Arrival · retrieve

Gather the records of what happened

Open the real plan and records: aim and role from 2A, practical choices from 2B, delivery from 2C and teamwork from 2D. Keep actual feedback beside them.

Use your usual writing or communication tool. A photo, saved message, sample or located recording can recall a decision; your face need not appear.

Choose a moment showing your role or a change. Point to its record. Separate memory from what it confirms.

If delivery has not happened, review preparation honestly and prepare questions for the later review.

Starter · create the need

Move from a list of events to a judgement

Read this authored example: “We set out the paper. I showed a fold. The group made shapes.” It tells us an order, but it does not judge the leader’s choices or their effects.

Now read: “My first fold was hard to see. I moved the model closer after someone asked. That helped me explain the base, but I needed to check the back of the group too.”

The second example identifies an action, a response and a limit. It opens a useful question: what record would support that judgement? Neither example describes your project.

With a partner or adult, choose one phrase that makes the second review useful. Explain what a reader learns about the leader, rather than just the finished shapes.

I Do · model

Link a claim to a real example

Use this teaching example record: Aim — help people make a standing paper form. Role — explain the base fold. Note — “I moved the model after a request.” Feedback — “I could see the fold once it moved.” All details belong only to this model.

A review could say: “Moving the model helped this person see the fold. I responded to their request, so my explanation became easier for them to follow.” That claim matches the feedback.

It could not claim that everyone learnt the fold. One person’s comment does not tell us what the whole group understood. The leader would need other evidence for that wider claim.

The next step can grow from that limit: “Next time I would check each viewing position before the first fold.” This is a future choice, not a claim that it has already been tested.

We Do · everyone commits

I Do 2 · connect

Separate your contribution from the group result

A group artwork shows what the group made. Your leadership review also needs your own role. Choose a decision you made, an action you took, or a response you gave to another person.

Use “we” when the team acted together and “I” when naming your contribution. You can value other people’s ideas without taking credit for them. A shared decision may still show how you listened or helped.

Feedback can disagree with your first view. You might feel an explanation was clear while a participant needed another example. Describe both views, then decide what the evidence helps you conclude.

If feedback was not gathered, name that limit. You may ask an available participant now, but record the reply only after they give it.

We Do 2 · lab

Test one judgement with a listener

Choose a real moment from your records. Tell a partner or adult what you think it shows about your leadership. Show the linked evidence while they listen or read.

Ask them to point to the part that supports your judgement. If they cannot find it, decide whether the record is missing, the location is unclear, or the claim needs to be narrower.

Use this prompt if useful: “I think __ because __. My own role was __. A limit is __.” You decide the words and the meaning. The listener can ask a question without rewriting your view.

Keep one change that makes the judgement fairer or clearer. A claim may become smaller and more convincing when you remove something the evidence cannot show.

Independent · evidence

Make your own leadership-project review

Review the project aim and your role. Explain useful practical decisions, what happened in delivery, and how you worked with others. Use real feedback where available. Judge what you achieved, what was limited, and what you learnt.

Choose a next step that follows from the review. Explain why it could help. It may be something to keep, change or check, rather than a claim that you need a larger project.

• Core · Use spoken answers, signs, a recording or short notes to cover the aim, your role, decisions, delivery, teamwork and real feedback. Link your judgement to evidence, name a limit, and choose a reasoned next step. Check any exact adult scribing.
• Extend · Make a connected written or spoken review covering the same project evidence. Separate your contribution from the team’s result, explain achievements and limits, and justify your next step with a real example.
• Challenge · Complete the same full review, then weigh a difference between your view and actual feedback or another record. Explain how far the evidence supports your conclusion and how it informs your next step.

Save this work under Unit 2, Part 2E. Give the actual file name and page, slide or timecode for the review and each supporting record you use.

Exit · Audience and Influence

Explain what your review has changed

Show one conclusion to a listener. Ask what they now understand about your role. If their answer changes your meaning, explain it again or adjust the wording yourself.

Name the next step you chose and the evidence behind it. You can decide to keep a useful approach as well as change something that did not work. Both choices need a reason.

Mark whether the review is ready to check next lesson or still has a gap. Keep the actual gap and the help you need visible. A review of preparation remains labelled as such until delivery can be reviewed.