Learner evidence record (LER)

Level 2 Qualification
in Community Sports
Leadership

Learner name Nahid Islam 12B2

Centre name

Course number

Tutor name
A letter from the Leadership Skills Foundation: becoming a sports
leader

Dear learner,

Welcome to the Level 2 Qualification in Community Sports Leadership. We

are excited to have you on this journey with us. This qualification will give you
the opportunity to develop skills for your future whether that is in sport,
education or employment.

This learner evidence record (LER) is yours to keep. It will help you
record your learning and track the progress you make. It is an important
document as you will need to have it all completed to achieve the
qualification.

Your role as a sports leader is an important one. As well as developing

your own skills, this qualification will prepare you to lead fun, safe and
inclusive sport/physical activities for others in your community. We hope
you enjoy it and would be delighted to hear how these first steps on your
leadership path go. Share your experiences with us on social media using
#LeaderJourney

Good luck and best wishes from the whole team at the Leadership Skills
Foundation
About this qualification
Below is an overview of some key things you need to know about your qualification.

What do I have to lead?

We want to make the qualification as practical as possible, and we know some of the best learning
happens when you have a go! To achieve this qualification, you will be asked to demonstrate your
leadership. This involves leading at least five hours of activities. You can always do more if you
chose to!

Where can I lead?

Your five hours of demonstration of leadership needs to be within your community. This includes:
• Your education environment, for example school, or an extra-curricular club.
• Your home environment.
• Digitally, for example leading a session online.
• Your local community, for example a sport or youth club.

What can I lead on completion of this qualification?

Once qualified you will be able to lead with indirect supervision and will be responsible for maintaining
the safety of a session.

As a level 2 sports leader, you will be supported and guided at all times by your tutor or person in
charge of the organisation you are leading in. They will be required to advise you on risk
assessment during your sessions and the interventions you are required to put in place to meet
safety guidance.
Your learner evidence record
Your learner evidence record (LER) gives you a template and guidance for everything you
need to do to complete this qualification.

Your tutor will guide you through the LER as you go through the course but here is an overview
of what to expect.

Your LER – how it works:

Section 1: Gaining life skills through leadership

An introduction to the skills you will need to develop and the behaviours you will need to show to
become a sports leader.

Section 2: Evidence your learning, experience and assessment (mandatory)

Worksheets, planning templates and your leadership log to complete. Your tutor will use this to
track your progress and assess your achievements throughout the course.

Section 3: Making the most of your skills

A final reflection on what life skills you have developed and how you will use them in the future.

What you will get out of the course

This course will take you on a journey to gain life skills that will improve your:
• ability to communicate with others;
• self-esteem and confidence in your own ability;
• ability to work with others as part of a team;
• skills needed to manage your own work and personal development;
• ability to identify problems and what to do to problem solve;
• ability to adapt your skills to meet the needs of the environment.

In achieving all these through this course you will be better prepared for your next steps in education
and/or getting a job. So, let’s get started...

What happens to your data? - Find out more by going to our privacy policy on our website.
Section 1 Gaining life skills through
leadership
This course will take you on a journey to gain life skills. Through showing a set of
behaviours, you will develop five essential skills that will help you progress in other areas of
interest to you.

The five employability skills

Showing these behaviours on this course is great. The more impactful thing will be to be able to
tell others about what you have done and what it means for you and your future. Use task 1.3 to
rate your skills at the start and end of the course.

The focus behaviours on this course are important to you because you can use them to:
1. Make your skills more effective.
2. Make you stand out from the crowd.
3. Become more employable.

In tasks 1.1 to 1.3 of your learner evidence record you will review and act. After the course you
will reflect, transfer and apply.
Section 2 Evidence your learning,
experience and assessment (mandatory)
You are required to complete all tasks within this section to complete the course. This
covers both the evidence and assessment stages of ‘Your learner evidence record’
guidance in the introduction.

It is important that the work within this section is your own and that your tutor can assess all of your
work and practical activities.

