The Platinum Award

Helping to develop young leaders

At Platinum level, young people take on a leadership or peer education role.

The Platinum Youth Achievement Award differs from the Bronze, Silver and Gold levels in that the Challenges are prescribed.  Each young person follows this path through the Platinum Award:

1.    To research and produce a personal development plan
2.    Undertake training related to placement totalling at least 30 hours
3.    Undertake a placement or placements totalling at least 60 hours
4.    Produce a detailed evaluation of your involvement and progress within the Award
5.    Plan, prepare and give a presentation on your Award

Note:
    Participants must be 16 years or older

Platinum Youth Achievement Awards are credit rated by the SQA for the SCQF at Level 7, enabling comparisons with Advanced Highers.

Read more about the SCQF here.

View a copy of the Platinum booklet below:



 

Case Study: South Ayrshire

A peer education project involving a wide range of partners in South Ayrshire has been such a success that it has grown from two schools to taking place in seven across the authority.  

In the senior phase, Curriculum for Excellence focuses on skills development to help young people develop skills crucial for further education and life in general.  This project reflects this by helping recruits in S6 develop those necessary skills.  Platinum Youth Achievement Awards were integrated from the start of the project, and used as an added incentive to attract learners as well as appealing to schools interested in offering opportunities to recognise achievement in a wider context.  

Participants followed the structure provided by the Platinum Youth Achievement Award, meaning they first carried out a self-analytical personal development plan.  This helped them to identify the training needs they had for the project that was ahead of them.  As a result, 30 hours of training was undertaken, which included Alcohol Awareness Training,  Confidence and Resilience Training, Child Protection, Peer Mentor Training, classroom observations of their teachers to help understand class dynamics, and leadership and team-building skills training with other peer educators in the region. 

Pauline Rattray from Girvan Academy reports that Youth Achievement Awards are core to the work of this project.  "They help to give the project a structure, and they act as a valuable incentive for the young people.  We timetabled students into this project so they would have the time to complete it, but they had to give up some of their own time, too.  The skills they developed in time management and independent learning are crucial for them."

Part of the purpose behind the training was to help the peer educators to create lesson plans which would eventually be used to educate S1s over a 4 week programme.  Some found the delivery of their lessons to be a huge challenge; for many, it was their first taste of independent learning.  "It was a big learning experience for those young people who hadn't properly prepared for a lesson", reports Carol George from South Ayrshire Council's Youth Team.  "We had to offer support to some of them at that moment, but they learned from that experience and made sure they had their next lesson down to a tee.  We are more relaxed about them having a bumpy ride if there is a lesson to be learned from it."

Peer educators found that university admission interviews focussed on the skills and experience they picked up in this project.

The project has in-built sustainability, too: as part of their final challenge, peer educators need to produce a presentation and deliver this to S5 students - next year's peer educators.  This task comprises of 15 hours of work and preparation.  Their presentation is a major recruitment opportunity.  In addition, peer educators are invited to join the launch days of the project to speak to the new group about what the project has meant to them.

To sign up for Youth Achievement Awards, click here.