Leadership Challenges for the
“Empower to Aspire” student
leadership project
building essential SECRET skills at level 4 and 5
© Dan Buckley – please share and reuse under creative commons ensuring to
link references to the author and/or to www.learningbyladders.com
What is this scheme for?
This scheme helps you to improve your leadership skills
In Society
Your community, your country and the world need great leaders. The
United Nations placed ethical leadership skills at the top of their list in
terms of what nations need to be sustainable and effective.
Commercially
Companies pay those with leadership skills their highest salaries and
when asked, they place leadership skills as those which are most
important to the success of their company.
What do I need to do to get involved?
Step 1 – Choose a level 4 leadership challenge and complete it. See a list Here.
Step 2 - Collect evidence as you complete the challenge. Make your evidence into a 2
minute PowerPoint (PPT). If you’re new to the scheme, email
register@EmpowerToAspire.co.uk stating your name, age, school and country.
Step 3 – Choose one of our scheduled online meetings (see details) to talk about your
evidence and get it assessed. Exactly 1 day BEFORE this meeting, visit the meeting
room where someone will help you upload your evidence and practice.
Step 4 – If you pass then record this success (see blank grid and completed example )
When you have passed 6, make a 2 minute summary PPT. Upload this like in steps 2 and
3 so you can show you are a level 4 leader. Continue to level 5 challenges if you wish.
What is meant by ‘Level 4 Leadership’?
Levels 1-4.
These are challenges for people who really need a teacher or leader to set up for them.
Your teacher can download a PowerPoint here which helps them provide these for you.
Level 4 leadership – These are challenges that can be set up for you and you can have as much
help as you like BEFORE you start but no help at all from teachers once you have started. You are
showing you can do level 4 by taking the lead and the initiative yourself. If you need help during a
challenge you can still use it as evidence of level 3. It is fine to work in teams as long as you lead it.
Level 5 leadership – This is a challenge that you set up and run independently.
You put together a
team and you deliver the challenge. You make sure all of the people who work in your team achieve level
4 leadership because you coach them and show leadership by example.
Level 6,7,8 and 9 leadership – You can see examples of these online.
9 is the highest possible
Dates and location of You can join any of these meetings.
the assessment panels
Click here to go to our online
meeting room
There are two times, one that suits
leaders in the Eastern Hemisphere
and one to suit those in Western
• West Group Meet #1- May 14th
See
the
next
two
slides
to
show
• East Group Meet #1- May 28th
time zones roughly – please check
th
• West Group Meet #2- June 12
in
an
hour
before
and
after
the
first
th
• East Group Meet #1- June 26
time just to be certain
• West Group - July 8th
• East Group - July 22nd
Practice and upload sessions are EXACTLY
Further meetings TBA
one day (24hrs) BEFORE these times
5:30pm
3:30pm
9:30am
2:30pm
1:00pm
11-11:30am
10:30am
8.30am
7:30pm
6:30pm
4:30pm
1:30pm
12:30pm
7.30am
3:30pm
9:30pm
8:30pm
Leaders East - Monthly Panel meeting for most of the Eastern Hemisphere
9:30pm
2:30pm
11:30am
1:30pm
9:30am
8:30am
7.30pm
12:30pm
7:30am
6:30pm
8.30pm
10:30am
Leaders West - Monthly Panel meeting for most of the Western Hemisphere
How to prepare for your assessment
BEFORE the meeting –
1. Make a Powerpoint that shows all your evidence.
• Photos ?, Quotes from people ?
2. Practice to make sure your presentation takes no more than 2 minutes
3. If you are not confident speaking in English then you can have someone else
present your evidence for you
4. Look up the time of the next meeting and check you will be available both
for the meeting and for the uploading (exactly 24hrs before)
5. Exactly 1 day before the meeting, go to the meeting room where someone
will help you upload your PowerPoint and practice.
How to do your assessment
DURING the meeting –
1. The Moderator will ask for a list of people who want to be assessed. Turn
your flag blue to show you wish to present.
2. The moderator will ask you to ‘unmute your mic and say hi’ this means you
turn your microphone on and say ‘hello’, wait until the moderator has heard
you and then mute your microphone again.
3. Listen to the other presenters until it is your turn
4. When it is your turn, the moderator will bring up your Powerpoint and ask
you to present. You have exactly 2 minutes.
5. After your 2 minutes, the 3 members of the panel will each ask you a
question. Keep your answers short and precise like in an interview.
6. The panel will then be asked to decide if they think you have passed.
Who is on the panel?
1. The panel is usually 3 leaders, not from your school, who have passed level 4
AND passed the level 5 challenge required to be an assessor. (If you are being
assessed for level 5 then clearly the panel will be level 6 leaders – basically someone 1 level above you)
2. Each panel member should ask you a question after your presentation
3. If there are no level 4 assessors available then the panel can be just one level
6 leader. If this happens they will either ask all 3 questions themselves or
ask others on the call for questions. (if you are being assessed for level 5 then one level 7
assessor can be the panel and so on – basically someone 2 levels above)
4. Click here if you are already a level 4 leader and want to be an assessor.
How do I progress through the levels?
You must complete and pass 6 leadership challenges to gain a level 4
leadership certificate.
There are 6 skills required of a leader. Your 6 challenges must be drawn from at least 3 different
skill areas. The skills are known as the SECRET skills. Each letter of SECRET means…
• Self management – how you motivate and organise yourself to be reliable.
