Download Pearson BTEC Level 2 Diploma in Teamwork and Personal Development in the Community PDF

TitlePearson BTEC Level 2 Diploma in Teamwork and Personal Development in the Community
TagsPersonal Development
File Size2.5 MB
Total Pages110
Table of Contents
                            Outline to Learner
Unit One: Teamwork and Communications Skills
	Learning Outcomes (LO)
	Effective communication methods of instruction
	Methods of interpersonal communication
Unit Two: Employment Skills in Uniformed Organisations
	Learning Outcomes (LO)
	Main roles and of uniformed organisations
	Main responsibilities of uniformed organisations
	Different employment opportunities available in the uniformed organisations
	Conditions of service for different uniformed organisation jobs
Unit Three: Career Planning and Self-Assessment for Uniformed Organisations
	Learning Outcomes (LO)
	The application and selection process for uniformed organisation employment
	The skills and qualities required for a job in the uniformed organisations
	Completing an application for a role in a chosen uniformed organisation
Unit Four: Improving Health and Fitness in Uniformed Organisations
	Learning Outcomes (LO)
	The major body systems associated with a healthy lifestyle
	Basic nutrition and lifestyle factors
	Fitness tests for the requirements of the uniformed organisations
	Developing a Personal Health Improvement Programme
Unit Five: Personal Development through Adventurous Activities
	Learning Outcomes (LO)
	Adventurous activities in uniformed organisations
	Factors relating to outdoor adventurous activities
	Participating in Outdoor Adventurous Activities
Unit Six: Land Navigation by Map and Compass
	Learning Outcomes (LO)
Unit Seven: Expedition Skills
	Learning Outcomes (LO)
Unit Eight: Fundamentals of Nautical Studies
	Learning Outcomes (LO)
Unit Nine: Volunteering
	Learning Outcomes (LO)
	The importance of volunteering in uniformed organisations
	Different types of voluntary work
	Skills required for voluntary work
Unit Ten: Citizenship, the Individual and Society
	Learning Outcomes (LO)
	Citizenship, individual rights and human rights
	Individuals, society and the uniformed organisations
	Equal opportunities in society and the uniformed organisations
Unit Eleven: Community and Cultural Awareness
	Learning Outcomes (LO)
	Community and Cultural Awareness
	The costs and benefits of living in a community
	Cultural diversity, social and cultural problems in local and national communities
Glossary of Terms
Document Text Contents
Page 1


Pearson BTEC Level 2 Diploma
in Teamwork and Personal
Development in the
Community (QCF)

Improving lives through
vocational education

Third edition

Page 2

ii - Teamwork and Personal Development in the Community Resource Book

Outline to Learner

Teamwork and Personal Development in the Community Resource Book third edition 2016

Outline to Learner

BTEC Diploma in Teamwork and Personal Development in the Community
1. This Level 2 Diploma has been designed to complement the skills that you have already

acquired through your youth organisation. Wherever possible, the required criteria have
been mapped to activities that you carry out as part of your organisation’s syllabus. This
is referred to as Recognised Prior Learning (RPL). Where the criteria cannot be covered by
these activities, CVQO has produced workbook questions for you to complete.

2. This resource book should be used alongside the workbook and contains research material
to assist you in answering the workbook questions. The resource book and workbook follow
the same layout and are broken down into units to make it easier for you to pinpoint the
information that you need for each section.

3. The assessment criteria that you are required to achieve is listed at the beginning of each
unit. The table also shows what evidence you need to produce to achieve each of the
criterion – a workbook question or RPL.

4. When you have completed the units required, you should hand in the workbook to your
Vocational Qualifications Officer (VQO) who will send it to CVQO. Once your work has been
assessed, your grades will be sent back to you via your VQO.

Appeals Procedure
1. You have the right to appeal if you are dissatisfied with your grades.

2. You should put the grounds for your appeal in writing to your Unit VQO, who will submit it
to CVQO for adjudication by the Head of Curriculum.

3. Your Unit will be notified in writing of the result of your appeal.

The following notes will assist you to complete the tasks for the units that you have selected to
complete in the workbook.

1. You will have to complete a series of tasks based on the criteria given for each unit. Your
result will depend on how well you complete the tasks contained in the units.

2. Before starting to complete the tasks make sure that you have read the criteria and fully
understand it.

3. You can enhance your work by fully using the resource material laid out in the following

4. You can also use other material such as the World Wide Web, online forums and text books
to assist with your answers.

Page 55




Unit Four: Improving Health and Fitness in Uniformed Organisations

The major body systems associated with a healthy lifestyle
The Principles of Health and Fitness

The World Health Organisation (WHO) defines health as ‘a state of complete physical, mental and
social well being which is more than just the absence of disease’.

