Team working skills — ASDAN QCF Foundations for Learning Revision

    This subtopic introduces learners to the concept of teamwork at a foundational level. It explores what it means to work effectively with others, recognizin

    Topic Synopsis

    This subtopic introduces learners to the concept of teamwork at a foundational level. It explores what it means to work effectively with others, recognizing key features such as communication and cooperation. Learners will plan and carry out a simple team activity, reflect on the experience, and evaluate their own contribution, building essential personal and social skills for everyday life and future learning.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Team working skills

    ASDAN
    vocational

    This element equips learners with a foundational understanding of team work, covering its definition and essential features such as communication and collaboration. Learners apply this knowledge by planning and executing a team activity, reflecting on their practice to identify improvements and personal growth. These skills are directly transferable to workplace and community projects, reinforcing effective interpersonal dynamics and shared responsibility.

    33
    Learning Outcomes
    48
    Assessment Guidance
    51
    Key Skills
    32
    Key Terms
    57
    Assessment Criteria

    Assessment criteria

    ASDAN Level 1 Extended Award in Personal Effectiveness
    ASDAN Level 1 Certificate in Personal Effectiveness
    ASDAN Level 1 Award in Personal Effectiveness
    ASDAN Level 2 Extended Award in Personal Effectiveness
    ASDAN Level 2 Award in Personal Effectiveness
    ASDAN Level 2 Certificate in Personal Effectiveness
    ASDAN Entry Level Extended Award in Personal Effectiveness (Entry 3)
    ASDAN Entry Level Certificate in Personal Effectiveness (Entry 3)
    ASDAN Entry Level Award of Personal Effectiveness (Entry 3)
    ASDAN Level 3 Award in Personal Effectiveness
    ASDAN Level 3 Certificate in Personal Effectiveness
    ASDAN Level 3 Extended Award in Personal Effectiveness

    Topic Overview

    The ASDAN Entry Level Award of Personal Effectiveness (Entry 3) is a foundational qualification designed to help you develop essential life skills and personal effectiveness. This award focuses on building your confidence, independence, and ability to manage everyday tasks. You will learn how to set goals, work with others, solve problems, and reflect on your progress. These skills are crucial for success in further education, employment, and adult life.

    The qualification is structured around a series of challenges that you complete in real-world contexts. You will plan and carry out activities, such as organising an event, improving your health, or helping in your community. Each challenge requires you to demonstrate skills like communication, teamwork, and decision-making. By the end of the course, you will have a portfolio of evidence showing your achievements and personal growth.

    This award fits into the wider ASDAN programme, which emphasises experiential learning and personal development. It is ideal for students who benefit from practical, hands-on learning rather than traditional exams. The skills you gain are transferable to other subjects and life situations, making this qualification a valuable stepping stone towards higher-level ASDAN awards or other qualifications.

    Key Concepts

    Core ideas you must understand for this topic

    • →Goal Setting: Learn to set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) targets for your activities.
    • →Planning and Review: Break down tasks into steps, create timelines, and reflect on what went well and what could be improved.
    • →Teamwork: Work effectively with others, listen to different viewpoints, and contribute to group tasks.
    • →Problem Solving: Identify challenges, think of solutions, and try different approaches to overcome obstacles.
    • →Self-Assessment: Evaluate your own strengths and areas for development, and use feedback to improve.

