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Monitoring and evaluation plan
VolunteersLook at the volunteers you
are responsible for and which activities they should
volunteer on
Identify how these volunteers will be recruited –
will it be via partners or community champions? Will
you need to recruit them yourself?
If so, where can they be found? Do you need to write role descriptions? Are there any particular characteristics these volunteers need (e.g. young)? Start recruiting the volunteers you need early.
Ensure you know where all the standard volunteer
paperwork is.
Check for any additional monitoring requirements for
the volunteers an make adaptions to the paperwork
as appropriate.
Discuss with partners/champions how
they will monitor if volunteers are coming via
them – make sure they have all the paperwork they need.
Active participants
Identify the active participants you need for
your activities.
Identify where you will find them and how you will
ensure adequate numbers.
Note any particular characteristics of your
participants (e.g. haven’t engaged with heritage
before) and factor this in to your communication plan.
Ensure you know where all the standard paperwork is for monitoring your participants.
Make any adaptions to the paperwork in line with the
M&E plan.
Discuss with partners/champions how
they will monitor participants (e.g. feedback forms).
ReachTake a look at reach for your
activities and identify any additional steps you need to
take.
Discuss with partners/champions any
additional steps for monitoring reach (e.g.
footfall).
HeritageLook at heritage for your activities and familiarise
yourself with how it is to be recorded.
Discuss with partners/champions how the particular piece of heritage
will be captured.
IntroductionThe project commits to 3 big targets relating to engaging people:
- 500 volunteers- 10,000 active participants- 100,000 reached
These numbers are made up of people: producing new heritage or making existing heritage more accessible accessing the new/more accessible heritage produced
All this should have:- Outcomes for heritage – heritage is better managed, interpreted, explained, identified and recorded- Outcomes for people – people develop skills, learn about heritage, enjoy themselves, volunteer time and change their attitudes or behaviour- Outcomes for communities – more and a wider range of people engage with heritage, local communities in Wales are better places to live, work or
visit and the WCIA will be more resilient.
How the plan is organisedThis plan starts with the outcomes for people. It breaks down the numbers of volunteers, active participants and those reached to answer:
- What activities are all these people doing?- What monitoring data will we collect to show they are doing these activities?- What indicators will suggest these activities are leading to intended outcomes?- What systems/paperwork need to be in place to ensure we capture this data?- Who is broadly responsibly for capturing the data once systems are in place?
The plan then contains a simple checklist of the heritage to be produced and any additional data and systems required. This is simple because many of the outcomes relating to the heritage produced are inherent to the data and outcomes related to people. The outcomes related to communities are captured via the people and heritage. ‘WCIA more resilient’ is the additional outcome for community that the project may need to evidence separately / at the end. The intention is that this data is sufficient to produce reports on a quarterly basis to feedback to partners and to HLF. It should also provide a broad and comprehensive starting point for annual evaluations and a larger external evaluation. The external evaluation which would include additional activities such as surveys and interviews with a selection of participants across the project from all engagement levels. Evaluations should seek to answer:
Are we completing planned activities? Are the planned number and type of volunteer and active participant involved in the planned activities? Are the planned audiences being reached? Are the above activities with people leading to the intended outcomes? Are there any positive or negative externalities from the work? Might there be more efficient or effective ways of reaching the project outcomes? Are there any other lessons learned?
How to use this planYou can use the plan quite flexibly, but essentially need to follow the monitoring and evaluation steps for each activity. To make things simpler, there is some standard monitoring to do for every volunteer, active participant and person reached which you can find at the top of each section. There may then be additional monitoring for certain activities which is detailed in the tables below. The following diagram contains step-by-step instructions for using the guide but it is understood that each person might use it slightly differently.