Here is what you and your tutor need to complete:

Learners complete the blue sections Tutors complete the orange sections

Evidence – what tasks do you need to do? Assessment – what your tutor will do

Task 1.1 – Leadership skills and behaviours

Task 1.2 – Using leadership skills and behaviours in Complete assessment box for task 1.1, 1.2
other environments and 1.3

Task 1.3 – Reflecting on the leadership skills you have

used

Task 2.1 – Plan, lead and evaluate sport/ physical activity 2q

Complete assessment boxes for task 2.1,
sessions (two separate session plans required)
2.2 and practical observation form for task
2.1 (includes the learner ‘Acting as an
Task 2.2 – Risk assessment official’ for unit 1)

Task 3.1 – Types of sports/physical activity events Complete assessment boxes for task 3.1,
3.2 and practical observation form for task
Task 3.2 – Plan, lead and evaluate a sports/physical 3.2
activity event

Task 4.1 – Leadership opportunities linked with your centre Complete assessment box for task 5.1
and in your community

Task 4.2 – Leadership log Sign off the leadership log

All done? All done?

Learner authenticity statement
Only complete this statement once all of section 2 is completed By
signing this, you and your tutor are confirming that:
1. all work within this learner evidence record is your own;
2. the tutor has observed you demonstrating the tasks that have been assessed in the practical
observation form(s);
3. you have completed five hours demonstration of leadership required to complete this course.

Your signature Date

Report on learner
performance and
progression throughout the
course

Tutor signature Date

Task 1.1 Leadership skills and behaviours
There are five skills that can be thought of as the key skills that you’ll need as a sports leader.
Each key skill will have certain behaviours that make it happen successfully. In the table below
you must outline why these key skills and associated behaviours are important for a sports
leader. Then you must describe the effect that two of the identified associated behaviours will
have on the success of that key skill.

Explain why
this key skill
Pick two behaviours and describe
Describe what will be Associated
Skill the effect they have on the key skill
this key skill is necessary behaviours
for a sports
leader
the ability to It is necessary 1) Sports leaders should
listen and and for a sports effectively demonstrate
talk to give leader as the - Body language activities or drills so students
information to students - Demonstration know how to do it the right way
Communication others or receive understand - Understandable and sport leaders do this by
information clearly the - Active listening being clear and vocal
- Questioning
instructions and 2) Body language affects
things they communication as body
need to do language can portray a
person's feelings
having Sport leaders 1) if you have confidence with
confidence with should have - Confidence yourself that means you’ll be
your own self-belief in - Positive able to have self-belief if you
abilities and being able to attitude don’t have confidence you
actions lead sessions - Enthusiasm won't be able to have self belief
Self-belief effectively - Courage 2) By having positive attitude will
- Resilience make you have self belief as
you may believe and have faith
in yourself
Being able to being a sport 1) Having respect with colleagues
efficiently work leader - Reliable and other sports leaders will
with others teamwork is - Respect affect how efficient team work
important as - Encouraging you have and also it needed to
Teamwork you may lead have good teamwork
- Trustworthy
sessions with - Adaptability 2) Adaptability is key for
others and you - Integrity teamwork as you should be
also help lead able to adapt to work with
teamwork different people with different
sessions personalities etc and different
ways on how they work
Being able to being able to 1) being organized is important to
take make right self-management because
self management responsibility for decisions - Organised sport leaders should be able to
your own actions during sessions - Responsible do the right sessions at the
and also do it to and having - Reflective right time and be on time for
your best of time - Accountable their session
- Determination
abilities management to 2) determination is important for
arrive on self management as sports
sessions on leaders should be determined
time to lead sessions effectively
understanding sports leaders 1)Sports leaders should be aware of
problems and always face each challenge and problem that
knowing how to challenges and - Awareness comes across them
solve them should be able - Contributor
Problem solving to solve them - Decisive
- Creative
 2) Being decisive is important as when
sports leaders need to solve problems
as soon as possible and quick

Skills: A skill is something that you can do, e.g. communicating with othersBehaviours: What you need to show to make
your skills more effective, e.g. being confident
Task 1.2 Using leadership skills and
behaviours in other environments
Use the table below to explain how and why five leadership skills and behaviours might be relevant in
other environments. Explain the positive impact of each skill and behaviour on employability and
success in a work environment.

