How do we plan our sessions?

All of our sessions start with a workshop outline - a collaborative document that ensures teachers and CFP facillitators can align their intentions for the session.

1) We detail what content we offer for a particular session and provide our school's primary contact with a chance to adjust a particular focus or exclude certain discussions.

2) Our workshop outline also offers us a chance to confirm student needs - if they're a particularly anxious group, if they've been personally affected by certain topics or if they're very knowledgeable already. This information helps us deliver sessions in the most appropriate way.

3) This outline will continue to be edited until both our quality manager and our school's primary contact are entirely satsified with the plan.

Upon confirmation of this outline, we will book the session and finalise it - sending over all the relevant resources to the school before the workshop itself.

How do we measure our learning objectives?

We always set two distinct forms of learning objective: theoretical and practical. Throughout our workshops, we use a range of practical application and recall activities to measure student understanding. We also offer Q&A sections at the end of each session, providing students with a space to actively engage with potential misconceptions.

How do we ensure a high quality session?

All of our sessions are planned by our central team who oversee quality control at the Collective Futures Project and are always delivered by senior speakers.

Do we deliver sessions to single-sex cohorts?

Yes we do. We work with all schools and understand the value of having single-sex spaces. We also offer this option to co-ed schools although we often advise against partitioning year groups.

What year groups do we work with?

We work with year 6-13. Most of our sessions are delivered to students between year 8-13.

How do we approach Transgender, Genderqueer and Nonbinary students?

We recognise that we cannot assume the gender identities or experiences of any student cohort. We use specific language when discussing sex and gender, ensuring that we are including all students in the room.

How do we find our speakers?

Our speakers are largely made up of undergraduates and apply to the CFP because they want to help support teachers and school students navigate these conversations. Our speakers come from a range of universities and backgrounds, bringing new voices to the work we do.

What training do our speakers undergo?

All of our speakers undergo a 4-week training course and begin helping lead sessions in schools alongside senior speakers. We believe in offering young people an entry point into the workforce - whether they’re interested in education, public speaking or community organisation.