Session
Week 10: Decide upon a Team Challenge
Time
3 hours 25 mins
Session Objectives
By the end of the session learners will be able to:
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Define: democracy, subjective, objective, analysis;
State the 4 components of a SWOT analysis;
Present to others within the Team;
Complete a SWOT analysis;
Take part in a vote;
State 1 positive thing that will come out of carrying out the
team challenge.
Assessment methods
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1:1 support/facilitation during group work/individual
work;
Targeted questioning, open and closed questioning,
lower and higher order questioning;
Observation and monitoring of learners during
activities;
Completion of activities.
Previous knowledge assumed
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All learners have completed an initial and diagnostic skills assessment with support from a literacy and numeracy
specialist.
The team have researched different team challenges that they could carry out. They should ideally have 3 different
challenges to choose from.
It will be known if anyone has any conditions that might restrict them from carrying out specific tasks on the team
challenge.
Time
Activity
Differentiation
Resources
30 mins
Starter activity: Call my bluff
Vary support according to
learner/group needs
Individual
Small group
Call my bluff instructions
3 x paper per person/small group
Dictionary
Thesaurus
Computer with internet access
Play Call my Bluff using words that are relevant to the
session and other random words:
 Subjective – relates to session
 Democracy - relates to session
 SWOT (Strength, Weakness, Opportunity,
Threat) - relates to session
1
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Analysis - relates to session
Objective - relates to session
Redux – random word
Quarter – random word
Cacuminate – random word
Pintle – random word
Aurigraphy – random word
This activity approaches definitions that are covered in
the session, it can be made good fun with humoured
definitions and is a lead in to speaking in groups.
These words and definitions can go on a word wall as
reference and for spelling.
5 mins
Share session objectives
20 mins
Activity 1: Soap box
Ask learners to take up the challenge of getting on
their ‘soap box’ and speaking on any subject for 1
minute. Set up a supportive and encouraging
environment whereby people feel comfortable to give
it a go without judgement.
Fipchart /projector/ white board
Provide choice when carrying out
soap box activity
Reduce time of soap box
challenge
Provide prompts of soap box
subjects e.g. Cost of food
Ask learners to state whether the soap box talks were
subjective or objective? Re-clarify the definitions and
distinguish the difference between facts and opinion.
Use other examples if greater explanation is required.
30 mins
Activity 2: Analyse Team Challenge (TC) options
Split group into 3, or however many TC options there
are, and ask each group to consider all factors
surrounding this option. The best way to consider all
factors objectively is to get each group to complete a
SWOT analysis on their TC option.
30 mins
Activity 3: Present TC option to the Team
Step or chair for soap box
Timer
Written definitions to refer to on wall
Vary level of support and
guidance.
Provide explanations on all terms
as required.
Wikipedia provide a good template of a
SWOT matrix which can be completed.
Small group activity
Video presentations (optional)
Paper and pens
2
Groups take it in turns to present and listen to all TC
options. Set up a supportive environment whereby
every person within the each group feels confident
enough to present a small part of the TC option they
analysed.
30 mins
Activity 4: Democratic vote
Ask the learners what the fairest way to come to
decision on what TC to choose is. The likely response
will be a democratic vote.
Set up a voting arena whereby individuals carry out
some form of vote e.g. show of hands, a secret ballot,
written tally, vote of specific categories (suitability,
weather) or on whole challenge etc.
20 mins
Activity 5: TC buy-in
After a vote some people will naturally be
disappointed, therefore it is important to manage
feelings and get buy in from the whole team.
Vary support according to
learner/group needs
Use different space and
environments
Present in written/pictorial/roleplay format
Flipchart and pens
Give learners autonomy on
deciding form of vote
Decide prior to activity best way to
vote
Pre-load activity giving examples
of voting systems
Vary support according to
learner/group needs
Flipchart paper and pens (option)
Whole group activity
Small group activity
Pairs
Flipchart paper and pens (option)
Alternative team building activity
Various bulky but not heavy items (e.g.
could include a cup of water, a cup of flour,
a large cardboard box, etc.)
Ask each learner to come up with one positive that will
come out of the TC that they have chosen.
20 mins
Activity 6: Team activity (Conveyor belt)
Set up a team activity that involves everyone working
together to get to the end goal.
20 mins
Activity 7: Heart, head, bin review
Flipchart paper and pens (option)
Ask learners to state:
1. something they have loved/liked (heart)
2. something they have learnt (head)
3. something they would like to have got rid of
(bin)
…about the session.
3
State all of the LLN they have used within the session
Development work
Further reading and resources:
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http://www.princes-trust.org.uk/delivery_partners_for_team/delivery_and_resources.aspx
http://en.wikipedia.org/wiki/SWOT_analysis
Reference: Ofqual (September 2011) Functional Skills Criteria for English and Maths: Entry 1, Entry 2, Entry 3, Level 1 and Level 2.
http://ofqual.gov.uk/how-we-regulate/regulatory-requirements/functional-skills/.
English skills
By:
SLC
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use of appropriate language for informal
and formal discussions
understand what is being said by asking
for clarification
contribute own ideas and suggestions
listen to instructions and others
present to a group
contribute to discussions that include
unfamiliar subjects
take part in collaborative decision
making process
Maths skills
By:
 counting time
ICT skills
By:
 use online dictionary
 use online thesaurus
 use internet seach SWOT templates
 create SWOT using Microsoft Word
 open and save files
 print
Reading
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read instructions
use a dictionary and thesaurus
read and understand new words and
phrases
use a variety of reading strategies
Writing
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take notes
spell key words and specialist words
4
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correctly
use correct grammar and punctuation
use clear handwriting
5