What positive effect could using the skill

In what environment(s) and how could the
Skill have on my employability and success in
skill be used
work
Communication it can be used in public speaking and communication can help make positive
presentations because you should be effects on employability by having good
able to effectively communicate in front communication during job interviews and
of an audience could help you secure you a job.
Self-belief self belief can be used when in it is a positive effect on employability as if
education,by having belief you can get employers see you have belief and
a certain grade or mark. confidence in yourself it could help you
get more opportunities and more
promotion chances.
Teamwork teamwork is necessary when Good teamwork is necessary in
arranging an event such as a wedding employment as employers would be
everyone has to work together for it to looking for that skill when hiring also its
be perfect by deciding venue etc used during group projects and etc
self-management self management is used everyday Self management could mean you have
such as waking up on time for good punctuality and attendance and
something. Also it can be used during employers want that in their employees
education as being organised with which can help having higher chances of
work and waking up on time to go being hired or getting a promotion
learn
problem solving problem solving is used in Problem solving can have a positive
environments such as in a local effect on employability as it could be
community coming together to solve used to solve
issues in the community such as
increase knife crime and theft.
What positive effect could displaying the
In what environment(s) and how could the
Behaviour behaviour have on my employability and
behaviour be used
success in work
Positive attitude Having a positive attitude when playing Having a positive attitude can help in
sports can help encourage yourself employability as it can help you get more
and your teammates which could chances of being employed as
improve your performance and employers may be encouraged by the
everyday life it will help you improve positive attitude to hire you. Also having
your experiences and may help you a positive attitude during work may
prompt you to get promotions and raises
etc.
Accountable Being accountable during education by being accountable in work by finishing
being accountable for your learning tasks and projects on time and being
such as doing assignments on time accountable could help excel your career
and participating more in class and as if you finish tasks on time you may
taking responsibility of academic have a higher chance of promotions etc
progress
Organised Being organised is necessary when Being organised with tasks and
organising events such as weddings completing deadlines could help you be
birthdays parties etc as its crucial to successful in work as your meeting
coordinate details such as venue,guest demands for your employees which can
 list etc help you keep your job and get
promotion
Awareness Awareness can be used during social Awareness of the needs of work
engagement such as being aware of colleagues can be important and
social issues,cultural differences and beneficial as it can enhance collaboration
community needs and can help you and help you get your respect and get
engage in activism and helping out in along with your colleagues. This can help
communities make your time at your workplace more
comfortable.
Respect Respect is key in everyday life such as Being respectful to employers and
being respectful to people you meet in colleagues can help improve
school such as other students and collaboration with colleagues and if
teachers and being able to be kind to you're respectful to others they may do
everyone can help improve your the same back which may make you feel
learning experience valued. Also, If you are respectful to
employers they may give a good
reference when applying for other new
jobs
Task 1.3 Reflecting on the leadership skills
you have used
In order to improve anything, it is important to think about where you are now, where you would
like to be and how you plan to get there. Use the table below to rate your current key skills as a
sports leader, then consider how these skills might be improved. You can reflect back at the end
of your course to see how successful this development plan was and how much improvement
there has been in your key skills.

Score at Score at
start of What will you do end of
course How would you like on the course that course How successful
Skills 1=low and
to improve this skill? will help you 1=low and was your
4=high improve these 4=high development plan?
skills?
1 2 3 4 1 2 3 4
+ I would like to I will be more vocal + My development
improve my by communicating plan was quite
communication by more with students successful, as i have
Communication
being more vocal when helping with now been able and
activities by excel on my skills
and confident so I
demonstrating etc. and improve my
can be Also, I can skills levels since the
understanding to communicate more start of the course
students frequently so I can and once I improved
make sure all one skill I gradually
students understand improved all of the
what to do and how skills.
to do it.
+ I would like to be more i would improve my +
confident and have self belief by being
belief that i can lead more active and
Self-belief
sessions on my own helping out in the
sport leader
sessions
+ I would like to improve I would improve this +
my teamwork by being skill by effectively
able to lead sessions communicating with
Teamwork
with colleagues and sport leader peers
peers and also students
help me prepare the
session
+ I want to improve my I could improve this +
self management by by preparing what
Self- being on time on I’m gonna do for my
management sessions and getting session and being
the right equipment to able to plan my
the session timetable so I’m on
time and ready for
the sessions
+ I would like to improve I could improve this +
this by by being able to by preparing what
solve issues as soon I’m gonna do and
Problem solving
as possible such poor what equipment I
weather conditions or need during the
missing equipment I session
can think of solutions
to solve problems on
the spot
* 1=Low and 4=High

Defer date Comments by the tutor supporting the assessment

Mandatory for the tutor to Pass decisions against all tasks. If an assessment decision is
(if required)
complete date deferred, the tutor must detail additional requirements set
and achieved by the learner.
Task 1.1
Task 1.2
Task 1.3
Signature Date
Task 2.1 Plan, lead and evaluate sport/physical
activity sessions
Session plan and evaluation - to be completed by the learner
You are required to plan, lead and evaluate at least two different types of sport/physical activity
sessions (each session must be 20 minutes long).

