8. Developing a programme
Commentary
One of the key differences between classroom learning and Out of School Hours Learning (OSHL) is in respect of 'curriculum'. The school curriculum has structured and sequenced content. It is directed by teachers and guided by national guidelines on breadth and balance in the curriculum. OSHL, on the other hand, is driven by what young people bring to it and is intended to provide them with a positive and enjoyable learning experience.
Its 'programme' is whatever young people need at a given time to help them to retrieve ground, to taste success, to build confidence, or to increase their chances of success in the school curriculum. Increasingly schools place emphasis on literacy, numeracy and key and basic skills as part of the government drive to push up standards and equip young people for life beyond school.
The success of OSHL depends to a large extent on how well the structure of the programme makes sense to young people, how it is thought through, how it is evaluated and how it is renewed on a continuing basis.
Questions to ask
- What do young people do in OSHL?
- What is the balance between planned and spontaneous activities?
- How responsive is the programme to changing needs?
- What is the balance between self-directed learning and coaching? Between independent and co-operative learning?
- What mechanisms do we have for the development and renewal of the programme over time?
- What do we do to ensure that key and basic skills and attitudes to learning are being monitored and reinforced continuously?
- For any given young person, what evidence do we have of the impact of particular activities and of progression in learning over time?
- How do young people help inform and develop the programme?
Evidence to show
Examples of documentary evidence
- a programme of activities which responds to young people’s needs, is broad and balanced and shows change over time
- young people’s diaries or planners
- analysis of uptake of activities, tutors, resources
- evaluations of activities over a term/year including young people’s evaluations
- summaries, self-evaluation, reports and analysis from mentors and/or tutors
- young people’s own profiles of goals achieved, progress and future targets
- minutes of review/development meetings
- evidence of young people’s contribution to planning, development, delivery and review.
Testing the evidence
Examples of requests a visitor might make
- Tell me how OSHL is organised in a typical week.
- Tell me who I should talk to, to find out how the OSHL programme is planned.
- What makes young people want to take part? Which activities are most popular?
- What would you like to see more of and less of? Why?
- Could you give an example of how the programme has changed in response to an identified need?
- Show me some examples of good work done in OSHL and say why you think it is ‘good’.
- Give me an example of the impact it has had on attitudes, attendance and/or achievement.
- Tell me about any activities that have been started up, developed or changed as a result of young people’s input.
Emerging practice
In an emerging centre, the OSHL programme may still be in an early stage of development, but will be discussed and reviewed in light of uptake, usage and feedback about strengths and gaps in provision. Tutors take time to observe and discuss young people’s approaches to their work and how effective the young people are as learners. Consideration is given to finding a balance between freedom and structure, student direction and tutor direction.
Key indicator
Reviewing provision to meet young people’s needs.
Case study
Developing a programme - Emerging
Established practice
In an established centre the programme reflects key purposes for OSHL. This means that there is a successful blend of opportunities and activities which meet a range of young people’s needs and help to increase their skills as learners and raise their expectations of what they can do. Tutors play an active role in monitoring how young people approach their study and help them to develop academic, social and emotional intelligence.
Key indicator
Developing academic, social and emotional intelligence.
Case study
Developing a programme - Established
Advanced practice
Advanced centres are self-confident enough to question received wisdom, to experiment with new ways of learning, to be critical, to share ideas and to see programmes as constantly evolving and improving in the light of new developments and research into learning. Tutors and young people are expected to be proactive in challenging and reviewing programmes and to play an integral role in devising new approaches to learning, tutoring and mentoring. Older young people should/could also be involved in this process.
Key indicator
Evolving new approaches to learning, tutoring and mentoring.