e.g. for individuals, family, community)

WHAT LONG-TERM IMPACTS COULD RESULT FROM THE CHARITY’S WORK? HOW MIGHT THE CHARITY’S WORK HAVE AN IMPACT ON OTHER ISSUES?

IS THERE ANYTHING THAT YOUR TEAM FEELS IS UNIQUE OR SPECIAL ABOUT THE CHARITY?

(IF AVAILABLE) WHAT IS THE CHARITY’S BUDGET? WHAT LOCAL IMPACT COULD THE CHARITY MAKE WITH A YPI GRANT?


APPENDIX L: YPI GRANT CRITERIA TO BE ELIGIBLE FOR A

YPI GRANT: CHARITIES MUST BE REGISTERED WITH A GOVERNMENT AUTHORITY,

GRASSROOTS/COMMUNITY-BASED, AND PROVIDING SOCIAL SERVICES DIRECTLY TO THE LOCAL COMMUNITY.

In Northern Ireland, the Charity Commission for Northern Ireland is the independent regulator and registrar of Northern Irish charities. Please ensure that the charity you choose is on their ‘Deemed List’, which can be found via this webpage: www.charitycommissionni.gov.uk/Our_regulatory_activity/List_of_deemed_charities.aspx If your charity is not on the deemed list it may still be eligible, as the Commission is in a period of transition and is continuously updating its records. Please ask your teacher if you are unsure or contact the charity and ask them if they can show that they have charitable status.

• Local: The charity provides support and services directly to people in the local community. • Social: The charity must provide social services, meaning it provides immediate assistance to those

with basic needs and promotes the well-being of people. • Community-based/grassroots: The charity is located in and provides services for people in the

community, and in many cases, was started by people who saw a need in their community that they wanted to address. Nation-wide charities may be considered if the students visit and advocate for the services of their local chapter, and demonstrate how the £3000 would be used to directly impact people in the local community.

• Registered: The students must have verified through their research that the organisation has official charitable status.

Examples of charitable sectors that are not part of the YPI granting criteria:

• Medical research/equipment (Health-related charities that provide social services for people and families living with illnesses would be considered eligible, such as special camps, arts therapy, counselling, etc.)

• Environmental Sector • International aid/development organisations • Animal Sector (Charities that involve animals in providing social services to people are eligible) • Education Sector (schools, universities, academic research)


http://www.charitycommissionni.gov.uk/Our_regulatory_activity/List_of_deemed_charities.aspx

APPENDIX M: COMMUNICATING WITH CHARITIES

This appendix provides helpful practice scripts, tips and templates to help you with the following:

• Telephone Call Scenarios

• How to Leave an Effective Voicemail

• Sending a Follow Up/Introduction Email

• Sending a Thank You Note

TELEPHONE CALL SENARIOS

Example Phone Calls: Which One Is More Effective?

SCENARIO 1

Charity Representative: Hello Example Charity, James speaking.

Student: “Hello my name is (your name) and I’m calling from (name of school). Do you have a moment to speak?”

Charity Representative: “Yes, certainly. How can I help you?”

Student: “Thank you. My year group at school is currently taking part in a course called the Youth and Philanthropy Initiative (YPI). We have been examining the social issues affecting our community and the local charities working in the area. Each team has chosen one charity to research and support and my team wondered whether it might be possible for us to visit your charity to ask you some questions about your work. We will use the information to create a presentation which we will deliver in a competition with our classmates. The team that gives the best presentation in the school will be awarded a grant to donate to the charity we have researched.”

Charity Representative: “That sounds like an interesting project – could you email me some more details?”

Student: Of course, I have an information sheet. What is your email address please?”

Charity Representative: “It is [email protected]”

Student: “Great – I will email some more information to you straight away.”

Charity Representative: “And so, your team has chosen to research the Example Charity?”


APPENDIX M: CONTINUED Student: “Yes, that’s right. We really wanted to support a charity that works

with young people in the area.”

Charity Representative: “Fantastic, thank you. When would you like to come and visit?”

Student: “Would September 14th at 4:15pm be possible? Our whole team is free then.”

Charity Representative: “Let me look at my calendar. No, sorry I am afraid I am busy on that day. Do you have any other dates?”

Student: “Yes, we have a couple dates that we are all free. Could we come on the 17th at 3:45pm?”

Charity Representative: “That is fine. How long will you need?”

Student: “Around 45 minutes would be great. If we were able to ask you some questions and have a look around we would really appreciate it.”

Charity Representative: “That will be fine. I look forward to meeting you on the 17th. Bye.”

Student: “Yes, you too and thank you very much.”

SCENARIO 2

Charity Representative: Hello Example Charity, James speaking.

Student: “Hi I’m calling about this charity thing.”

Charity Representative: “Sorry, I don’t understand. Where are you calling from?”

Student: “I’m calling from (name of school). We’re doing this project where we choose a charity to visit and you get a grant maybe.”

Charity Representative: “How can I help you?”

Student: “We want to come to your charity to, you know, talk.”

Charity Representative: “I am afraid I don’t really follow. Perhaps you could call back another time?”

Student: “Alright, bye.”


APPENDIX M: CONTINUED HOW TO LEAVE AN EFFECTIVE VOICEMAIL

Charities can be very busy places, and in all likeliness, you will have to leave a message clearly stating the purpose of your call, and an appropriate way to be reached, so that they can return your call at a convenient time. These are important things to consider when leaving an appropriate message:

▪ Get a specific person’s name or position that you can ask for ▪ Use a formal greeting: “Good morning/afternoon” ▪ State your name and where you are calling from ▪ It’s a good idea to say the date and time ▪ The purpose of your call ▪ A phone number where you can be reached ▪ An appropriate time when they can return your call ▪ Thank you and formal close ▪ And remember, speak slowly and clearly!

EXAMPLE VOICEMAILS: Which one is more effective?

SCENARIO 1

“Good afternoon, my name is Lucy Smith, I’m calling from Example Secondary School. It’s now 1:00 PM on Tuesday the 7th of February. I’m calling to speak with Mr. Chan / the Programme Coordinator regarding a school project for the Youth and Philanthropy Initiative. If you could please call me back at Appropriate Number, I am available this afternoon between 2-4 pm as well as all day tomorrow. Thank you and have a great day!”

SCENARIO 2

“Hi George, I’m calling to find out more about your charity. Can you call me back later? Thanks, bye.”