• Ethical Engagement – how you get involved with local issues and play your part
• Creativity – how you use good ideas to solve difficult problems in new ways
• Reflective – how well you take advice from others and learn from your mistakes
• Enquiry – how much you use evidence and balanced arguments to support your decisions
• Team work – how well you work collaboratively with others
How to Record Your Successes
Skill Focus
Self Management
Ethical Participation
Creative Thinking
Reflective Learning
Enquiry
Team Work
Level 4 Project 1
(Date I passed)
Level 4 Project 2
(Date I passed)
Level 4 Project 3
(Date I passed)
Summary
produced
Date Level
4 achieved
Skill Focus
Self Management
Ethical Participation
Level 4 Project 1
(Date I passed)
Level 4 Project 2
(Date I passed)
Video dictionary
(Passed 3rd May)
Taught a lesson
(Passed 20th June)
Link to evidence
Link to evidence
Charity run (Passed
26th May)
Link to evidence
Creative Thinking
Reflective Learning
Enquiry
Took part in debate
(Passed 5th June)
Link to evidence
Team Work
Litter team (Passed
8th July)
Link to evidence
Level 4 Project 3
(Date I passed)
Summary
produced
Date Level
4 achieved
Passed 6 challenges covering 4 skill areas. My
summary was uploaded on 18th July Link to evidence
How to Record Your Successes (Completed Example)
20th July
Achieved
Level 4
Leadership
Example Challenges
1. For ready made examples of level 4 leadership challenges you can
start work on straight away, click here
2. To build your own level 4 leadership challenges click for each one
of the S E C R E T skills
3. For ready made level 5 leadership challenges click here
4. To build your own level 5 challenges click for each S E C R E T skill
Examples of level 4 leadership challenges you can try
SECRET Skill
Kind of activity
Level 4 Example 1
Level 4 Example 2
Back
Level 4 Example 3
Work on difficult tasks
with challenging
deadlines. Ideas
Create one word in a video 3 minute presentation
dictionary (more info…)
and Rubric
Do a gruelling walk
Get involved in an ethical
issue or campaign. Ideas
Taking action to help
others (more info…) and
Rubric
Run a cake sale to raise
money
Do a poster display
board covering an issue
Create resources, stories
or solutions to problems.
Ideas
School improvement
challenge (more info…)
and Rubric
Take a lesson powerpoint
and improve it
You construct your own
website
Present to peers, invite
feedback to help plan
improvements. Ideas
Taking part in a review day
(more info…) and Rubric
Give feedback on a lesson You learn to juggle
Enquirer
Conduct research and
consider both sides of an
argument. Ideas
You take part in a debating
competition (more info…)
and Rubric
Write a news report for a
paper or site
You make a new online
network
Team worker
Work in self directed
teams to provide an
outcome. Ideas
Litter collection team
(more info…) and Rubric
Keeping a room open at
lunchtimes
Reception duty
Self Manager
Engaged
Participator
Creative
Thinker
Reflective
Learner
Level 4 Self Management Challenges: Examples
Back
1. Create one word of a video dictionary.
• Time allowed = 2 weeks, at least 4 people in the video, exactly 1 minute long
2. Do a two or three minute presentation on any topic
• Prep time = 1 week, audience at least 10, topic you have never covered
before
• You can use your presentation to the assessment panel as evidence of this
3. Take part in a stamina challenge lasting more than 4 hours
• A 4hr mountain walk, marathon, maths marathon etc, at least 2 training
sessions
4. Take part in a patience challenge
• Construct 30 seconds of stop gap animation, transitions must be smooth
• Do a stop gap animation of you constructing a house of cards or dominoes
Remember:
- You must not receive
help with the
organisation of the
task
- It must be something
you have not done
before
- There must be a risk
of failure
Design your own Self Manager Challenge L4
What to prove
I can go for it
and finish it
I can manage
my emotions
Back
Statement
I have stuck with a hard problem or project till it was solved which took at least
two hours. At least once, I wasn’t enjoying it and so I had to steel myself up. I
used methods like stopping for breaks, giving myself rewards and trying to think
about how it would feel to finish.
I congratulate myself when I have done something well. When something goes
wrong I admit it to myself. I can think of times when I was down and I found ways
to make myself positive again. I didn’t ignore the feelings that were making me
feel down but found ways to make them less important.
I am
organised
I did a project from start to finish. I needed to set deadlines and keep to them. I
had to organise other people and make sure they took part. I had to keep to my
timetable and manage the time I took.
I can manage
risks
I have volunteered to try a new activity and seen it through although I was
nervous or apprehensive. I thought of the risks and the advice and I decided I
would try it.
1 minute video project – Self Managing Leader L4
Back
What to prove
Statement
Examples to look for in the ‘1 minute video project
I can go for it
and finish it
I have stuck with a hard problem or project till it was
solved which took at least two hours. At least once, I
wasn’t enjoying it and so I had to steel myself up. I used
methods like stopping for breaks, giving myself rewards
and trying to think about how it would feel to finish.
From the quality of the video it is clear that the leader spent
over 2 hours of their own directed time on this. There is a
pride and finishing touches. All criteria set in the task have
been covered.
I can manage
my emotions
I congratulate myself when I have done something
well. When something goes wrong I admit it to
myself. I can think of times when I was down and I
found ways to make myself positive again. I didn’t
ignore the feelings that were making me feel down but
found ways to make them less important.
At no point did you hear any negative comments or
complaints. When questioned, the leader is positive
and can realistically praise themselves and others
involved.
I am organised
I did a project from start to finish. I needed to set
deadlines and keep to them. I had to organise other
people and make sure they took part. I had to keep to
my timetable and manage the time I took.
The leader was given a tough timescale for the work and
none of this was set out for them in lesson time or directed
time. They are able to show you evidence of their planning
and how they stayed on track. They met all deadlines set
I can manage
risks
I have volunteered to try a new activity and seen it
through although I was nervous or apprehensive. I
thought of the risks and the advice and I decided I
would try it.
