GROW · ASDAN Studio · ASDAN Studio · Personal Effectiveness · Banks: ASDAN PEQ L1 'Working with Others'
| Key Word | Definition |
|---|---|
| TEAM ROLE | The job you own so the group can work. |
| LISTENING | Taking in what someone said before answering. |
| SHARE CREDIT | Naming who else made it happen. |
| DISAGREE WELL | Arguing with the idea, never the person. |
Name: ____________________ Class: __________ Date:
Good teams are built, not found.
Documentarian photo + annotation + witness tick — ASDAN PEQ L1 'Working with Others'.
1) Name a team you’ve been part of — any team.
2) What made it work, or not work?
3) Point to someone you work well with.
1) What does 'Good teams are built, not found.' mean in your own words?
2) Today is 'Working With Others' — teamwork is a skill. What do you think we'll be doing?
3) By the end you should be able to say: 'I can name the behaviours that make teamwork work.' What will that take today?
1) You must build a three-person team from this class for a real task. Cast it by strengths and defend one pick.
2) What is a chairperson actually FOR? What breaks without one?
3) Script the sentence that disagrees with an idea without attacking its owner.
Key Question: What are we building today — and where does the evidence go?
Round 1: Listens · Builds on ideas · Shares credit · Talks over people, Round 2: Chairperson · Timekeeper · Scribe · Passenger, Chairperson, Disagree with the idea
Draw lines to match:
Talks over people · Passenger · Chairperson · Disagree with the idea
Balances voices and lands the decision — the team's steering wheel · Three working roles — passenger isn’t one. · Three team-makers — one team-breaker. · Not the person — the sentence that keeps teams improving
My role in the team was ______.
I helped the team by ______.
When we disagreed we ______.
team · listen · build on · share credit · role · chairperson · disagree · idea
1) Take a named role in the group task. 2) Log what your role delivered. 3) Rate the team’s listening honestly and explain the rating.
Sentence spine: "I started by ___ — then ___ — which shows Good teams are built, not found."
Which team-breaker behaviour are YOU most at risk of, under pressure? What's your control? A team of four brilliant passengers versus a team of four average role-holders — who ships? Why?
Task: Take the timekeeper or scribe role with the role card, then tick what you did on the printed role log.
Work here (an adult can scribe):
Task: In your group task, take a named role, log what your role delivered, and rate the team’s listening honestly.
Evidence check: photo ☐ annotation ☐ witness ☐
Task: In your group task, take a named role, log what your role delivered, and rate the team’s listening honestly.
Stretch (L2 standard): chair a group discussion — keep three voices balanced and land a decision in ten minutes.
1) I can name the behaviours that make teamwork work — true for you today? Say how.
2) I can take a real role in a group task — true for you today? Say how.
3) I can disagree with an idea without attacking the person — true for you today? Say how.
1) What does 'Good teams are built, not found.' mean now the lesson’s done?
2) What did you actually make or do today — and which bit are you proudest of?
3) Where does today’s evidence bank?
1) Which team-breaker behaviour are YOU most at risk of, under pressure? What's your control?
2) A team of four brilliant passengers versus a team of four average role-holders — who ships? Why?
3) The class team rule we agreed — predict when it will be hardest to keep, and what keeps it alive then.
GROW ASDAN W3 · Working With Others
GROW · ASDAN Studio · ASDAN Studio · Personal Effectiveness · Banks: ASDAN PEQ L1 'Working with Others'
| Candidate name | |
| Date of activity | |
| Activity witnessed | Working With Others |
1 · What I actually saw this candidate do
Name the observable action, not the worksheet. Write what a stranger would have seen from the doorway.
2 · Level the candidate worked at — ring ONE
| SUPPORTED Take the timekeeper or scribe role with the role card, then tick what you did on the printed role log. |
STANDARD In your group task, take a named role, log what your role delivered, and rate the team’s listening honestly. |
STRETCH Which team-breaker behaviour are YOU most at risk of, under pressure? What's your control? A team of four brilliant passengers versus a team of four average role-holders — who ships? Why? |
Prompts given (if any):
3 · Evidence attached
☐ Dated photograph ☐ Candidate’s written annotation ☐ Completed sheet ☐ Other:
4 · Assessor declaration
I confirm the work described above was produced by the named candidate, and that the level ringed reflects the support actually given on the day.
| Assessor name (print) | Role |
| Signature | Date |
One statement per candidate per session. File it with the photo, not instead of it.
Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.
| Space | The Effectiveness Board tracks progress, never rankings — your headline is yours to word, and 'pass' is always allowed. |
| Voice | Say one thing your team did well and one thing you would change. |
| Audience | The team hears both. We disagree with the idea, never the person. |
| Influence | What the room says about teamwork sets how we group for the project work. |
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Saying it aloud starts the loop; writing it is what closes it. Pass is always allowed.
What I said, and what it changed:
Keep with your ASDAN portfolio.
| Pupil name: | Date: |
| WWW (What Went Well): | |
| EBI (Even Better If): | |
| Level worked at: Supported / Standard / Stretch | ASDAN evidence filed: Yes / Not yet |
| Pupil response — my next step: | |