Students identify the positive and negative factors relating to a walk in their local area and consider a range of possible walk sites. Students use their brainstorm ideas that identifies the scope and requirements of the task (from Activity Sheet 3) plus their ideas of what makes a good walking map (from Activity Sheets 5 and 6) to begin to design a local walking map. Students identify and use appropriate resources such as maps, Victoria Walks website, local council speaker and local knowledge. Activity Sheet 7: SWOT analysis Students complete a PMI analysis for a walk developed for each of these groups: teenagers birdwatchers parents with children. Students list advantages and disadvantages of developing a walking map for a general audience rather than for a specific interest group and also write a half page comment. 1.4 Carry out the project or activity to completion. In a group, students create a checklist which outlines the steps required to complete a walking map designed for use by a specific audience within their local community. They must include a risk assessment. The checklist should include the tasks and the equipment necessary to complete them, before, during and after the walk. Student groups create their walking maps. () Steps will include: print a copy of the route to be walked identify the stops or observation points along the path walk the route and take photos at each stop note points of interest and things for walkers to look out for both potential hazards and attractions Create a checklist that outlines the scope and requirements of the project including steps, time management required, the skills and the equipment necessary to create the walking map. This checklist is the student plan to achieve the learning goal – see Learning Outcome 2. Once the checklist has been completed, students work through the activities in Learning Outcome 4 to select a group leader and in Learning Outcome 3 to work on individual self management skills such as time management. The evidence of completion is the uploaded completed walking map on the Walking Maps website. Students will email the URL link of their map to the teacher.
interest and people who may benefit from using a local walking map. Students prepare a checklist of the tasks that they need to do in order to complete their Walking Map, walking audit and the evaluation. To keep track of the scope and requirements of the project students complete the checklist provided as Activity Sheet 4. Student groups create a checklist that outlines the scope and requirements of the project including steps, time required, the skills and the equipment necessary to create the walking map and who is responsible for each aspect of the task. Ongoing completion of Activity Sheet 4: Personal Development Participation Log. 2.2 Establish a plan to achieve a learning goal with the assistance of a peer or adult mentor. Once the group has completed the checklist or learning goal, students discuss it with their teacher. This mentoring must include some discussion of the risk assessment involved while the students are outside the school to complete their data collection for the walking map as well as the appropriate function of the group. Completed checklist signed off after consultation with the teacher. 2.3 Contribute to the quality of outcomes within the project or activity. During the creation of the walking map the checklist will have allocated students roles such as photographer, note keeper/recorder on places of interest, IT uploading to the Walking Maps website etc. Once the walking map has been completed the student group needs to check it for quality. The group leader allocates individuals the responsibility of checking aspects such as accuracy of the notes at points of interest, that the photos have been uploaded next to the right stop, that the information relating to hazards or public transport use are accurate. Individually, students complete their roles within the group framework. Students complete the checklist in activity 4. Individuals complete their quality control and report any changes they have made to the group leader. Students complete the checklist in activity 4.
achievement of elements achievement of elements 4.1 Describe the characteristics of people in leadership roles. Students view two short YouTube clips to identify and describe the characteristics of people in leadership roles. Activity Sheet 11: Leadership skills and responsibilities Complete tasks 1 and 2. 4.2 Distinguish between different leadership styles. Read the text about different leadership styles on Activity Sheet 11. Analyse this information to distinguish between the styles leaders such as charismatic, transformational and pragmatic. Activity Sheet 11: Leadership skills and responsibilities Compete tasks 3–6. 4.3 Identify methods for motivating others. Students brainstorm six attributes of a person who is one of their personal leaders. Activity Sheet 11: Leadership skills and responsibilities Complete task 7 and 8. 4.4 Identify the interpersonal skills that are used by people in leadership roles. Read the text on Activity Sheet 11which describes the interpersonal skills used by a good leader. Activity Sheet 11: Leadership skills and responsibilities Complete task 9. 4.5 Identify the responsibilities of a group leader. Match the checklist to create a walking map with the skills of being a leader. Which skills will be required of the group leader when completing the walking map task? Activity Sheet 11: Leadership skills and responsibilities Complete tasks 10 and 11. Learning outcome 5 Demonstrate interpersonal skills to communicate ideas and information Description of what the student will be required to do in order to demonstrate successful completion of the learning outcome: