BTEC Public services
Level 3 (QCF)
subsidiary diploma
|
|
|
|
Introduction
The level 3 BTEC Public Services qualification is designed to provide a highly specialist, work-related qualification that can be used across a range of vocational sectors.
BTEC Public Services will give you the knowledge, understanding and skills that you will need to prepare for employment and higher education. You will find additional resources to support you on the SIS Moodle page, this can be found within 'Individuals and Societies'. In addition to this all lesson plans, resources and links to the calendar can be found in your Google Classroom and on Pathbrite. |
The BTEC in Public Services is a wide reaching programme covering many of the Public Services and any student following the programme must be ready to learn about services in addition to any specific one(s) in which he/she is already interested. The advantage of this is that you will find out about other areas and vocations, which previously may not have been considered.
The successful completion of the programme does not guarantee entry to any of the services - but it will make you more aware of and prepared for the selection procedures used by them.
There are 5 Units on the BTEC Level 3 Subsidiary Diploma (GCE A Level):
• Navigation by Map & Compass (10 Credit)
• Skills for Water-Based Outdoor and Adventurous Activities (10 Credit)
• Government, Policies & the Public Services (10 Credit) *
• Leadership & Teamwork in the Public Services (15 Credit) *
• Citizenship, Diversity and the Public Services (15 Credit) *
All units have to be achieved successfully to be rewarded with the qualification. However, a BTEC Level 3 Certificate (GCE AS Level) may also be achieved upon completion of the units indicated with a *. The units will be graded on a Pass/Merit/Distinction grading system. This will be through assessments and other activities and opportunities that will be explained to the students as they occur throughout the programme.
The units will be assessed through a variety of methods in order to:
• maintain student interest
• ensure that assessments mirror real life as far as possible
• develop a range of skills within each student
Higher Eduction Opportunities.
In recent years there has been a vast increase in not only the amount of Public Service HE courses, but also the type of courses, below are just a few.
The Manchester Metropoliton University Pupil Services 4 Year Sandwich Degree (Includes 1 Year Work Experience) Entry Requirements: Minimum 240 UCAS points, GCSE English: C
The University of Glamorgan, Cardiff & Pontypridd Pupil Services 3 Year Degree Entry Requirements: Minimum 280 UCAS points, GCSE English & Maths: C
Staffordshire University Public Services 2 year full-time Foundation Degree Entry Requirements: Minimum 200 UCAS points
Wakefield College Public Services 2 Year Higher National Diploma Entry Requirements: Minimum 160 UCAS points, GCSE English & Maths: C
Coleg Llandrillo Cymru Police Studies 2 year full-time foundation Degree Entry Requirements: Minimum 160 UCAS Points, GCSE English C, Must be a Police Special Constable
The successful completion of the programme does not guarantee entry to any of the services - but it will make you more aware of and prepared for the selection procedures used by them.
There are 5 Units on the BTEC Level 3 Subsidiary Diploma (GCE A Level):
• Navigation by Map & Compass (10 Credit)
• Skills for Water-Based Outdoor and Adventurous Activities (10 Credit)
• Government, Policies & the Public Services (10 Credit) *
• Leadership & Teamwork in the Public Services (15 Credit) *
• Citizenship, Diversity and the Public Services (15 Credit) *
All units have to be achieved successfully to be rewarded with the qualification. However, a BTEC Level 3 Certificate (GCE AS Level) may also be achieved upon completion of the units indicated with a *. The units will be graded on a Pass/Merit/Distinction grading system. This will be through assessments and other activities and opportunities that will be explained to the students as they occur throughout the programme.
The units will be assessed through a variety of methods in order to:
• maintain student interest
• ensure that assessments mirror real life as far as possible
• develop a range of skills within each student
Higher Eduction Opportunities.
In recent years there has been a vast increase in not only the amount of Public Service HE courses, but also the type of courses, below are just a few.
The Manchester Metropoliton University Pupil Services 4 Year Sandwich Degree (Includes 1 Year Work Experience) Entry Requirements: Minimum 240 UCAS points, GCSE English: C
The University of Glamorgan, Cardiff & Pontypridd Pupil Services 3 Year Degree Entry Requirements: Minimum 280 UCAS points, GCSE English & Maths: C
Staffordshire University Public Services 2 year full-time Foundation Degree Entry Requirements: Minimum 200 UCAS points
Wakefield College Public Services 2 Year Higher National Diploma Entry Requirements: Minimum 160 UCAS points, GCSE English & Maths: C
Coleg Llandrillo Cymru Police Studies 2 year full-time foundation Degree Entry Requirements: Minimum 160 UCAS Points, GCSE English C, Must be a Police Special Constable
ASSIGNMENT BRIEFS
BTEC Level 3, Subsidiary Diploma
Unit 31: Exercise, Health & Lifestyle
The aim of this unit is for learners to be able to assess the lifestyle of an individual and provide advice on lifestyle improvement.
A healthy lifestyle is important in terms of quality of life. Individuals who take part in physical activity, eat a healthy diet, don’t smoke, drink in moderation and manage their stress levels are likely to live longer and cope better with the daily demands of life. Lifestyle plays a key role in the prevention of a large number of diseases including coronary heart disease, cancer and obesity.
This unit gives you the knowledge and skills to assess the lifestyle of an individual, provide advice on lifestyle improvement and plan a health-related physical activity programme. The unit is particularly relevant if you are aiming to work in the exercise and fitness industry or in health promotion. Communication skills, which are highly important in these areas of work, will be developed.
The first part of the unit introduces you to the importance of lifestyle in the maintenance of health and wellbeing. You will examine physical activity, alcohol consumption, smoking, diet and stress, looking at how each factor can affect the health of an individual. Guidelines for physical activity, recommendations for alcohol consumption, smoking cessation strategies, stress management techniques and dietary changes are covered. You will also develop an understanding of behaviour change.
The second part of the unit requires you to assess the lifestyle of an individual and use the information gathered to provide advice on lifestyle improvement. This includes planning a health-related physical activity programme.
On completion of this unit you should:
1 Know the importance of lifestyle factors in the maintenance of health and wellbeing
2 Be able to assess the lifestyle of a selected individual
3 Be able to provide advice on lifestyle improvement
4 Be able to plan a health-related physical activity programme for a selected individual.
A healthy lifestyle is important in terms of quality of life. Individuals who take part in physical activity, eat a healthy diet, don’t smoke, drink in moderation and manage their stress levels are likely to live longer and cope better with the daily demands of life. Lifestyle plays a key role in the prevention of a large number of diseases including coronary heart disease, cancer and obesity.
This unit gives you the knowledge and skills to assess the lifestyle of an individual, provide advice on lifestyle improvement and plan a health-related physical activity programme. The unit is particularly relevant if you are aiming to work in the exercise and fitness industry or in health promotion. Communication skills, which are highly important in these areas of work, will be developed.
The first part of the unit introduces you to the importance of lifestyle in the maintenance of health and wellbeing. You will examine physical activity, alcohol consumption, smoking, diet and stress, looking at how each factor can affect the health of an individual. Guidelines for physical activity, recommendations for alcohol consumption, smoking cessation strategies, stress management techniques and dietary changes are covered. You will also develop an understanding of behaviour change.
The second part of the unit requires you to assess the lifestyle of an individual and use the information gathered to provide advice on lifestyle improvement. This includes planning a health-related physical activity programme.
On completion of this unit you should:
1 Know the importance of lifestyle factors in the maintenance of health and wellbeing
2 Be able to assess the lifestyle of a selected individual
3 Be able to provide advice on lifestyle improvement
4 Be able to plan a health-related physical activity programme for a selected individual.
Concept-Based Learning
The Big Idea -----> Concept -----> Micro Concepts
Assignment 1 (P1, M1)
"Lifestyle & Health"
Scenario
You are the kind of person who likes to be out in front of the crowd, instructing, teaching and being the motivator for all things fitness and sporty. For as long as you can remember you have wanted to be a Personal Training Instructor in the armed forces. Being a PTI is a multi-faceted role that can vary from implementing fitness testing strategies, instructing classes for personnel of all ranks, promoting a healthy lifestyle through fitness and sports and being a point of contact for all sport and fitness related activities. The Royal Air Force describe the role as someone "who can work alongside others to motivate and create a positive health, fitness and sporting environment for all". In preparation for employment as a Physical Training Instructor you have decided to examine the lifestyle factors that have an impact on health and have been tasked to work with a young person on a 'Big's & Little's' scheme. You will meet with your 'little' regularly and guide them to improve and inform healthier lifestyle choices. Your role is to 'inform' and to facilitate behavioral change (see the resources under the admin section below), this is a sensitive task and you will receive guidance on mentoring, coaching and how to handle potentially sensitive information.
Task 1: (P1, M1)
a) For P1, you need to describe lifestyle factors that have an effect on health. Physical activity, alcohol consumption, smoking, stress and diet must all be covered. In particular you need to describe the benefits of physical activity, recommendations for alcohol consumption, health risks of excessive drinking, health risks of smoking, health risks of high stress levels and health risks of an unhealthy diet. Evidence should be in the form of a PowerPoint presentation that can be shown to your 'little'. This 'example' may help you to structure each slide. Use this 'mark sheet' to monitor your progress.
b) To achieve M1 you need to explain lifestyle factors that have an effect on health and how this may impact on a persons fitness levels. To achieve the merit you need to show a higher level of understanding, perhaps include a balanced view point as to why people do these things and then challenge the associated benefits that they perceive to gain. For example, some teens may take up smoking because they believe that it calms nerves. Actually, teens who smoke at least one pack of cigarettes a day were 15 times as likely to develop panic disorders, or repetitive episodes of panic, during early adulthood as those who did not smoke.
ISSUE DATE:
SUBMISSION DATE:
RESUBMISSION & RETAKE DATE: + 10 Days (after date of marking)
You are the kind of person who likes to be out in front of the crowd, instructing, teaching and being the motivator for all things fitness and sporty. For as long as you can remember you have wanted to be a Personal Training Instructor in the armed forces. Being a PTI is a multi-faceted role that can vary from implementing fitness testing strategies, instructing classes for personnel of all ranks, promoting a healthy lifestyle through fitness and sports and being a point of contact for all sport and fitness related activities. The Royal Air Force describe the role as someone "who can work alongside others to motivate and create a positive health, fitness and sporting environment for all". In preparation for employment as a Physical Training Instructor you have decided to examine the lifestyle factors that have an impact on health and have been tasked to work with a young person on a 'Big's & Little's' scheme. You will meet with your 'little' regularly and guide them to improve and inform healthier lifestyle choices. Your role is to 'inform' and to facilitate behavioral change (see the resources under the admin section below), this is a sensitive task and you will receive guidance on mentoring, coaching and how to handle potentially sensitive information.
