This resource guides you through Module 2, Unit 3 Initial Volunteer Experience - Volunteer Experience (Activities 1, 2 & 3)
On completion PSYV's will:
Participate in five separate volunteering experiences
Demonstrate putting skills learned into practice
Reflect on the volunteering experience and impact
Group room or classroom and at a range of volunteering events, as scheduled by the Group Coordinator.
The notional time allocated to this topic is 60 hours. This is to include participation in at least five volunteering events.
Access to the volunteer hours tracker - for all YV's
Activity 1: Participate in Volunteering Activities
This is the main series of volunteering activities that you will organise for volunteers in your group. Many of the events will take place over the summer break. However there will be other opportunities along the way. Each YV has to undertake a minimum of 5 events in order to achieve the award. At least one of the events should be at an all day event. This is not however intended to limit the number of experiences to 5. Any YV willing and able to do more is welcome and encouraged to do so.
The Group Coordinators will have to organise when and how the observation checklists will be completed (activity 2). For example you might have 5 volunteers being observed at each event by 5 adults. Breaking it down in this way makes it easier to manage.
Activity 2: Demonstrate Prior Learning
YV's will know in advance if they are going to be observed at an event and will know who will be observing them. This can be their Mentor or another suitably trained and experienced adult. The observation sheet allows the observer to make notes of when prior learning was used. For instance correct use of their radio, making notes in their pocket notebook, correct use of the phonetic alphabet and so on. The main emphasis is that we want to see learning from the group sessions being put into practice in the appropriate way.
If the learning is being applied to a good standard, the observations should note and reinforce this. If some things weren't quite right, the observer should note that more practise is needed and advise the YV to revisit the knowledge and learning for that task.
Where YV's are drawing on a range of new skills to a good standard, this demonstrates that they are exceeding competence. For instance they make have called for an ambulance and got first aid to someone in need, or dealt with a missing person incident or lost and found to a highly competent level.
Activity 3: Reflect on contribution to PSYV
For this exercise YV's will revisit the STAR template plan that was made in Unit 1 for one of the volunteering opportunities.
Using the same template YV's will reflect back on what they did. Was it the same or different to what was expected? What did they learn? What were the benefits of taking part? And what will they now change or do differently as a result of the learning and experience?
Remember that we are developing YV's ability to reflect because it is proven to deepen learning from experience. This article explains some of the reasons. You can highlight these to YV's when explaining why they are being asked to complete this activity. This article describes the process and some of the theory. The STAR model is a simplified version of the theory. The STAR model is now often used in recruitment and in assessing people at interview. Therefore it's a great skill to have when applying for work in future.
YV's are encouraged to complete a STAR reflection for all five experiences.
YV's will also complete a portfolio tracker and submit a portfolio for Modules 1 & 2.
The assessment for this activity is formative.
Unit 3 Activity 3: Reflect on contribution to PSYV In this activity Mentors will receive a STAR reflection form that YV’s are required to submit as a review of at least one of their volunteering experiences.
Once you have delivered this session, complete this review.