Partners and the WCIAThere are outcomes in the project bid pertaining to enabling the partners and the WCIA to become stronger and more sustainable as a direct result of the project. These changes are often qualitative and take place over periods of time and may include:
Improved policies and procedures Better capacity to manage larger projects, teams or volunteer numbers Increase in audience engagement, for example, higher attendance at events and increased online participation Improved systems for managing data, financial management, monitoring and evaluation Skills development for the team and volunteers
To monitor this impact, the WCIA and partners will be asked to contribute to the HLF quarterly reports as much as possible. The WCIA as lead partner will contribute to each report and partners will be asked to contribute for periods in which they have been particularly active. Evaluations will include in depth interviews with project partners.
VolunteersLook at the volunteers you
are responsible for and which activities they should
volunteer on
Identify how these volunteers will be recruited –
will it be via partners or community champions? Will
you need to recruit them yourself?
If so, where can they be found? Do you need to write role descriptions? Are there any particular characteristics these volunteers need (e.g. young)? Start recruiting the volunteers you need early.
Ensure you know where all the standard volunteer
paperwork is.
Check for any additional monitoring requirements for
the volunteers an make adaptions to the paperwork
as appropriate.
Discuss with partners/champions how
they will monitor if volunteers are coming via
them – make sure they have all the paperwork they need.
Active participants
Identify the active participants you need for
your activities.
Identify where you will find them and how you will
ensure adequate numbers.
Note any particular characteristics of your
participants (e.g. haven’t engaged with heritage
before) and factor this in to your communication plan.
Ensure you know where all the standard paperwork is
for monitoring your participants.
Make any adaptions to the paperwork in line with the
M&E plan.
Discuss with partners/champions how
they will monitor participants (e.g. feedback
forms).
ReachTake a look at reach for your
activities and identify any additional steps you need to
take.
Discuss with partners/champions any
additional steps for monitoring reach (e.g.
footfall).
HeritageLook at heritage for your activities and familiarise
yourself with how it is to be recorded.
Discuss with partners/champions how the particular piece of heritage
will be captured.
500 VolunteersAcross the 500 planned volunteers there are different levels of engagement that can be broadly categorised. Realistically, we can collect more data for those who contribute the most. Instead of listing the data and indicators for each volunteer activity, they are categorised by volunteer level. Only additional data required for specific activities is separately listed.
Standard systems should be used for all volunteers, only being amended where additional information is required for an activity. It is imperative that this is collected consistently and systematically across all partners – National Library, Urdd, People’s Collection Wales etc – as many volunteers contributing to WfP will not be under the WCIAs direct ‘line management’.
For clarity, our HLF reporting already recognises three ‘volunteering levels’ for match funding purposes (these calculate the ‘cash value’ of volunteering time, £50 / day for unskilled contributions; £150 / day for skilled contributions and £350 / day for professional contributions). Although these need to be captured, they are only relevant for the funding reports and all other volunteering M&E related to engagement and activities:
Our volunteer and contributor definitions are given levels 1-7 on the CRM to help us with reporting, communication, monitoring and evaluation. The levels do not indicate in any way the amount or value attributed to the contribution (although L1 / L7 in grey count towards HLF match funding but not our 500 volunteer target). The level of interaction with the WCIA team largely increases with the levels.
Level Name Description Project example Data collection Indicators of success
Systems
1 Beneficiary Someone who gives their time for free to learn or benefit from a project.
Active participants See active participant section- 90% Enjoyable
experience- Learned about heritage- Geographical diversity
achieved- 6% BME* - 2% NEETS*- 20% Welsh speakers- Qualifications or skills
gained or training completed as part of volunteering experience
- Qualifications, skills or training gained motivated by taking part as a volunteer
- Change in belief/view about peace/conflict
- Support into employment reported
- increase in interest levels in heritage
- repeat volunteering (with us or partners)
2 Contributor Someone who gives their time as an individual, but wouldn’t consider themselves a WCIA volunteer.
Speakers, guest writers for hidden histories / school resources, (unpaid) translators.
Hours and activitiesSurveys / interviews of sample group
CRM volunteer recordsTimesheets
3 Community Volunteer
Someone who volunteers via another volunteer or partner organisation They may or may not consider themselves volunteers for the WCIA, but hopefully consider themselves volunteer for the specific project.