Session plan 1
Date of session Time and duration Participants (who, number, age/ability, etc.)
09.01.2025 After School 315-415 Year 7 Boys Football Club

Aims and objectives

To warm up the group to get their blood flowing and warm
increase the blood rate of students/participants
Ensuring they are active and mobilised (stretches to avoid injuries)
Improve skills of the participants by doing drills related to improving their football skills

Key safety guidance for this session Actions to meet safety guidance for this session
Weather conditions- rain and cold conditions - Ensuring that students take medication if
severe wind necessary
condition of pitch/area/surface - Making sure that students wear suitable attire
Participants being injured- dangerous tackles - Making sure the students have the correct/suitable
aggression footwear
- Potential collision with goalpost - Assessing the area before the activity starts,
- Potential collapse of goal post ensuring that the pitch is suitable
- Ensuring that students are behaving sensibly

Facilities/working space/environment Equipment list

Football pitch Roof Cones
Bibs
Footballs

Inclusion
Purpose of Name and description of activity
How are you going to make the activity inclusive
activity Use written descriptions and/or diagrams
for participants?
Introduction The warm up will start with the students - To make sure that the activity is
and warm up running two laps around the pitch to increase inclusive, i would make sure that
their heart rate. This will also get them ready everyone participates
to play and put them in the right headspace. - This would be done through friendly
After this the students will engage in some encouragement
stretches to help mobilise their muscles - I would make sure everyone
preventing them from any injuries and participates at their own pace with the
strains. warm up and activity before main
- Squats - Strengthens lower body session
muscles - Even though the activity is a friendly
- Lunges - Strengthens lower body competition, I would encourage to do
muscles and core. the activity slowly and at their own
- Ankle rotations pace so that they can concentrate
- Neck rotations and master the skill
- Arm rotations - which all work to - I would put the students into groups
strengthen lower body muscles whilst and encourage all to participate
 - boosting athletic ability and strength - I would offer clear instructions and
- demonstrations so that the students
First activity before the main session understand what to do, therefore
1. Get the students into groups of 4-5 ensuring that the activity is as
2. Get the students to line up one inclusive as possible
behind the other
3. Place the cones in a line directly in
front of the students with gaps in
between each cone, with a football
being placed at each starting point
4. The students will have to dribble
through the cones,to the best of their
ability without touching any of them
and dribble through on the way back
also
5. The group will have to do this until
everyone has done it.
6. They have to dribble without touching
the cones, however if they do they
must start again
7. All the groups will be in friendly
competition with one another making
it more exciting for the stud
Main session - After practising the skill, we we would
(show timings if move towards a football match
applicable) between the students
- Depending on the turnout, we would
split the students into 4 equal teams
made up of boys of different football
abilities
- We would ensure that every team has
the same amount of students, so
everyone plays and no one is left out
- We would encourage the boys to
remember the skills that were
practiced beforehand.

Session plan 1
Inclusion
Purpose of Name and description of activity
How are you going to make the activity inclusive
activity Use written descriptions and/or diagrams
for participants?
Cool down - Light stretching to cool down students and - Everyone has to be involved in the
and close prevent any injuries stretches
- Encourage students to have water and - Students can help to collect equipment
take any medication if required
Other things to - Throughout the session, we would need to be aware of students' behaviour during the
remember/ be session. Ensuring that their behaviour is not putting anyone at risk during the session
aware of, - We would have to be aware of the environment, making sure that no hazards arise during
e.g. safety

Evaluation of the session

Evaluation
method(s)
used

Strengths Areas in need of improvement/development

How effective were your adaptations in the session?

How you plan to make improvements
What would you do differently next time?

Task 2.1 Plan, lead and evaluate sport/

physical activity
Session plan 2
Date of session Time and duration Participants (who, number, age/ability, etc.)
TBC pe lesson one period 1 hours year 8 rugby
(TBC)
Aims and objectives
 - Lead a rugby session with clear instructions
- Practice a specific skill then move into a match
- Ensure everyone is able to participate
- Keep in mind potential risks

Key safety guidance for this session Actions to meet safety guidance for this session
Weather conditions- rain and cold conditions - Ensuring that students take medication if
severe wind necessary
condition of pitch/area/surface - Making sure that students wear suitable attire
Participants being injured- dangerous tackles - Making sure the students have the
aggression correct/suitable footwear
- Assessing the area before the activity starts,
ensuring that the pitch is suitable
- Ensuring that students are behaving sensibly
Facilities/working space/environment Equipment list
football rooftop pitch bibs
rugby balls
cones