The task was set up in a way that allowed the leader to opt
out without pressure. They genuinely volunteered of their
own accord and can give reasons such as wanting to improve
their leadership skills
Level 4 Ethical / Engaged Challenges: Examples
Back
1. Do a poster display board that explains a local or global issue.
• Minimum size 1m x 1m, truthful, why you support the issue, who else
does
2. Raise money for a local issue or charity you care about
• Donation from at least 10 people/sources, why you care about it, led
by you
3. Give your time to a campaign or cause you care about
• At least 4hrs of voluntary work with no direct payment or benefit to
you
4. Create support for a project and get others signed up
• Recruit at least 10 people to action on a cause you feel strongly about
Remember:
- It must be an issue
you feel strongly
about and want to
help
- It must be something
you chose to do and
did not HAVE TO DO
- There must be an
actual benefit to
someone else
Design your own Engaged Ethical Leader challenge L4
To prove
I can identify
issues
I get involved
I can
persuade
others
I can find
solutions
Back
Statement
I can ask the people around me about issues like global warming or cruelty to
animals and find out what is the issue most people have feelings about. I can
describe which issues matter most to the people around me and give examples
Some people complain and are slow to get involved. I am positive and show
other people by example. For example I may do karaoke even though I can’t
sing. If people become negative I can help them be more positive without
criticising them.
I can give examples of when a decision has been hard to make and I have
thought about each choice and worked out which one would be best. For
example if I couldn’t decide to go on a school trip I could write out the reasons
FOR going and the reasons for NOT going to help me decide.
I have solved a problem that needed lots of different resources and people. For
example if we were creating a poster display quickly we would need someone
to agree the space, someone to find paper and materials, someone to decide
content etc. This needs a quick plan and everyone needs clear jobs.
Support Project – Engaged Ethical Leader L4
What to prove
Back
Statement
Examples to look for in the ‘support’ project
I can
identify
issues
I can ask the people around me about issues like global
warming or cruelty to animals and find out what is the
issue most people have feelings about. I can describe
which issues matter most to the people around me and
give examples
Your report can be in any form: written, video, interview,
powerpoint, blog or anything. In your report you make it
clear how you chose the issue and how you know it is also
important to other people.
I get
involved
Some people complain and are slow to get involved. I
am positive and show other people by example. For
example I may do karaoke even though I can’t sing. If
people become negative I can help them be more
positive without criticising them.
The report shows lots of examples of things you actually
did. It shows that you were the most active person in the
project. It may not even be an issue you are passionate
about but you certainly got involved fully in it and gave it lots
of energy.
I can
persuade
others
I can give examples of when a decision has been hard to
make and I have thought about each choice and worked
out which one would be best. For example if I couldn’t
decide to go on a school trip I could write out the
reasons FOR going and the reasons for NOT going to help
me decide.
You now need other people to get involved because you can
get more done and have a bigger impact. Your report makes
it clear how you managed to motivate people and get them
involved in the project. You may have given them reasons
FOR and AGAINST your project so they could make up their
mind and be committed because they wanted to be.
I can find
solutions
I have solved a problem that needed lots of different
resources and people. For example if we were creating a
poster display quickly we would need someone to agree
the space, someone to find paper and materials,
someone to decide content etc. This needs a quick plan
and everyone needs clear jobs.
In my report it shows how I thought about the issue and
tried out different ideas. The solution I actually used was
ambitious. I needed to involve other people, planned what
we needed to do then gave people their jobs to do. Maybe
you made a poster campaign and others helped you make
the posters or maybe cleared someone’s litter as a team for
example.
Level 4 Creative Problem Challenges: Examples
Back
1. Take a teaching resource like a PPT and improve it.
• Agree with a teacher, resource must then be used to teach a class
2. Suggest new, low cost ways to improve your school
• Must be original ideas, must go to senior team, must be possible
3. Construct a website or app based on a new idea
• At least 5 pages, site navigation, inc. original designs or artwork
4. Written a book or film review that takes an original angle
perhaps comical or suggesting links to other work
• Readership at least 30 (newsletter?),
Remember:
- You need to include
the views of other
people
- You must make it
clear which ideas
inspired you / ideas
you built on
- The ideas must be
original, imaginative
and new or a new
slant on an old idea
Design your own Creative Leader challenge L4
Back
To prove
Statement
I can
question
assumptions
I ask myself why I think something even if others think the same. As
evidence of this I could tape or video a conversation where I ask lots of
questions to make someone consider a new way of looking at something
I can use metaphor. For example I could say my town is a HIVE of
activity. It isn’t really a bee hive but it helps you imagine the town with
lots of busy people moving around like bees in a hive. For evidence I
could try writing / telling a story with metaphors in. The metaphors
would help to make the story easier to imagine.
I can use someone else’s ideas and add to them. For example I can read
a book and write a new ending that I thought up or imagine a TV
character in a different story.
I can make
links
I can use my
imagination
I can take
creative risks
I’ve taken part in an exhibition or production of my work along with that
of others for people outside my class (or school) to see.
School improvement challenge: Creative Leader L4
Back
To prove
Statement
Examples to look for in school improvement project
I can
question
assumptions
I ask myself why I think something even if others think
the same. As evidence of this I could tape or video a
conversation where I ask lots of questions to make
someone consider a new way of looking at something
There is a genuinely new look at the school from scratch,
asking some new questions and suggesting some new
ideas. You considered ideas that challenge boundaries.
I can use metaphor. For example I could say my
town is a HIVE of activity. It isn’t really a bee hive
but it helps you imagine the town with lots of
busy people moving around like bees in a
hive. For evidence I could try writing / telling a
story with metaphors in. The metaphors would
help to make the story easier to imagine.
They use language and either verbal or
physical metaphors to make a strong case for the new
vision of the school area they have chosen. For example
some architects describe spaces as ‘caves’ if they are cosy
spaces for personal thought, ‘camp fires’ as spaces for
small groups to talk and ‘watering holes’ for areas
designed to bring people together in large groups
I can use my
imagination
I can use someone else’s ideas and add to
them. For example I can read a book and write a
new ending that I thought up or imagine a TV
character in a different story.