Local history groups, transcription volunteers, people who volunteer for community champions, school leads.
Hours and activitiesSurveys / interviews with sample groupAt discretion of partner/volunteer leader, other volunteer paperwork from levels 4-6Evaluation of participation (impact on skills, impact on community, enjoyment) Timesheets or sign in sheets as much as possible with tasks
CRM volunteer recordsTimesheetsVolunteer paperwork as applicable
4 Volunteer Leader
- they may be based in the community or in the WCIA offices and take responsibility for other volunteers or are in some kind of leadership role
Community champions, project leaders
Induction data on enquiry formSupport records
- hours completed- personal development record- achievements- task log
Exit interview- enjoyment
CRM volunteer time and task recordsVolunteer enquiry formPersonal development record
- skills learned- into employment/training- changes to attitudes/behaviour- knowledge of/interest in
heritage/heritage skills- Community a ‘better place’ / impact
on communityFollow up – same areas as exit interview + reflections on contribution to enjoyment/community/employability
- Learning about partners- Number and value of
hours in line with HLF requirements
- reported benefits for community (greater understanding of shared heritage, intergenerational relationships, understanding of peace/conflict)
TimesheetExit interview
5 Flexible Support Volunteer
Volunteer directly for the WCIA - may have ad hoc commitments,. Most office, events and communications volunteers fall into this category.
for example, helping out at events, or have a regular schedule with a variety of tasks
Induction data on enquiry formSupport records
- hours completed- personal development record- achievements- task log
Exit interview- enjoyment- skills learned- into employment/training- changes to attitudes/behaviour- knowledge of/interest in
heritage/heritage skills- Community a ‘better place’ / impact
on communityFollow up – same areas as exit interview + reflections on contribution to enjoyment/community/employability
CRM volunteer time and task recordsVolunteer enquiry formPersonal development recordTimesheetExit interview
6 Interns / Project Assistants
Volunteer directly for the WCIA on a very specific task, project or set of outcomes.
Might apply to volunteers tasked with a specific piece of research or an Erasmus volunteer with clearly defined outcomes.
Induction data on enquiry formSupport records
- hours completed- personal development record- achievements- task log
Exit interview- enjoyment- skills learned- into employment/training- changes to attitudes/behaviour- knowledge of/interest in
heritage/heritage skills- Community a ‘better place’ / impact
on communityFollow up – same areas as exit interview + reflections on contribution to enjoyment/community/employability
CRM volunteer time and task recordsVolunteer enquiry formPersonal development recordTimesheetExit interview
7 Partner Someone who attends meetings & events, participates in decision making and governance (and is counted towards HLF’s Match
Hours and qualitative feedback for quarterly reports
Sign in sheets
Funding target). *not required (is for active participants) but desirable
Additional monitoring by volunteer activityNo. Activity breakdown Special
characteristicsData collection Indicators of success Systems Responsibility Vol
LevelChampions and leaders – very high level of volunteering and ability to coordinate other volunteers24 Community Champions
to establish peace heritage hubs in 12 areas and coordinate the uploading and tagging of local hidden histories trails or collection on PCW
From Peace Heritage Training Days
Location and details of hubsRecords of uploaded trails/collectionsTraining records/certificates
- 12 hubs established- 24 of 100 Peace
Heritage trainees become Community Champions
- Community Champions stay in roles for project duration
- 24 Champions complete Agored accredited training
- Champions recruit of 51 local volunteers
- 50 people interact with community output
Hub recordsPCW monitoring systemCertificate collection process
Hanna
Fffion
4
8 Volunteer leaders in 2 pilot communities to lead local intergenerational work into hidden histories
1 asylum seeker group16-24 new to heritage
Training records/certificatesDetails about pilot communities selected
80% participants enjoy the experience1 collection from each focus community uploaded onto PCW
Hanna
Fffion
4
12 Project leaders to lead intergenerational oral history projects (developing out of pilots above)
1 asylum seeker group16-24 new to heritage