APPENDIX M: CONTINUED

SENDING A FOLLOW UP / INTRODUCTION EMAIL When you speak with your charity, it’s a good idea to ask for an email address so that you may send an introductory email about YPI and provide more details about why you would like to research and visit their organisation. Here are some helpful sample introduction email templates for you to use after speaking with a charity representative or leaving a voicemail.

Sample Email #1 An introduction email, for when you’ve left a voicemail but have not been able to speak with someone

Dear [Name of charity representative], I am a student at (name of your school), and my class is working on a project called the Youth and Philanthropy Initiative (YPI). For more information about YPI, or to speak with a YPI staff member, please visit www.goypi.org

During YPI, students work in teams to understand more about local social issues, and then choose one charity to research, visit and make a presentation about, for three main purposes: To advocate for the important social issues you address; to learn about your goals, challenges and hopes so we can show others the impact that you are having in the community and how they can support you; and to try to win a £3000 grant for your charity in a friendly competition at my school.

Our team would like to research your charity because _________

We left a message for you earlier (today/this week), in the hope that we can arrange to visit your location and interview you or another staff member about your charity.

May we ask if there are dates and times convenient for you in the next week or two? Here are a few dates and times that our whole team is available: ________

Please let us know what would work best for you. We respect your time, and are organising our questions thoughtfully before we meet.

Thank you again for your time and attention. We look forward to your reply.

Sincerely, [Student names] [School name] [Year Group, Subject area, Class of (Teacher name)] [YPI website]



APPENDIX M: CONTINUED Sample Email #2 A follow-up message, for when your charity has agreed to an interview date

Dear [Charity representative], Thank you sincerely for your response and for kindly offering us a time when we will be able to meet you and visit [Charity Name], to gain a greater appreciation of your work, vision, impact and goals.

We are confirming here the details of our visit to [Charity Name]: Date: ________ Time: ________ Names of students in our group: ______________________________________________

As we prepare to be efficient, effective and respectful during our visit, may we ask: • May we bring a camera and/or video camera to [Charity Name] to take photos or video of our

interview with you, or of the facilities? • Would you or other members of your charity be willing to share any stories about your work, or

people that you’ve worked with?

Whatever your response, we will respect your views and prepare accordingly. Please let us know if anything changes regarding the details of our visit. Thank you very much again for your time. We believe the social issue of _____________ is important to address, and we truly look forward to the opportunity to learn from your perspectives and experience.

Sincerely, [Student names] [School name] [Year Group, Subject area, Class of (Teacher name)] [YPI website]


APPENDIX M: CONTINUED

SENDING A THANK YOU NOTE

It’s important to let your chosen charity know that you appreciate the time they have taken in telling you about their work, and how the information you gathered will be used to help spread the word about all the fantastic things they do for your community. Here is an example of the kind of message you can send: Dear Ann, (use specific names when you know them)

Jack, Julie, Jorge and I (make it personal) would like to take this opportunity to thank you for your time, and for providing us with all the useful information about the great work you do in ExampleCharity. We were so pleased to learn more about how your organisation works, and just how far the work you do goes to making a positive impact in our community (tell them your reasons why you are thankful). We are happy to tell you that we have put together an engaging presentation based on the information and experiences you shared, and we will be presenting it to our classmates and community members on (date). We look forward to spreading the word about what makes ExampleCharity such a great organisation, and why you deserve the support of our community. We will tell you how our presentation goes, and whether we make it to the finals (tell them what you are doing with the information and how you plan to follow up).

Thank you, (your names)


APPENDIX N: SUPPORTING STUDENT CHARITY VISITS

Overview & Importance The students’ charity visit is a critical stage of YPI, and many have described it as the most popular aspect of the programme. Pupils have a great experience with this phase of YPI, where they can interact with their community independently and bring their learning into the ‘real world’. Once students realise this, their motivation to advocate for the charity amplifies and they will be more likely to see the importance of supporting their local community. It is up to teachers and parents to what degree they want to supervise pupils at this stage. Below are some tips to supporting this aspect of the programme.

Tips: Communicating with parents • YPI charity visits are similar to what students do on Work Experience • Appendix B offers a letter to parents introducing YPI. • Direct parents to www.goypi.org, which includes perspectives from another YPI parent. See http://

www.goypi.org/ypi-resources/for-parents.html

Tips: Communicating with charity representatives • Students can direct charity representatives to www.goypi.org for a section on “Resources for charities”

with a brochure about YPI, as well as tips to make the most out of YPI students’ visits. See http://www.goypi.org/ypi-resources/for-charities.html

• Charities can also choose to coordinate multiple YPI groups to visit at the same time and receive information together, if more than one YPI group reaches out to them and time is very limited.

• If a charity contacts you with a concern, please reach out to your YPI contact so that we can support you in addressing charities’ questions.

Tips: Supporting students’ preparations for charity visits • Research & Preparation is central to supporting charity visits. The research process ignites that spark

of interest and personal connection that will support future visits to their charity. Encourage students to establish a named point of contact and to find out as much as possible about a charity before they visit.

• Empower the Students to be independent. Emphasise that they have been given a voice, given responsibility, and have the capacity to make a significant impact on something they care about.

• Charities Visits at Alternative Venues. If there is no way that students can make their visit to their chosen charity, as a final option, you may wish to make arrangements for charities to meet with the student team at an alternate venue (e.g. community library, local offices, community facility, etc). However, students should be strongly encouraged to visit their charity’s service site in person. This will give them a better opportunity to see the running of a charity and possibly to meet its participants.



http://www.goypi.org/ypi-resources/for-parents.html


http://www.goypi.org/ypi-resources/for-charities.html

APPENDIX O: PLANNING YOUR INTERVIEW QUESTIONS The following categories are based on the final presentation judging criteria and will help your team to plan relevant questions for your charity interview. Sample interview questions are included at the end of this appendix. Please remind students that they are not to email lists of questions to their charities.

CRITERIA 1 Engage the audience about the social issue and demonstrate how the issue impacts people in the local community in the short term/long term.

CRITERIA 2 Demonstrate your knowledge of your chosen charity (its purpose, values, brief history, significance in the community).

CRITERIA 3 Explain the programmes and services offered by the charity.

Interview Questions Ideas for communicating this information




APPENDIX O: CONTINUED CRITERIA 4 Show how effective the charity is at using its resources (funds, volunteers, community partnerships, expertise, etc).

CRITERIA 5 Demonstrate the positive outcomes that the charity is creating for people in the local community.

CRITERIA 6 Show your understanding of how the charity’s work is helping to make a long-term impact on the social issue.