You can investigate other ideas people have had before you. You
can build on these ideas and bring them together with your
ideas. You can provide options and maybe colour schemes. You
put together ‘expensive options’ and ‘cheap options’ so even if
there is no money available you can still plan improvements.
I can take
creative
risks
I have taken part in an exhibition or production in
which my work was included along with that of
others for people outside my class (or school) to
see.
Presents their ideas in an imaginary way to an
audience. Maybe a ‘dragon’s den’ presentation or
presenting the plans to the leadership team of the school
or architects
I can make
links
Level 4 Reflective Leader Challenges: Examples
Back
1. Present a self review to parents and a teacher.
• Present for 2 mins, what you are doing well, what you will improve
2. Respond to feedback from teacher, parent or peers
• Set yourself a challenge, get feedback, act on the feedback and then
get feedback again, three times around the cycle as a minimum
3. Improve your evidence to a challenge
• Improve a challenge that was assessed as a fail and present it again so
that it passes, show how you responded to the feedback.
4. Produce a project plan, carry it out and review it
• Include deadlines, dates, tasks, who does which job, outcomes and
evaluate how you would have done it differently after you finish
Remember:
- You must show you
are setting yourself
challenging but
realistic targets
- You must invite and
act on feedback from
others
- You must not just set
targets but do plans,
carry out these plans
and be honest about
how well you did
Design your own Reflective Leader challenge L4
Back
To prove
Statement
I can set
myself
challenges
I can tell what I’m good at and what I am not. I’ve chosen one of the things I’m not
good at and have decided to challenge myself to make it better. I have some ideas
about why I don’t have confidence already and how the challenge will help me
I can invite
feedback
I can plan,
do and
review
I can share
my
learning
When I give feedback to other people I am positive, truthful and helpful. I ask for
feedback from other people and whatever they tell me I respect their opinion and
thank them. I don’t argue with them. Evidence could be video clip of me getting
feedback or giving feedback
Last week I learnt something new or a new skill all by myself. When I decided to
do it, I made a plan with dates and times on it. I kept a diary to show how I stuck
to my plan and how I improved it during the week. I could use this diary as
evidence.
I can show I learn from my mistakes. For evidence I could make a short training
film or PowerPoint teaching others how to do what I have done but without the
mistakes. For example if I organised a sleep-over badly I could say what went
wrong and how it could be better next time.
Taking part in a Review Day – Reflective Leader L4
Back
To prove
Statement
Examples to look at a Self Review Cycle
I can set
myself
challenges
I can tell what I am good at and what I am not. I’ve
chosen one of the things I’m not good at and have
decided to challenge myself to make it better. I
have some ideas about why I don’t have confidence
already and how the challenge will help me
A group or a class come together in a circle and people take it in turns
to both give and receive feedback from the others.
You talk openly about all your school subjects, what you feel you are
good at and what you are currently working on improving. The
challenges you are planning to set yourself are hard but achievable.
When I give feedback to other people I am positive,
truthful and helpful. I ask for feedback from other
people and whatever they tell me I respect their
opinion and thank them. I don’t argue with
them. Evidence could be video clip of me getting
feedback or giving feedback
You have told the group your areas of strength, and challenges you
want to set yourself. Now you invite them to comment; what do they
agree with and what don’t they. You genuinely take their comments
positively and don’t argue with them? You, in turn are able to give
feedback to others that was truthful, positive and helpful. You may
collect in comments about you from all your teachers as well.
I can plan,
do and
review
Last week I learnt something new or a new skill all
by myself. When I decided to do it, I made a plan
with dates and times on it. I kept a diary to show
how I stuck to my plan and how I improved it during
the week. I could use this diary as evidence.
After you have done all your own reflection into your strengths and
weaknesses and after you have collected in the views of others
especially your teachers, you put together a plan for how you are going
to make improvements. You plan is detailed and includes the
challenges you’ve set yourself to achieve. You put your plan into action
for at least a month before reviewing it to see if it made a difference.
I can share
my
learning
I can show I learn from my mistakes. For evidence I
could make a short training film or PowerPoint
teaching others how to do what I have done but
without the mistakes. For example if I organised a
sleep-over badly I could say what went wrong and
how it could be better next time.
At the end of this project you present what you have learned and what
you have managed to improve. The project started with you describing
what you are good at and setting yourself challenges to improve. You
then invited feedback on your ideas and planned your
improvements. Finally now you get to explain this learning journey you
have just been on and how you would do it differently next time
I can
invite
feedback
Back
Level 4 Enquiry Challenges: Examples
1. Conduct a Scientific Investigation.
• Your question, your theory, your method, your risk assessment, your
results and your conclusion to your original question.
2. Take part in a debate taking the side you don’t agree with
• You win the vote at an event organised by others, you must quote
evidence in the debate, all facts must be from reliable sources
3. Contact people in other countries to check cultural facts
• Find a contradiction about a country, contact nationals to collect views
4. Do a true/false challenge with another school
• Post news of 2 real and 2 false events to another school, they post 4 to
you. You correctly spot 2 fakes & get 1 fake past the other team
Remember:
- You must consider
arguments FOR and
AGAINST an idea or
theory
- You must name your
sources and use
more than three
- You must remain
objective and fair
- You must think up
your own questions
to ask or investigate
Design your own Enquiring Leader challenge L4
What to prove
I can evaluate
evidence
I can explore a
question
Back
Statement
I collect information although some of it is not relevant. From all this
information I can choose pieces that help me answer the questions in my
project. I can explain why I didn’t use some of the information if it is not
obvious
I have found out information about a topic that nobody else I know has
studied. I started by asking different questions like ‘how’.’ what…’ and ‘why…”.
I can reach
conclusions
My project started with questions I wanted to know the answer to. Now I
have finished my project I have found answers to some of my questions. If
other people looked at my project they could see how I found these answers
too.