Training records/certificatesDetails about pilot communities selected
Total of 50 interviewees complete and 20 transcribed and deposited with National Screen and Sound Archive80% interviewees enjoy experience
Hanna
Fffion
4
2 Community leaders to lead community-based research for DDMI journal
Community organisations who had done peace builder or oral history research
Copies of Davies papers 12 hidden histories published in Davies papers
Ffion
Hanna
4
Volunteers coordinated by leaders/community champions51 coordinated by champions
to upload and tag Hidden History, trail or collection
21 from Peace Heritage training days
Blog count and reachFacebook post count and reach
50 blog/facebook posts of hidden histories300 items tagged on PCW50 people interact with posts (commenting/sharing)5000 view posts
Hanna
Fffion
3
120 involved in creating local content for Whole Story exhibition under the leadership of community champions
Exhibition panelsTraining records and feedback forms
90% training participants contribute ideas for community content75% participants learn new interpretation and exhibition skills
Ffion
Hanna
3
Office volunteering roles2 Office based volunteers
supporting initial research into remembering for peace (previously soldiers’ stories)
Researched produced by volunteers
Office volunteer research examples used by and useful to other volunteer researchers
Ffion 5
1 Office volunteer managing survey process to debate questions raised during discussion events
Survey and interview questions and survey records
200 respond to survey20 respondents complete detailed interviews/blogs
Noam
Hanna
5
1 Office volunteer to research materials for inclusion in The Whole Story exhibition
Record of research completed
Ffion 5
2 writing information panels for exhibitions
Exhibition panel content written
Ffion 5
Speakers/assemblies12 Speakers to give
talks/lectures on Hidden Histories (10-20 min lectures in partnership with DDMI)
Lecture agendas and papers
Speaker soundbites and videos
400 attend200 watch online75% say they learned something about peace heritage75% say lectures were positive
Ffion 2
12 Speakers/lecturers in formal series
Lecture agendas and papers
Speaker soundbites and
400 attend200 watch online75% say they learned something about peace
Hanna 2
videos heritage75% say lectures were positive
12 Speakers/workshop leaders at annual Remembering for Peace Conference
Agenda/session plans 300 attendees Jane 2
30 Speakers/workshop leaders in informal public events to draw attention to peace heritage and discuss peace and conflict
At least one with focus on refugees/refugee communities
Agendas/papers 500 attendees70% learned something20% changed attitudes
Hanna 2
5 Deliver school assemblies
Topic summaryOrganising teacher feedback
Jane 2
University student volunteering roles10 Write
essays/dissertations on peace heritage
Undergraduate students from Aberystwyth and Cardiff Unis
Essays topic, summary and marks
1000 other project participants reached by this work
Ffion 2
8 Interns from Aber and Cardiff unis work with community organisations and/or schools
Undergraduate students from Aberystwyth and Cardiff Unis
Intern role descriptions Internships all completed and each engage 10 participants
75% of participants say the project has helped them to meet learning outcomes OR develop employability skills
Ffion 4
24 Volunteer on any area of work (blogs, transcriptions, etc)
Undergraduate students from Aberystwyth and Cardiff Unis
Depends on role
Gather own evidence of engaged participants
Volunteers engage 200 participants
75% of volunteers have developed skills and feel they have added effectively to project’s capacity
Ffion
Hanna
5
3 Post graduate researchers in politics and gender, wales’ global role in the peace movement and memory and conflict
Post graduate students
Research titles Successful applications submitted to AHRC
500 non academics reach this research
Ffion 2
4 Support young people to Undergraduate You Tube channel hits 24 KS4 and 5 pupils pilot Hanna 6
share hidden histories through digital storytelling
students from Aberystwyth and Cardiff Unis
Support feedbackresources (of 200 hidden history target)
75% enjoy creating digital stories of peace
At least 10 stories uploaded on You Tube
1000 online viewsGeneral volunteering roles – 6 of these should be office based5 Help to develop the
transcription toolFeedback on tool usability
Minimal technical complaints during transcription
Corrections to log in tool
Ffion 2
95 Transcribing and tagging the WW1 Book of Remembrance
