LAUNCH · ASDAN Studio · Community Project & Enterprise · Banks: ASDAN Community roles and timeline; AQA UAS
| Key Word | Definition |
|---|---|
| ROLE | The job you take in the team. |
| SHARED AIM | The goal the whole team works toward. |
| TIMELINE | The dates the steps happen on. |
| CHECK-IN | A point to review how it is going. |
Name: ____________________ Class: __________ Date:
A shared plan works when everyone knows their part and the dates.
Documentarian photo + annotation + witness tick — ASDAN Community / Active Citizenship — roles and timeline; AQA UAS ‘Working in a team’.
1) Name one role in a project team.
2) Name one thing a timeline shows.
3) Point to a role you could take.
1) Why agree roles before the project starts?
2) What does a timeline add to a plan?
3) By the end you place steps on a timeline. What could go wrong without one?
1) Why match roles to people’s strengths?
2) ‘We have a plan.’ What proof shows the team is organised?
3) Should a timeline have slack in it? Argue it.
Key Question: Who does what, by when — and what is our shared aim?
ROLE, AIM, TIMELINE, DEADLINE, STRENGTH, RESPONSIBLE, CHECKIN, SLACK
Draw lines to match:
ORGANISER · RECORDER · CONTACT · MAKER · CHECKER · TIMEKEEPER
Keeps the team on plan and on task · Writes down decisions and evidence · Speaks to partners and helpers · Builds or prepares the project work · Checks the work meets the aim · Watches the timeline and deadlines
My role is ______.
Our shared aim is ______.
A key date on our timeline is ______.
role · aim · timeline · deadline · strength · responsible · check-in · slack
1) Agree the shared aim. 2) Share roles to strengths. 3) Place steps on a dated timeline.
Which role is most vital, and why? How does your timeline cope if a step slips?
Task: Choose a team role, then place three step cards on a simple timeline, with an adult.
Work here (an adult can scribe):
Task: Take a clear role, agree the shared aim, and place the project steps on a dated timeline.
Evidence check: photo ☐ annotation ☐ witness ☐
Task: Build a role list matched to strengths and a timeline with check-ins and slack, and explain your choices.
Stretch (L2 standard): build a timeline that keeps the project on track if a step slips, to a strong standard.
1) You took a team role — true? Say which.
2) You agreed the aim — true? Say it.
3) You placed a step on a timeline — true? Say when.
1) What role did you take, and why?
2) What is your team’s shared aim?
3) Where does today’s evidence bank?
1) Which role is most vital to the project, and why?
2) Why match roles to strengths?
3) Explain how your timeline copes if a step slips.
LAUNCH ASDAN W3 · Agree Roles Aims and Timeline
LAUNCH · ASDAN Studio · Community Project & Enterprise · Banks: ASDAN Community roles and timeline; AQA UAS
| Candidate name | |
| Date of activity | |
| Activity witnessed | Agree Roles Aims and Timeline |
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 Choose a team role, then place three step cards on a simple timeline, with an adult. | STANDARD Take a clear role, agree the shared aim, and place the project steps on a dated timeline. | STRETCH Build a role list matched to strengths and a timeline with check-ins and slack, and explain your choices. |
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 |
5 · Learner confirmation
I confirm this is my own work.
| Learner name (print) | 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 Community Board tracks progress, never rankings — ‘pass’ is always allowed, and any role counts. |
| Voice | Say the role you want and why it suits you. Your words. |
| Audience | Your role is yours — the board shows only the headline you choose. |
| Influence | The roles the room chooses shape how we run the project. |
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. 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: | |