    Learning Objectives

    What you need to know and understand

    • 1. Know what is meant by team work2. Know the features of effective team work3. Be able to create a plan to undertake a team work activity4. Be able to use a plan to improve team working5. Be able to identify own success in relation to team working
    • Explain what is meant by team work using clear examples
    • Identify the key features that make team work effective
    • Create a detailed plan to undertake a specific team work activity
    • Apply the team work plan to improve collaborative performance
    • Evaluate own success in contributing to team work
    • Identify different types of teams and their purposes
    • Describe the key roles individuals can play within a team
    • Outline the features that make a team effective
    • Create a clear action plan with shared goals and responsibilities
    • Apply the plan by participating in a team activity
    • Evaluate own performance and suggest ways to improve
    • 1. Know what is meant by team work2. Know the features of effective team work3. Be able to create a plan to undertake a team work activity4. Be able to use a plan to improve team working5. Be able to identify own success in relation to team working
    • 1. Understand what is meant by team work2. Understand the stages of team development3. Understand the features of effective team work4. Be able to create a plan to undertake a team work activity5. Be able to use a plan to improve team working6. Be able to review own success in relation to team working
    • 1. Understand what is meant by team work2. Understand the stages of team development3. Understand the features of effective team work4. Be able to create a plan to undertake a team work activity5. Be able to use a plan to improve team working6. Be able to review own success in relation to team working
    • Define teamwork and its importance in achieving common goals
    • Identify the key features of effective team work
    • Create a structured plan for a team-based activity
    • Apply a plan to enhance team collaboration and performance
    • Evaluate personal contributions to team success
    • Define what is meant by team work and give examples
    • Identify the features of effective team work in given scenarios
    • Create a clear plan to undertake a specific team work activity
    • Demonstrate how to use a plan to improve own team working during an activity
    • Evaluate own success in contributing to a team activity against set criteria
    • Define the term 'team work' and give a simple example.
    • Identify key characteristics of effective team work, such as communication and cooperation.
    • Create a basic plan for a team activity, including roles and tasks.
    • Apply a team plan during a practical activity to improve collaboration.
    • Assess own contribution to a team task, recognising at least one strength and one area for development.
    • 1. Understand what is meant by team work2. Understand the stages of team development3. Understand the features of effective team work4. Be able to create a plan to undertake a team work activity5. Be able to use a plan to improve team working6. Be able to review own success in relation to team working
    • 1. Understand what is meant by team work2. Understand the stages of team development3. Understand the features of effective team work4. Be able to create a plan to undertake a team work activity5. Be able to use a plan to improve team working6. Be able to review own success in relation to team working
    • 1. Understand what is meant by team work2. Understand the stages of team development3. Understand the features of effective team work4. Be able to create a plan to undertake a team work activity5. Be able to use a plan to improve team working6. Be able to review own success in relation to team working

