Exemplar assignment brief Unit 24 Community Action Exemplar assignment brief by alicejenny


									Unit 24 Community Action

Exemplar assignment brief
Course title: Edexcel BTEC Level 1 Award/Certificate in Sustainability Skills (QCF)

Tutor name:

Assignment title:    Promoting Community Activities                     Ref:
Learner name
Start date:                                               Deadline:

Unit 24 Community Action

You have been asked to help the local community centre (or village hall, if more appropriate in
a rural area) management, who want to advertise the venue. This is partly to attract more
bookings, but also to promote the range of current activities held there. The project you are
assigned is to gather information about which members of the community get the most use
from the venue, and whether other activities could be encouraged.
The project is to include the following tasks
     Identify the different types of activities which are run at the centre by voluntary or
        community groups, and who can take part in each of the different activities;
     Compile a list of the groups with information about their activities, their joining
        eligibility, age restrictions or other restrictions, and any charge they make to join;
     Report back to the centre manager on your findings
     Conclude which of the activities seem to be the most successful with your reasons for
        this conclusion, plus evidence from your own contribution to the activities
     Suggest other activities which would be attractive to the members of the community
        who currently use it, and to attract people who live in the area but do not currently use
        the centre.

The community centre board of trustees is anxious to encourage greater use of the centre, so
look at the information you produce to advertise the centre with that aim. You should include
some research of the type of area the centre is in, and the people it serves.
Unit 24 Community Action

 Assessment evidence:
 Unit    Assessment criteria

           The Assessment Criteria that this assignment relates to:
           1.1 describe two different community groups and their activities
           1.2 state why these groups are important for the community

           2.1 contribute to activities within the community
           2.2 explain how the activities benefit themselves and the community
           2.3 with others, plan further activities to continue/maintain benefits to
                the community

 Summary assessor’s feedback

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

 Learner signature:                                                        Date:

LO 1 Demonstrate an understanding of the role that community groups play

LO 2 Demonstrate their involvement in community activities

Task One

Assessment Criteria

1.1 describe two different community groups and their activities
1.2 state why these groups are important for the community

Some research will need to be done to locate a community centre or hall which
accommodates at least two different community groups, preferably more. In discussion
with your tutor and in class work, you will have an idea of venues which might be
appropriate. If there is a community centre or hall in the area where you live, or an area
which you know quite well, you may decide to use that venue for this task. Or begin by
asking your friends or family about groups they have been involved with locally.
Unit 24 Community Action

The centre or hall which you select may have a website with some information about
activities which could be a good starting point for the research. However, there are other
ways to collect the information needed, such as posters, local newspapers and the local
library or council office. If possible, visit the venue and talk to people coming and going to
activities (your tutor will advise you how to do this), which is a good way to make sure the
information you are collecting is accurate. If there is a reception area with staff on duty,
make sure you go there first, and explain why you are doing this and seek their approval.
During your research interviews it might be useful to collect some quotes from people to
include in your feedback. Inform the interviewee that these may be used and gain their

The first two tasks in this project as outlined in the scenario require you to firstly identify
the different types of activities which are run at the centre by voluntary or community
groups. Secondly, to identify who can take part in each of the different activities. Compile
a list of the groups with information about their activities, their joining eligibility, age
restrictions or other restrictions, and any charge they make to join. An example of a form
template is included at the end of this Assignment document.

From the list you have compiled, and from your knowledge gained through class work or
your own experience, select two community groups who run activities at the centre. They
should be different groups, for example they may differ in the age of members, the type of
people who belong to the group, or the activities they take part in when they attend.

Discuss with your tutor why members of the community attend each of the particular
activities within that group. As it is likely that none of the activities or groups demand a
compulsory attendance (ie they don’t have to turn up), the members must get some
benefit from being part of the group, and you should be able to explain to your tutor or to
the class some of those benefits. If your research has discovered that the organisers also
get some satisfaction, reward or benefit from the part they play, you should also record
your findings in a brief report for future reference. You may be able to interview the
organisers or some of the members, and you can ask permission to use their quotes. You
should be able to state at least two ways in which each of the two community groups are
important to the community.

Task Two

Assessment Criteria
2.1 contribute to activities within the community
2.2 explain how the activities benefit themselves and the community
2.3 with others plan further activities to continue/maintain benefits to the community

In addition to the information you will have gathered for Task One above, you should be
making a note of the type of area the centre is in and the people it serves. Discuss with
your tutor whether there are any groups of people in the community who you think do not
use the centre because the activities currently held there are not appropriate. For
example, is there enough for all age groups who live in the area, for people who are from
other cultures, or for people who have accessibility problems?
Unit 24 Community Action

If your research has shown that attendance is lower than the group organisers would like,
discuss with your tutor and within your class what changes could be made to make the
group more appealing and attractive to the community.

You may decide to investigate whether the activities are run on the correct day or time of
day for the people it is trying to attract. One way of doing this is to canvass users
directly, for example by asking the organisers of your two selected community groups for
permission to visit when the activity is in progress. If this is not possible, you could do a
class discussion with a question and answer sheet to establish what an organiser should
think about before setting up a community group. You must describe your contribution to
at least two community activities. Next draw up a list of “Do and Don’t considerations” for
anyone thinking of running a community group; this would be a good way of contributing to
the sustainability of the activities at the centre.

