Accredited Learning Programme for young people. Recognising wider achievement.


Frequently Asked Questions

What is the role of a JASS Champion?

A JASS Champion acts as Quality Control to ensure that the individual has completed the required timescales of their chosen JASS level. JASS Champions will read the completed sections, ensuring that the targets set and evidence is included and matches up. Once a section is completed encouraging comments can be left with participants, tosuring that they push on to complete their full JASS award

JASS Champions also pull together the JASS delivery team and co-ordinate the various activities and experiences that will be on offer to participants.

Who are the JASS delivery team?

This refers to the the team who will work directly with the participants to design their individual JASS programme and who will regularly monitor  the progress being made.

Within a School Setting: Schools that build in weekly JASS review sessions have the highest numbers of award completions. This is often a library/study time where participants can have access to computers and printers. In Primary schools class teachers usually run the JASS programme. Some schools choose to pass the files directly to the pupils. In Secondary schools this can be an interdisciplinary team, commonly headed up by a member of the Senior Management Team. Some secondary schools make good use of the senior pupils to act as mentors for the S1 and S2 JASS participants. This can also count as towards their own award, for example the Volunteering Section for the Duke of Edinburgh Award.

Outwith School: Many Youth Organisations have started to use JASS as an accreditation award within their groups. The JASS delivery team can stay the same for these as for schools, with group leaders working as mentors to ensure that the participants can complete their JASS awards within the sessions. Alternatively older participants within the group can act as mentors for younger JASS participants in the same way as in schools. Parents can also work as mentors, however in all cases an additional individual will be required to check over the final work before the award can be 'signed off'.

Can we use what is already happening in the school / organisation?

Of course! Start building a list of all the existing activities that are planned for the year, .e.g. School camp, trips, eco work, WW2 play, is a good starting point. Once this is completed it is recommended that these are allocated to the most appropriate JASS sections. This can be done as a team to work out who has an interest in the different activities and is willing to lead on this activity. The question can then be asked, ‘should we bring in some outside providers/organisations?’

What about the pupils who are not engaged in regular physical activity or interest clubs?

It is always hard to inspire people of any age to take up regular sporting activities! For pupils who have fallen behind their peers in terms of their level of fitness, this can be doubly daunting. There are excellent programmes with engaging exercises that can be delivered as part of a fun lunchtime club should one not be already available,

"Walk to School" is now a recognised programme in Scotland and campaigning group Living Streets can supply motivational materials. This can be counted as Get Active Stay Active and ties in with developing healthier long term lifestyle choices.

In one Additional Support Needs setting currently running JASS, yoga has been very successful in initiating regular activity. Several other local schools have now followed their lead by teaming up with local education colleges to give trainee tutors some ‘on the job’ delivery experience (and a very valuable reference).

My participants are attending a local youth organisation, can they use this for JASS?

Of course! These groups offer a fantastic opportunity to complete all sections of JASS. It is recommended that the group leader becomes the JASS mentor, ensuring that the participants complete their chosen activities alongside their sessions.

Is religion or caring responsibilities a barrier to participation?

For some groups, individuals are not taking part in regular activities out with the family setting. A JASS programme can be built around this:

Get Active Stay Active: developing a dance routine with friends and performing it for friends and family. One adult family member can act as the mentor. This could be evidences with a short movie clip or photos, drawings of costume, make up and hair ideas, plans for dance routines, research of different dance styles, programme for the event, peer comments and audience feedback.

My Interests: This section doesn’t usually present a problem as it is personal and can be done at home/in the local library.

Some young people are looking after younger siblings and this can also be included within the My Interests or Me and My World. For Example Caring for Toddlers, Games and Activities (the evidence would be feedback from the children who take part in various games etc).

What about the kids that spend their lives gaming?

Playing of the games in themselves cannot be counted for JASS, but this hobby can be extended to fit within the My Interests section. Some ideas might be:

  • A questionnaire of peers to work out who plays what game and for how long. Recording additioanl information such as the type of game can be interesting to add.
  • Working on a design for a game world of your own.
  • Game graphics – Who is the best? Examples of their work, who/what are they influenced by?
  • A review of Educational Games – a small team could be formed that sets out to review the latest educational games. This might run as a lunch time Gaming Club.
How is Evidence Recorded?