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly defining team work as a collaborative effort towards a common goal, referencing at least two key principles such as mutual support or interdependent roles.
    • Award credit for identifying and explaining a minimum of three features of effective team work, such as open communication, defined roles, and constructive conflict resolution.
    • Award credit for a detailed plan that includes specific tasks, assigned responsibilities, timelines, and a method for monitoring progress during the team activity.
    • Award credit for a reflective account that honestly evaluates personal contribution, identifies at least one strength and one area for improvement, and links this to the plan's implementation.
    • Award credit for a clear definition of teamwork that highlights shared goals and mutual responsibility
    • Look for identification of at least three features of effective teams, such as good communication, defined roles, and trust
    • The plan should include a clear objective, allocated tasks, timescales, and agreed ways of working
    • Evidence of using the plan in practice, with notes of any adjustments made to overcome challenges
    • Self-assessment must include specific examples of personal contributions and a balanced view of strengths and areas for development
    • Award credit for a clear written or illustrated explanation of teamwork
    • Look for specific examples of features such as cooperation, communication, and shared goals
    • Evidence of a structured plan: tasks, timelines, and allocation of roles
    • Observation of active participation in the team activity
    • A reflective account identifying at least two successes and one area for development
    • Award credit for demonstrating a clear definition of teamwork that distinguishes it from mere task allocation.
    • Expect a plan that includes SMART objectives, roles, timelines, and resources.
    • Look for evidence of how the plan was used to enhance collaboration, e.g., feedback logs or adjustments made.
    • Require a reflective account that critically evaluates personal contributions, citing specific examples and areas for improvement.
    • Award credit for providing a clear definition of teamwork that highlights shared objectives, mutual accountability, and collaborative effort, distinct from mere group work.
    • Award credit for accurately identifying and explaining the stages of team development (e.g., Tuckman's model) with appropriate examples from the learner's own experience.
    • Award credit for analysing at least three features of effective teamwork (e.g., clear roles, open communication, trust) and linking them to the team’s performance.
    • Award credit for a structured team activity plan that includes SMART objectives, allocated responsibilities, timelines, and resources.
    • Award credit for demonstrating the use of the plan in a real team activity, supported by evidence such as meeting notes, peer feedback, or witness statements.
    • Award credit for a reflective review that honestly evaluates personal successes and areas for improvement, using concrete examples and self-assessment against set criteria.
    • Award credit for demonstrating a clear definition of team work that distinguishes it from merely working in proximity to others, including concepts such as shared purpose, interdependence, and mutual accountability.
    • Look for accurate identification and explanation of Tuckman's stages of team development (forming, storming, norming, performing) with relevant examples from own team experience.
    • Credit should be given for analysing features of effective team work (e.g., clear communication, defined roles, trust, constructive conflict resolution) and linking them to improved performance.
    • Assess the quality of the team activity plan: must include specific, measurable objectives, allocated tasks with deadlines, and resources required, demonstrating application of team work principles.
    • Evidence of using the plan to monitor progress, adapt to challenges, and enhance team functioning (e.g., feedback logs, revised task allocations) should be rewarded.
    • Effective self-review entails honest reflection on personal contribution, recognition of strengths and areas for development, and identification of strategies for future improvement, supported by specific examples.
    • Award credit for a clear definition of teamwork with a relevant example
    • Credit identification of at least three features of effective teams, such as communication, trust, and role allocation
    • Marks for a detailed plan that includes objectives, tasks, roles, and a timeline
    • Evidence of using the plan to monitor and adjust team working, with reflections recorded
    • Award credit for a specific self-assessment that references the plan and identifies strengths and areas for improvement
    • Award credit for demonstrating understanding of teamwork that includes collaboration and a shared goal
    • Credit for accurately listing at least three features of effective teamwork, such as communication, cooperation, and reliability
    • Award credit for a plan that includes roles, tasks, timelines, and success criteria
    • Look for evidence of the plan being actively referred to or adjusted to improve team performance during the activity
    • Credit for honest self-assessment with specific examples of what went well and areas for improvement in line with the plan
    • Award credit for providing a clear definition of team work in the learner's own words, supported by a real-‐‑life or simulated example.
    • Credit should be given for identifying at least two features of effective team work, such as listening to others or sharing tasks fairly.
    • Evidence of a plan must include basic elements: what the task is, who is doing what, and a simple timeline or order of actions.
    • Assessor observations or witness statements should confirm that the learner followed the plan and actively contributed to the team activity.
    • Self-assessment records must show the learner can state one thing they did well and one thing they would improve next time, with direct reference to the team activity.
    • Award credit for demonstrating a clear understanding of Tuckman’s stages of team development (forming, storming, norming, performing, adjourning) and applying them to a real or simulated team scenario.
    • Look for evidence of a structured team work plan that includes specific, measurable objectives, allocated roles and responsibilities, agreed timelines, and communication strategies.
    • Assess the quality of self-review by evaluating whether the learner identifies specific personal strengths and areas for improvement using concrete examples from the team activity, linking to Belbin’s team roles or equivalent.
    • Award credit for evidence that clearly describes at least two stages of team development (e.g., Tuckman’s forming, storming, norming, performing) with accurate, contextualised examples.
    • Award credit for a detailed team activity plan that includes assigned roles, timelines, communication strategies, and measurable objectives linked to the team’s goals.
    • Award credit for a reflective review that honestly evaluates personal contributions, identifies specific strengths and weaknesses, and proposes concrete actions for future improvement in team settings.