CRITERIA 7 Help the audience to understand their connection with the social issue, and how our attitudes, behaviours and/or further actions can help to address it.

CRITERIA 8 and CRITERIA 10 Demonstrate what your team learned and/or how you were personally impacted by visiting and speaking with the charity firsthand. Show how team members can volunteer, use skills and/or time to create or do something helpful for the charity.

CRITERIA 9 Explain how the £3000 grant will be used by the charity for social services/programming/support (and making it clear that individuals in the local community will experience a direct benefit from the grant).





SAMPLE INTERVIEW QUESTIONS

(Optional questions, for guidance purposes only. Please remind students that they are not to email lists of questions to their charities).

CHARITY INFORMATION - When did your charity begin? - Who founded it? - Under what circumstances/why was it started? - What does your charity value? What is your mission? - Why does your charity address (social issue)? - What does your charity think are the causes of the social issue? - How does your charity think (the social issue) impacts the local community in the short and long term?- What makes your charity different from others? - What are your charity’s short term goals? - What do you hope to accomplish in the next 5 years?

PROGRAMMING/SERVICES - Can you describe the programmes and services that your charity offers the community? - What groups of people do you focus on? How do they find out about you? - How many people do you help per week/ month/year? - Who do you help the most? - Why are the programmes and services designed the way they are? - Have the programmes changed over time? - Could you give us an example or tell us a story about one individual or group of people you have helped? - Has the charity faced any challenges in being about to deliver its programming and services?

OUTCOMES/IMPACT - How have you made a difference to the community? - How does the community respond to your charity? - What are the immediate outcomes of the charity’s work, for individuals, families, and the community? - How might the charity’s programs/services prevent or connect with other social issues? - What are some of the charity’s proudest moments, best successes, or ‘smallest’ successes – the little things that have made a difference? - How is the charity making a long term impact on the social issue? What are some examples? - If the charity left, how it would affect the community? - What else could people do to help address the social issue?

FINANCES AND EFFICIENCY - How does your charity know it is being effective at what it does? - Do you have any major donors/funders? - How do you fundraise? - What percentage of money is spent on charitable activity? - How much money is spent on running the charity? (administration, facilities etc) - Does your charity meet challenges in not having enough resources? (time, money, people, etc) - How many people work at the charity? - Does the charity have volunteers? How do they help? - If your charity were to receive the grant how would you spend it? - What impact would a grant make on the charity’s work?


APPENDIX P: CHARITY PROFILES (EXAMPLES) Charity Profile #1: Trip of a Lifetime

“Trip of a Lifetime” is a small charity whose mission is to bring some sunshine into the lives of children who are suffering from life threatening illnesses. Every year, we accompany a group of children on a week-long holiday to Florida, helping them enjoy fun activities at Disney World, Sea World, Universal Studios and at the beach. Our trips are thoroughly organised and fully escorted by a comprehensive medical team of experienced doctors, nurses, physiotherapists and volunteer caregivers, who also bring all necessary medical equipment that enables the children to be given their normal medical treatment.

• Last year, 40 children took part in a trip, with 8 professional medical staff and 16 volunteers • While we are in Florida, the children’s parents and siblings enjoy a week of rest at home. The

benefit of this can never be underestimated. • After their experience, even the quietest children are more confident, excited and happier • When the children reunite with their families, they are full of smiles, stories and joy. • From the letters of appreciation that we receive, it is clear that we making a strong and very special

i m p a c t o n t h e l i v e s o f m a n y c h i l d r e n a n d t h e i r f a m i l i e s .

!

8%

2%

19%

71%

Charitable Activities - 160,000Fundraising Costs - 42,500Administration - 5,000Staff Salaries - 17,500

Trip of a Lifetime - Budget

Charitable Activities 160,000

Fundraising Costs 42,500

Administration 5,000

Staff Salaries 17,500

Total 225,000


What would £10 be spent on? £10 would pay for one terminally-ill child to go on a ride at Disney World. What would £3000 be spent on? £3000 would pay for the flights to Florida for one doctor, one nurse and one terminally-ill child Testimonial: “Our heartfelt thanks goes to the whole team at Trip of a Lifetime for giving our son Salif a special memory with a positive impact that extends well beyond the trip he took to DisneyWorld. Yes, he came home with stories to share with friends and family for months; smiles to shine onto stressful situations; and best of all, he came home with a stronger sense of stamina, saying that he’ll choose to stay happy while fighting his life-threatening illness. Thank you for helping our child find a way to live with joy with every day he’s got.”


APPENDIX P: CONTINUED

Charity Profile #2: VILLAGE FOOD BANK

Our food bank’s mission is to help people move with dignity from crisis to long term sustainability, giving people a hand as they reintegrate economically into the community. We provide emergency food packages to local families and individuals who are experiencing short-term crises. We partner with community gardens, and provide nutritional support to people who cannot meet dietary needs. We also provide advocacy services to our members wherever possible, on issues of housing, social services and abuse. We hope to expand these services.

• Last year, we served up to 3,000 local individuals and families in crisis each month

• Since we opened 3 years ago, we have increased our support to refugees by 15% and unemployed people by 24%

• Ever since the recession started, the food bank’s membership has increased by 53%

• We disseminate information about the food bank in multiple languages to local shelters

• Each week, we distribute from 3.5 to 5 tonnes of food to community drop-in centres

• We have only one employee and rely on 50 committed volunteers to help run our food bank

! What would £10 be spent on? £10 would feed a family of 4 for one day

37%

1%3%

59%

Charitable Activities - 55,000Fundraising Costs - 3,000Administration - 1,000Staff Salaries - 35,000

Village Food Bank – Budget



Administration 1,000

Staff Salaries 35,000

Total 94,000


What would £3000 be spent on? £3000 would feed 10 families in crisis every day for a month Testimonial: “I am a single mother with three kids, one with a disability. I lost my job 3 months ago, and now I’m working part-time. My job keeps me out late and just barely covers the rent – we’re really struggling. Two of my kids take turns visiting the Village Food Bank for our family when we can’t make ends meet. I’ve never had to worry when they go there. They help them to pick healthy choices that cover all the food groups. I feel like the Village Food Bank is not only a source of nutrition that has kept my children healthy; it’s also a community hub where people care, where kids feel safe, and where there’s dignity.”


APPENDIX P: CONTINUED Charity Profile #3: SENIORS SHARE-Well Seniors SHARE-Well (Supported Home/Community Assistance for Retirement & Elderly Well-being) aims to help senior citizens live well, whether independently or with loved ones. Seniors and their caregiver(s) choose from a holistic range of our services, and we help set up personalised approaches for their living situations.