Whether or not volunteers have done this kind of project before
30% volunteers have not transcribed before
Complete, searchable record available online
75% volunteers rate experience positively
Transcriber surveys/polls
Ffion 3
5 Help to digitise100 items from ToP and DDMI onto PCW
Volunteers should be diverse
Feedback on digitisation system
100 items digitised and available via PCW
Digitisation system with comments
Ffion
Hanna
3
5 Help to research the Urdd message history to get complete timeline of messages
Details of new artefactsProject blog posts
25 artefacts identifiedComplete record of messages10 articles on project blog
PCW record check system
Hanna 3
3 Produce 10 Hidden Histories
The hidden history details and which local archives/collections they link with
10 produced and shared on PCW
Hanna
Ffion
3
4 Volunteer interviewers to interview peace activists commemorated in the ToP garden
2 should be from volunteer youth group
Interview recordsTraining records
80% of interviewees enjoy the experience
Noam
Ffion / Jane
3
N/A International volunteer Should bring in active participants from local community
Sense of interaction with local community and shared learning – hours not recorded on CRM
Noam
Ffion / Jane
N/A Local volunteer supporting international peace camp
Sense of interaction and learning from
Noam 3
projects international volunteers Ffion / Jane10 Young people involved in
planning/creating mosaic for peace garden
Mosaic pictures Mosaic installed75% young people enjoyed being involved
Noam
Jane
3
40 helping at exhibitions at 4 venues
20 new20 already involved elsewhere
Training records and feedback
Ffion
Hanna
3
Teachers and young people volunteering roles6 Teachers on steering
group to advise on development of education resources and activities
Teachers Steering group agenda/minutes/actions
Action completion record Action records Jane 2
14 Peace school scheme leader (one per school)
Teachers Data collection (baseline, monitoring and evaluation) developed with lead teacher based on school systems
School data (name, address, pupil numbers, free school meals)
250 active learners in scheme
5000 teacher by scheme
Peace school scheme accreditation
Jane 4
6 lead teachers/volunteers to lead arts approach to hidden histories and what peace/conflict means
Teachers or volunteers working in non-formal education
List of schools/community groups along with group leader
Summary of approaches used
Assessment of enjoyment/engagement of young people in traditional teaching methods and arts based approach piloted
Details of roll-out schools/community groups
150 young people in pilot - 80% of whom enjoy taking part300 involved in their events/performances
Approach expanded to 6 more schools/community groups reaching 200 learners.
Scheme leaders report more enjoyment/engagement compared with traditional teaching approaches
Jane 4
10 Learners use Welsh Bac guidance for individual studies on hidden histories
Individual study records and summaries
Jane 3
and share their studies on PCW
6 pupils on steering group to advise on development of education resources and activities – this 6 also plan events for young people (peace heroes etc)
Steering group minutes, agenda and action points
Action point completion Jane
Noam
4
24 Young people to be ‘young ancestors’ and Tweet in what they would have Tweeted
Secondary school students
What they would have tweeted biographies
Participant list and activity records (Tweets)
Residential course records
In depth questionnaires/interviews with participants before, during and after
Retweets and other interaction with tweets
18/24 young people enjoy the project and find it develops their skills and knowledge
1000 visit WTWHT mini site
100 download resources promoted by characters
Jane
Noam
3
6 Volunteers on a committee to develop workshops and activities for Urdd Eisteddfod around the Goodwill message
Welsh language communities
Committee notes/records
Urdd Eisteddfod activity plan
Visitor feedback
AT least 6 young people develop activities
Positive visitor feedback (anecdotal/sound bites)
Hanna
Noam
4
6 Young people volunteer at events/run events to celebrate achievements like Peace heroes
Steering group minutes, agenda and action points
Action point completion
50 people attend events
Noam
Hanna
4
10 Young people involved in planning/creating mosaic for peace garden
Mosaic pictures Mosaic installed75% young people enjoyed being involved
Noam
Jane
3
10,000 Active Participants The small table below includes the data to be gathered across the board. Where additional monitoring needs exist, they are detailed in the second table.