Task 1: (P1, M1)
a) For P1, you need to describe lifestyle factors that have an effect on health. Physical activity, alcohol consumption, smoking, stress and diet must all be covered. In particular you need to describe the benefits of physical activity, recommendations for alcohol consumption, health risks of excessive drinking, health risks of smoking, health risks of high stress levels and health risks of an unhealthy diet. Evidence should be in the form of a PowerPoint presentation that can be shown to your 'little'. This 'example' may help you to structure each slide. Use this 'mark sheet' to monitor your progress.
b) To achieve M1 you need to explain lifestyle factors that have an effect on health and how this may impact on a persons fitness levels. To achieve the merit you need to show a higher level of understanding, perhaps include a balanced view point as to why people do these things and then challenge the associated benefits that they perceive to gain. For example, some teens may take up smoking because they believe that it calms nerves. Actually, teens who smoke at least one pack of cigarettes a day were 15 times as likely to develop panic disorders, or repetitive episodes of panic, during early adulthood as those who did not smoke.
ISSUE DATE:
SUBMISSION DATE:
RESUBMISSION & RETAKE DATE: + 10 Days (after date of marking)
Assignment 2 (P2, P3, P4, M2, M3, D1, D2)
"Lifestyle Improvement"
Scenario
Working as a Physical Training Instructor in the armed forces involves carrying out lifestyle assessments for soldiers and potential recruits. Assess the lifestyle of your 'little' and provide lifestyle improvement strategies. Plan a health-related physical activity programme for them.
Task 1: (P2, M2, D1, P3, M3, D2, P4)
a) For P2, you need to collect information on the lifestyle of your 'little' using a self-designed questionnaire and one-to-one consultation.
You should design your own questionnaire and a copy of the completed version should be provided as assessment evidence. You will also require a completed tutor observation checklist providing suitable evidence of the one-to-one consultation. The consultations will allow you to describe information that can not be answered in a questionnaire such as personality, ticks and tells. To structure your questionnaire use this 'PowerPoint' guidance. Examples of possible questions could include click here.
b) For M2, which builds on P2, you must explain the strengths and areas for improvement of a selected individual’s lifestyle and explain recommended lifestyle improvement strategies. This will be done in a written report. In order to explain the strengths and areas for improvement you should compare physical activity levels with national guidelines, compare alcohol consumption with national guidelines, assess stress levels, assess smoking habits and assess the diet of the individual against guidelines.
c) For grading criterion D1 you need to evaluate the lifestyle of a selected individual and prioritise areas for change (building on P2 and M2). In doing this you need to make some value judgements about the strengths and areas for improvement. This will provide the information needed to prioritise your 1-1 meetings so this needs to be agreed upon in advance with Mr Sexton. To track your progress with this us this 'mark sheet'.
d) For grading criteria P3 you need to provide lifestyle improvement strategies for a selected individual, including advice on stress management, smoking cessation, reducing alcohol consumption and dietary changes where appropriate. This will be achieved through a series of 1-1 meetings with your 'little'. These need to be recorded and witness statements signed as evidence towards P3.
e) M3 builds on P3 and requires the lifestyle improvement strategies to be explained in detail in terms of their suitability for that particular individual. Again, this is an explanation and therefore needs to demonstrate a higher level of understanding, making the correct decisions and being able to justify them. Using this 'mark sheet' to track your progress may help.
f) For grading criteria D2 you need to analyse a range of lifestyle improvement strategies; this involves looking at the positives and negatives of different strategies.
g) For grading criteria P4 you need to plan a safe and effective six week health related physical activity programme for a selected individual. A copy of the programme should be presented as evidence. The principles of training should have been applied and the programme must be suitable for the individual’s needs and goals. It is also important that suitable activities have been selected and a suitable exercise intensity prescribed. This 'mark sheet' should help you to track your progress.
ISSUE DATE:
SUBMISSION DATE:
RESUBMISSION & RETAKE DATE: + 10 Days (after date of marking) =
Working as a Physical Training Instructor in the armed forces involves carrying out lifestyle assessments for soldiers and potential recruits. Assess the lifestyle of your 'little' and provide lifestyle improvement strategies. Plan a health-related physical activity programme for them.
Task 1: (P2, M2, D1, P3, M3, D2, P4)
a) For P2, you need to collect information on the lifestyle of your 'little' using a self-designed questionnaire and one-to-one consultation.
You should design your own questionnaire and a copy of the completed version should be provided as assessment evidence. You will also require a completed tutor observation checklist providing suitable evidence of the one-to-one consultation. The consultations will allow you to describe information that can not be answered in a questionnaire such as personality, ticks and tells. To structure your questionnaire use this 'PowerPoint' guidance. Examples of possible questions could include click here.
b) For M2, which builds on P2, you must explain the strengths and areas for improvement of a selected individual’s lifestyle and explain recommended lifestyle improvement strategies. This will be done in a written report. In order to explain the strengths and areas for improvement you should compare physical activity levels with national guidelines, compare alcohol consumption with national guidelines, assess stress levels, assess smoking habits and assess the diet of the individual against guidelines.
c) For grading criterion D1 you need to evaluate the lifestyle of a selected individual and prioritise areas for change (building on P2 and M2). In doing this you need to make some value judgements about the strengths and areas for improvement. This will provide the information needed to prioritise your 1-1 meetings so this needs to be agreed upon in advance with Mr Sexton. To track your progress with this us this 'mark sheet'.
d) For grading criteria P3 you need to provide lifestyle improvement strategies for a selected individual, including advice on stress management, smoking cessation, reducing alcohol consumption and dietary changes where appropriate. This will be achieved through a series of 1-1 meetings with your 'little'. These need to be recorded and witness statements signed as evidence towards P3.
e) M3 builds on P3 and requires the lifestyle improvement strategies to be explained in detail in terms of their suitability for that particular individual. Again, this is an explanation and therefore needs to demonstrate a higher level of understanding, making the correct decisions and being able to justify them. Using this 'mark sheet' to track your progress may help.
f) For grading criteria D2 you need to analyse a range of lifestyle improvement strategies; this involves looking at the positives and negatives of different strategies.
g) For grading criteria P4 you need to plan a safe and effective six week health related physical activity programme for a selected individual. A copy of the programme should be presented as evidence. The principles of training should have been applied and the programme must be suitable for the individual’s needs and goals. It is also important that suitable activities have been selected and a suitable exercise intensity prescribed. This 'mark sheet' should help you to track your progress.
ISSUE DATE:
SUBMISSION DATE:
RESUBMISSION & RETAKE DATE: + 10 Days (after date of marking) =
Admin
|
BTEC Level 3, Subsidiary Diploma
Unit 11- Skills for Water-Based, Outdoor & Adventurous Activities
Water-based outdoor and adventurous activities are widely used by many providers of outdoor experiences to fulfil the needs of their programmes and clients.
The core water-based activities include canoeing, kayaking, windsurfing and dinghy-sailing. However, there is a variety of different outdoor programmes, dictated by client demand or access to resources, including activities such as surfing, canoe surfing, bodyboarding and yachting.
This unit develops and enhances your abilities and understanding of water-based activity skills. It focuses on the concept of the good practitioner in the outdoors, whilst recognising that knowledge and understanding of the nature and ethos of the activity are essential.
You will study two activities in depth, focusing on acquiring the practical skills and techniques essential for safe, efficient and personal independent participation in each activity.
On completion of this unit you will know about a range of water-based outdoor and adventurous activities, as well as having developed the skills, knowledge and understanding associated with them. You will gain knowledge of procedures regarding safety, principles of good practice, roles and responsibilities, environmental awareness and the importance of emergency procedures.
This unit will give you the opportunity to reflect on current practices and skills and to produce a plan for immediate and potential development, including the industry’s requirements for skill development and qualifications for employees.
The unit content relates closely to the syllabuses of relevant national governing body awards so that you can progress quickly in these areas if you wish to do so. The emphasis throughout the unit is on safe and secure activity participation.
On completion of this unit you should:
1 Know about different water-based outdoor and adventurous activities
2 Be able to manage risks in water-based outdoor and adventurous activities
3 Be able to participate in water-based outdoor and adventurous activities
4 Be able to review own skills development in water-based outdoor and adventurous activities
The core water-based activities include canoeing, kayaking, windsurfing and dinghy-sailing. However, there is a variety of different outdoor programmes, dictated by client demand or access to resources, including activities such as surfing, canoe surfing, bodyboarding and yachting.
This unit develops and enhances your abilities and understanding of water-based activity skills. It focuses on the concept of the good practitioner in the outdoors, whilst recognising that knowledge and understanding of the nature and ethos of the activity are essential.
You will study two activities in depth, focusing on acquiring the practical skills and techniques essential for safe, efficient and personal independent participation in each activity.
On completion of this unit you will know about a range of water-based outdoor and adventurous activities, as well as having developed the skills, knowledge and understanding associated with them. You will gain knowledge of procedures regarding safety, principles of good practice, roles and responsibilities, environmental awareness and the importance of emergency procedures.
This unit will give you the opportunity to reflect on current practices and skills and to produce a plan for immediate and potential development, including the industry’s requirements for skill development and qualifications for employees.
The unit content relates closely to the syllabuses of relevant national governing body awards so that you can progress quickly in these areas if you wish to do so. The emphasis throughout the unit is on safe and secure activity participation.
On completion of this unit you should:
1 Know about different water-based outdoor and adventurous activities
2 Be able to manage risks in water-based outdoor and adventurous activities
3 Be able to participate in water-based outdoor and adventurous activities
4 Be able to review own skills development in water-based outdoor and adventurous activities
Concept- Based Learning
The Big Idea -----> Concept -----> Micro-Concepts
Assignment 1 (P1, M1)
"Different water-based outdoor and adventurous activities"
Scenario
The public services regularly allow personnel to take part in water-based outdoor and adventurous activities. This develops teamwork, morale, job satisfaction and encourages their staff to learn transfer- able skills. With the possibility of gaining experience as a student-coach, you take the opportunity to investigate a range of water-based outdoor and adventurous activities to experience its benefits first hand.
Task 1: (P1, M1)
a) Using the ‘Unit Content’ as your starting point, describe 4 different water-based outdoor and adventurous activities.
The descriptions should include the provision of the selected activities, target groups and participants, locations, aims and objectives.
This should be presented as 1 information handout per activity. (P1)
b) M1 links to P1, and requires you to compare and contrast the four different water-based outdoor and adventurous activities. You will complete the A3 grid highlighting similarities, differences and giving opinions on which is the best activity and why? (M1)
ISSUE DATE: 01/05/2019
SUBMISSION DATE: 20/05/2019
The public services regularly allow personnel to take part in water-based outdoor and adventurous activities. This develops teamwork, morale, job satisfaction and encourages their staff to learn transfer- able skills. With the possibility of gaining experience as a student-coach, you take the opportunity to investigate a range of water-based outdoor and adventurous activities to experience its benefits first hand.
Task 1: (P1, M1)
a) Using the ‘Unit Content’ as your starting point, describe 4 different water-based outdoor and adventurous activities.