I stay objective
When I am exploring a question in a project where there are at least two
different opinions I spend the same time on each one. For example some
people think we should eat meat and other people think we should not. I
would explore both views equally.
Debate challenge: Enquiring/questioning Leader L4
What to prove
Back
Statement
Examples to look for in the Debate Challenge
I collect information although some of it is not
relevant. From all this information I can choose
pieces that help me answer the questions in my
project. I can explain why I didn’t use some of the
information if it is not obvious
You use lots of different sources of information. You
look up answers for and against and choose
information from the web that is relevant and useful
I have found out information about a topic that
nobody else I know has studied. I started by
asking different questions like ‘how’.’ what…’ and
‘why…”.
You come up with questions for your debate partner
and you try to predict the questions they will ask
you. You want to win the debate so you need strong
arguments for and against
I can reach
conclusions
My project started with questions I wanted to
know the answer to. Now I have finished my
project I have found answers to some of my
questions. If other people looked at my project
they could see how I found these answers too.
You have good and well thought out answers to all of
the topics that are likely to come up in your debate.
You are clear on what you believe and why.
I stay objective
When I am exploring a question in a project where
there are at least two different opinions I spend
the same time on each one. For example some
people think we should eat meat and other
people think we should not. I would explore both
views equally.
You are really respectful of the other argument from
yours in the debate. You don’t put them down. You
have arguments in your debate that show you
understand both sides and you can bring up both
sides in the debate to help show yours as the logical
choice. You have sources for your quotes.
I can evaluate
evidence
I can explore a
question
Level 4 Team Leader Challenges: Examples
1. Litter collection team, keeps an area free from litter
• Good service for at least 10 days, normally lots of litter, safely done
2. Manage a room or facility normally requiring paid staff
• E.g. Tutor base, ICT room, Art studio. Assessed by staff each day for at least
20 days
3. End to end, visitor hosting and reporting team leader
• Interview visitors before and after visit, organise tour and post them an
edited video diary of their visit at the end. Letter of thanks.
4. Run an activity for other students that was designed for you
• Your team must work together to deliver two hours in total, of activities or
coaching sessions under watching supervision of a teacher
Back
Remember:
- You must be the
leader of a team of at
least 4 people
- You must provide a
service to others
reliably on a number
of occasions
- You must be self
managing without
any intervention
- An independent
person should verify
the quality of service
you provide
Design your own Team Leader challenge L4
Back
To prove
Statement
I can take
responsibility
I have led in a team where I have a daily role. I have remembered to do my job every
day and sometimes when someone else in the team is away I have done their job
without being told to. My team and I decided on the different roles and who should do
them. We change roles sometimes.
I can manage
the team
I make sure that everyone in our team knows what our team targets are. I keep the
group on task. For evidence I could let you see a plan I have made that shows who is
supposed to do what and by when OR a video/ audio of me getting the team working
I can build
team
strengths
For level 4 you need evidence that you can put yourself in other people’s position and
see THE SAME argument from two different sides. When two people are arguing can
you understand both points of view. For evidence you could re-enact or explain when
you used this skill to solve an argument in your team.
I can
evaluate the
team
When someone in my team has a complaint about me, I listen to what they have to say,
make lots of eye contact and see if I can agree with anything. I thank them and don't
get cross. I praise each person in my team very specifically (say exactly how and what
they did well) and am honest and open about exactly what I have done well and badly.
Litter challenge– Team Leader L4
To prove
Back
Statement
Examples to look for in the litter challenge
I have led in a team where I have a daily role. I have
remembered to do my job every day and sometimes when
someone else in the team is away I have done their job
without being told to. My team and I decided on the different
roles and who should do them. We change roles sometimes.
The area the team is responsible remains
clear of litter every day for two weeks
without fail even though sometimes people
from the team may be absent.
I make sure that everyone in our team knows what our team targets
are. I keep the group on task. For evidence I could let you see a plan I
have made that shows who is supposed to do what and by when OR a
video/ audio of me getting the team working
The whole team are involved during the two
weeks. They always know when they are on duty
and what you require them to do. They are
always in pairs to allow for any problems.
I can build
team
strengths
For level 4 you need evidence that you can put yourself in other
people’s position and see THE SAME argument from two different
sides. When two people are arguing can you understand both points
of view. For evidence you could re-enact or explain when you used
this skill to solve an argument in your team.
If there are arguments in the team about
who is doing what, you settle these. The
team feel you have been fair and have not
asked others to do what you were not
willing to do.
I can
evaluate the
team
When someone in my team has a complaint about me, I listen
to what they have to say, make lots of eye contact and see if I
can agree with anything. I thank them and don't get cross. I
praise each person in my team very specifically (say exactly
how and what they did well) and am honest and open about
exactly what I have done well and badly.
In your report you describe what the team
did well and what could have been
improved. You have found ways to praise
everyone in your team for the role they
have played in allowing you all to be
successful.
I can take
responsibility
I can manage
the team
Examples of level 5 leadership challenges you can try
SECRET Skill
Kind of activity
Back
Level 5 Example 1
Level 5 Example 2
Level 5 Example 3
Organising an event with a
risk assessment
Run a talent show
2 day orienteering walk
Run a campaign
Conduct a representative
survey
Stand up and be
counted
Create resources, stories
or solutions to problems.
Ideas
Produce a guidance video
I can direct a team to
improve lesson resources
Create a poster linking
two school subjects
Present to peers, invite
feedback to help plan
improvements. Ideas
Become an assessor for
level 4 leaders (more
info…)
20 hour self planned
course of study
Run a workshop
Enquirer
Conduct research and
consider both sides of an
argument. Ideas
Skype mystery classroom
I can research how ICT
helps learning
I can do research
requested by staff
Team worker
Work in self directed
teams to provide an
outcome. Ideas
Run an assessment panel
Provide 4x level 4 Team
opportunities
Provide a help desk or
tech team
Self Manager
Engaged
Participator
Creative
Thinker
Reflective
Learner
High risk of rejection,
failure and need for
resilience. Ideas
Get involved in an ethical
issue or campaign. Ideas
Level 5 Self Management Challenges: Examples
Back
Are pupils challenged to do things outside of their comfort zone which may hold a risk of harm (safely managed), rejection or failure they must safely deal with whilst
ALSO ensuring their normal weekly deadlines are not disrupted (they organise catching up what they miss)?