Active participant categoriesAttend a workshop/talk at an event
- Attendee numbers and list - Name- Contact details- Address (postcode / county is sufficient0- Date of birth (for age)- Equal ops data- Evaluation survey covering – learned about heritage,
enjoyment, new skills, better communities, 25% a new perspective about conflict/peace etc.
Standard Eventbrite registration page for attendeesStandard evaluation – Timbr and offline versions linked with Salesforce2-4 week post event surveyComments on the wallSoundbitesPhotos of polls on key questions
Digital engagement - Name and contact details where at all possible- Essence of contribution (positive/negative feedback about
aspects of the project)
Mailchimp integration with CRMMonthly ‘interactions’ monitoring (blog, comments and visitsPartner site monitoring Online spot surveys/polls
School engagement - School name and contact details- Teacher contact details- Number and age of students- Equal ops data from schools including free school meals- Evaluation forms covering the above, + links to curriculum,
learning outcomes, use in the classroom
Standard schools Eventbrite registration pageStandard evaluationSchool data collection form2-4 week post event surveyIn depth interviewsValues, learning, critical thinking/communication, attitudes/behaviour, enjoyment
Community engagement - Interviewed as part of oral history work- Interviewee data – equal ops included in this
Participant survey (enjoyment, learning, community cohesion)
Active participants by activityNo. Activity breakdown Special
characteristicsTask monitoring Outcome
monitoring (additional to items classed under level)
Additional Systems
Responsibility
Other event attendees200 Take part in a workshop or talk Remembering for
Peace Exhibition attendees
Question about what was learned in session beyond exhibition alone
70& report enhanced learning over and above seeing the exhibition
Ffion
Hanna
200 Exhibition attendees attend talks about the White Book
100 Exhibition attendees + 100 other
100 sign white book
Hanna
Jane46 Attend heritage training days (but don’t
go on to be volunteers)Conversion rates from attendees to volunteers
Ffion
Hanna400 Attend informal lecture series Hanna50 Attend project launch who are not
studentsLaunch feedback forms
Alert sign up forms
Martin
400 Attend formal lectures Agendas and papers
75% learnt something about peace heritage and had positive experience
Hanna
500 Attend informal public events on peace/conflict
Agendas/papers 70% attendees say they have learned something
20% say attitudes or perceptions have changed from discussions
Hanna
Noam
50 Attend exhibition in Llanidloes, Exhibition content 30 make a return visit and/or
Hanna
recommend a friend
No. of visitors compared to last season
500 Take part in talks/workshops at local exhibitions
75% visitors learn something new and enjoyed experience
Hanna
100 Attend project legacy celebrations 50 are existing project participants50 are new to the project
Agenda Craig
50 Attend mosaic celebration unveiling Jane500 Attend workshops/talks around the Wales
for Peace exhibition in 2 workshops at each venue
75% visitors learn something new and enjoyed experience
Ffion
Hanna
1000 Give views on peace /conflict (above) 100 of whom giving short interviews
Exhibition attendees
Records of interviews and views
500 access the interviews
Noam
HannaDigital engagement 200 Research and share a story or material
after using the Book as a starting pointYoung people, community groups
Wales at War ap data
Visitor numbers/click throughs to Lives of the First World War website
National Library user records
Project blog post
200 people share a soldier’s story
70% developed knowledge
70% enjoyed being involved
Online surveys/polls
Data collection system from partners
Ffion
Hanna
300 Register on Peace Pathways Peace pathways registration details
Number of user posts
Users log in regularly
Peace pathways integrated with Salesforce
Noam
Craig
1000 Access the digital version of the Book Exhibition Timebound web Ffion