The descriptions should include the provision of the selected activities, target groups and participants, locations, aims and objectives.
This should be presented as 1 information handout per activity. (P1)
b) M1 links to P1, and requires you to compare and contrast the four different water-based outdoor and adventurous activities. You will complete the A3 grid highlighting similarities, differences and giving opinions on which is the best activity and why? (M1)
ISSUE DATE: 01/05/2019
SUBMISSION DATE: 20/05/2019
Assignment 2 (P2, P3, P4, M2, M3, D1, D2)
"Practical Skills Assessment"
Scenario
The public services regularly allow personnel to take part in water-based outdoor and adventurous activities. This develops teamwork, morale, job satisfaction and encourages their staff to learn transferable skills. Having gained a work experience placement with the school PE department, you first took the opportunity to investigate a range of water-based outdoor and adventurous activities to experience its benefits first hand.
Task 1: (P2, P3, P4, M2, M3, D1, D2)
a) Using the Unit Content as your starting point you must carry out risk assessments for two different water- based outdoor and adventurous activities. The assessments must cover the details of the risk, who might be affected, the likelihood of occurrence, the severity of the risk, a risk rating, controls and contingencies (P2)
b) After taking part in 2 water-based outdoor and adventurous activities you must describe the skills and techniques required for the 2 activities. This should include details of personal technical abilities, technical skills particular to the activity, personal fitness, generic skills and advanced skills. These can be recorded in the ‘Unit 10 Workbook’ but must be written up into further detail. (P3)
(M2) requires you to compare and contrast the skills and techniques required for the two different water-based outdoor and adventurous activities. For this you will need to describe the skills that are similar for both activities, you may wish to prioritize the skills to a particular activity explaining why they are more important to the other. You may also wish to include an evaluation of the skills and techniques needed to successfully perform in the 2 different activities. This may include an opinion, or judgment on the relative difficulty of the selected activities. (D1)
c) To achieve (P4) you need to demonstrate, with tutor support, skills and techniques in two different water-based outdoor and adventurous activities. If you can do this without tutor support you will achieve (M3).
To achieve (D2) you must demonstrate advanced skills and techniques in both activities. These skills are as prescribed by governing bodies. To assess these skills you must demonstrate leadership e.g. the ability to teach a sailing lesson and the skills/techniques required.
ISSUE DATE: 27/04/2019
SUBMISSION DATE: 25/06/2019
The public services regularly allow personnel to take part in water-based outdoor and adventurous activities. This develops teamwork, morale, job satisfaction and encourages their staff to learn transferable skills. Having gained a work experience placement with the school PE department, you first took the opportunity to investigate a range of water-based outdoor and adventurous activities to experience its benefits first hand.
Task 1: (P2, P3, P4, M2, M3, D1, D2)
a) Using the Unit Content as your starting point you must carry out risk assessments for two different water- based outdoor and adventurous activities. The assessments must cover the details of the risk, who might be affected, the likelihood of occurrence, the severity of the risk, a risk rating, controls and contingencies (P2)
b) After taking part in 2 water-based outdoor and adventurous activities you must describe the skills and techniques required for the 2 activities. This should include details of personal technical abilities, technical skills particular to the activity, personal fitness, generic skills and advanced skills. These can be recorded in the ‘Unit 10 Workbook’ but must be written up into further detail. (P3)
(M2) requires you to compare and contrast the skills and techniques required for the two different water-based outdoor and adventurous activities. For this you will need to describe the skills that are similar for both activities, you may wish to prioritize the skills to a particular activity explaining why they are more important to the other. You may also wish to include an evaluation of the skills and techniques needed to successfully perform in the 2 different activities. This may include an opinion, or judgment on the relative difficulty of the selected activities. (D1)
c) To achieve (P4) you need to demonstrate, with tutor support, skills and techniques in two different water-based outdoor and adventurous activities. If you can do this without tutor support you will achieve (M3).
To achieve (D2) you must demonstrate advanced skills and techniques in both activities. These skills are as prescribed by governing bodies. To assess these skills you must demonstrate leadership e.g. the ability to teach a sailing lesson and the skills/techniques required.
ISSUE DATE: 27/04/2019
SUBMISSION DATE: 25/06/2019
Assignment 3 (P5, P6, M4)
"Mirror-mirror on the wall- a self-reflection of them all"
Scenario
The public services regularly allow personnel to take part in water-based outdoor and adventurous activities. This develops teamwork, morale, job satisfaction and encourages their staff to learn transferable skills. Having gained a work experience placement in the schools PE department, you take the opportunity to investigate a range of water-based outdoor and adventurous activities to experience its benefits first hand.
Task: (P5, P6, M4)
a) You must review your own performance in the demonstration of skills and techniques in water- based outdoor and adventurous activities, and identify P5 and explain M4 strengths and areas for improvement. The review should be informed by a log, or diary, of activities undertaken, be both formative and summative and include feedback from others, for example observers, peers and coaches.
b) For P6, you need to produce a personal development plan for the skills and techniques for water- based outdoor and adventurous activities. The plan should include aims, objectives, targets, milestones, opportunities, potential obstacles and the resources needed.
ISSUE DATE: 25/06/19
SUBMISSION DEADLINE: 16/08/19
The public services regularly allow personnel to take part in water-based outdoor and adventurous activities. This develops teamwork, morale, job satisfaction and encourages their staff to learn transferable skills. Having gained a work experience placement in the schools PE department, you take the opportunity to investigate a range of water-based outdoor and adventurous activities to experience its benefits first hand.
Task: (P5, P6, M4)
a) You must review your own performance in the demonstration of skills and techniques in water- based outdoor and adventurous activities, and identify P5 and explain M4 strengths and areas for improvement. The review should be informed by a log, or diary, of activities undertaken, be both formative and summative and include feedback from others, for example observers, peers and coaches.
b) For P6, you need to produce a personal development plan for the skills and techniques for water- based outdoor and adventurous activities. The plan should include aims, objectives, targets, milestones, opportunities, potential obstacles and the resources needed.
ISSUE DATE: 25/06/19
SUBMISSION DEADLINE: 16/08/19
Admin
BTEC Level 3, Subsidiary Diploma
Unit 1- Government, Policies & The public services
A major part of the UK’s government process is the democratic election of representatives to all levels of government including local, regional, national and European governments. You will examine the responsibilities that each level of government has to maintain effective public services, and also explore the different electoral processes available, and those currently used.You will also look into how this is approached in Hong Kong. You will then move on to investigate the main roles of elected representatives within the different government levels, including a brief investigation into the devolved parliaments in Scotland, Northern Ireland and Wales, and also the European Parliament, although an in-depth knowledge of these is not required. Again, you will also look into how this is approached in Hong Kong.
You will also study the structure of government to discover what the different levels of government are, from central government to local councils. This investigation will lead to knowing about specific responsibilities of government departments and other organisations involved in the government structure, including their relationship to the public services.
The unit will explain how government policies are developed, give an understanding of the legislative process and the effects that government policies can have on the public services, the personnel working within them and the provision of services.
On completion of this unit you should:
1 Know the different levels of government in UK and HK.
2 Understand the democratic election process for each level of government in UK and HK.
3 Know the impact of government policies on the public services in UK and HK.
4 Be able to demonstrate how government policies are developed in UK and HK
You will also study the structure of government to discover what the different levels of government are, from central government to local councils. This investigation will lead to knowing about specific responsibilities of government departments and other organisations involved in the government structure, including their relationship to the public services.
The unit will explain how government policies are developed, give an understanding of the legislative process and the effects that government policies can have on the public services, the personnel working within them and the provision of services.
On completion of this unit you should:
1 Know the different levels of government in UK and HK.
2 Understand the democratic election process for each level of government in UK and HK.
3 Know the impact of government policies on the public services in UK and HK.
4 Be able to demonstrate how government policies are developed in UK and HK
Assignment 1 (P1, P2, M1)
"Know the Different Levels of Government"
During your work experience week you have landed a position as a summer intern as part of Hong Kong's Southern District Council’s Education Authority under the leadership of the newly appointed Chairman, Mr. CHU Hing-Chong. One of Mr Chu's objectives during his term is to "remain committed to improving the environment of the district and, by acting as a bridge between the government and local residents, aims to ensure that the policies implemented and the public services and facilities provided by the government meet the needs of local community. To achieve these objectives, we will continue to reflect residents’ views and make recommendations to the government on local affairs as well as territory-wide issues". You have been asked to present information on both local, national and Chinese government to a group of year 10 Global Politics students as part of their studies to broaden their knowledge and interest in government and politics in HK . Attracting the next generation of youth into politics is very important to Mr Chu, so please provide accurate information, good luck.
Task 1: (P1, P2, M1)
a) Using the Unit Content as your starting point, research the different levels of government (Hong Kong: local, national, Chinese) and their respective responsibilities. Use the information from your own research to individually produce a 10 minute presentation/video for a group of Year 10 learners.
This presentation should:
• Outline (P1) the levels of government in both areas and explain their responsibilities at each level (M1). P1 should show the relationship of the tiers of government, an example for the UK could be that you create a hierarchical diagram with Parliament at the top, with a spur off to the European Parliament, and local councils at the bottom. A brief outline of the responsibilities at each level will be sufficient to gain the pass. As M1 is an extension of the task for P1, you will need to explain the responsibilities that each level of government has. Evidence can be achieved by including an additional section of information for each level of government with the chart provided to achieve P1. M1 will be achieved if learners explain how the responsibilities referred to in the chart are managed at the appropriate level of government.
For (P2), you must identify a minimum of two government departments and include a basic description of their responsibilities for specific public services. The information needs to include the name of the department, identification of the minister currently responsible for it and a description of the department’s responsibilities for the selected public service.
When discussing the role of the government departments for P2, it is important that you make reference to which government department holds the public services accountable, for example in the UK the Home Office will hold the police services accountable for their spending and performance, using information provided by Her Majesty’s Inspectors of Constabularies amongst other information.
ISSUE DATE: 5/01/20
SUBMISSION DEADLINE: 18/02/20
Task 1: (P1, P2, M1)
a) Using the Unit Content as your starting point, research the different levels of government (Hong Kong: local, national, Chinese) and their respective responsibilities. Use the information from your own research to individually produce a 10 minute presentation/video for a group of Year 10 learners.
This presentation should:
• Outline (P1) the levels of government in both areas and explain their responsibilities at each level (M1). P1 should show the relationship of the tiers of government, an example for the UK could be that you create a hierarchical diagram with Parliament at the top, with a spur off to the European Parliament, and local councils at the bottom. A brief outline of the responsibilities at each level will be sufficient to gain the pass. As M1 is an extension of the task for P1, you will need to explain the responsibilities that each level of government has. Evidence can be achieved by including an additional section of information for each level of government with the chart provided to achieve P1. M1 will be achieved if learners explain how the responsibilities referred to in the chart are managed at the appropriate level of government.
