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Planning models are designed to show clear evidence of all the considerations that you take when you plan a piece of youth work. During placements, they are essential in order to meet certain criteria. Also, as more and more authorities look to promote careful planning of work with young people, it is good to have sound knowledge and experience of using planning models.

The APIE model is one of two that can be explored at this site.

You will need to cover: 





In order to provide evidence for your consideration to the work you intend to do. 

It will clearly show, in an easy-read format, that you have taken all these into consideration when planning projects. Below are some questions under each area of analysis – hopefully you can start to work out ways in which you would answer them.


Easily the most thorough part of this model. Talk about the young people you intend to work with. How old are they? What kind of social issues are important to them? What are the major blocks in their lives? What is the surrounding environment like? What kind of norms can you assess in the community? Have you considered factors such as Gender/class/race /disability/sexuality/religion in your assessment? Are there problems or oppressive structures you wish to challenge? What are your professional values in this matter?  

EXAMPLE: Rural Youth Centre. Membership 45 young people, with a majority attendance of male members. A group of white young people have been making derogatory comments about a new member of your project who they have labelled as being gay. There is no conclusive evidence. The local community is particularly hostile towards gay people, you are aware of a local businessman who faces prejudice in the town. Young people do not receive any alternative perspectives within this close knit community and hold the usual stereotypes. Professional values- challenge oppression.


What do you plan to do? How will the above assessment factors assist/hinder you in your project/activity? What considerations will you need to make?

EXAMPLE: Group work sessions focusing on current issues around Section 28 and gay and lesbian people. Debate the consequences of legislation and the criminal label applied to people whose sexuality is not heterosexual. What’s love got to do with it exercise. Prepare information sheet for parents in case of enquiry or backlash. Over 16s only – refer to sex education policy of the authority. 


What kind of work will you do? What are your delivery methods? How long will this project take? Do you need to raise money? How are young people involved in the planning and delivery? What staff will be working with you? What resources will you need?

EXAMPLE: 1 session initially to introduce topic, follow up with individual one to one discussions informally. Newspapers to be collected – even ask young people to bring in copies of their papers. Use examples such as “Do I look Heterosexual?” to the group. Challenge stereotypes by educating where they come from. 


How will you measure the success of the work? How will young people relate their anxieties/learning points/successes in an environment conducive to them having confidence? How will you consider recommendations for change? Will you involve the input of other staff in evaluating your work? How do you measure learning?

EXAMPLE: One to one discussions to see how the session was and to explore further with young people. Q&A at beginning of session – fact/fiction/myth responses to be mirrored by similar questionnaire one week later. Monitor group dynamics for two weeks, seek supervision where appropriate.




As I said before, this is only a guideline and does not serve as a command sheet! Modify a planning model and add your own points that you feel would be relevant. It is important to remember that planning models need not consume a lot of time, but must cover the essential facts.



Jason Wood, August 2000




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