1. Two day overnight expedition.
• You produce the risk assessment and organise your team, 5hrs per day
trek minimum, adult oversight organised by you and your team.
2. Organising a talent show
• Risk assessment, management, posters, staff permission, venue, tickets
3. Organise a student leadership conference
• Student leaders presenting their work, venue, risk assessment
4. Take part in a patience challenge
• Organise a team to construct 2 minutes of stop gap animation
Remember:
- The challenge takes
you well outside of
your comfort zone
- Your other school
work must not be
disrupted by doing
this challenge
- There must be a high
risk of failure
- Although challenging,
this must be safe
Design your own Self Manager Challenge L5
Back
What to prove
Statement
I can go for it
and finish it
I cope with set-backs. I can explain how I coped and how I kept myself going even though I failed
first or even second time I tried. I might be learning a new skill I was not good at by going to
weekly classes or trying for a long period. An example could be learning to climb. Even though
every muscle hurt and I had fallen off twice, I had to change the way I approached the problem and
then start again.
I can manage
my emotions
I can prioritise my friendships. I can find space to listen to my friends and get involved in their lives
even if I have lots of pressure and emotions of my own to deal with. I can think of times when I
have played down my own emotions because others were in more need than me.
I am
organised
I use a planner/diary/PDA to record deadlines. I make my own deadlines up as well to make sure I
don't fall behind. Because I am planning ahead I can avoid getting too many deadlines and urgent
tasks in one week. If there is too much to do then I work out the most important tasks and do them
first.
I can manage
risks
In an activity I’ve planned, I’ve completed a 'risk assessment'. I have asked an expert to give me
advice on this and I am now confident that I have made the activity as safe as it can be and is
within the law. For most accidents that could happen I now know what to do.
Back
Self Managing Leader L5 e.g.
What to prove
I can go for it
and finish it
I can manage
my emotions
I am organised
I can manage
risks
Statement
I cope with set-backs. I can explain how I coped and how
I kept myself going even though I failed first or even
second time I tried. I might be learning a new skill I was
not good at by going to weekly classes or trying for a long
period. An example could be learning to climb. Even
though every muscle hurt and I had fallen off twice, I had
to change the way I approached the problem and then
start again.
I can prioritise my friendships. I can find space to listen to
my friends and get involved in their lives even if I have
lots of pressure and emotions of my own to deal with. I
can think of times when I have played down my own
emotions because others were in more need than me.
I use a planner/diary/PDA to record deadlines. I make my
own deadlines up as well to make sure I don't fall behind.
Because I am planning ahead I can avoid getting too
many deadlines and urgent tasks in one week. If there is
too much to do then I work out the most important tasks
and do them first.
In an activity I’ve planned, I’ve completed a 'risk
assessment'. I have asked an expert to give me advice
on this and I am now confident that I have made the
activity as safe as it can be and is within the law. For
Examples to look for
Level 5 Ethical / Engaged Challenges: Examples
Back
These challenges go beyond just a ‘hero on a mission’ such that even if the you were removed from the group, you have inspired them to carry
on with your campaign or your mission. You helped the whole group be inspired into useful action.
1. Run a campaign or recruit to an existing campaign.
• Inspire a team to produce posters, flyers, events for a cause
2. Conduct a representative survey
• What are the views of the local population about a local issue?
3. Stand up and be counted for a cause you care about
• Are there any people in your community who are not well
represented? Are you able to safely represent them?
4. Stand for election and win the vote
• Be politically active concerning issues that concern people
Remember:
- It must be an issue
you feel strongly
about and want to
inspire others to get
involved
- It must be something
you chose to do and
did not HAVE TO DO
- Your work must
result in more people
than just you making
an actual positive
difference to others
Design your own Engaged Ethical Leader challenge L5
To prove
Back
Statement
I can
persuade
others
I collect views from at least 20 people to find out how they think our community could be
improved. I ask people I don't normally talk to so that everyone is included. If I can't
include everyone then I make sure I ask a balanced group (e.g. if half the people are
Women then half of the number I ask should also be women). I don't give my own
views until the end so people know it is fair.
I know everyone in a community needs trust if they can relax, get involved and be
themselves. I say it is wrong if I hear people speaking behind other's backs. I can give
examples where I actively helped to build up my community and make it stronger. This
could be by bringing people together when they were beginning to say bad things about
each other or by doing a project to help people understand each other better.
I can persuade using reasoning. I present three clear reasons in support of an
argument. Each one of these reasons I have backed up with evidence and some
research. I have thought about what would be the three reasons I would use if I was
arguing against.
I can find
solutions
If I am given a large problem to solve I can break it up into a set of smaller problems so
that lots of people can work together.
I can identify
issues
I get involved
Engaged Ethical Leader L5 e.g.
What to prove
I can
identify
issues
I get
involved
Statement
Back
Examples to look for
I collect views from at least 20 people to find out how they think our
community could be improved. I ask people I don't normally talk to so
that everyone is included. If I can't include everyone then I make sure
I ask a balanced group (e.g. if half the people are Women then half of
the number I ask should also be women). I don't give my own views
until the end so people know it is fair.
I know everyone in a community needs trust if they can relax, get
involved and be themselves. I say it is wrong if I hear people speaking
behind other's backs. I can give examples where I actively helped to
build up my community and make it stronger. This could be by
bringing people together when they were beginning to say bad things
about each other or by doing a project to help people understand each
other better.