For (P2), you must identify a minimum of two government departments and include a basic description of their responsibilities for specific public services. The information needs to include the name of the department, identification of the minister currently responsible for it and a description of the department’s responsibilities for the selected public service.
When discussing the role of the government departments for P2, it is important that you make reference to which government department holds the public services accountable, for example in the UK the Home Office will hold the police services accountable for their spending and performance, using information provided by Her Majesty’s Inspectors of Constabularies amongst other information.
ISSUE DATE: 5/01/20
SUBMISSION DEADLINE: 18/02/20
Assignment 2 (P3, M2, D1)
"Understand the Democratic Election Process at Each Level of Government"
Scenario
To continue your work experience in the Southern District Council’s Education Authority, you have been tasked with preparing a report on the current electoral process used in the HK, making suggestions as to alternatives that could be used. The Hong Kong government is keen to consider the voice of it's people, their feedback is important and no matter your age your voice should still be heard. The government also understand that by listening to their people's views may have a positive impact on their chances in the next election.
Task 1
Using the Unit Content as your starting point for (P3) you must explain the election processes used in the UK and HK and ensure that you clearly identify to which level of government it relates. The explanation should be detailed in its content and will be expected to identify the complete process from the initial application to stand for election to the declaration of the vote, including the voting system that is used.
The explanation will be in the form of a report using both pictures and words to describe each stage of the process. Evidence for (M2) must include a comparison of the election process for the elected representatives for at least two levels of government. This will require you to provide evidence which could support the report for P2, showing evidence of independent thought when making the comparison comments. You must not present a simple list of comparative points between the election processes for the different levels of government.
• To achieve (D1) you should evaluate all the evidence provided for P1, P2, P3 and M1 and M2. How appropriate are the responsibilities? Include comments which express your views. I may choose to do this as a test : /
ISSUE DATE: 20/11/19
SUBMISSION DEADLINE: 03/12/19
To continue your work experience in the Southern District Council’s Education Authority, you have been tasked with preparing a report on the current electoral process used in the HK, making suggestions as to alternatives that could be used. The Hong Kong government is keen to consider the voice of it's people, their feedback is important and no matter your age your voice should still be heard. The government also understand that by listening to their people's views may have a positive impact on their chances in the next election.
Task 1
Using the Unit Content as your starting point for (P3) you must explain the election processes used in the UK and HK and ensure that you clearly identify to which level of government it relates. The explanation should be detailed in its content and will be expected to identify the complete process from the initial application to stand for election to the declaration of the vote, including the voting system that is used.
The explanation will be in the form of a report using both pictures and words to describe each stage of the process. Evidence for (M2) must include a comparison of the election process for the elected representatives for at least two levels of government. This will require you to provide evidence which could support the report for P2, showing evidence of independent thought when making the comparison comments. You must not present a simple list of comparative points between the election processes for the different levels of government.
• To achieve (D1) you should evaluate all the evidence provided for P1, P2, P3 and M1 and M2. How appropriate are the responsibilities? Include comments which express your views. I may choose to do this as a test : /
ISSUE DATE: 20/11/19
SUBMISSION DEADLINE: 03/12/19
Who would you like to vote to be class president for the day?
Assignment 3 (P4, P5, M3, D2)
"The Impact of Government Policies on the Public Services"
08/Scenario
Still working within Southern District Council's education authority you have been invited to observe a working party that is monitoring the impact on public services and their personnel of a variety of government policies (past and present). Government policies have the potential to change people's lives, the most successful UK government policy of the last 30 years is the National Minimum Wage Act 1998 that prevents worker exploitation, has increased competition and moved thousands away from the poverty line.
To achieve P4, you must describe the impact of two government policies on two different public services. For example, if you were to choose the decision to implement ID cards, you could then discuss the effect this has on the police and local authorities (especially considering your knowledge of the HK ID card scheme). You would then choose a further policy and apply this to two services also. M3 is an extension to this, and requires you to fully explain the impact on the public services in some detail. This will require you to show evidence of wider reading and an attempt to draw conclusions to your findings.
Evidence for these criteria will be assessed by a learner led seminar, where you research the policies and the impacts they have on public services, and present this to a small group of your peers. You need to include information in your seminar which identifies how government policies can be influenced by different groups or social factors. You will be prepared for this well in advance but be prepared to ask questions to others in order to test their knowledge for M3.
D2 should evaluate the impact of 2 policies. For example The Smoking Ordinance 1982 and the Road Traffic Ordinance, (what, when & why), looking for positives and negatives, success rates of the policies and the opinions of the public services, this can be done as a reflective report of 750-1000 words. How would you make these policies better? For example, you could improve the Road Traffic Ordinance by including a ban to texting whilst driving and include evidence to support your idea.
Evidence for P5 will be combined with that of P4 as you will be required to identify how society has responded to the proposed policies. You will need to present a valid and justified identification, which must cover both the positive and negative responses, rather than simply your opinion.
ISSUE DATE: 08/03/20
SUBMISSION DEADLINE: 24/03/20
Still working within Southern District Council's education authority you have been invited to observe a working party that is monitoring the impact on public services and their personnel of a variety of government policies (past and present). Government policies have the potential to change people's lives, the most successful UK government policy of the last 30 years is the National Minimum Wage Act 1998 that prevents worker exploitation, has increased competition and moved thousands away from the poverty line.
To achieve P4, you must describe the impact of two government policies on two different public services. For example, if you were to choose the decision to implement ID cards, you could then discuss the effect this has on the police and local authorities (especially considering your knowledge of the HK ID card scheme). You would then choose a further policy and apply this to two services also. M3 is an extension to this, and requires you to fully explain the impact on the public services in some detail. This will require you to show evidence of wider reading and an attempt to draw conclusions to your findings.
Evidence for these criteria will be assessed by a learner led seminar, where you research the policies and the impacts they have on public services, and present this to a small group of your peers. You need to include information in your seminar which identifies how government policies can be influenced by different groups or social factors. You will be prepared for this well in advance but be prepared to ask questions to others in order to test their knowledge for M3.
D2 should evaluate the impact of 2 policies. For example The Smoking Ordinance 1982 and the Road Traffic Ordinance, (what, when & why), looking for positives and negatives, success rates of the policies and the opinions of the public services, this can be done as a reflective report of 750-1000 words. How would you make these policies better? For example, you could improve the Road Traffic Ordinance by including a ban to texting whilst driving and include evidence to support your idea.
Evidence for P5 will be combined with that of P4 as you will be required to identify how society has responded to the proposed policies. You will need to present a valid and justified identification, which must cover both the positive and negative responses, rather than simply your opinion.
ISSUE DATE: 08/03/20
SUBMISSION DEADLINE: 24/03/20
Assignment 4 (P6, M4)
"How Government Policies are Created"
Scenario
You are coming towards the end of your placement at Southern District Council's education authority and have decided that in the future you wish to become a member of the Legislative Council of Hong Kong. The main functions of the Legislative Council are to enact, amend or repeal laws; examine and approve budgets, taxation and public expenditure; and raise questions on the work of the government. Once elected, you will be appointed to a committee that will drive policy development. One of your first tasks will be to participate in the development and legislative process for a new policy. For your final work experience you need to research into this area to prepare you for your future career.
To achieve P6, you must demonstrate how government policies are developed. This will be achieved through the production of a podcast that will be broadcast on the school VLE and via this website outlining the development process of government policies. You will formulate and research a policy, through the use of focus groups and questionnaires. The class will then debate each policy and vote on it democratically. You will then make notes about each process and use that information to make clear and effective contributions to an observed discussion with a small group of your peers. In this way both the observation comments and the prepared notes can contribute to your assessment. The explanation must include reference to the general development processes such as the use of committees and the legal processes if the policy is to be implemented.
To achieve M4, you will be expected to analyse the development process, building on the notes prepared for activity P6. Using all the evidence gathered for P4, P5 and P6 and M3 and M4 you must evaluate the impact on the public services and the communities of the government policies already described including your comments and views.
ISSUE DATE: 16/01/20
SUBMISSION DEADLINE: 04/02/20
You are coming towards the end of your placement at Southern District Council's education authority and have decided that in the future you wish to become a member of the Legislative Council of Hong Kong. The main functions of the Legislative Council are to enact, amend or repeal laws; examine and approve budgets, taxation and public expenditure; and raise questions on the work of the government. Once elected, you will be appointed to a committee that will drive policy development. One of your first tasks will be to participate in the development and legislative process for a new policy. For your final work experience you need to research into this area to prepare you for your future career.
To achieve P6, you must demonstrate how government policies are developed. This will be achieved through the production of a podcast that will be broadcast on the school VLE and via this website outlining the development process of government policies. You will formulate and research a policy, through the use of focus groups and questionnaires. The class will then debate each policy and vote on it democratically. You will then make notes about each process and use that information to make clear and effective contributions to an observed discussion with a small group of your peers. In this way both the observation comments and the prepared notes can contribute to your assessment. The explanation must include reference to the general development processes such as the use of committees and the legal processes if the policy is to be implemented.
To achieve M4, you will be expected to analyse the development process, building on the notes prepared for activity P6. Using all the evidence gathered for P4, P5 and P6 and M3 and M4 you must evaluate the impact on the public services and the communities of the government policies already described including your comments and views.
ISSUE DATE: 16/01/20
SUBMISSION DEADLINE: 04/02/20
Admin
BTEC Level 3, Subsidiary Diploma
Unit 2- Leadership & Teamwork in the Public Services
The ability to lead teams is critical to the public services. This unit introduces you to the principles of team leadership and teamwork in a public services context. It focuses on helping you to put theory into practice, ensuring that your teams achieve the required objectives. It is important that team leaders are adaptable and able to develop their own skills to deal effectively with team members, encouraging and supporting them.
This unit is designed to help you understand the importance of leading a team. You will investigate the different styles of leadership and how they are used in the public services. You will explore effective communication skills and have the opportunity to demonstrate them.
You will explore the other skills needed to lead a team and to get the best out of its members. In a stressful work situation, you will need to demonstrate that you are able to remain professional and motivated at all times and can lead your team through difficult situations. You will find out about the many barriers to good teamwork and consider how to overcome them.
A team is a group of people working together to achieve common objectives and willing to commit the energies necessary to ensure that those objectives are achieved. Effective and efficient teams are an essential element of the work conducted by the public services. When people work together in teams, it improves the service provided and helps them to achieve their goals. A motivated team is more likely to be efficient and therefore motivation can contribute to success. If a team has members who cooperate, they can inspire each other. This helps the team to solve problems and also identifies the individual skills within the team.
You will explore the importance of team development and the benefits of teamworking. You will examine the skills required by different team members and how an effective team leader can motivate and develop individuals within teams.
You will explore your own abilities to work as team members and identify your individual skills and recognise the contribution you can make to the team. You will find this workbook particularly helpful throughout the unit.