while at the exhibition attendees page visit stats50 website visitors give feedback on web
exhibition contentNumber of feedback posts
Positive feedback (enjoyed, learned heritage, learned skills)
80% report that the information provided is useful
Noam
Craig
200 watch informal lectures online Number of You Tube watches
Comments Hanna
50 Interact with Hidden History trails or collections on PCW
Downloads of materials
Comment or discussion on social media…
System for Community champion volunteers
HannaCommunity champions
36 taking part in intergenerational oral history projects (3 in each of the 6 community groups oral history)
BME and asylum seeker communities included
HannaCommunity champions
80 interact with interns To be agreed with intern depending on task (to correlate with rest of M&E)
Fi / CraigInterns
200 interact with informal student volunteering placements (interviewees, etc)
To be agreed with intern depending on task (to correlate with rest of M&E)
NoamStudent volunteers
200 watch online lectures Number of You Tube watches
Hanna
200 respond to online surveys, 20 of whom do a detailed article/interview later
Survey and interview data
Interviews and surveys completed in full
Noam / Hanna
100 Engaged with international volunteering project
people in local community (eg. Peace Garden users)
NEETs
depends on how involved
The ‘tangible legacy’ – photos and interviews
Noam
Jane
50 interviewed as part of oral history projects
Hanna
School students/teachers
100 Attend project launch secondary school students
Martin
200 Research and share hidden histories primary and secondary school students (schools new to WCIA)
Hidden history records (can be written, drama, music etc)
200 young people involved in sharing hidden histories on You Tube, PCW
75% enjoy the experience
Hanna
2500 involved in lessons using the learning resources
School learners DownloadsSurvey dataInterview/discussion data
Jane
100 download resources promoted by What they would have tweeted characters
Visitors to what they would have tweeted mini site
Downloads Noam / Jane
250 active in Peace Schools scheme Learners Peace school documentation
Jane
150 involved in pilot arts-based approaches Young people, as many as possible new to heritage
Video recordings/photosSocial media reports
80% enjoy taking part
Hanna
Jane
300 attend/engage in pilot-based arts approaches (performances)
As many as possible new to heritage
Video recordings/photosSocial media reports
Hanna
Jane
200 are in arts-based sessions using resources from pilots
Learners/young peopleAs many as possible new to heritage
Feedback from those using resources
Hanna
Jane
150 Enter Peace Heroes competition (300 in total but 150 unique) per year (600 in total)
Young people in and out of formal education
Competition entry numbers and forms
600 entries in total (half unique)
Competition entry forms with data collection
Noam
50 Attend Peace Heroes event (not competition entracts)
Young people Noam
100 CPD training on using the resources Teachers CPD evaluation forms
100 attend
75% approval of courses
Jane
2500 Involved in lessons delivered by Pupils Action points from Jane
teachers who receive the CPD CPD sessions committing to using resources with students
Follow up surveys with CPD teachers
600 participate in education workshops for primary and secordary schools as part of the Remembering for Peace exhibition
Pupils Feedback questions include critical thinking and discussion skills
Feedback forms show critical thinking and discussion skills were developed
Jane
1000 participate in Wales for Peace exhibition workshops
Learners 75% enjoy workshops
Ffion
3000 learn from peers/whole school learning – from cross curricular resources, annual event to celebrate achievements, remembering for peace exhibition workshopswales for peace exhibition workshopsww1 conferences
Jane
300 attend First World War conference Learners 300 students take part
Jane
Nearly 18000 so some doubling up
100,000 ReachedThese are grouped together because monitoring techniques are more rudimentary.