To enable seniors to continue living at home with dignity, we offer home-based care, meal deliveries, transportation and home safety services, outreach to cultural groups, social programmes, support with hospital-to-home transitions, an information hotline, and more. Seniors cover some costs, but for some, costs can be overwhelming. Our fundraising events help narrow the gap. We also reduce seniors’ isolation. 600 young volunteers offer seniors friendships and help with chores; and we match 200 adults who can share affordable housing and offer support to seniors. Plus, we do research on issues affecting older people, and campaign to change national policy on their behalf.

• Last year, we helped 180,000 people through our information and advice hotline.

• We facilitated 35,000 hours donated by volunteers, 40,000 km driven by transportation and meal-delivery volunteers, 30,000 hours of support for home maintenance and home-making, and made 11,350 visits to install safety and medical equipment, locks and smoke alarms to help older people feel safe, comfortable and independent in their homes.

• We trained 7,000 seniors to use technologies to connect with loved ones; we also trained 9,000 caregivers on home support with medical equipment, health and well-being advice.

• Our research-based advocacy campaign “End the Isolation” gained 48,000 followers on social media, and was covered by four major newspapers and two TV interviews.

Seniors SHARE-Well – Budget

Charitable Activities 3,000,000


Administration 1,000,000

Staff Salaries 6,000,000

Total 10,075,000


!

What would £10 be spent on? £10 would help 2 seniors to set up technology and receive training on it to contact loved ones. What would £3000 be spent on? £3000 would cover the costs of 60 older people receiving one-to-one information and advice. Testimonial: “I’ve always lived on my own. But then I fell and injured my hip. It’s hard to get help for each detail of personal life, even using bathrooms. Seniors SHARE-Well was a life-saver. After the hospital, they trained caregivers to help so sensitively, I didn’t feel embarrassed. My family is far away so I especially appreciate the young people who come to help out. I look forward to our conversations and sharing stories, it distracts me from the pain. Thank you for making me feel like I don’t have an “expiry date” as a human being.”

60%

10%1%

30%

Charitable Activities - 3,000,000Fundraising Costs - 75,000Administration - 1,000,000Staff Salaries - 6,000,000


APPENDIX P: CONTINUED Charity Profile #4: HOMEBASE YOUTH SERVICES

Our mission is to reconnect young people with their families after a period of crisis. We offer an emergency shelter, two types of residential care and treatment, as well as multiple programmes and services delivered by qualified, professional and trained staff.

• Our 35-bed emergency shelter provides homeless and street involved young people ages 16-24 with food, accommodation and informal counselling in a safe structured and inclusive environment.

• Our 16-bed residential treatment programme provides accommodation, food, 24-hour support, and intensive counselling for young people ages 12-18 that are experiencing severe emotional, behavioural and mental health difficulties.

• Our 18-bed transitional housing programme provides accommodation, food, counselling and services for young people who are re-integrating into the community after being involved in criminal justice.

• We also offer counseling in the following areas: Anger Management; Substance Abuse Awareness and Education; Healthy Sexuality; Employment Preparation; Violence Prevention

• Our programmes offer a range of services designed to help young people become more independent, minimise the risk of re-offending and support young people to make better choices in their lives.

• Family members and significant others connected to the young people are encouraged to participate in services in order to support the young people and their plan.


! What would £10 be spent on? £10 would pay for welcome kits for two new young people who move into the residential programme. What would £3000 be spent on? £3000 would cover the costs of a 6-week group counselling programme in Anger Management or Violence Prevention for eight young people. Testimonial: “Homebase Youth Services has benefited me in ways that are indescribable; the programme literally saved my life and future. I walked into the programme as a lost young woman with no money. Now I am a strong independent woman with goals and a bright future. Homebase gave me the guidance I needed to become the person I am today.”

75%

13%

1%11%

Charitable Activities - 820,000Fundraising Costs - 75,000Administration - 1,000,000Staff Salaries - 5,700,000

Homebase Youth Services - Budget



Administration 1,000,000

Staff Salaries 5,700,000

Total 7,595,000


APPENDIX Q: YPI PRESENTATION SUCCESS CRITERIA

In your final YPI presentation you will need to demonstrate the research, presentation and teamwork skills you have practised during YPI.

* Note: Presentations are meant to be 10 minutes in length. During Final Presentations, judges could take time limit into account if presentations are very short or long. Videos used in presentations should be original creations by students. Limited use of charity-produced/professional media is permitted, but whether their use is effective will be at the discretion of the judging panel.

RESEARCH SKILLS

Show the judges that you have conducted your research effectively by ensuring you have the following information in your presentation:

▪ Confirming the charity’s credentials with the Charity Commission NI’s ‘Deemed List’

▪ An explanation of the social issue that the charity is addressing, and why your team believes the issue is important

▪ Demonstrate your knowledge of the charity (its purpose, values, brief history, significance in the community)

▪ A clear explanation of the services the charity provides ▪ The impact the charity makes in the community ▪ Show how effective the charity is at using its resources (funds,

volunteers, community partnerships, expertise, etc) ▪ At least one example of an individual /family the charity has helped ▪ The charity’s plans for the future ▪ Details showing the connection you developed with your chosen

charity

PRESENTATION SKILLS

Show the judges your presentation skills by: ▪ Speaking clearly and with confidence ▪ Being creative with how you present your information ▪ Using effective body language (facial expression and gestures) and

making eye contact with the audience ▪ Using appropriate audio-visual material to enhance the presentation ▪ Speaking with passion ▪ Staying within the time limit (10 minutes) ▪ Preparing your ideas logically ▪ Thinking creatively

TEAMWORK SKILLS

Show the judges the teamwork skills you have developed by: ▪ Giving every team member a role in the presentation ▪ Arranging your presentation so all team members are clear about

their roles ▪ Supporting the other team members ▪ Demonstrating team unity ▪ Sharing the reason why this social issue and charity is so important

to you


APPENDIX R: CLASS PRESENTATION JUDGING SHEET

Presenters’ Names: Charity Name: Social Issue Addressed:

DOES THE CHARITY MEET THE YPI GRANT REQUIREMENTS? YES / NO / NOT CLEAR To be eligible for a YPI grant, a charity must be based in the local community and providing social services directly to people.

Scoring: Outstanding = 3 points Great = 2 points Good = 1 point Unsupported = 0 points

CONTENT OF THE PRESENTATION How effective is the team at:

Score (0-3 points) Comments

• engaging the audience about the social issue and demonstrating how the issue impacts people in the local community in the short term/long term?