On completion of this unit you should:
1 Understand the styles of leadership and the role of a team leader
2 Be able to communicate effectively to brief and debrief teams
3 Be able to use appropriate skills and qualities to lead a team
4 Be able to participate in teamwork activities within the public services
5 Understand team development.
This unit is designed to help you understand the importance of leading a team. You will investigate the different styles of leadership and how they are used in the public services. You will explore effective communication skills and have the opportunity to demonstrate them.
You will explore the other skills needed to lead a team and to get the best out of its members. In a stressful work situation, you will need to demonstrate that you are able to remain professional and motivated at all times and can lead your team through difficult situations. You will find out about the many barriers to good teamwork and consider how to overcome them.
A team is a group of people working together to achieve common objectives and willing to commit the energies necessary to ensure that those objectives are achieved. Effective and efficient teams are an essential element of the work conducted by the public services. When people work together in teams, it improves the service provided and helps them to achieve their goals. A motivated team is more likely to be efficient and therefore motivation can contribute to success. If a team has members who cooperate, they can inspire each other. This helps the team to solve problems and also identifies the individual skills within the team.
You will explore the importance of team development and the benefits of teamworking. You will examine the skills required by different team members and how an effective team leader can motivate and develop individuals within teams.
You will explore your own abilities to work as team members and identify your individual skills and recognise the contribution you can make to the team. You will find this workbook particularly helpful throughout the unit.
On completion of this unit you should:
1 Understand the styles of leadership and the role of a team leader
2 Be able to communicate effectively to brief and debrief teams
3 Be able to use appropriate skills and qualities to lead a team
4 Be able to participate in teamwork activities within the public services
5 Understand team development.
Assignment 1 (P1, P2, M1, D1)
'The Role of the Leader'
Scenario
For your CAS project you decide to work with schools 'Cadet Academy' and support them with resources that inform the knowledge of human resource management in a Public Service of your choice. On application to their chosen service the cadets will need to have developed their leadership skills. To support this you have decides to create a website that outlines all of the different leadership styles as a resource that may aid the cadets in their training and applications.
To achieve P1, learners must describe the following different leadership styles:
Authoritarian; democratic; laissez-faire; transactional; transformational; bureaucratic; people orientated and task orientated.
You must comment on particular public services that these styles would be best suited. Associated videos to support your comments may work nicely, you may choose to provide a commentary to these videos. This powerpoint may help and page 5 in the workbook will also be useful.
For P2, learners should identify the role of a team leader. Describe the functions of a team leader and provide examples of a variety of team leading roles within the Uniformed Public Services identifying their typical responsibilities. You must also comment on the skills and qualities needed to be a successful leader.
To achieve M1, learners must expand on P1 to compare different leadership styles in the public services sector. They should point out the similarities and differences in the styles used, noting any impacts that these styles may have on the roles they perform. Again, you may choose to compare the relative success of one leadership style in a different situation. Would this style have been as affective? Why? If possible, try and make your examples real life current events to give the recruits a sense of reality.
To achieve D1, learners must evaluate the effectiveness of the leadership styles utilised in the sector, and draw conclusions about why this is the case. Discuss the advantages & disadvantages of each style. Finally conclude a judgement on which style would work best in this public service and why?
ISSUE DATE: 20/08/2018
SUBMISSION DEADLINE: 20/09/2018
For your CAS project you decide to work with schools 'Cadet Academy' and support them with resources that inform the knowledge of human resource management in a Public Service of your choice. On application to their chosen service the cadets will need to have developed their leadership skills. To support this you have decides to create a website that outlines all of the different leadership styles as a resource that may aid the cadets in their training and applications.
To achieve P1, learners must describe the following different leadership styles:
Authoritarian; democratic; laissez-faire; transactional; transformational; bureaucratic; people orientated and task orientated.
You must comment on particular public services that these styles would be best suited. Associated videos to support your comments may work nicely, you may choose to provide a commentary to these videos. This powerpoint may help and page 5 in the workbook will also be useful.
For P2, learners should identify the role of a team leader. Describe the functions of a team leader and provide examples of a variety of team leading roles within the Uniformed Public Services identifying their typical responsibilities. You must also comment on the skills and qualities needed to be a successful leader.
To achieve M1, learners must expand on P1 to compare different leadership styles in the public services sector. They should point out the similarities and differences in the styles used, noting any impacts that these styles may have on the roles they perform. Again, you may choose to compare the relative success of one leadership style in a different situation. Would this style have been as affective? Why? If possible, try and make your examples real life current events to give the recruits a sense of reality.
To achieve D1, learners must evaluate the effectiveness of the leadership styles utilised in the sector, and draw conclusions about why this is the case. Discuss the advantages & disadvantages of each style. Finally conclude a judgement on which style would work best in this public service and why?
ISSUE DATE: 20/08/2018
SUBMISSION DEADLINE: 20/09/2018
Assignment 2 (P3, M2)
'Briefing and De-briefing Teams'
20/Scenario
As a senior student in the CAS Cadet Academy you remain relatively new team leader. To develop your skills you have been asked to take part with the younger CAS Cadets in team activities in order for them to learn from your increased levels of knowledge and confidence. These activities will involve you using effective communication skills and team leading skills. These can be video recorded and added to your website as examples of good practice.
Create a briefing sheet that can be downloaded by the new officers:
1) Describe the communication skills needed to brief and debrief a team
2) State why they are important
3) Outline the barriers to communication
4) Describe the skills and qualities to lead a team effectively
For the practical demonstration you are required to:
5) Brief a team on no fewer than five, on a given team building task P3 (Part)
6) Effectively lead the team, using the appropriate skills and qualities P3 (Part)
7) Debrief the team for the given task (this can all be done as part of one activity) P3 (Part)
Evidence should include witness statements, photos and individual write ups of briefing exercise.
If you include all of the correct brief & debrief procedures and communicate effectively then you will also be awarded M2.
ISSUE DATE: 20/09/2018
SUBMISSION DEADLINE: 28/11/2018
As a senior student in the CAS Cadet Academy you remain relatively new team leader. To develop your skills you have been asked to take part with the younger CAS Cadets in team activities in order for them to learn from your increased levels of knowledge and confidence. These activities will involve you using effective communication skills and team leading skills. These can be video recorded and added to your website as examples of good practice.
Create a briefing sheet that can be downloaded by the new officers:
1) Describe the communication skills needed to brief and debrief a team
2) State why they are important
3) Outline the barriers to communication
4) Describe the skills and qualities to lead a team effectively
For the practical demonstration you are required to:
5) Brief a team on no fewer than five, on a given team building task P3 (Part)
6) Effectively lead the team, using the appropriate skills and qualities P3 (Part)
7) Debrief the team for the given task (this can all be done as part of one activity) P3 (Part)
Evidence should include witness statements, photos and individual write ups of briefing exercise.
If you include all of the correct brief & debrief procedures and communicate effectively then you will also be awarded M2.
ISSUE DATE: 20/09/2018
SUBMISSION DEADLINE: 28/11/2018
Assignment 3 (P4, M3, D2)
'Leading Teams'
After observing the senior instructors deliver the course about skills required to brief and de- brief a team you are now expected to be able to apply the skills you have learned by leading a team exercise using the appropriate skills and qualities. You have been asked to showcase your expectations by leading a practical event for the CAS Cadets to observe. This is a real opportunity for you to impress.
In your event you must demonstrate your skills and qualities in leading a team in the practical implementation of a plan. You must demonstrate that you are leading the team to a specific plan to meet a specified aim. You should lead a team of no fewer than five people, ensuring that they are correctly briefed and debriefed. An example of a practical task could be the planning and execution of a long expedition (AYP), with each team member planning an expedition and later taking turns to be the team leader, or you could plan an event in school such as raising money for charity. Alternatively, you may choose to simply combine Assignments 2 and 3 and brief/debrief the team through a plan. P4
For M3, you must show a higher level of skill than for P4, i.e. that of effective command and control techniques when leading the team. You should be able to lead the team to implement a plan showing a level of critical and creative thinking as a team leader.
For D2, you must self-reflect and evaluate your effectiveness in leading a team to implement a plan. A key component is your ability to make realistic and achievable recommendations for your future development and improvement in providing team leadership and supervision. These questions may help.
ISSUE DATE: 20/09/2018
SUBMISSION DEADLINE: 28/11/2018
In your event you must demonstrate your skills and qualities in leading a team in the practical implementation of a plan. You must demonstrate that you are leading the team to a specific plan to meet a specified aim. You should lead a team of no fewer than five people, ensuring that they are correctly briefed and debriefed. An example of a practical task could be the planning and execution of a long expedition (AYP), with each team member planning an expedition and later taking turns to be the team leader, or you could plan an event in school such as raising money for charity. Alternatively, you may choose to simply combine Assignments 2 and 3 and brief/debrief the team through a plan. P4
For M3, you must show a higher level of skill than for P4, i.e. that of effective command and control techniques when leading the team. You should be able to lead the team to implement a plan showing a level of critical and creative thinking as a team leader.
For D2, you must self-reflect and evaluate your effectiveness in leading a team to implement a plan. A key component is your ability to make realistic and achievable recommendations for your future development and improvement in providing team leadership and supervision. These questions may help.
ISSUE DATE: 20/09/2018
SUBMISSION DEADLINE: 28/11/2018
Assignment 4 (P5, P7, M5)
'Team Building'
Scenario
As you continue to develop your leadership skills, it is your responsibility to monitor the teams development and build a cohesive unit. In order to do this you must research the different types of teamwork available for you to use, the stages of a teams development & the importance of having a ‘cohesive’ team.
To achieve P5 you must dedicate a page of your website to educate the new recruits on the different types of team that operate within a chosen public service. Your page must include :
• An introduction that describes the benefits and importance of teamwork, this may be elaborated on in a visual spider-diagram / popplet but must include:
contribution to organisational productivity and effectiveness, reduction of alienation, fostering innovation, sharing expertise, implementing change, identification and development of talent, Belbin. P5 (Part)
• A description of the types of team, you must include – formal, informal. Size (small / large). Temporary project/task teams and permanent groupings. P5 (Part)
• Types of teamwork activities e.g. paper-based, activity-based, work-related. P5 (Part)
• A description of the types of teams in the public services, you must include –divisional, departmental, sectional, geographical, multi- disciplinary, regiment, brigade, force, multi- agency/services teams, specialist teams, search and rescue, project teams and emergency services. P5 (Part)
To achieve P7 you must continue with your webpage and explain how team building leads to a highly productive team. You must:
• Outline the roles in a team: leader, expert, team player, etc. P7 (Part)
• Describe theorist views on team roles – Belbin, Honey P7 (Part)
• Explain how team building activities are conducted in the Uniformed Public Services to develop an effective team: recruitment, induction, motivation, training, coaching, mentoring, team knowledge, awareness of team members’ strengths, team development, Tuckman; weaknesses, sensitivities, supporting all team members P7 (Part)
• Explain how team performance is evaluated in the Uniformed Public Services: performance indicators, target setting, monitoring, review, performance against targets, support and development of team members P7 (Part)
• Explain how team building leads to team cohesion – definition of team goals, group conflict(actual, potential), group turnover, opportunities for career progression, recognition of contributions. P7 (Part)
Include a conclusion at the bottom of the page that relates how teams are developed to relevant theories in particular Tuckman and Sociograms.
