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									Unit 43:Practising Leadership Skills
        with Others
Sustainability
Exemplar assignment brief
Centre
Course title: Edexcel BTEC Level 2 Award/Certificate in Sustainability Skills (QCF)


Tutor name:


Assignment title:    Leadership Skills in Community Activity             Ref:
Learner name
Start date:                                               Deadline:

Unit 43:Practising leadership Skills with Others


Scenario
You are a newly promoted member of the local government and you have been asked to further
develop your practical leadership skills in making decisions, allocating tasks appropriately,
giving and receiving feedback and giving support to junior members of a team.
You have been advised to discuss your progress in developing leadership skills with a number of
people such as your manager at work or your mentor or tutor at college and within a group or
groups that you belong to that have a leader. Your mentor has also advised you to observe a
successful line manager and practise modelling their approach to leadership skills and by also
watching suitable U-Tube leadership video clips.
Your first task is to lead a group of local volunteers in a working party to demonstrate effective
leadership skills in a sustainability activity that relates to one of the eight sustainability-
themed gateways:
   1. Energy and Water                       2. Food and Drink

   3. Travel and Traffic                     4. Purchasing and Waste

   5. Buildings and Grounds                  6. Inclusion and Participation

   7. Local Wellbeing                        8. Global Dimension


Select one of the activities below that relate to one of the eight gateways in (or select another
sustainable gateway related activity that appeals to you and the group of volunteers):
     improve the local environment to enable individuals to enjoy themselves and be safe
     help individuals in the community to monitor and reduce their water and energy useage
     support individuals in the community to sort their waste properly for recycling
     help individuals to work out and reduce their carbon footprint
     advise individuals to eat more healthily
     influence individuals in the community to become members or donate funds to a charity
       that supports developing countries in water retention, supplying water to villages, water
       purification and reducing water pollution
Unit 43:Practising Leadership Skills
        with Others
Sustainability
       plant trees in various locations of the community to act as a sound barrier to traffic and
        help to reduce carbon dioxide in the atmosphere
       redevelop some waste land that the council owns to become an allotment to allow more
        people to grow their own food.

 Once the activity is complete you have been asked to evaluate your leadership performance
 with your line manager.

 Assessment evidence:
 Unit    Grading criteria
          The grading criteria that this assignment relates to:

          1.1 explain how their leadership skills will contribute to a given group
          activity

          2.1   give support to other members of the group
  U43
          2.2   allocate tasks and activities appropriately to other members of the group
          2.3   give and receive appropriate feedback
          2.4   make decisions about tasks and activities appropriately

          3.1 carry out an evaluation of their leadership performance
          3.2 suggest areas for improvement of their leadership performance
 Summary assessor’s feedback




 Learner declaration
 I certify that the work submitted for this assignment is my own and research sources fully
 acknowledged.

 Learner signature:                                                        Date:




Leadership Skills
Unit 43:Practising Leadership Skills
        with Others
Sustainability

Unit 43 Learning Outcomes

LO 1. Understand how to lead a group activity
LO 2. Demonstrate effective leadership skills with others
LO 3. Evaluate their leadership performance



Task 1

Assessment Criteria

1.1 explain how their leadership skills will contribute to a given group activity

After the discussion(s) with your tutor and fellow learners in your group about the eight
gateways of sustainability, identify an activity that interest and one that you and your
group would like to lead. Investigate and record any recent developments in the
sustainable gateway and then write down why your activity is related to one of the
gateways.
Discuss in your group and get confirmation from your tutor that your chosen activity is
suitable to enable you to use appropriate leadership skills. Once your activity has been
confirmed, take part in a discussion with your group to identify and explain how your
leadership skills will contribute to the given activity. Write notes after the discussion,
notes from any discussions that you have had with your tutor or verified notes from
discussions with for example your line manager at work, to support your explanations of
how your leadership skills will contribute to the activity.



Task 2
Assessment Criteria

2.1   give support to other members of the group
2.2   allocate tasks and activities appropriately to other members of the group
2.3   give and receive appropriate feedback
2.4   make decisions about tasks and activities appropriately


Take part in leading your group to write a short description of the activity you have chosen
and write down the aim and objectives that as a group you are hoping to achieve. Confirm
with your tutor/line manager that your aim and objectives are appropriate for the activity
and your group.