Inclusion
Purpose of Name and description of activity
How are you going to make the activity inclusive
activity Use written descriptions and/or diagrams
for participants?
Introduction - Jogging around the pitch to ensure all - Make sure all students participate
and warm up students are warmed up even if they do not have suitable
- Stretching to decrease the likelihood attire as those without can assist
of getting any injuries while playing with refereeing or setting up
equipment
- Make sure all instructions are clear
for all students to easily understand
Main session - Cones will be placed on two opposite - Encouraging students to go at their
(show timings if sides of their pitch where students own pace so that they can master
applicable) will line up behind with at least 3 the skill
people behind each cone - Anyone who’s injured or does not
- One student will have the ball at the have suitable attire can coach the
starting line activity and referee the match
- The students will start lightly jogging
but the student with the ball with be
slightly ahead
- He will then have to pass the ball
- Ensure that all students understand
backwards to the student next to him
the task
with that student doing the same
- Making sure that the students are
- The student at the end who receives
heard and understood if they have
the ball last will have to run the rest of
any questions
the way with the ball to the other line
of cones
- Then the students on the other side
will proceed to do the same until
everyone has completed the drill
- Once everyone has completed the
drill, we plan to go into a match

Session plan 2
Inclusion
Purpose of Name and description of activity
How are you going to make the activity inclusive
activity Use written descriptions and/or diagrams
for participants?
Cool down - Encourage students to drink water Encourage students to work at their own pace
and close - Light stretches to prevent any injuries

Other things to - Ask students about some skills and techniques

remember/ be - Ask if they enjoyed the session
aware of,
e.g. safety

Evaluation of the session

Evaluation
method(s)
used

Strengths Areas in need of improvement/development

How you plan to make improvements How effective were your adaptations in the session?
What would you do differently next time?

Task 2.1 Plan, lead and evaluate sport/

physical activity sessions
Practical observation form – to be completed by the tutor(s)
In order to meet the course requirements, learners must be observed leading a minimum of two x
20 minute sessions in different sports/physical activities.

Learner name

Session title
Session 1
Date of session
Session title
Session 2
Date of session

The learner must be assessed demonstrating the following assessment criteria

The parts of the assessment criteria need to be met at least once across the two observed sessions

Assessment criteria/ Date

Notes on observations
action required achieved

Start the session

effectively

Manage the
structure, pace and
flow of the session

Use at least three

different verbal
communication
methods

Use at least three

different non-verbal
communication
methods

Demonstrate active
listening on at least
one occasion

Gather information
from participants
and use this to
improve own
communication

Assessment criteria/ Date

Notes on observations
action required achieved

Use at least three

motivational
methods

Set and enforce at

least three ground
rules in an activity

Adapt the session

effectively in line
with the needs of
the participant(s)

Adapt the session

effectively in
line with the
environment

Lead sessions which

minimise risk and
*maximise safety

Give feedback to
participants in the
session: two things
participants did well
and one thing they
could improve
Take on the role
of an official for
a minimum of 10
minutes

Final comments and feedback for learner

Feedback to learner

Further areas/opportunities for

development

Signature Date
Task 2.2 Risk assessment
Use the risk assessment template below to identify risks and hazards that might occur during
each of your planned sessions
Date of risk
Location
assessment

Session details

Risk level
Risk level Control Further action
Who is at risk? after
What steps can be required
List groups of people who High/ control
Potential Risk Medium/L taken to minimise List further action
may be at risk High/
ow risk? required to control
significant risks Medium/
Low

Comments by the tutor supporting the assessment

Mandatory for the tutor to Defer date Pas decisions against all tasks. If an assessment decision
complete (if required) s is deferred, the tutor must detail additional
date requirements set and achieved by the learner.
Task 2.1
Task 2.2
Signature Date
Task 3.1 Types of sports/physical activity
events
Use the table below to describe at least five different types of sports/physical activity

Describe the key features

Types of event Main aims/uses Well known example(s)
of the event
Task 3.2 Plan, lead and evaluate a sports/
physical activity event
Plan, lead and evaluate a sports/physical activity event
You are required to plan, deliver and evaluate at least one sports/physical activity event

Event plan
Type of event Date of event

Event objective Topic/sport/activity

What challenges to completing the event are there?