To achieve M5 you must write a report to your leading officer and justify the need to spend money on team building activities. You must include –
• An introduction to your report, outlining the reason for the report.
• An analysis of both good and poor team cohesion in a real-life team performance.
• You must support your findings with examples from at least two named uniformed public services. (Example here)
• You must support your findings by referring to relevant theorists.
• You should consider how personal organization and communication skills can contribute to developing a cohesive team.
ISSUE DATE: 1/11/2018
SUBMISSION DEADLINE: 20/11/2018
As you continue to develop your leadership skills, it is your responsibility to monitor the teams development and build a cohesive unit. In order to do this you must research the different types of teamwork available for you to use, the stages of a teams development & the importance of having a ‘cohesive’ team.
To achieve P5 you must dedicate a page of your website to educate the new recruits on the different types of team that operate within a chosen public service. Your page must include :
• An introduction that describes the benefits and importance of teamwork, this may be elaborated on in a visual spider-diagram / popplet but must include:
contribution to organisational productivity and effectiveness, reduction of alienation, fostering innovation, sharing expertise, implementing change, identification and development of talent, Belbin. P5 (Part)
• A description of the types of team, you must include – formal, informal. Size (small / large). Temporary project/task teams and permanent groupings. P5 (Part)
• Types of teamwork activities e.g. paper-based, activity-based, work-related. P5 (Part)
• A description of the types of teams in the public services, you must include –divisional, departmental, sectional, geographical, multi- disciplinary, regiment, brigade, force, multi- agency/services teams, specialist teams, search and rescue, project teams and emergency services. P5 (Part)
To achieve P7 you must continue with your webpage and explain how team building leads to a highly productive team. You must:
• Outline the roles in a team: leader, expert, team player, etc. P7 (Part)
• Describe theorist views on team roles – Belbin, Honey P7 (Part)
• Explain how team building activities are conducted in the Uniformed Public Services to develop an effective team: recruitment, induction, motivation, training, coaching, mentoring, team knowledge, awareness of team members’ strengths, team development, Tuckman; weaknesses, sensitivities, supporting all team members P7 (Part)
• Explain how team performance is evaluated in the Uniformed Public Services: performance indicators, target setting, monitoring, review, performance against targets, support and development of team members P7 (Part)
• Explain how team building leads to team cohesion – definition of team goals, group conflict(actual, potential), group turnover, opportunities for career progression, recognition of contributions. P7 (Part)
Include a conclusion at the bottom of the page that relates how teams are developed to relevant theories in particular Tuckman and Sociograms.
To achieve M5 you must write a report to your leading officer and justify the need to spend money on team building activities. You must include –
• An introduction to your report, outlining the reason for the report.
• An analysis of both good and poor team cohesion in a real-life team performance.
• You must support your findings with examples from at least two named uniformed public services. (Example here)
• You must support your findings by referring to relevant theorists.
• You should consider how personal organization and communication skills can contribute to developing a cohesive team.
ISSUE DATE: 1/11/2018
SUBMISSION DEADLINE: 20/11/2018
Assignment 5 (P6, M4, D3)
'Team Activities'
Scenario
Throughout this unit you have been contributing towards the CAS Cadet Academy and working with guests from local public services and youth services. It is important that you evaluate one of the senior instructors' performance, that you are critical, that you can help them to learn from their mistakes as well as their successes. You may also gain knowledge from learning from others. All of this will help you to learn to become a stronger individual and a more complete team player.
To achieve P6 you must take part in five team activities. These may be 5 of the classes brief / debrief activities.
• Take part in and fully evidence 5 x Team Activities. Evidence may come in the form of photo's, witness statements and observation records completed by your teacher / coach. (P6 Part)
• Briefly describe the skills and qualities specific to that task, remember these are intrinsic & extrinsic. (P6 Part)
On completion you should appraise your own performance in team activities M4
• How well did you perform as an individual? Again, be critical, this should not be about how you lead, but about how you worked as a team member. You should be able to refer to theory here such as Belbin’s team roles (M4 Part).
• How well did you perform as a team? (M4 Part)
Finally, you are required to evaluate other team members’ performance in the team activities D3.
• What styles of leadership were used? Were they effective? (D3 Part)
• Evaluate others’ performance within the team, how well did they contribute, how well did you communicate, how organised were you, how was the time management? Be critical. Make recommendations for future tasks (In future we could do things differently by...) It should be possible for you to refer to Tuckman, Belbin etc here. (D3 Part)
This example template may help you along the way.
ISSUE DATE: 08/01/2019
SUBMISSION DEADLINE: 14/01/2019
Throughout this unit you have been contributing towards the CAS Cadet Academy and working with guests from local public services and youth services. It is important that you evaluate one of the senior instructors' performance, that you are critical, that you can help them to learn from their mistakes as well as their successes. You may also gain knowledge from learning from others. All of this will help you to learn to become a stronger individual and a more complete team player.
To achieve P6 you must take part in five team activities. These may be 5 of the classes brief / debrief activities.
• Take part in and fully evidence 5 x Team Activities. Evidence may come in the form of photo's, witness statements and observation records completed by your teacher / coach. (P6 Part)
• Briefly describe the skills and qualities specific to that task, remember these are intrinsic & extrinsic. (P6 Part)
On completion you should appraise your own performance in team activities M4
• How well did you perform as an individual? Again, be critical, this should not be about how you lead, but about how you worked as a team member. You should be able to refer to theory here such as Belbin’s team roles (M4 Part).
• How well did you perform as a team? (M4 Part)
Finally, you are required to evaluate other team members’ performance in the team activities D3.
• What styles of leadership were used? Were they effective? (D3 Part)
• Evaluate others’ performance within the team, how well did they contribute, how well did you communicate, how organised were you, how was the time management? Be critical. Make recommendations for future tasks (In future we could do things differently by...) It should be possible for you to refer to Tuckman, Belbin etc here. (D3 Part)
This example template may help you along the way.
ISSUE DATE: 08/01/2019
SUBMISSION DEADLINE: 14/01/2019
IMPORTANT: Please make sure that you TICK the box at the bottom of the form saying "send me a copy of my responses". This will then give you access to EDIT your responses which will be vital if you have any feedback.
|
|
Admin
|
|
BTEC Level 3, Subsidiary Diploma
Unit 3: Citizenship, Diversity and the Public Services
The aim of this unit is to provide you with knowledge, skills, attitudes and values to become thoughtful and informed citizens and public service employees. The unit is designed to develop an awareness of rights and responsibilities and respect for different religious, ethnic and national groups worldwide.
The concepts of citizenship and diversity are very important in modern society and are particularly relevant for employees within the public services. This unit will develop your understanding of the meaning behind these concepts and provide an opportunity to investigate the benefits that public services gain from good citizens both as employees and members of society. The underlying theme of respecting equality will be enforced throughout. Learners will explore the legal and humanitarian rights that citizens are given under legislation. The protection provided by legislation against the many aspects of discrimination such as age, race, gender and disability, will also be considered. Relevant theory and strategies to combat discrimination within the public services sector and society will be related to the work that different services do. This will involve the enforcement of equal opportunities within society as well as within the services themselves. This enforcement relies on the good citizenship of members of society as well as public service employees.This unit will investigate current affairs that involve citizenship and diversity across different societies. You will be encouraged to research case studies and examples that have been reported by the media. The manner of reporting the example and the effect that this type of reporting may have is important when considering the impact of the media on issues such as citizenship and diversity. The case studies will illustrate the problems that exist within society today and will lead an investigation of the work of different types of public services, such as the statutory agencies and voluntary groups, to support citizens when dealing with these problems.
The concepts of citizenship and diversity are very important in modern society and are particularly relevant for employees within the public services. This unit will develop your understanding of the meaning behind these concepts and provide an opportunity to investigate the benefits that public services gain from good citizens both as employees and members of society. The underlying theme of respecting equality will be enforced throughout. Learners will explore the legal and humanitarian rights that citizens are given under legislation. The protection provided by legislation against the many aspects of discrimination such as age, race, gender and disability, will also be considered. Relevant theory and strategies to combat discrimination within the public services sector and society will be related to the work that different services do. This will involve the enforcement of equal opportunities within society as well as within the services themselves. This enforcement relies on the good citizenship of members of society as well as public service employees.This unit will investigate current affairs that involve citizenship and diversity across different societies. You will be encouraged to research case studies and examples that have been reported by the media. The manner of reporting the example and the effect that this type of reporting may have is important when considering the impact of the media on issues such as citizenship and diversity. The case studies will illustrate the problems that exist within society today and will lead an investigation of the work of different types of public services, such as the statutory agencies and voluntary groups, to support citizens when dealing with these problems.
Assignment 1: Meaning and Benefits of Citizenship and Diversity (P1, P2, P3, M1, D1)
Scenario
As part of your CAS you have been asked to help raise awareness of citizenship and diversity issues. The first part of this initiative will be to make people aware of the definition of citizenship and diversity and the importance of good citizens.
Task 1 P1, P2, P3, M1, D1
You have been asked by your group to produce an electronic display on raising awareness of citizenship and diversity issues. This display will be used in 'The Space' during the CAS presentations. You will need to choose an application that best fits the information you need to get across. To achieve P1, you must explain a range of definitions and meanings (listed below and sub-listed on Google Classroom) and this could take the form of a wall display or glossary booklet. You should also attempt to relate these meanings to public services. For P2, you could add to the display with a range of written and pictorial evidence covering the key concepts of citizenship and diversity as shown on Google Classroom. To complete the display, supporting evidence could be included for P3 that links the ideas of good citizenship to the work of the public services assessing the benefits that can exist.
To achieve M1 and D1, the supporting evidence that is added to the display must contain much more detail in order to show analysis and evaluation. This may be better achieved by the production of supporting handouts or factsheets that consider how and why good citizenship is important to public services when dealing with issues of diversity and equality. You should also consider the advantages and disadvantages of good citizens and the implications of them not playing that role in relation to public services, and give their personal view.
Your electronic display must include the following;
On completion of your display you will need to write a short evaluation to state your role in the process.
Presentation Guidelines
Your display must be visual, imaginative and interactive with facts, pictures and questions. You will need to decide on rolls at an early stage and write your role in the process in your evaluation.
This task will provide evidence for P1, P2, P3, M1, D1
ISSUE DATE: 05/01/2020
SUBMISSION DEADLINE: 18/02/2020
As part of your CAS you have been asked to help raise awareness of citizenship and diversity issues. The first part of this initiative will be to make people aware of the definition of citizenship and diversity and the importance of good citizens.