No. Activity breakdown Data Systems Responsibility
20,000 unique web visitors of whom:- 1000 to What they would have
tweeted- 2000 people access Wales for
Peace Exhibition materials- 5000 access Book of
Remembrance pages of whomo 1000 access remembering
for peace exhibition materials
Web visits (unique and total) broken down by section and click throughs broken down by link
500 people view biographies on Wars at War clicked through from project website
Google Analytics – data collected quarterly by communications lead
Noam
Craig
500 view biographies on Wales at War clicking through from WfP
Click throughs from WfP site
Google Analytics - routine web checks once online
Ffion
15000 Engaged with Urdd message of Goodwill
Visitor numbers at Eisteddfod standsNumber of Tweets under Goodwill # / @Urdd during events Estimated audiences at Eisteddfod
75% of those who leave feedback enjoy the exhibition panels about the Goodwill message
# monitoringMethod of counting visitors at Eisteddfod
Hanna
5000 View PCW or reached by Hidden History social media
PCW data Hanna
150 Attend/engage with ‘peaceful action’ taken by 6 community groups
Peaceful action attendee records
Community champion monitoring pack
NoamHanna
1000 Read/see undergrad research findings Analysis of published material audiences and numbers at outreach events
Ffionunder grad students
500 Engage with post-grad research Audience analysis FfionPost-grad students
15,000 attend school assembliesaware of peace heroes (?? )less active Remembering for Peace Remembring for Peace annual conference
Jane
1000 View digital story-telling hidden histories on You Tube
You Tube channel Noam / FfionCardiff University
volunteers5000 reached by peace schools scheme
(what does this mean? In a peace school?)
Jane
10,000 in audience of Peace Heroes media coverage
Clippings/recordings along with audience analysis
Method for capturing all media / other public appearances
Hanna
5000 visit 12 local community exhibitions HannaFfion
4800 attend Remembering for Peace touring exhibition over the 100 days
80% say they have had a positive experience
Ffion
500 access short interviews online (views on Peace and Conflict)
Noam
Blog visitors NoamLikes on Facebook/Follows on Twitter/# on Twitter
Noam
Media coverage Hanna
Outcomes for HeritageAll through participation and volunteering, but there is a core content of stuff that should exist after the project, much of which is captured above under specific tasks, but listed here as a checklist.
Heritage produced Monitoring (beyond existence of item, not covered by volunteering/participation/reach)
Who?
Digital, searchable version of the WW1 Book of Remembrance FfionSoldiers stories from Book of Remembrance – 50 new items on PCW and 200 stories in total Ffion, Hanna2 sets of Exhibition panels and displays for Wales for Peace and Remembering for Peace Photos FfionWales for Peace website Craig, SusiePeace Pathways user tracking system SusieDigital, searchable versions of ToP and DDMI materials (at least 100 items) FfionDigitised and Catalogued Urdd Goodwill messages Photos HannaGoodwill message exhibition panels Hanna200 hidden histories Ffion, Hanna12 heritage hubs Hanna, FfionPeace map of Wales APIs mean that PCW tagged items appear on Peace
map. At least 300 items on peace mapSusie
Guidelines on how to share Hidden Histories guide (with special version for young people), managing peace collections, project equipment, community exhibition customisation, oral histories
Feedback on guidelines from usersUse of guidelines (reported verbally and download numbers and in CPD and other training)90% of those who attend community customising training contribute ideas for community exhibitions
Craig, Ffion
20 fully transcribed interviews of oral histories deposited with National Screen and Sound Archive (50 interviews in total)
Hanna, Ffion
2000 pages of peace heritage material digitised in National Library Records from National Library (survey) Ffion, Hanna5 archives/collections increase peace heritage materials Records from archives (survey/baseline) Ffion, HannaCollection of responses about Peace today Susie, JaneCross-curricular classroom resources JaneWhat they Would have Tweeted resources Jane, NoamWelsh Bac guidance for Peace related individual studies JanePeace Schools scheme paperwork and accreditation JaneTeacher training resources JaneWorkshop plans and resources JaneMosaic in Peace Garden Photos JaneWeb version of Wales for Peace Exhibition Craig, FfionOral history training session plan Ffion, HannaCPD session plans on topics such as exhibition training, community meetings, research, digital asset management, etc
Ability of trainees to apply training (captured in enjoyment/learned about heritage data) Number of trainees who become volunteers (24 to become champions and 30 other volunteers)
Ffion, Hanna, Jane
Equipment loan system Equipment training records Loan records, purchase records; 100% borrowers trained in equipment use
Ffion, Hanna
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