How will you overcome the challenge(s)?

Your roles Your responsibilities

Other roles Their responsibilities

Event location
(e.g. sports hall, Equipment needed Scoring and recording
zoom call)

Name and description of activity

Part of event
Use written descriptions and/or diagrams

Introduction and
setting the scene
Main event
activities

Ending the event

and celebrating the
achievements of
participants (what
did they do well?)

How will you keep

participants safe?
 Evaluation of the event
Evaluation
method(s) used

What went well?

Consider your own leadership role and the success of What didn’t go so well?
the event as a whole.

What if any challenges did you encounter? How did

What would you change for next time?
you overcome them?

Comments by the tutor supporting the assessment

Mandatory for the tutor to Defer date Pass decisions against all tasks. If an assessment decision
complete (if required) date is deferred, the tutor must detail additional
requirements set and achieved by the learner.

Task 3.1

Task 3.2

Signature Date
Task 3.2 Plan, lead and evaluate a sports/
physical activity event
Practical observation form – to be completed by the tutor(s)

Learner name

To meet the course requirements, learners must deliver at least one sports/physical
activity event
Type of event

Event Location of event

Date of event

The learner must be assessed demonstrating the following assessment criteria

Assessment criteria AC met?
Notes on observations
(AC)/action required Y/N
Demonstrate the
responsibilities for the
chosen role at a
sports event

Demonstrate the
ability to work as part
of a team
The learner must be assessed demonstrating the following assessment criteria
Assessment criteria AC met?
Notes on observations
(AC)/action required Y/N
Use at least three
different verbal
communication methods

Use at least three

different non-verbal
communication methods

Final comments and feedback for learner

Feedback to learner

Further areas/
opportunities for
development

Signature Date
Task 4.1 Leadership opportunities linked with
your centre and in your community
Before you carry out your five hours demonstration of leadership, it will be helpful to explore the range
of places in which you might be able to go and lead. In the table below, identify four different leadership
opportunities within your organisation and the community you have around you.

Leadership opportunity within your organisation Leadership opportunity within the wider community

The way that you use the skills that you have developed throughout this course may be
different depending on where you go to and who you lead. Select (and circle) one
opportunity from the table above and describe how you might have to use each key skill in that
particular situation or environment in the table below.

Key skill Description of how this key skill might be used in the selected situation or environment

Communication

Self-belief

Teamwork

Self-management

Problem solving

Comments by the tutor supporting the assessment

Defer date
Mandatory for the tutor to Pass decisions against all tasks. If an assessment decision is
(if required)
complete date deferred, the tutor must detail additional requirements set
and achieved by the learner.

Task 4.1

Signature Date
 Task 4.2 Leadership log (1)
Guidance for completing your leadership hours:
• You are required to get one witness
• Complete a minimum of five hours leading statement to support your leadership log.
sport/physical activity in your community. The witness can be the person
• The five hours must include leadership supervising your session or another
carried out in at least two different community responsible person, a parent or carer of a
settings. participant, or a participant themselves.

Location/ Description of Length of Witness name

Date Witness signature
Organisation leadership session and role

What you witnessed the learner What could the learner improve
What did the learner do well?
lead on?

Date Witness Witness

witnessed name signature
Task 4.2 Leadership log (2)
Location/ Description of Length of Witness name
Date Witness signature
organisation leadership session and role

Tutor signature to confirm that:

• five hours of leadership has been completed by
the learner; Date
• one authentic witness statement has been
provided.
Section 3 Making the most of your skills
Complete once you have completed all of section 2

The five employability skills

During this course, you will have shown many of the behaviours and gained a set of employability
skills that will make you more effective in what you do. It is now important that you shout about your
achievements and be ready to use them in future applications and interviews for jobs, education
and university. You can use the statements from section 3 to tell people about the five employability
skills you have developed.
Use the space below to think about your achievements on the course, how you have developed
your skills, where you can use these skills and where you can apply them.

Your experience Reflect Transfer Apply

Describe your What skills have you What does this How has this Where will you try
achievements on this developed through experience mean impacted your your skills out?
course. This should this experience? to you? How has it community (e.g. your e.g. job application
be in relation to the e.g. communication, made you better? school/college) or
goals you set in your self-belief, teamwork, How has it made you the groups you have
development plan in self-management or more adaptable to worked with?
task 1.3 problem solving. your environment?

Learner signature Date

Learner impact survey

Notes