Task 1 P1, P2, P3, M1, D1
You have been asked by your group to produce an electronic display on raising awareness of citizenship and diversity issues. This display will be used in 'The Space' during the CAS presentations. You will need to choose an application that best fits the information you need to get across. To achieve P1, you must explain a range of definitions and meanings (listed below and sub-listed on Google Classroom) and this could take the form of a wall display or glossary booklet. You should also attempt to relate these meanings to public services. For P2, you could add to the display with a range of written and pictorial evidence covering the key concepts of citizenship and diversity as shown on Google Classroom. To complete the display, supporting evidence could be included for P3 that links the ideas of good citizenship to the work of the public services assessing the benefits that can exist.
To achieve M1 and D1, the supporting evidence that is added to the display must contain much more detail in order to show analysis and evaluation. This may be better achieved by the production of supporting handouts or factsheets that consider how and why good citizenship is important to public services when dealing with issues of diversity and equality. You should also consider the advantages and disadvantages of good citizens and the implications of them not playing that role in relation to public services, and give their personal view.
Your electronic display must include the following;
- a definition of citizen and citizenship as used in general terms
- public service view of citizenship
- legal view of citizenship
- qualities of good citizens
- attitudes to other people
- participation in community activities
- awareness of needs of others
- definition of diversity as used in general terms and by public services and local communities
- composition of the local and national community within the borough/local authority area (ethnicity, religion, gender, age, disability)
- meaning of different words used racism, racist, institutionalised racism, multiculturalism, ethnocentricity, sexism, heterosexist, homophobia, equal opportunity, equality, prejudice, harassment, victimisation, disability, direct and indirect discrimination
- explain the concepts of integration, tolerance and multiculturalism; the rights and responsibilities of individuals in society as citizens
- explain what equal opportunities and positive action to find solutions for greater social inclusion and representation without changing standards in favour of race or gender or disability; corporate social responsibility
- describe the benefits of a ‘good citizen’
On completion of your display you will need to write a short evaluation to state your role in the process.
Presentation Guidelines
Your display must be visual, imaginative and interactive with facts, pictures and questions. You will need to decide on rolls at an early stage and write your role in the process in your evaluation.
This task will provide evidence for P1, P2, P3, M1, D1
ISSUE DATE: 05/01/2020
SUBMISSION DEADLINE: 18/02/2020
Assignment 2: Legal and Humanitarian Rights (P4, M2)
Scenario
As a part of your CAS initiative you choose to do some primary research to raise awareness of citizenship and diversity issues, you are going to find out what the public views of what their legal and humanitarian rights are, and whether they protect the citizens in HK.
Task 1 P4
To prepare you for a visit to the Department of Justice for a mock court case. I want you to put together a case against the Chinese Communist Party to take to court in the wake of the Lee Bo 'Hong Kong Bookseller' Case.
- Gather all of your evidence (secondary research)
- State your case, what HK laws are you directly accusing China of breaking? (primary research)
- Comment on other HK laws that also protect the rights of citizens (race, age, gender) to show that HK are independent.
- In addition to this, have any 'human rights' been broken? (refer to the 'UN Declaration of Human Rights' and the 'Geneva Convention') P4
- Closing comments: Analyse how well do these laws actually protect HK citizens? What could HK do better? What impact will China's actions have on the rest of HK? (political, legal, social) M2
You can do the research in groups but must write up your case individually.
This task will provide evidence for P4, M2
ISSUE DATE: 20/11/19
SUBMISSION DEADLINE: 03/12/19
As a part of your CAS initiative you choose to do some primary research to raise awareness of citizenship and diversity issues, you are going to find out what the public views of what their legal and humanitarian rights are, and whether they protect the citizens in HK.
Task 1 P4
To prepare you for a visit to the Department of Justice for a mock court case. I want you to put together a case against the Chinese Communist Party to take to court in the wake of the Lee Bo 'Hong Kong Bookseller' Case.
- Gather all of your evidence (secondary research)
- State your case, what HK laws are you directly accusing China of breaking? (primary research)
- Comment on other HK laws that also protect the rights of citizens (race, age, gender) to show that HK are independent.
- In addition to this, have any 'human rights' been broken? (refer to the 'UN Declaration of Human Rights' and the 'Geneva Convention') P4
- Closing comments: Analyse how well do these laws actually protect HK citizens? What could HK do better? What impact will China's actions have on the rest of HK? (political, legal, social) M2
You can do the research in groups but must write up your case individually.
This task will provide evidence for P4, M2
ISSUE DATE: 20/11/19
SUBMISSION DEADLINE: 03/12/19
Assignment 3: Diversity and Equality of Services (P5, P6, M3, D2)
Scenario
The next stage of the initiative requires you to help raise awareness of the ways that public services try to implement equality and diversity within the services and in society.
Task 1 (P5, P6, M3, D2)
You are required to write a report that looks specifically at the recruitment policies that are used to combat under representation of specific groups within public services. You should consider how equality and diversity are promoted within the services in order to help retain recruits from diverse backgrounds.
In this assignment we will focus on the HK Police Service. To achieve P5, you should consider the methods that the police service uses to maintain a diverse workforce and give your own opinion of these. For example, you may review the use of targeted recruitment days. You should also consider how equality and diversity are promoted within the police in order to help retain recruits from diverse backgrounds that represent the society in which they serve (6% ethnic minority, 2011 Census).
When preparing evidence for P6, you should ensure that you explain the duty to provide equality of service to all, do they? To achieve M3 and D2, you need to consider how well the methods chosen by the police service to promote equality and diversity work both in society and within the service. Why these methods work so well (or not) will complete the analysis, while further comment in terms of the advantages and disadvantages, recommendations for change and your own opinions will be evaluative comment.
The main resource used in this assignment will be the 'Racial Acceptance Report', an investigation by Unison in 2012 into the diversity of HK police recruits and their attitudes towards ethnic minorities both in HK and within the police service. It proposes some shocking findings.
All resources and further guidance can be found on Google Classroom.
ISSUE DATE: 08/03/20
SUBMISSION DEADLINE: 24/03/20
The next stage of the initiative requires you to help raise awareness of the ways that public services try to implement equality and diversity within the services and in society.
Task 1 (P5, P6, M3, D2)
You are required to write a report that looks specifically at the recruitment policies that are used to combat under representation of specific groups within public services. You should consider how equality and diversity are promoted within the services in order to help retain recruits from diverse backgrounds.
In this assignment we will focus on the HK Police Service. To achieve P5, you should consider the methods that the police service uses to maintain a diverse workforce and give your own opinion of these. For example, you may review the use of targeted recruitment days. You should also consider how equality and diversity are promoted within the police in order to help retain recruits from diverse backgrounds that represent the society in which they serve (6% ethnic minority, 2011 Census).
When preparing evidence for P6, you should ensure that you explain the duty to provide equality of service to all, do they? To achieve M3 and D2, you need to consider how well the methods chosen by the police service to promote equality and diversity work both in society and within the service. Why these methods work so well (or not) will complete the analysis, while further comment in terms of the advantages and disadvantages, recommendations for change and your own opinions will be evaluative comment.
The main resource used in this assignment will be the 'Racial Acceptance Report', an investigation by Unison in 2012 into the diversity of HK police recruits and their attitudes towards ethnic minorities both in HK and within the police service. It proposes some shocking findings.
All resources and further guidance can be found on Google Classroom.
ISSUE DATE: 08/03/20
SUBMISSION DEADLINE: 24/03/20
Assignment 4 Current Affairs, Media and Support from Public Services (P7, P8, P9, M4, M5, D3)
16Scenario
The final part of this initiative requires you to demonstrate how media reporting can impact on citizens and public services by using examples of
current affairs.
Task 1 (P7, P8, P9, M4, M5, D3)
You should have a class discussion on a wide range of current affairs before choosing three to focus on for this assessment and start to report on your findings using the A3 grid. (P7).
For your chosen three issues, you need to discuss examples of media reports – in particular the ways that different media might report the same issue. Gather all the information and then analyse the effects of media reporting both on the services and on society (P8, M4)
You must also consider examples of statutory and non-statutory services and the work that they do to support citizens who might be involved in issues raised by the current affairs that are under discussion (P9). And by extending your answer by justifying why both types of public services are needed to deal with these issues (M5).
To achieve D3, you will need to combine all your findings and consider the positive and negative aspects of the media reporting in terms of the influence that it has on citizens and on the support provided by public services. Recommendations for change or improvement should be considered along with your own views of the situation.
ISSUE DATE: 16/01/2020
SUBMISSION DEADLINE: 04/02/2020
The final part of this initiative requires you to demonstrate how media reporting can impact on citizens and public services by using examples of
current affairs.
Task 1 (P7, P8, P9, M4, M5, D3)
You should have a class discussion on a wide range of current affairs before choosing three to focus on for this assessment and start to report on your findings using the A3 grid. (P7).
For your chosen three issues, you need to discuss examples of media reports – in particular the ways that different media might report the same issue. Gather all the information and then analyse the effects of media reporting both on the services and on society (P8, M4)
You must also consider examples of statutory and non-statutory services and the work that they do to support citizens who might be involved in issues raised by the current affairs that are under discussion (P9). And by extending your answer by justifying why both types of public services are needed to deal with these issues (M5).
To achieve D3, you will need to combine all your findings and consider the positive and negative aspects of the media reporting in terms of the influence that it has on citizens and on the support provided by public services. Recommendations for change or improvement should be considered along with your own views of the situation.
ISSUE DATE: 16/01/2020
SUBMISSION DEADLINE: 04/02/2020
Admin
Unit 30: Practical Team Sports
This unit will develop your knowledge and understanding of team sports. You will be given the opportunity to participate in a variety of team sports as performers and officials in different roles. The desire to participate in sports activities continues to grow. People are more aware of the lifelong benefits of a healthy lifestyle. This unit gives you an opportunity to develop your knowledge and ability in a selection of team sports.
This unit reinforces the knowledge and understanding required to study aspects of coaching and leadership, fitness and training, physiology and health and safety through active participation in team sports. The unit focuses on developing your own practical sports performance in team sports, concentrating on the application of skills, techniques and tactics. This will be achieved through participation in practical activities, and you reflecting on your performances and those of other performers in team sports.
You will have the opportunity to practise and refine your individual skills and techniques. You will be able to investigate and experience different team tactics and formations and review your own performance in these areas and the performance of other individuals. The rules and regulations of team sports are also investigated, since an awareness of the rules can often lead to an improvement in performance.
Throughout the unit, you will be made aware of safe practice relating to all those participating in the sport. You will participate in a variety of team sports offered as part of the centre’s curriculum, as well as other sports offered in the wider community. It is expected that you will provide the evidence for this unit by selecting two sports in which you either excel or have a particular interest.