Health may be good or poor. Good health is often linked to happiness and a fulfilling life. Someone
who is in good health feels good physically and has a positive outlook on life, is well adjusted in
society and is capable of undertaking daily mental and physical tasks without too many problems.
People need good health to grow, develop their potential and to play a full and active part in
society. To enjoy good health a person needs proper shelter, nutrition, sleep, rest and exercise.
Good hygiene reduces risk of infections. Medical and dental care ensures that health can be
monitored and problems treated.

Fitness is the physical condition of the body. One definition of physical fitness is ‘the ability of the
body to meet the day-to-day demands of the environment’. There are generally two recognised
types of fitness:

1. Health-related fitness - this reflects an individual’s ability to fight infection, and takes into
consideration the strength of their muscles and skeleton. It also involves the absence of
conditions such as obesity and high blood pressure.

2. Performance-related fitness - this is more related to the fitness needed to complete
specific tasks, e.g. mountain climbing, sprinting, swimming etc.

All fitness can be improved by training and the type of training determines the overall fitness

• A healthy person is in a state of physical, mental and social well-being, as well as being free

from disease.
• For good health a person needs good shelter, nutrition, sleep, rest and exercise.
• A fit person can fight infection and their body can cope with the demands of the


Page 56

52 - Teamwork and Personal Development in the Community Resource Book

Unit Four: Improving Health and Fitness in Uniformed Organisations

Factors of a Healthy Lifestyle
• Eating fresh fruit
• Regular exercise
• Drinking plenty of water
• Eating a balanced diet

Effects of Fitness Training on the body

Short Term
Cardio-Vascular System

• Increase in heart rate as the body exercises, to pump more blood to respiring cells
• Transport of blood from less important organs for exercise, such as the digestive system,

to more important areas, such as the muscles, so more important areas receive enough
oxygen and nutrients

Respiratory System

• Increase in rate of breathing to supply more oxygen to respiring cells
• Deeper breaths to supply more oxygen to respiring cells

Muscular-Skeletal System

• Increase of blood flow to the muscles to supply required nutrients and oxygen
• Greater oxygen demand by muscles, owing to the greater need for energy

Long Term
Cardio-Vascular System

• Increases the size of the heart muscle due to having to work harder during training
• Resting heart rate decreases due to more blood being pumped per beat, due to larger

• Number of red blood cells increases to carry more oxygen around the body
• Decrease in blood pressure due to increase in number and elasticity of blood vessels
• Stronger heart due to build up of heart muscle
• Decrease in risk of heart disease due to: (i) increased strength of heart muscle, (ii) lowered

risk of furring of arteries from fatty deposits and (iii) reduced risk of blood clots

Respiratory System

• More efficient respiratory system (more air taken in per breath) due to larger lung capacity
and strengthened breathing muscles

• Steady rate of oxygen uptake during exercise is reached more quickly due to a more
efficient respiratory, muscular and cardio-vascular system

Muscular-Skeletal system

• Larger muscles, and possibly stronger bones, due to overload from training
• More glycogen and oxygen stored in muscles therefore fatigue less likely

Page 109



yGlossary of Terms


Glossary of Terms

CARRY OUT Complete a task or activity.
DEFINE State the meaning of a word or phrase or process.

Apply skills in a practical situation or show an understanding of
the topic.

Give a clear description that includes all the relevant features.
Think of it as ‘painting a picture with words’.

DISCUSS Talk about something to another person or group of people.


Set out in detail the meaning of something, with reasons. This is
more difficult than describing or listing so it can help you to give
an example to show what you mean. Start by introducing the
topic then give the ‘how’ or ‘why’.

Review the information then bring it together to form a
conclusion. Give evidence for each of your views or statements.

Provide brief information about a subject, specific process or

Give clear information or description with examples (e.g.:
spoken, written, pictures, diagrams).

Provide the information in a list rather than in continuous

OUTLINE Identify or briefly describe the main points.
PARTICIPATE To take part, be or become actively involved in something.

Look back at your actions, experiences or learning and think
about what went well and not so well and how this can help
your future action, learning or practice.

Make an official or formal statement. Put information together
for others.

REVIEW Look back over the topic or activity.
SELECT Choose the most suitable.
STATE Write down clearly.

Take or apply an item, resource or piece of information as

CONTRAST Things that are similar but have differences.

Page 110

All material contained in this Resource Book is copyright CVQO Ltd.

Users may make one copy or download once for personal use, but must not distribute or reproduce its content without the
prior consent of CVQO. It may not be reproduced under any circumstances by any other Educational Establishment, BTEC

Delivery Centre or Commercial Organisation without the express permission of CVQO.

Copyright © CVQO 2016

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Company Registered in England & Wales No. 5736932

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