1 Introduction
Module
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1.1 What to expect

Thanks for joining this e-learning course for youth practitioners on delivering democratic education with young people. We’re excited to have you on board. Whether you’re brand new to political education or already running great conversations with your group, this training is here to support you with practical tools, clear information, and ideas you can use straight away. Let’s get started!

The training is split into five modules:

  • Module 1 - Introduction 
  • Module 2 - Introduction to voting 
  • Module 3 - Voter registration 
  • Module 4 - How to vote

By the end of this training you will:

  • Understand why supporting young people to vote matters, how it links to wider political participation, and the importance of remaining impartial.
  • Know who can vote in the UK and help young people check their eligibility. 
  • Confidently support young people to register to vote, explain voter ID requirements, and provide impartial guidance throughout.
  • Use activities and resources to explore barriers and encourage voter registration in a non-partisan way.
  • Help young people plan how they’ll vote – in person, by post, or by proxy – and prepare for polling day.
Picture representing our component titled: 1.1.2.
Picture representing our component titled: 1.1 image .

How it Works
This training is designed to be flexible, you can complete it at your own pace, and return to any section whenever you like. Your progress saves automatically, so you can pick up where you left off.

Each submodule focuses on one of three things:

  • Knowledge – giving you the core information you need about the topic.
  • Delivery advice – tips and strategies for engaging young people.
  • Resources – practical tools and activities you can use directly in your sessions.

Quizzes are included to help consolidate your learning. You can only take each quiz once, but you’ll be able to review your answers and see explanations afterwards.

In total, the training takes about 1.5 hours to complete.

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