On completion of this unit you should:
1 Know the skills, techniques and tactics required in selected team sports
2 Know the rules and regulations of selected team sports
3 Be able to assess own performance in selected team sports
4 Be able to assess the performance of teams in selected team sports.
This unit reinforces the knowledge and understanding required to study aspects of coaching and leadership, fitness and training, physiology and health and safety through active participation in team sports. The unit focuses on developing your own practical sports performance in team sports, concentrating on the application of skills, techniques and tactics. This will be achieved through participation in practical activities, and you reflecting on your performances and those of other performers in team sports.
You will have the opportunity to practise and refine your individual skills and techniques. You will be able to investigate and experience different team tactics and formations and review your own performance in these areas and the performance of other individuals. The rules and regulations of team sports are also investigated, since an awareness of the rules can often lead to an improvement in performance.
Throughout the unit, you will be made aware of safe practice relating to all those participating in the sport. You will participate in a variety of team sports offered as part of the centre’s curriculum, as well as other sports offered in the wider community. It is expected that you will provide the evidence for this unit by selecting two sports in which you either excel or have a particular interest.
On completion of this unit you should:
1 Know the skills, techniques and tactics required in selected team sports
2 Know the rules and regulations of selected team sports
3 Be able to assess own performance in selected team sports
4 Be able to assess the performance of teams in selected team sports.
Unit 35: Land navigation by map & compass
The aim of this unit is to allow you to acquire knowledge in relation to land navigation with map, compass and route card, and to demonstrate these skills practically in a safe manner.
The uniformed public services often operate outdoors, so the ability to read maps and use them in relation to a compass is vital. You will be required to plan and undertake a route that has minimum impact on the countryside. You will also investigate considerations such as access laws, the Countryside Code and safety issues.
You will be given the opportunity to practise your navigation skills and gain an insight into the training undertaken by the uniformed public services. These skills, and others such as communication, leadership, discipline and trust, are important to anyone wishing to pursue a career in search and rescue or other similar areas.
On completion of the unit you should be able to plan a route on a route card, identify conventional map symbols, use a compass, comment on environmental issues and carry out the route safely.
On completion of this unit you should:
1 Know how to read a map accurately
2 Know how to use a compass
3 Be able to develop route planning skills
4 Be able to undertake a route.
The uniformed public services often operate outdoors, so the ability to read maps and use them in relation to a compass is vital. You will be required to plan and undertake a route that has minimum impact on the countryside. You will also investigate considerations such as access laws, the Countryside Code and safety issues.
You will be given the opportunity to practise your navigation skills and gain an insight into the training undertaken by the uniformed public services. These skills, and others such as communication, leadership, discipline and trust, are important to anyone wishing to pursue a career in search and rescue or other similar areas.
On completion of the unit you should be able to plan a route on a route card, identify conventional map symbols, use a compass, comment on environmental issues and carry out the route safely.
On completion of this unit you should:
1 Know how to read a map accurately
2 Know how to use a compass
3 Be able to develop route planning skills
4 Be able to undertake a route.
Assignment 1: know how to read a map accurately (P1, M1)
Scenario
As part of your CAS you have decided to train and lead groups of junior armed forces cadets on their yearly expedition across the HK Trail. We will need to develop our skills not only to plan and lead the expedition but also to train and develop the cadet’s map and compass abilities ready for assessments.
Task 1: Flash ahhahhh! Saviour of the walker.
P1 - Describe the conventional signs on a map
Produce a set of user friendly flash cards as a resource for the cadets to be trained with. Plan and run a micro session for the class to teach and assess the group on your signs on the map.
Set of flash cards and micro-student session (video)
Task 2: Where are you, ou, ou, ou!
M1 - Explain grid references on maps
Produce an exam sheet for one of your peers on grid references including purpose and reasons for using grid references when navigating. This exam will need to cover 4 and 6 figure grid references and assess their ability to use them effectively. The exam will be used later with cadets so make it user friendly.
Student-created exam
ISSUE DATE: 18/11/18
SUBMISSION DEADLINE: 10/01/19
As part of your CAS you have decided to train and lead groups of junior armed forces cadets on their yearly expedition across the HK Trail. We will need to develop our skills not only to plan and lead the expedition but also to train and develop the cadet’s map and compass abilities ready for assessments.
Task 1: Flash ahhahhh! Saviour of the walker.
P1 - Describe the conventional signs on a map
Produce a set of user friendly flash cards as a resource for the cadets to be trained with. Plan and run a micro session for the class to teach and assess the group on your signs on the map.
Set of flash cards and micro-student session (video)
Task 2: Where are you, ou, ou, ou!
M1 - Explain grid references on maps
Produce an exam sheet for one of your peers on grid references including purpose and reasons for using grid references when navigating. This exam will need to cover 4 and 6 figure grid references and assess their ability to use them effectively. The exam will be used later with cadets so make it user friendly.
Student-created exam
ISSUE DATE: 18/11/18
SUBMISSION DEADLINE: 10/01/19
assignment 2: know how to use a compass (P2)
Task 3: Go West!
P2 - Describe the Main Features of a Compass
Produce a mini presentation and hand-out that could be delivered to the cadets to describe the features and use of a compass. You will not be required to deliver this presentation but it will need to be user friendly with images and speaker notes / guidance suitable for use with 14 year old cadets. Your presentation must include:
Mini-presentation and speaker notes / guidance / hand-out
ISSUE DATE: 18/11/18
SUBMISSION DEADLINE: 10/01/19
P2 - Describe the Main Features of a Compass
Produce a mini presentation and hand-out that could be delivered to the cadets to describe the features and use of a compass. You will not be required to deliver this presentation but it will need to be user friendly with images and speaker notes / guidance suitable for use with 14 year old cadets. Your presentation must include:
- Compass points
- Features
- Use and care
- Taking bearings from a map
- Magnetic bearings and variation
- Difference between mils and degrees
- Direction without a compass
- Use at night and in limited visibility
- Finding directions without a compass
Mini-presentation and speaker notes / guidance / hand-out
ISSUE DATE: 18/11/18
SUBMISSION DEADLINE: 10/01/19
assignment 3: be able to develop route planning skills (p3, p4, p5, m2)
Task 4: Show me the way to Amarillo
P3 - Produce a route card
P4 - Identify Environmental Issues
P5 Undertake a planned route using map and compass with route card
M2 - Demonstrate how to take bearings from a compass
Produce route cards or instructions for travel for a range of assessed visits to demonstrate planning skills. The route cards will become progressively more detailed as your knowledge and skills progress but by the end you will be able to include areas such as legs, grid references, height, distance, rest stops, timings etc.
Criteria P5 and M2 will be practically assessed during our expeditions. You will be expected to demonstrate the skills of walking a bearing, using contours and key features to provide both 4 and 6-figure grid references, use pacing and speed to judge distance and time to key features and be able to consistently do ths on several occasions over varying distances and complete that leg of the journey whilst following that bearing. As evidence this will need to be video recorded and include narration as proof of knowledge and understanding.
Demonstration of skill / Route cards / witness statement / video / photo evidence
Task 5: Paint paradise and put up a parking lot..do, dooo
P4 - Identify environmental issues
It is important that we try to limit the impact of our expeditions on the environment. You will need to produce and easy to follow guide of the most important environmental issues that we need to consider when in the countryside. We will need to cover access laws, the Forest and Countryside Ordinance, the Countryside Code and minimum impact. Again, this will need to be basic and user friendly for the cadets to be able to follow and use.
Environmental issues warning poster
ISSUE DATE: 07/01/19
SUBMISSION DEADLINE: 03/04/19
P3 - Produce a route card
P4 - Identify Environmental Issues
P5 Undertake a planned route using map and compass with route card
M2 - Demonstrate how to take bearings from a compass
Produce route cards or instructions for travel for a range of assessed visits to demonstrate planning skills. The route cards will become progressively more detailed as your knowledge and skills progress but by the end you will be able to include areas such as legs, grid references, height, distance, rest stops, timings etc.
Criteria P5 and M2 will be practically assessed during our expeditions. You will be expected to demonstrate the skills of walking a bearing, using contours and key features to provide both 4 and 6-figure grid references, use pacing and speed to judge distance and time to key features and be able to consistently do ths on several occasions over varying distances and complete that leg of the journey whilst following that bearing. As evidence this will need to be video recorded and include narration as proof of knowledge and understanding.
Demonstration of skill / Route cards / witness statement / video / photo evidence
Task 5: Paint paradise and put up a parking lot..do, dooo
P4 - Identify environmental issues
It is important that we try to limit the impact of our expeditions on the environment. You will need to produce and easy to follow guide of the most important environmental issues that we need to consider when in the countryside. We will need to cover access laws, the Forest and Countryside Ordinance, the Countryside Code and minimum impact. Again, this will need to be basic and user friendly for the cadets to be able to follow and use.
Environmental issues warning poster
ISSUE DATE: 07/01/19
SUBMISSION DEADLINE: 03/04/19
Assignment 4: reflect on your experiences (M3, d1, d2)
M3 - Evaluate the route planning with the route card
D1 - Evaluate the use of a map and compass
D2 - Provide recommendations
Task 6: Whoooooooooo do you think you are? Do you think you are?
Following completion of the open country walk evaluate the effectiveness of the planning and route card, identifying the strengths and weaknesses of the route and the card drawing clear judgements from the findings. You will need to review the strengths and weaknesses of both yourself and the group as a whole during both the planning and execution of the route (M3). For the distinction (D2) you must make recommendations that could be used by other walkers wishing to follow the route.
Evaluation report
Task 7: The only way is up! Baby, for you and me now!
It is not enough for us to just use map and compass we also need to judge the effectiveness of these tools in navigation with the onset of new technology and other alternatives. Produce a short video identifying the limitations of map & compass, the strengths and a few other alternative methods of navigation that could also be considered (D1)
Short Video
ISSUE DATE: 10/04/19
SUBMISSION DEADLINE: 05/05/19
D1 - Evaluate the use of a map and compass
D2 - Provide recommendations
Task 6: Whoooooooooo do you think you are? Do you think you are?
Following completion of the open country walk evaluate the effectiveness of the planning and route card, identifying the strengths and weaknesses of the route and the card drawing clear judgements from the findings. You will need to review the strengths and weaknesses of both yourself and the group as a whole during both the planning and execution of the route (M3). For the distinction (D2) you must make recommendations that could be used by other walkers wishing to follow the route.
Evaluation report
Task 7: The only way is up! Baby, for you and me now!
It is not enough for us to just use map and compass we also need to judge the effectiveness of these tools in navigation with the onset of new technology and other alternatives. Produce a short video identifying the limitations of map & compass, the strengths and a few other alternative methods of navigation that could also be considered (D1)
Short Video
ISSUE DATE: 10/04/19
SUBMISSION DEADLINE: 05/05/19
Photo used under Creative Commons from joshjdss