• demonstrating their knowledge of their chosen charity (its purpose, values, brief history, significance in the community)?

• explaining the programmes and services offered by the charity? • showing how effective the charity is at using its resources (funds,

volunteers, community partnerships, expertise, etc)? • demonstrating the positive outcomes that the charity is creating for

people in the local community?• showing their understanding of how the charity’s work is helping to

make a long-term impact on the social issue? • helping the audience to understand their connection with the social

issue, and how attitudes, behaviours and/or further actions can help address it? • demonstrating what they learned and/or how they were personally impacted by visiting and speaking with the charity firsthand?

• explaining how the $5000 grant will be used by the charity for social services/programming/support (and making it clear that individuals in the local community will experience a direct benefit from the grant)?

• demonstrating how they used or will use their skills and/or time to do something helpful for the charity?

PRESENTATION SKILLS: • Does the team make a passionate case for their chosen charity?• Is the presentation clear, effective and well-structured? • Have they effectively added creative elements to their presentation such

as video, drama, storytelling, poetry, music, photography, spoken word, etc? • Do the speakers speak with clarity, confidence and enthusiasm, using eye contact and body language (facial expressions and gestures) effectively?• Are all team members actively involved?

TOTAL

/45What Went Well? Suggested Improvements


APPENDIX S: PLANNING & HOSTING THE YPI SCHOOL FINAL A Guide for Teachers

The YPI Final Presentations Event is the culmination of the programme and is one of the best parts of being a YPI teacher. Not only a showcase of the top presentations at your school that realises a substantial grant for a deserving charity, the YPI Final is a true celebration of all the contributions that your YPI students have made – and can continue to make – to help people in need in their community.

Thank you for taking the time to coordinate your YPI Final Presentations Event, which we hope will conclude your students’ time with YPI as an unforgettable introduction to philanthropy.

To help you plan your event, here is a preparation checklist, an overview of the resources needed, and step-by-step tips for running a smooth and exciting YPI Final.

YPI School Final: Preparation Checklist

1. The YPI School Final happens after all participating classes have completed their in-class presentations. Choose a date and time which will ideally allow a large audience of students & other guests to attend the event. Book the necessary A/V equipment and venue (i.e. school assembly hall, city venue or community church/hall)

2. Communicate your chosen YPI School Final date with your Regional YPI Facilitator

3. Arrange for students, teachers, administrators, staff, community members, finalist charities and parents to attend the YPI Final - See Appendix T for a number of invite templates.

4. Arrange your judging panel (about 3-7 people, with a strong student contingent) – quite often we see school Head Teacher, alongside the PTA Chair, plus School Head Boy/ Girl/ Prefect.

5. Think about how to entertain the audience during the judging intermission (10-20 minutes) and appoint a person to oversee this on the day of the event. Examples of entertainment include asking the school/student band to perform.

6. Determine the private room where your judging panel will be briefed before the final, and will again deliberate following the presentations. Your YPI Facilitator will be on hand to support this process.

7. Decide who will be the master of ceremonies (suggested speaking points are provided below). Suggestions: Lead YPI Teacher, local activists/heroes, former YPI student


APPENDIX S: CONTINUED HOW TO RUN A SMOOTH YPI SCHOOL FINAL: On the day of your YPI School Final a member of the YPI Northern Ireland Team will be on hand to provide support throughout, whilst also gathering essential monitoring and evaluation data. 1. TECH CHECK

a) Ensure that all groups have checked any audio/visual/PowerPoint/internet that they will be using during their presentations and that it is all ready to go – on a single pen drive or desktop.

2. JUDGING PANEL – provide briefing space for YPI Regional Facilitators a) Introduce your judges to one another and thank them for their important role in helping students

award a grant to a charity in their community!

b) Provide your judging panel with copies of the “Information for Judges” resource and ensure that all judges understand what qualifies for a grant from YPI.

c) Provide each judge with sufficient copies of the “Final Presentation Judging Sheet”.

d) Let judges know that they will deliberate in a private room after all of the groups have presented, and that a member of the YPI team will accompany them to facilitate.

3. INTRODUCE THE ASSEMBLY (Suggested Speaking Points) a) At the beginning of the assembly, the master of ceremonies can take the opportunity to introduce

themselves, express how excited they are to be present at the YPI Final, reiterate the goal of YPI** and communicate that everyone looks forward to learning about the different local charities that the students have researched and will be advocating on behalf of. The master of ceremonies should also make note that the presentations will be evaluated by a panel of judges who will determine which group will receive a £3000 YPI grant for their charity!

** The goal of YPI is to provide high school students with a reality-based experience through a strong academic philanthropy programme which gives them the skills to assess community needs and make grants to charitable grassroots organisation meeting those needs. We believe that YPI promotes a sense of responsibility and a commitment to growing compassionate communities.

b) The master of ceremonies may wish to introduce the judges’ panel or other teachers and guests. Please do not introduce or otherwise recognise any attending charity representatives until after the judging has taken place. Doing so could be seen to create bias: it is not mandatory (nor always possible) for students to have charity representatives attend the YPI Final.


APPENDIX S: CONTINUED

4. JUDGES’ DELIBERATION a) When all of the presentations are over, invite the judges to the room where they will deliberate. Entertainment for the audience is a good idea for this intermission. Could the Home Economics department support refreshments?) b) During the deliberation process focus the judges on the assessment criteria provided.

5. A WINNER HAS BEEN CHOSEN

a) When the judges have chosen a winner, a dry erase marker should be used to write the name of the winning charity on the large YPI presentation cheque.

b) Determine who will announce the winning charity. This could be the master of ceremonies, a teacher or staff member, or a visiting guest. Whoever announces the winner, please do not provide the audience with the reasons for why one charity/student group was selected instead of another. If appropriate, encourage judges to provide brief positive comments for all finalist teams.

c) Suggested Thank You Speech for Master of Ceremonies (Prior to Announcing Winner)

I would like to take this opportunity to thank some very instrumental people, who have played a part in YPI at insert school name.