Take part in leading the group to draw up a realistic and achievable activity plan that
outlines all of the tasks your group will need to undertake, noting how it will be done,
which team member(s) are responsible for carrying out the task and the timeline for
Unit 43:Practising Leadership Skills
        with Others
Sustainability
completing each task. Ensure that each member of the group is briefed to keep records of
the tasks they are carrying out in a diary or log book measuring how well they have done
against the activity plan.

Take part in leading the group to complete a risk assessment of your activity to highlight
any potential health and safety risks and make recommendations to reduce any risks,
including any protective clothing and equipment necessary. Confirm with your tutor/line
manager that you activity plan is achievable and is appropriate for each member of your
group and that you have identified any potential risks.

When you are leading the activity your tutor will observe how well you are supporting
other members of the group, your communication skills, giving and receiving feedback and
making decisions, and ensuring members of your group are carrying out their tasks
appropriately. Whilst carrying out the task as leader you must record any written or oral
communication that you have with members of the group with regard to the above points.



Task 3

Assessment Criteria

3.1 carry out an evaluation of their leadership performance
3.2 suggest areas for improvement of their leadership performance


In this task you will need to consider the effectiveness of your leadership skills that you
have used during the activity. You need to prepare for either a one-to-one discussion with
your tutor or a small group discussion about your performance on how well you supported
other members of the group, your communication skills, giving and receiving feedback,
making decisions, and ensuring members of your group are carrying out their tasks
appropriately. Use evidence that you have collected from feedback from other members of
your group and notes you have taken yourself or any video clips to support your evaluation
of your leadership performance.
Using any evidence you have collected describe at least one aspect of the activity that
went well and one aspect that did not go so well. You should also reflect on at least one
aspect where your leadership performance could be improved based on their feedback
from others.
Unit 43:Practising Leadership Skills
        with Others
Sustainability

Tutor Information

The assignment brief will need to be delivered within an assessment tutorial so the level of
the learners is catered for in a full understanding of what is required to be presented as
evidence for each assessment criteria. The key evidence presented must meet the short
criteria that has been written into each task as this is the criteria taken from the
specification.

Access to IT facilities to undertake some investigations are required. Television
programmes, photographs or extracts from films about current global issues can be
valuable learning tools.
A range of the eight gateway sustainable case studies or media extracts would also be
useful to examine by learners.



Preparation for the assignment

Tutors should provide reliable resources of information or assist learners in their
investigation to gather information about leadership. Tutors could also do this using a case
study approach making use of articles in the newspapers, TV and film.

Introduction to Task 1: To introduce this task tutors could introduce the eight gateways of
sustainability for discussion and make available any information from articles, websites or
books etc. STEM could be contacted to find out if there is a speaker available to talk about
the eight gateways and leading a sustainability activity.
Learners could then discuss the gateways in a small group, identify an activity that
interests them and record why it is related to one of the gateways. They could then
identify any relevant sources of information and investigate if there are any recent
developments in their chosen activity. The learners would then need to consult with the
tutor to ensure the activity is suitable for them to lead, is achievable, safe and
straightforward and should be led in a way that is appropriate to the requirements
of the situation and people involved. The learners could then identify the non-complex
leadership skills that they would need to lead a group or take part in the leadership of the
chosen activity and discuss the identified skills with their tutor, employer and leaders of
groups they know. They could also observe leaders when using leadership skills and
practice modeling them in a virtual situation.
Evidence for completion of the assessment criteria can come from taping or videoing group
discussions, verified notes from learners, recorded discussions with learners and any
presentations from learners.