I can
persuade
others
I can persuade using reasoning. I present three
clear reasons in support of an argument. Each one
of these reasons I have backed up with evidence
and some research. I have thought about what
would be the three reasons I would use if I was
arguing against.
I can find
solutions
If I am given a large problem to solve I can break it
up into a set of smaller problems so that lots of
people can work together.
I
Level 5 Creative Problem Challenges: Examples
Back
You had the opportunity to solve a problem that required you to come up with new ideas and new ways to use research to check which ones
were likely to work?
1. Produce a guidance video
• Provide a video that teaches others a hard concept or idea
2. Direct a team to produce lesson resources
• Choose a topic and work as a team to improve all the resources
3. Create a poster display linking two school subjects
• Work closely with two departments and create links between them
4. Edit items written by others to report on 10 school events
• Muse be published publically and recognised as positive by the school
Remember:
- You need to go
further than just try
creative solutions,
you need to try out a
few and evaluate the
best one.
- Your evaluations of
what is ‘best’ must
consider: design,
originality but mainly
if the solution
actually is the best at
meeting the
requirement
Design your own Creative Leader challenge L5
To prove
I can
question
assumptions
I can make
links
I can use my
imagination
I can take
creative risks
Back
Statement
I understand, with guidance the difference between facts, beliefs and
opinions. I can produce something which shows what happens when these
are confused. It could be a play or artwork or dance, writing or anything I
can think of.
I can show how ideas are linked together. I might use a spidergram where I
put one idea in the middle and then others around it with links. I can write
on each link to show the connection. I might use a mind map or might just
write the first idea then a link to a second one then to a third like a chain of
ideas.
I can join ideas together that should not fit and create ideas that may be
impossible in the real world. For example design a motorbike for a fish!
I have chosen a task, club, event, piece of work to do which uses skills
which are not my strongest but which are best suited to my idea and
completed the task successfully.
Back
Creative Leader L5 e.g.
To prove
I can
question
assumptions
I can make
links
Statement
I understand, with guidance the difference between
facts, beliefs and opinions. I can produce
something which shows what happens when these
are confused. It could be a play or artwork or
dance, writing or anything I can think of.
I can show how ideas are linked together. I might
use a spidergram where I put one idea in the middle
and then others around it with links. I can write on
each link to show the connection. I might use a
mind map or might just write the first idea then a link
to a second one then to a third like a chain of ideas.
I can use my
imagination
I can join ideas together that should not fit and
create ideas that may be impossible in the real
world. For example I could design a motorbike for a
fish.
I can take
creative
risks
I have chosen a task, club, event, piece of work to
do which uses skills which are not my strongest but
which are best suited to my idea and completed the
task successfully.
Examples to look for
Level 5 Reflective Leader Challenges: Examples
Back
The opportunity provides for student extended self supported study (6 weeks?). Teachers monitor pupils SMART targets, how they have
managed to gain enough feedback AND that they are modifying as they go along by reflecting on this feedback and their own evaluation.
1. Become an assessor.
• Demonstrate that you can give good guidance to challenges that have failed
so that they go on to be successful. You could coach online
2. 20 Hours of study to improve a skill you don’t yet have
• Set the goal to learn a language independently or musical instrument
3. Run a workshop
Remember:
- You must show you
are setting yourself
challenging but
realistic targets,
reviewing these and
setting follow –on
targets based on
feedback
• Offer training to others in a skill you are good at. Give them useful feedback
- Your reflection is
in the workshop so they improve and rate your workshop
4. Teach a lesson and gain feedback
• Take a lesson from the teacher and report on how well students learned
working and so you
have evidence you
are improving
Design your own Reflective Leader challenge L5
Back
To prove
Statement
I can set
myself
challenges
I can look at a list of tasks and activities and select the one I am likely to be best at by
matching my strengths and skills to the requirements of the task. I can discuss my
decisions with others and use their ideas and views to help me decide but without
depending on them. Using this method I can decide on a personal challenge.
I can invite
feedback
I like hearing other people's views and ideas about my work. I can describe how I changed
something or added something to my piece/work after listening to the comments of my
friends/class/colleagues. I can also explain how I invited the feedback in the first place.
I can plan,
do and
review
I can share
my
learning
I have carried out a personal project that took me a few weeks. I made myself a schedule
to remind me what I needed to get finished by the end of each week. As the weeks went
on, I kept a diary, at the end of each week I looked back over the week and planned the
next week. Did you achieve as much as you thought? What could you have done to make
it better?
Everything I do has good and bad parts. I can list the three best and three worst decisions
I took during a project I was doing. I can discuss these with the group I worked with and
see if they agree. Life gives you lots of experiences and you understand the need to filter
Reflective Leader L5 e.g.
To prove
I can set
myself
challenges
I can
invite
feedback
I can plan,
do and
review
I can share
my
learning
Statement
I can look at a list of tasks and activities and select the
one I am likely to be best at by matching my strengths
and skills to the requirements of the task. I can
discuss my decisions with others and use their ideas
and views to help me decide without depending on
them. Using this I can decide on a personal challenge.
I like hearing other people's views and ideas about my
work. I can describe how I changed something or
added something to my piece/work after listening to the
comments of my friends/class/colleagues. I can also
explain how I invited the feedback in the first place.
I have carried out a personal project that took me a few
weeks. I made myself a schedule to remind me what I
needed to get finished by the end of each week. As
the weeks went on, I kept a diary, at the end of each
week I looked back over the week and planned the
next week. Did you achieve as much as you thought?
What could you have done to make it better?
Everything I do has good and bad parts. I can list the
three best and three worst decisions I took during a
project I was doing. I can discuss these with the group
I worked with and see if they agree. Life gives you lots
of experiences and you understand the need to filter
Back
Examples to look at
Back
Level 5 Enquiry Challenges: Examples
An extended project requiring critical thinking about messy sources that were biased and/ or inaccurate which were used to
pull out balanced conclusions and spot patterns?