Thank you to insert teacher/s name/s who has worked endlessly at encouraging and motivating his/her students throughout the course of this programme and has, with such great success, engaged his/her students in active philanthropy. I would like to thank the students who had the opportunity to share their presentations with us today and also those students whose presentations we did not see. It is inspiring to see how you have become advocates for social change by presenting on your selected charities. I believe that the success of YPI will continue after the assembly ends and you will continue to positively contribute to your community. I urge you to look at YPI as a stepping stone to the countless ways in which you can make a positive difference in the lives of those who could use a helping hand. And now it is time - without further ado, I would like to call on insert name to announce the winner of the £3000 grant!

d) Students may want to take this opportunity to call their charity and let them know that they have won the YPI grant. (This makes a great video clip!) Encourage all groups to connect with their charities and thank them. e) Your YPI Regional Facilitator will complete the Charity Bank Detail Request Form (Appendix V), and collect additional programme monitoring information. f) You may want to profile your YPI Final and the work of your YPI Students more broadly through local press or through the school website or community bulletins (Appendix T)


APPENDIX T: YPI FINAL INVITE TEMPLATES GUEST JUDGE INVITE TEMPLATE

School Name/Address

Guest Judge Name/Address/Email

Dear Guest Judge,

Invitation to Judge at the School Final of the Youth and Philanthropy Initiative (YPI)

I am writing to invite you to our final of the Youth and Philanthropy Initiative (YPI) at School Name on date/time. YPI has positively engaged secondary school students across England and Northern Ireland who have, since the project’s inception in 2007, awarded over £1 million pounds to small, local, social service charities.

Students at our school have recently taken part in YPI. In teams, they have been researching social issues in our community and creating an engaging and persuasive presentation on a local charity they believe is best placed to tackle an issue they are passionate about. At the YPI School Final the winning teams from each class will be presenting in front of a large audience and a panel of high-profile judges, in support of their chosen charities. This event promises to be an inspiring, exciting and dramatic occasion as one team will be awarded a cheque of £3000 on the day, to grant towards their chosen charity.

In January 2010 the programme was described in The Times as “something every teacher should eagerly find out about and think of introducing to their school.” Since then, YPI has continued to develop and gain momentum across the UK, and has been referenced positively in a number of OFSTED School Inspection Reports.

I hope you will be able to attend this event, to hear about the charities and local social issues which pupils at our school have become passionate about. I would like to invite you to judge on the panel at this event and help select the winning group who will win £3000 for their chosen local charity.

I look forward to hearing from you.

Yours sincerely,

YPI Lead/Head Teacher/Deputy Head Teacher


APPENDIX T: CONTINUED PRESS & MEDIA INVITE TEMPLATE

School Name/Address

Press & Media Name/Address/Email

Dear Press & Media contact,

Invitation to the School Final of the Youth and Philanthropy Initiative (YPI)

I am writing to share with you a great local story and photo opportunity. As part of the Youth and Philanthropy Initiative (YPI) – a programme which sees secondary school students research and present on social issues affecting their community and on local charities trying to make a difference – young people from [School Name] will be coming together to engage their peers with passionate presentations on some incredible work being done in our own backyard. I would like to formally invite you to attend a special presentation event that will take place at [School Name] on [Date/time], during which one group of students will be awarded a cheque for £3000 to grant towards their chosen charity.

In teams, our students have been taking part in YPI by researching social problems in our community and creating engaging and persuasive presentations on a local charity they believe is best placed to tackle the issues they care about. At the YPI School Final, the winning teams from each class will deliver their presentation in front of a large audience and a panel of judges, with one team’s charity ultimately being selected as the recipient of the £3000 grant.

YPI has positively engaged thousands of secondary school students across Northern Ireland who have, since the project’s inception there in 2012, awarded over £45,000 to small, local, social service charities. The programme was described in The Times as “something every teacher should eagerly find out about and think of introducing to their school” and has been referenced positively in a number of OFSTED School Inspection Reports.

We would be delighted to welcome you, or a representative, to join our celebration. Should you be unable to attend, I would be happy to answer any additional questions that you may have around the programme or our students’ engagement in order coverage of this event. I could also supply you with some photographs of the event, should you be unable to send a photographer in person. Please find attached some brief editors’ notes on YPI and the Toskan Casale Foundation, which could also help to support your coverage.

We think this story is a great, positive news piece to share with your audience, and we welcome your involvement in our upcoming event. Please do not hesitate to get in touch [please include your contact information – phone and/or email here] to confirm your attendance.

We look forward to hearing from you, would be happy to provide a photograph following our final to accompany any piece you may wish to publish.

Yours sincerely,



APPENDIX T: CONTINUED

PRESS & MEDIA INVITE TEMPLATE – CONTINUED

Editor’s Notes

The Youth Philanthropy Initiative

The Youth and Philanthropy Initiative (YPI) is an active citizenship programme that aims to raise awareness of philanthropy, charitable organisations and social issues affecting local communities. Pupils taking part in YPI work in small teams, considering the needs of their local community and identifying a grassroots social service charity they believe can make a positive contribution. Receiving guidance on how to analyse impact, management and strategy, they are encouraged to build relationships with the charity, visit their offices or facilities, and develop a strategy for advocating to their peers on the charity’s behalf. The students work towards developing a presentation that is shared with their class, and the most impactful teams will go on to participate in the YPI School Final and be given the chance to win a £3000 grant for their charity.

YPI started in one school in Canada in 2002, and has continued to develop and gain momentum. Since then, YPI has positively engaged secondary school students across the UK, Canada and New York City, and has awarded millions of pounds to small, local, social service charities. In 2010, the program was described in UK’s The Times as “something every teacher should eagerly find out about and think of introducing to their school.”

For more information on YPI, please visit www.goypi.org, or send an email to [email protected].

Toskan Casale Foundation: YPI is a programme of the Toskan Casale Foundation

The Toskan Casale Foundation, CRA Charitable Registration No. 862949195RR0001 was launched in 2001, and is committed to supporting and strengthening community-based grassroots organisations that, through their social programmes, reach out to at-risk people and provide them with immediate relief and long-term stability. The Toskan Casale Foundation reflects the passion and beliefs of its three Directors, Julie Toskan-Casale, Victor Casale and Frank Toskan, co-founders of M.A.C Cosmetics, and M.A.C AIDS Fund.


APPENDIX T: CONTINUED

GENERAL INVITE TEMPLATE

School Name/Address

Guest/Parent Name/Address/Email

Dear Guest/Parent,

Invitation to the School Final of the Youth and Philanthropy Initiative (YPI)

I am writing to invite you to our final of the Youth and Philanthropy Initiative (YPI) at School Name on date/time. YPI has positively engaged thousands of secondary school students across the UK who have awarded over £1 million pounds to small, local, social service charities.