Make a note of activities which people say they would like to take part in, but there is no
group at the centre. The people you have talked to may want to set up a group. If you
are intending to make a suggestion to the centre management about a new activity, you
will have to think about how to advertise it so that it gets noticed by the right type of

The best way to contribute to a group activity and to get new people to join is to highlight
the positive aspects, for example what a member will get out of joining, or how rewarding
it can be to help organise and run a group. You should draw on your own experience from
activities in which you have contributed. In this way, you can note down all the benefits
you can think of, both on a personal level and for others. Think about the wider
community as well – if there is a group which puts on regular shows, then there is a benefit
to people who want to come and be entertained; a group which goes outside and clears
the pond, makes it more pleasant for people to enjoy that area, maybe visitors. A brownie,
guide or scout group will have benefits for the young people who join, but also for the
neighbourhood as it will become a safer, cleaner place for all.

Because this is an active assignment which needs you to research a community centre or
hall (and possibly visiting and talking to users and organisers of the activity), you will learn
much more about how such activities are put together. It will be helpful to have a diary
where you can note which dates you should be at the centre to meet organisers and
members. You could also note which meetings went well, just by putting a small tick
against the date. This will help you to think about how have benefited personally from
this part of the assignment. For example, you may feel more confident about talking to
people, and you will learn a lot about the area where the community centre or hall is
located, and you have contributed to the sustainability of the community centre.

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 have been written into each task as this is the criteria taken from the
Unit 24 Community Action

Resources Needed
Access to Internet to undertake some research is required. Once the geographical location
has been specified, the internet can be used as the initial tool to identify other places
where relevant information can be found. For example, the local council office for the
postcode area will know of community facilities, and will also be able to supply details of
library, and local newspaper. These in turn will help to signpost church or faith groups and
sporting associations.

Television and news media footage may be used during the delivery, so learners should
have either knowledge of how to access this medium, or to have video/DVD films for
viewing in class prior to discussion.

A process for collecting and collating the information during Task One will require either a
spreadsheet on a computer or a written list. Therefore computer access with a
spreadsheet application such as Excel should be available if the learner knows how to use
it. Alternatively, consider a way of recording the information on paper which allows
learners to extract relevant information when needed. A simple paper graph with
headings of community groups, the activities undertaken and criteria for joining can be
designed within the class, or individuals can design their own. An example of a form
template is included at the end of this Assignment document.

Part of Task One and Task Two requires learners to interview people who attend the
community centre for activities. A questionnaire can be designed in the class, for learners
to use when visiting the community centre. Learners can either ask community group
members to complete the questionnaire, and arrange a way of getting them back, or they
can verbally interview members, using the questionnaire as an aid to record the

Learners will have to keep a diary or schedule so that they know when they are visiting the
centre and who to contact. They should be taken through the protocols of the centre,
such as making themselves known a the reception area, or to the keyholder or organiser if
it is a smaller venue, such as a village hall. Suggest that they take their student ID card
with them to allay any concerns from the centre.

Transport to the community centre will have to be available if the learner is to participate
in activities, and this should be discussed between the learner and the tutor before
selecting the activity to join. Some activities will be in the evening or weekends so public
transport links should be researched.
Unit 24 Community Action

Preparation for the assignment

Introduction to Task 1:
Task One: Introduce this by discussing the scenario and ask learners if they know of a
suitable venue, perhaps near to where they live, work or somewhere they have a
connection, such as a church or other faith establishment. This could even be their
college or school if it is open for community activities. Learners may have family or
friends who belong to groups at the chosen centre and they should be encouraged to talk
to them.
If learners do not have any local connection, they can select an appropriate venue using
some of the suggested routes in the Assessment Criteria paragraphs above.

When the learners have all identified a venue which they will use for their project, they
should begin with the information gathering exercises which is to compile the list of
community activities and design the questionnaire. During the design of the questionnaire,
class or group discussions should be encouraged so that all aspects of why a person joins or
volunteers as a helper in a community group are covered. Examples may include moving to
a new area, a change in family circumstances (divorce, separation, bereavement) or
wanting to learn a new skill or expand on an existing interest (sport, hobby, learning

To encourage discussion and exploration of why community groups and activities are
important for the community as a whole, television news programmes or contemporary
drama such as soap operas where community activities are shown can be valuable learning
and discussion tools.

Introduction to Task 2:
From the information collected during Task 1, the learners should by now have a clear
understanding of the type of area and community the centre serves.

Group work within the class, exchanging experiences and details of each other’s research
during Task 1 will highlight the gaps in community activities offered, and whether these
would be beneficial to the type of area and community. It is important to make sure that
the learners are continuing to think about what the benefits might be, to themselves, to
the centre, to the members and to the wider community. If an activity which is already
running at another learner’s chosen venue were to be offered, would the take up would be
good, and how could it be promoted? The next part of the task is to identify an activity for
the centre management to consider, and the benefits to the users and the wider
Unit 24 Community Action


                                               Anytown Community Centre
                                              Table of Groups and Activities

Name of group with   Members’ Age range and     Joining Fee and            Dates/Times of Activity   Suitable for me /
contact number of    other criteria             requirements                                         Benefits to self or others
leader                                                                                               (Comments)
Unit 24 Community Action

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