In this challenge you must lead a small team who open up a room or facility that is normally locked at break and lunchtime in your school and keep it open for students to use for at least 20 days
Tick List for this Challenge (The Spec.)
- Did you lead a team of 4 including yourself?
- Did you organise it so that different people were on duty with you on different days?
- Did you arrange with an adult to pop in each day and check how you were doing?
- Did you do at least 20 sessions of 30 minutes with no adult present and you in charge?
- Did you only count sessions that had more than 10 students using the room?
- Did you leave the room in a cleaner and better state than you found it every day?
- Did you send one of your team to get an adult if someone was misbehaving?
- Did you personally check the quality of work of your team each day?
- For proof did you take make a sign saying “Room managed brilliantly by my team without adult help on (date)” and take a photo of your team and the checking adult when they came to visit with the room of students in the background. You can use the same sign and add dates to it each time. You put these 20 photos into a single PPT slide with just enough resolution to zoom in and read the dates.
- For your second slide in your evidence PPT did you write what your team did well and what you would do next time to make it even better?
Assessment for this Challenge
Any challenge that requires learners to manage a team of 4 or more people to offer a service to their community or other people reliably on a daily or regular basis
Minimum Pass = You tick all of the points on the tick list
Excellent pass = You will have ticked all the items on the list AND all of the statements in the table below are also true.
If you have passed at least the minimum, upload it to Project Aspire and have it peer marked.
| What to prove | Statement | Examples to look for in the litter challenge | |||
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I can take responsibility
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I have led in a team where I have a daily role. I have remembered to do my job every day and sometimes when someone else in the team is away I have done their job without being told to. My team and I decided on the different roles and who should do them. We change roles sometimes. |
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The have earned the trust of the teachers because the room is always left in a good way, students are always calm and well behaved when they visit the room and you always ask for help if someone is behaving poorly |
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I can manage the team
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I make sure that everyone in our team knows what our team targets are. I keep the group on task. For evidence I could let you see a plan I have made that shows who is supposed to do what and by when OR a video/ audio of me getting the team working |
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The whole team are involved during the twenty days. They always know when they are on duty and what you require them to do. They are always in pairs to allow for any problems especially if you have to leave them in charge for any reason. |
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I can build team strengths |
For level 4 you need evidence that you can put yourself in other people’s position and see THE SAME argument from two different sides. When two people are arguing can you understand both points of view. For evidence you could re-enact or explain when you used this skill to solve an argument in your team. |
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If there are arguments in the team about or with the students you are opening the room for, you settle these. The team feel you have been fair and have not asked others to do what you were not willing to do. |
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I can evaluate the team |
When someone in my team has a complaint about me, I listen to what they have to say, make lots of eye contact and see if I can agree with anything. I thank them and don’t get cross. I praise each person in my team very specifically (say exactly how and what they did well) and am honest and open about exactly what I have done well and badly. |
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In your report you describe what the team did well and what could have been improved. You have found ways to praise everyone in your team for the role they have played in allowing you all to be successful |
Learning By Ladders 