    • Award credit for clearly defining teamwork in their own words, referencing key concepts such as shared goals, mutual accountability, and interdependence.
    • Expect a detailed description of each stage of team development (forming, storming, norming, performing, adjourning) with relevant examples from own experience.
    • Look for identification of at least three critical features of effective teamwork (e.g., clear communication, role allocation, conflict resolution) and how they contribute to success.
    • Assess the creation of a specific, measurable, and time-bound plan for a team activity, including assigned roles, resources needed, and deadlines.
    • Require evidence of applying the plan in a real team activity, with reflection on adjustments made to enhance teamwork during the process.
    • Evaluate the review of personal contribution and team outcomes, identifying strengths, areas for improvement, and concrete actions for future development.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use a structured template for your team work plan to ensure all required elements (tasks, roles, timelines) are explicitly covered.
    • 💡Collect evidence throughout the activity, such as meeting notes or feedback forms, to support your reflections and demonstrate engagement with the planning process.
    • 💡Be specific and honest in your self-assessment; refer directly to examples from the activity to show genuine awareness of your strengths and gaps.
    • 💡Use personal, real-life examples when defining teamwork and describing effective features
    • 💡When writing a plan, ensure it is practical and detailed enough for someone else to follow
    • 💡Keep a diary or log during the team activity to capture evidence for your self-evaluation
    • 💡In your reflection, be honest about both successes and challenges to show deep learning
    • 💡Keep a log of all team meetings and your contributions as evidence
    • 💡Use witness statements or photos to support your account of the team activity
    • 💡When reflecting, be honest about what you did well and what you could do better next time
    • 💡Maintain a working log or diary to capture real-time reflections, which can be used as evidence.
    • 💡When planning, negotiate and agree roles formally with teammates to demonstrate inclusive teamwork.
    • 💡Use the feedback loop: regularly check the plan's effectiveness and document any changes made.
    • 💡For the self-evaluation, link personal success to the team's overall outcome and the features of effective teamwork learned.
    • 💡For portfolio evidence, include a range of documents: your initial plan, diary entries, minutes of meetings, witness statements from team members, and a final reflective log to demonstrate consistent engagement.
    • 💡When explaining team development stages, use a personal team scenario and map specific events to each stage, showing how conflicts were resolved.
    • 💡In your self-review, use a structured framework like SWOT analysis or Gibbs’ reflective cycle to ensure depth, and be honest about challenges – assessors value critical self-awareness over perfection.
    • 💡When describing team development stages, always illustrate each with a concrete, anonymised example from your own activity to demonstrate applied understanding.
    • 💡Use a reflective diary or log throughout the team task to capture contemporaneous evidence of planning, communication, and adjustments—this strengthens both your portfolio and final review.
    • 💡In your self-evaluation, directly address the success criteria from your plan and compare intended outcomes with actual results, analysing variances honestly.
    • 💡Ensure your evidence demonstrates progression: show how you used initial plans to guide action, and then how those actions informed your review and future recommendations.
    • 💡Use practical examples from group projects or role plays to demonstrate understanding
    • 💡Employ a structured planning template (aims, roles, resources, review stages) to ensure thorough evidence
    • 💡Keep a reflective log during the team activity to capture real-time improvements and challenges
    • 💡Link self-assessment directly to the plan's role descriptions to show measurable success
    • 💡Review the assessment criteria to ensure all learning outcomes are clearly evidenced
    • 💡Use personal, real-life examples when defining teamwork to show practical understanding
    • 💡When describing features of effective teams, link each feature to a specific behaviour or example
    • 💡Create a detailed, written plan with clear roles and deadlines to demonstrate planning skills
    • 💡During the activity, keep the plan visible and discuss it with the team to show active use
    • 💡For self-assessment, compare your performance against the plan's success criteria, not just your own feelings
    • 💡Use photographs, witness statements, or video recordings to evidence your participation in team activities.
    • 💡Complete all sections of the planning template to ensure you have considered each step of the team task.
    • 💡When evaluating your success, compare your performance against the plan you created, noting what went well and what you would change.
    • 💡Practice active listening during team discussions – this is a key feature of effective teamwork.
    • 💡Ask for feedback from team members to include in your reflection, showing you can consider others' perspectives.
    • 💡When reflecting on your team working skills, use the STAR model (Situation, Task, Action, Result) to structure your evidence clearly and demonstrate your personal contribution.
    • 💡In written assignments, explicitly link your experiences to recognised teamwork theories (e.g., Tuckman, Belbin) and cite them appropriately to show depth of understanding.
    • 💡For the plan and review components, include both qualitative and quantitative evidence where possible, such as team feedback logs, meeting minutes, or performance metrics, to strengthen your portfolio.
    • 💡Ensure your portfolio evidence includes a variety of formats: witness statements from team members, contemporaneous meeting notes, and self-assessment forms to demonstrate sustained engagement.
    • 💡When planning a team activity, explicitly reference a recognised model (such as Tuckman or Belbin Team Roles) to show theoretical understanding applied in practice.
    • 💡For the reflective review, adopt a structured framework like Gibbs’ Reflective Cycle to systematically analyse feelings, evaluate outcomes, and create an actionable personal development plan.
    • 💡When defining teamwork, use a real-life example from your team activity to illustrate interdependence and shared purpose.
    • 💡For the stages of team development, map your own group’s journey explicitly to Tuckman’s model, noting specific behaviors at each stage.
    • 💡In your plan, include a risk assessment (e.g., potential conflicts, time constraints) and contingency strategies to demonstrate thorough preparation.
    • 💡During the review, use a reflective model like Gibbs or Kolb to structure your analysis, ensuring you connect feelings, evaluation, and action plans.
    • 💡Evidence logs, witness statements, and meeting minutes are strong pieces of assessment evidence; collect them throughout the activity, not just at the end.
    • 💡When discussing features of effective teamwork, cross-reference with your plan’s successes and challenges to show deep understanding.