As JASS is a very flexible programme there are many ways to present evidence of having done activities for JASS sections.

JASS Folder: Most participants use plastic wallets within their JASS folder to keep programmes, photos and anything collected during an activity. Creating an activity diary is also a good idea to help keep a track of time spent and for the mentors to sign.

Video clips and other visual or verbal evidence can be burnt to a disc or saved to a USB drive for mentors to view and comment on. 

e-Jass: All evidence for e-Jass must be submitted onto the participants online profile. This can be as photos, videos, documents etc. If a participant has written evidence then this can be photographed or scanned and added as any other evidence onto their e-Jass profile.

How do you know that a student has actually done what they are supposed to have done?

Trust plays a big part in completing the JASS programme. We would encourage mentors and JASS Champions to ensure that the personal objective pages, as well as the activity planner for each activity is completed for each activity and at least one piece of evidence – certificate, photograph, report – is produced for each activity. 

How much should be done in a student’s own time?

This can depend on the chosen activity as well as the JASS section. All sections can be completed outwith the school curriculum and this will assist in increasing the participants self-reliance and self-confidence. However there are benefits to completing the JASS award as part of the school curriculum also, for example through building teamworking and communication skills.

How do you support a child when you know that the support from home is limited?

This is not a problem unique to JASS and many schools will already have mentoring or other support arrangements in place. For JASS activities it is also possible to consider involving interested parents or other mentors, as well as utilising peer support from older pupils / participants - for example pupils looking for volunteering opportunities as part of their Duke of Edinburgh’s Award.

What is the timescale for completing a JASS level?

JASS is a flexible award and schools or youth groups can decide how best it fits in with their other activities. A typical model is for one theme to be completed each term with the Adventure met by a class activity in the 3rd term but it is also possible to work on two or more sections concurrently. The Gold JASS level can be completed during one academic year however, due to the greater time commitment, this can also be distributed over two years.

Can you start JASS at any level or do you have to begin at Bronze?

JASS has been designed as a progressive award but there is no dependency on completion of the preceding stage and it can be started at Silver or Gold level if that is the appropriate level for the participant.

Who is responsible for checking folders?

Primarily this is the responsibility of the school or youth group and we recommend that a ‘JASS Champion’ is appointed to oversee the operation of JASS in the organisation. This individual is able to ensure that the participants have completed their JASS award to the standards set by the organisation - ensuring consistancy across JASS, as well as act as a link to the JASS team for any queries.

Is there any flexibility around the age range for JASS?

Although JASS is targeted at the age range 10 – 14 to cover Bronze, Silver and Gold, there are circumstances where a school may want to start earlier or to extend beyond this. The flexibility of the JASS award allows for variation. This is often seen in Additioanl Support Needs (ASN) settings.

How can we cover the cost of JASS?

We understand that budgets within schools and youth organisations are limited. There are several different methods to cover the costs of JASS.

  • Organisational Budget: Some organisations factor JASS into their annual budget.
  • Parental Contribution: Some organisations ask parents to cover part  of the cost, or the whole cost, of the JASS award. This can be directly through pupils, or through the Parent-Teacher Association (PTA)
  • Fundraising: Some organisations or groups of JASS participants raise money for future JASS packs while they partake in their JASS award, for example through arranging a cake stall, or volunteering to clean windows within their community 
  • External Grants: Schools with special needs or in areas of social deprivation may be able to source funds from local or central government.
Do you have examples of the types of activities that can be used to deliver JASS at different levels?

The possiblilities are endless! We have a number of case studies in the "Information for Schools & Organisations" page of our website. If you would like additional examples then please do not hesitate to contact the JASS office and we will be happy to help.

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The Junior Award Scheme for Schools (JASS & eJASS) is owned and distributed by Friends of The Award in Edinburgh and the Lothians (FOTA) a registered charity (Charity No. SC027771) set up to support access for all young people to the Duke of Edinburgh's Award and The Junior Award Scheme for Schools. 

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Junior Award Scheme for Schools

Friends of the Award

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