Introduction to Task 2: In introducing this task it is worth discussing the with the learners
the appropriate leadership skills and that they will have the opportunity demonstrate some
of the features of leadership in their chosen activity in a small group context. Tutors will
Unit 43:Practising Leadership Skills
        with Others
Sustainability
need to agree the activity aim and objectives to ensure it is appropriate for the context
and the group.
It is appropriate for learners to take some responsibility for making decisions about who
should be allocated which task. They may wish to review the strengths of group members
and decide which members would be most appropriate to carry out the tasks. They could
also show that they are able to discuss and agree their allocations with others and
communicate to others why decisions have been made. They should keep records of any
discussions they have had to make decisions about their allocations.
Tutors/line managers may wish to support learners in discussing and confirming
allocations.
Learners will need to demonstrate that they can take responsibility for supporting,
motivating and encouraging all group members to work well. The tutor/line manager could
therefore encourage the learner to take an appropriate level of responsibility in seeing
that the task is carried out appropriately and that the deadline is achieved. Where this is
not appropriate or practical, the learner should have the opportunity to explain what has
happened and suggest ways in which they could remedy the situation. Learners should be
able to provide guidance or advice to others, as appropriate, in carrying out the activity
and will need therefore to have a clear idea of what the activity is and how they want to
achieve it.
In giving and receiving feedback, learners will have the opportunity to demonstrate not
only communication skills but also appropriate behaviour and attitudes in dealing with
other members of the group. This would include giving feedback to others in an
appropriate way that supports the aim and objectives of the group. They should also be
able to receive feedback from others and show that they have considered the opinions and
ideas of others.
In making decisions about tasks and activities, learners will need to demonstrate that they
are able to make decisions about straightforward issues, for example about which team
members should do which piece of work, or about how long to spend on a given activity.
Tutors/line managers should support the learner in identifying a decision and then
agreeing with them the steps needed to make it.


Introduction to Task 3: The tutor could introduce this task by discussing performance and
how people in the workplace are appraised by their line manager during regular one-to-one
meetings, by using a 360 feedback questionnaire and a more formal six month and annual
basis using standard checklists and appraisal forms. The tutor could use a checklist of the
leadership skills and in a one-to-one or small group situation ask the learner to reflect and
review how well they performed. The learner could use any written evidence they have
collected and also describe at least one aspect that went well and one aspect that did not
go so well. They should also reflect on at least one aspect where their leadership
performance could be improved based on their feedback from others. The learner could be
supported in the use of Gibbs Reflective Cycle to assist them in assessing their own skills in
action to influence others (see Resources section for Gibbs Reflective Cycle).
Unit 43:Practising Leadership Skills
        with Others
Sustainability
Resources


Gibbs Reflective Cycle (reflective practice)




Indicative resource materials
Textbooks
Arthur J and Wright D – Teaching Citizenship in the Secondary School, (David


Websites for sustainability and leadership

U-Tube video clips on young leadership

Amnesty International site –information about taking action to
protect individuals wherever justice, fairness, freedom and truth are denied
www.amnesty.org.uk/

BBC site interactive resources, games, quizzes www.bbc.co.uk/schools/websites/11_16/site/
citizenship.shtml

Channel 4 site resources for Citizenship education
www.channel4learning.com/sites/citizenpower/index2.htm

Details of human rights cases in the UK www.1cor.com/cases
Employer and employee rights
Unit 43:Practising Leadership Skills
        with Others
Sustainability
www.workingrights.co.uk/Engauge www.engaugeonline.co.uk

Engauge
 www.engaugeonline.co.uk

Equality and Human Rights site – rights of citizens in UK
www.equalityhumanrights.com

Ethical trade working on improving labour conditions
www.ethicaltrade.org

G-nation site – supports UK teenagers to get
involved in charity, community, social enterprise
and campaigning action
www.g-nation.co.uk/

Life Coach Expert
 www.lifecoachexpert.co.uk

Magazine and research on social and environmental
records of companies and products
www.ethicalconsumer.org

Monster – Career Advice
www.career-advice.monster.com

Site of Liberty – protecting civil liberties and
promoting human rights
www.liberty-human-rights.org.uk/

Sustainable Development Commission
 www.sd-commission.org.uk

Tell Me How
 www.tellmehowto.net

The Royal Commonwealth Society
www.thercs.org/

United Nations site – overview of The Universal
Declaration of Human rights
www.un.org/Overview/rights.html

Wateraid –providing water aid to third world countries
www.wateraid.org

World’s leading resource on the subject
www.business-human rights.org/home

Young Leaders’ Essentials Factsheets
www.scoutbase.org.uk/6to25/

								
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