    • 💡Use the SMART framework for every goal you set. Examiners look for clear, achievable targets with specific deadlines.
    • 💡Include detailed reflections in your portfolio. Don't just say 'it went well' – explain what you learned, what challenges you faced, and how you overcame them.
    • 💡Show evidence of your progress. Use photos, witness statements, or certificates to back up your written work. This makes your portfolio more convincing.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing team work with simply working in a group, without understanding the need for shared objectives and interdependence.
    • Omitting measurable criteria in the team activity plan, making it difficult to evaluate success or track progress.
    • Providing superficial self-reflection that only describes what happened rather than critically analysing personal impact and areas for development.
    • Confusing teamwork with simply working alongside others without collaboration
    • Describing features of teams in general rather than focusing on what makes them effective
    • Creating a plan that is too vague, lacking specific actions or measurable outcomes
    • Failing to provide concrete evidence of own successes, relying instead on general statements
    • Confusing teamwork with simply working alongside others without shared purpose
    • Describing features of effective teamwork without linking them to practical examples
    • Creating a plan that lacks specific details (e.g., no timescales or role assignment)
    • Focusing only on the team’s success rather than personal contribution when identifying own success
    • Assuming teamwork simply means dividing tasks without coordination or communication.
    • Failing to revisit the plan during the activity, leading to unaddressed issues.
    • Providing only superficial self-assessment without specific evidence or measurable outcomes.
    • Confusing team success with individual success, not recognising interdependence.
    • Confusing teamwork with simply dividing tasks among individuals without ongoing collaboration and synergy.
    • Assuming that team development is linear and skipping the storming stage by conflating it with interpersonal conflict rather than productive disagreement.
    • Focusing only on the leader’s role and neglecting the contribution of other team members when describing features of effective teams.
    • Creating a vague plan without specific, measurable actions or failing to adapt it when circumstances change.
    • Describing what the team achieved rather than focusing on the learner’s own role and development in the self-review.
    • Submitting a review that is entirely positive without identifying any areas for improvement, which suggests lack of critical reflection.
    • Many learners mistakenly equate team work with simply splitting tasks and working independently, overlooking the necessity of collaboration and feedback loops.
    • Students often fail to recognise the storming stage as a normal and productive phase, viewing conflict as purely negative and avoiding necessary discussions.
    • A common error is producing a plan that is either too vague (lacking specific actions or timelines) or too rigid, without contingencies for unforeseen challenges.
    • During self-review, learners frequently rely on generic statements rather than providing concrete evidence and incisive analysis of their own behaviour and its impact on the team.
    • Confusing teamwork with merely working alongside others without collaboration
    • Listing generic attributes like 'being nice' instead of specific features of effective teams
    • Producing a plan that is too vague or lacks clear roles and deadlines
    • Failing to revisit or apply the plan during the activity, resulting in disconnected evidence
    • Self-assessment that is overly broad (e.g., 'I did well') without linking to team objectives
    • Confusing teamwork with simply dividing tasks without ongoing communication
    • Failing to include measurable success criteria when creating a plan
    • Not updating the plan when obstacles arise, so it becomes irrelevant
    • Overly focusing on team achievements without recognising personal contribution
    • Believing teamwork means only sharing physical space without active engagement.
    • Failing to distinguish between a group of individuals and a cohesive team.
    • Neglecting to include specific, actionable steps in the team plan.
    • Not documenting or providing evidence of following the plan during the activity.
    • Reflecting on the team's overall outcome rather than on personal actions and learning.
    • Confusing team work with group work: students often describe any group activity as teamwork without recognising the essential elements of shared goals, interdependence, and mutual accountability.
    • Assuming that all teams progress linearly through Tuckman’s stages; many fail to acknowledge that teams can regress or get stuck in storming.
    • Providing vague or superficial self-reviews that lack specific evidence or measurable outcomes, such as simply stating ‘I need to communicate better’ without explaining how this impacted the team’s performance.
    • Confusing the stages of team development—particularly mistaking storming for norming or failing to recognise that teams may regress to earlier stages.
    • Submitting a team plan that is vague, lacking specific, measurable tasks or clear individual responsibilities, making it difficult to assess accountability.
    • Providing a reflective review that is overly descriptive rather than analytical, merely recounting events without critically evaluating personal performance or learning.
    • Confusing teamwork with simply being in a group; learners may assume any co-located activity is teamwork without recognizing collaboration and shared responsibility.
    • Misidentifying the storming stage as purely negative conflict rather than a necessary phase for surfacing ideas and establishing norms.
    • Overlooking the adjourning stage when discussing team development, particularly in short-term project contexts.
    • Failing to link features of effective teamwork to actual team performance, providing only generic lists without evidence from their own activity.
    • Creating plans that are too vague (e.g., 'work together to finish') or lacking assigned responsibilities, making it difficult to measure success.
    • In the review, focusing solely on the team’s outcome without critically analyzing their own role, or attributing failures only to external factors.
    • Misconception: 'Personal effectiveness is just about being organised.' Correction: While organisation is part of it, personal effectiveness also includes communication, resilience, and the ability to adapt to change.
    • Misconception: 'You don't need to write anything down for this qualification.' Correction: You must document your planning, progress, and reflections in a portfolio. This evidence is essential for assessment.
    • Misconception: 'Teamwork means everyone does the same thing.' Correction: Effective teamwork involves dividing tasks based on strengths, supporting each other, and ensuring everyone contributes.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills (Entry 2 level or equivalent).
    • •Ability to work independently on short tasks (e.g., following simple instructions).
    • •Some experience of group activities (e.g., in school or community settings).