Students at our school have recently taken part in YPI. In teams, they have been researching social issues in our community and creating an engaging and persuasive presentation on a local charity they believe is best placed to tackle an issue they are passionate about. At the YPI School Final the winning teams from each class will be presenting in front of a large audience and a panel of high-profile judges, in support of their chosen charities. This event promises to be an inspiring, exciting and dramatic occasion as one team will be awarded a cheque of £3000 on the day, to grant towards their chosen charity.

In January 2010 the programme was described in The Times as “something every teacher should eagerly find out about and think of introducing to their school.” Since then YPI has continued to develop and gain momentum across the UK and North America.

I hope you will be able to attend this event, to hear about the charities and local social issues which pupils at our school have become passionate about.

I look forward to hearing from you.

Yours sincerely,



APPENDIX U: FINAL JUDGING SHEET Charity Name: _______________________________ Social Issue(s) Addressed: _______________

DOES THE CHARITY MEET THE YPI GRANT REQUIREMENTS? YES / NO / NOT CLEAR To be eligible for a YPI grant, a charity must be based in the local community and providing social services directly to people.

Scoring: Outstanding = 3 points Great = 2 points Good = 1 point Unsupported = 0 points

CONTENT OF THE PRESENTATION How effective is the team at:

Score (0-3 points) Comments

• engaging the audience about the social issue and demonstrating how the issue impacts people in the local community in the short term/long term?• demonstrating their knowledge of their chosen charity (its purpose, values, brief history, significance in the community)?

• explaining the programmes and services offered by the charity? • showing how effective the charity is at using its resources (funds,

volunteers, community partnerships, expertise, etc)? • demonstrating the positive outcomes that the charity is creating for

people in the local community?• showing their understanding of how the charity’s work is helping to

make a long-term impact on the social issue? • helping the audience to understand their connection with the social

issue, and how attitudes, behaviours and/or further actions can help address it? • demonstrating what they learned and/or how they were personally impacted by visiting and speaking with the charity firsthand?

• explaining how the £3000 grant will be used by the charity for social services/programming/support (and making it clear that individuals in the local community will experience a direct benefit from the grant)?

• demonstrating how they used or will use their skills and/or time to do something helpful for the charity?

PRESENTATION SKILLS: • Does the team make a passionate case for their chosen charity?

• Is the presentation clear, effective and well-structured? • Have they effectively added creative elements to their presentation

such as video, drama, storytelling, poetry, music, photography, spoken word, etc? • Do the speakers speak with clarity, confidence and enthusiasm, and use body language (facial expressions and gestures) effectively?

•• Are all team members actively involved?

/45What Went Well? Suggested Improvements


APPENDIX V: CHARITY BANK DETAIL REQUEST FORM Once the judges have decided on the winning YPI charity at each school, this form is to be completed and returned to YPI by Regional Facilitators attending the YPI School Final. It can be returned by email to

[email protected]

Charity Name

Winning School Name

Contact Name

Charity Number

Account Name

Account Number

Sort Code

Name of Bank

What will the £3,000 be spent on?


mailto:[email protected]

APPENDIX W: WHOLE SCHOOL IMPACT & COMMUNITY PROFILE As YPI develops and embeds within each participating school’s curriculum, there is an increased opportunity to extend and maximise the impact YPI has upon the participating year group, the school as a whole, and their profile within the wider community. The following guidance notes have been pulled together as a result of direct teacher feedback, and have been designed to support wider school embedding of YPI and the increased profile of YPI within the community:

YPI School Profile. There are a number of strategies schools have developed and implemented to support the increased profile of YPI.

• Creation of Press Teams, often linked to the BBC Schools Report Project, to develop coverage of YPI and promote the programme across the school. Schools in general are increasingly making use of internal newsletters and websites to showcase YPI amongst other year groups and departments, in addition to the wider community.

• Involvement of Winning Teams in a variety of ways a) presenting at other year group assemblies b) incorporating past YPI winners into the Opening Assembly the following year, c) winning teams presenting at local third sector events, as well as regional Head Teachers meetings.

Local Press & Media. One great way to get even more people involved in and engaged by your YPI School Final is to reach out to the local media in your area.

Your students are going to be doing some amazing work – identifying needs in the surrounding area, working with local charities who are trying to make a difference, and raising £3,000 for a worthy cause that will have a direct impact on their own community – this is a great story to share with those around you!

Whether it is a neighbourhood newsletter, your local TV channel, or a regional or citywide newspaper, why not take a few minutes to share your students’ experience and achievements with the media.

By doing this, you can help to:

• Create awareness of the issues affecting your community • Spread the good word about local charities • Extend the impact of what your students’ are doing

You can reach out to the local media in many ways. Most will have contact information available on their website. Try the news editor or news department or, if that information is not available, try the general inquiries contact. Send an email inviting a journalist and/or photographer or videographer to attend your YPI School Final Presentation Assembly. We’ve included a template for this in Appendix U of this guide.

You could also write a short press release announcing the upcoming event and highlighting the project and the work of your students. For more information on how to do this, please visit www.marketingdonut.co.uk for some straightforward guidance. Remember to put all the key information in the first paragraph, include your contact details and keep it short. You can find an official Press & Media Invite template and accompanying YPI Fact Sheet in the YPI NI Final Event Pack in the Teacher Resources section, under “Final Presentation Support.”


http://www.marketingdonut.co.uk/marketing/pr/writing-a-press-release

http://www.goypi.org/ypi-resources/teacher-resources/final-presentation-canada.html

APPENDIX W: CONTINUED

YPI School Final - Extend an Invite to Other Groups. You might want to invite the year group who will be taking part in YPI the following year; promote the Final across the school and amongst other departments; ensure there is a good SMT presence; extend an invite to parents/carers; and contact special guests (e.g. local Councillor, MLA, MP, School Chaplin, PTA, prominent business leaders or prominent third sector leaders). Invite templates can be found in the YPI England and Northern Ireland Final Event Pack.

YPI Peer Support. There is great potential for senior students to support lower years as part of an existing school peer support/mentoring framework. Such an approach allows knowledge sharing across year groups, whilst supporting further skill development. In addition, peer support can support other programme elements of YPI such as the Charity Visit.

Student clubs that value charitable acts or that support volunteering are also a good way to apply and extend learning gained through YPI. Senior students who have experienced YPI can be encouraged to develop further initiatives with charities in their extra-curricular involvement (and younger students can also take part), becoming role models for the next cohort in turn.