1. Skype in the classroom – Mystery classroom project.
• Run this project and link up classes in two countries
2. Research into learning and teaching with ICT
• Conduct fair research, which ICT really improves learning?
3. Research commissioned by the school
• Ask for a piece of research work from the school. What question can
you provide data for that will be helpful in school improvement?
4. Scientific investigation involving multiple variables
• Conduct fair tests to compare the impact of two different independent
variables. Show you can apply this method away from Science lessons
Remember:
- You must include
sources that may be
hiding untruths and
evaluate these
- You must name your
sources, how
confident you are in
each one and why
- You must remain
objective and fair
- You must think up
your own questions
to ask or investigate
Design your own Enquiring Leader challenge L5
What to prove
I can evaluate
evidence
I can explore a
question
Back
Statement
I can sort information into useful/not useful and sort the useful information into an order
of most valuable to least, explaining why. My reasons are specific to the task and topic
I am researching.
I can ask questions and then predict answers to them. E.g. I may wonder why people
smoke when they know it is killing them. I may think of a few reasons why this might
happen. What questions do you need to ask to find out which of your ideas is most
likely to be true?
I can reach
conclusions
I can produce a conclusion that uses evidence to answer the original questions I was
trying to answer and evaluates how accurate these conclusions are. I suggest
alternative conclusions and what evidence there might be for these.
I stay objective
When I do research I always use a range of sources. I try to find sources that disagree
with each other. Too little research may give me a misleading result. How do you
show you have researched thoroughly? Some sources are produced in order to make
you believe the author's point of view, are you sure you have chosen enough sources
to allow for these?
Enquiring/questioning Leader L5 e.g.
What to prove
Statement
I can evaluate
evidence
I can sort information into useful/not useful and sort the
useful information into an order of most valuable to least,
explaining why. My reasons are specific to the task and topic
I am researching.
I can explore a
question
I can ask questions and then predict answers to them. E.g. I
may wonder why people smoke when they know it is killing
them. I may think of a few reasons why this might happen.
What questions do you need to ask to find out which of your
ideas is most likely to be true?
I can reach
conclusions
I can produce a conclusion that uses evidence to answer the
original questions I was trying to answer and evaluates how
accurate these conclusions are. I suggest alternative
conclusions and what evidence there might be for these.
I stay objective
When I do research I always use a range of sources. I try to
find sources that disagree with each other. Too little
research may give me a misleading result. How do you
show you have researched thoroughly? Some sources are
produced in order to make you believe the author's point of
view, are you sure you have chosen enough sources to
allow for these?
Examples to look for
Back
Level 5 Team Leader Challenges: Examples
Back
Was this an opportunity for previously successful teams to bid for a budget and then manage it successfully to provide a
service to other students like an independent company might?
1. Set up and run an assessment panel
• Collect together 3 level 4 leaders from different schools and offer a number
of additional online assessment panel in project Aspire
2. Manage and support other student’s use of ICT
• Without disrupting lessons your team prevents students misusing the web
in lesson and ensures good uses for learning happen more easily
3. Provide 4 level 4 opportunities for teams
• Commission teams of 4 in your school so that four students manage to
successfully pass their level 4 leadership challenge
4. Manage a lunchtime, break time or after school club
• Your team provides a self supported club used for 6 weeks by students
Remember:
- You must be the
leader of a team of at
least 4 people
- You must provide a
service to others
reliably on a number
of occasions
- You must deliver to
an agreed
specification like a
business does when
meeting a contract
for services
Design your own Team Leader challenge L5
To prove
I can take
responsibility
I can manage
the team
Back
Statement
I lead a team of people who offer a service, run a club or event or do a job together. Everyone has
very clear roles and I can explain what they are. We agreed the roles together and I have done
mine well and not let people down. As evidence I could explain what our team will be doing, who
does what role and how we decided on these. I could share my thoughts and concerns about what
could go wrong and how I would deal with it.
I produce project plans that show what everyone in the team should be doing and what their
deadlines are. I organise meetings to discuss the plan and make sure everyone is clear about
what they need to do. My evidence needs to include the plan and something about how the
meetings have helped.
I can build
team
strengths
I have evidence that I can MIRROR. This is about listening to someone and reflecting their feelings
back to them. I may use examples of times when I felt the same. I know I have mirrored well if the
person recognises themselves in what I say. I can evidence doing this on video or explain when I
used it to make people feel more listened to in my team.
I can
evaluate the
team
I can look at the whole team and suggest ways we could all work together better using positive
suggestions. If I think there is a problem, I can only raise it if I have a suggestion. Evidence could
be an evaluation of how well the team has met its targets and why or how well the team delivers its
service.
Back
Team Leader L5 e.g.
To prove
I can take
responsibility
I can manage
the team
Statement
I lead a team of people who offer a service, run a club or event or do a job
together. Everyone has very clear roles and I can explain what they are.
We agreed the roles together and I have done mine well and not let people
down. As evidence I could explain what our team will be doing, who does
what role and how we decided on these. I could share my thoughts and
concerns about what could go wrong and how I would deal with it.
I produce project plans that show what everyone in the team should be
doing and what their deadlines are. I organise meetings to discuss the
plan and make sure everyone is clear about what they need to do. My
evidence needs to include the plan and something about how the meetings
have helped.
I can build
team
strengths
I have evidence that I can MIRROR. This is about listening to someone
and reflecting their feelings back to them. I may use examples of times
when I felt the same. I know I have mirrored well if the person recognises
themselves in what I say. I can evidence doing this on video or explain
when I used it to make people feel more listened to in my team.
I can
evaluate the
team
I can look at the whole team and suggest ways we could all work together
better using positive suggestions. If I think there is a problem, I can only
raise it if I have a suggestion. Evidence could be an evaluation of how well
the team has met its targets and why or how well the team delivers its
service.
Examples to look for