    Key Terminology

    Essential terms to know

    • 1. Know what is meant by team work2. Know the features of effective team work3. Be able to create a plan to undertake a team work activity4. Be able to use a plan to improve team working5. Be able to identify own success in relation to team working
    • Definition of teamwork
    • Features of effective teams
    • Collaborative planning
    • Reflective practice
    • Self-evaluation in teams
    • Defining teamwork
    • Characteristics of effective teams
    • Planning for teamwork
    • Collaboration and communication
    • Self-evaluation and improvement
    • 1. Know what is meant by team work2. Know the features of effective team work3. Be able to create a plan to undertake a team work activity4. Be able to use a plan to improve team working5. Be able to identify own success in relation to team working
    • 1. Understand what is meant by team work2. Understand the stages of team development3. Understand the features of effective team work4. Be able to create a plan to undertake a team work activity5. Be able to use a plan to improve team working6. Be able to review own success in relation to team working
    • 1. Understand what is meant by team work2. Understand the stages of team development3. Understand the features of effective team work4. Be able to create a plan to undertake a team work activity5. Be able to use a plan to improve team working6. Be able to review own success in relation to team working
    • Understanding teamwork
    • Effective team features
    • Team activity planning
    • Applying team plans
    • Self-assessment of team role
    • Definition and purpose of team work
    • Features of effective teams
    • Planning a team activity
    • Using a plan to improve team performance
    • Self-assessment of team contribution
    • Definition of teamwork
    • Features of effective teams
    • Collaborative activity planning
    • Implementing team plans
    • Self-evaluation of teamwork
    • 1. Understand what is meant by team work2. Understand the stages of team development3. Understand the features of effective team work4. Be able to create a plan to undertake a team work activity5. Be able to use a plan to improve team working6. Be able to review own success in relation to team working
    • 1. Understand what is meant by team work2. Understand the stages of team development3. Understand the features of effective team work4. Be able to create a plan to undertake a team work activity5. Be able to use a plan to improve team working6. Be able to review own success in relation to team working
    • 1. Understand what is meant by team work2. Understand the stages of team development3. Understand the features of effective team work4. Be able to create a plan to undertake a team work activity5. Be able to use a plan to improve team working6. Be able to review own success in relation to team working

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