YPI Participation For Those Not Presenting at The YPI Final. For those students who are not presenting at the YPI School Final, the programme need not end. There are a numbers of ways for students to remain engaged throughout the entirety of YPI delivery processes. For example:

• Develop YPI Final Event Team to organise all YPI Final logistics e.g. audio visual set-up, MC, guest registration, catering, photography, etc. In addition, schools are increasingly incorporating entertainment into their school finals, during judge’s deliberation and/or between each presentation. This not only allows students to showcase other skills and talents, but also supports the increased profile of your YPI Final.

• Create a Charity Information Board competition to coincide with the YPI Final which all pupils contribute to. This provides additional profile for all charities involved.

Post-Final. The Plenary session is invaluable in terms of refocusing the entire participating year group on the skills they have acquired and developed, whilst reflecting upon all that has been learnt and achieved through YPI. Importantly, this is an opportunity to look beyond the programme and discuss where they can build upon their work and remain engaged with their chosen charity (Plenary: Resource Guide Pages 43-45).

Post-Programme. YPI does not end following your School Final. There are now countless reports of students remaining engaged with their chosen charity following YPI – this further illustrates the wider impact of the programme. Examples include:

• Students continue to give up their time and talents to support their chosen charity through volunteering, fundraising and awareness raising work. The information and different medias incorporated within YPI presentations have been developed to support a charity’s own website or social media strategy.


• In many cases YPI has impacted on the school’s attitude and approach to charitable giving. Involving the school’s Charity Committee has resulted in some schools providing runner up donations at YPI Finals and/or choosing a YPI charity as their ‘charity of the year’. Perhaps the Chair of the Charity Committee would make a good YPI Judge.

• Encourage all YPI students to “give something back” to their charities. The active research and presentation stage challenged students to consider: “Did the team members volunteer, or otherwise use their skills and/or time to create or do something helpful for the charity?” Ideas for a gesture of thanks include:

o Sharing a creative piece from their presentation

o A note or video piece reflecting on what they’ve learned, or quoting excerpts from their student journals during their YPI experience

o A blog or article to add to the charity’s website

o Other helpful ideas they may have discussed during their charity visit

School Senior Management & Cross Curricular Links. Effectively engaging with school senior management is essential to the profile of YPI within the school, and the embedding of the programme within the curriculum. SMT engagement supports the opportunity for YPI to connect and develop through a number of different curricular areas across the school. Could Drama support the development of creative presentations? Could Business Studies support charity due diligence? Could English support the acquisition and development of effective and persuasive communication skills?

School Careers Advisors

YPI alumni could benefit from School Careers Advisors’ advice on how YPI experiences and follow-up are relevant to: CVs and applications to jobs/college/university; meaningful volunteering or summer opportunities; growth in awareness of career interests; relevance of any career field to the charitable sector, or advice on what it’s like to work in the social service sector and jobs available; resources to grow further in public speaking, community development, research on social issues, and applying values.


APPENDIX X: GLOSSARY OF TERMS Citizenship This is about being a part of a community, and how that individual responds to their membership of the community – do they get involved? Do they join clubs or committees? Do they have an opinion in discussions that affect them and their neighbours? Do they do something to impact upon these discussions or problems that might affect their community? Merriam-Webster definition of citizenship: 1) possession of the rights and privileges of a citizen 2) the quality of a person's response to membership in a community.

Donor Someone who gives something of theirs to someone else. In a hospital, a donor might give one of their kidneys to someone who else. When talking about charities, a donor is an individual/ organisation who gives money to support the charity.

Eligible If something is eligible it meets all of the stated requirements. To be “eligible” for a YPI grant you have to be able to answer yes to all of the questions about the charity, eg. does your charity have charitable status? Is it a Social Service charity? Does it have local programmes and local impact? If the answer is yes to these questions, then we can say the charity is “eligible” for the YPI £3000.

Grant This is the word that describes the money awarded to the winning charity. The £3000 prize can also be called the £3000 grant.

Grant Criteria The list of requirements that have to be met so that we can say a charity is “eligible” (see above) for a YPI grant.

Grassroots This word relates to an organisation or project or programme that involves ordinary members of the community rather than politicians. It is used to describe people, activities or society at a local level rather than at the centre of national political discussions and involving important national decision makers, e.g. MPs or the Prime Minister.

Mission Statement This is a sentence or two that describes exactly what an organisation is and why it exists; its reason for being.

Operational Operational is a word describing the activities of a business or organisation relating to their aims and objectives. With charities, it describes what they actually do to help tackle the social issue that they are focussed on. Workshops to help people, or running a day centre, or volunteering as a befriender would all be operational. Fundraising or advertising are not operational activities.

Philanthropy The word philanthropy comes from two Greek root words: “philos” meaning love, and “anthropos” meaning humanity. Merriam-Webster definition of philanthropy: a spirit of goodwill toward all people, especially when expressed in active and generous efforts to help others.


APPENDIX X: CONTINUED Philanthropist Merriam-Webster definition of philanthropist: One who makes an active effort to promote human welfare.

Registered Status For charities, registered status means that they have joined the national organisation that represents all charities in Northern Ireland or the UK . If a charity has ‘registered status’ it means that they are officially a charity and have been able to prove this through the way that they are organised, how they are run, and how they spend their money.

Resource Physical resource This refers to the things that an organisation (or person) has that we can see and

touch, so buildings, equipment, computers, cars etc. Physical resource does not mean people but the objects that help them complete a task or do their job.

Human resource This means the people that an organisation has to help achieve what it is that they want to do. This could be volunteers or paid staff.

Financial resource This is the money that means an organisation can pay for all of its work. The money is needed to pay for the operational activities (see above), as well as human resource (staff) and physical resources (cars, buildings, etc).

Sector Public Sector The areas of society that are controlled by the national and local governments, eg.

education, health care, emergency services.

Private sector The areas of our economy that are not controlled by government and are run by individuals and companies, such as oil and gas, trains and buses or retail.

Third Sector The area that YPI is interested in! The third sector describes charities, voluntary and community organisations who do not make a profit (so no companies) and are not run by the government. They are value led organisations established for social purposes rather than the pursuit of profit and they reinvest money to help tackle issues facing people and the planet.

Social Issue An issue or problem that affects people, rather than animals or the environment, eg. Access for persons with disabilities; homelessness; illiteracy; unemployment; bullying; or being a young caregiver. Animal cruelty is not a social issue, nor is pollution.

Social Service Benefits, facilities and services provided for the benefit of the community which are designed to improve a situation for people.

Values Statement Values statements describe the principles, beliefs or ethics that guide the behaviours or actions of an organisation or team.

Vision Statement Vision statements describe long-term desired changes that result from the work that’s done.


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