|
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| %
responses 2005 (01) |
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| y4 |
y8 |
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| The video showed a group of children who felt they needed a leader. | |||||||||||
| 1. Why do they need a leader? | |||||||||||
| 2. What could a leader do to help the group? | |||||||||||
Responses
included: |
pick teams |
13
(4) |
17
(18) |
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tell
them what to do (other than team selection) |
68
(74) |
74
(67) |
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help
organise them into teams |
14
(15) |
31
(43) |
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help
them decide what to do once teams are formed |
15
(11) |
20
(24) |
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help
ensure fair play (rules
followed, balanced teams)
|
22
(18) |
22
(20) |
|||||||||
help
resolve arguments, conflicts |
30
(27) |
31
(21) |
|||||||||
| 3. What sort of person would the leader need to be? Try and describe the things that would make the person a good leader. | |||||||||||
Person
specification included: |
well
respected/trusted/liked |
33
(20) |
60
(51) |
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fair
with everyone |
26
(19) |
36
(34) |
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friendly/nice
|
53
(44) |
49
(34) |
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helps
make the activity fun |
5
(3) |
5
(6) |
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gives
good clear instructions |
5
(1) |
11
(12) |
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good
at resolving conflicts |
6
(3) |
7
(1) |
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willing
to listen carefully to ideas/complaints |
8
(4) |
19
(15) |
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knowledgeable
about the game |
15
(27) |
13
(21) |
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good
at the game him/herself |
6
(24) |
8
(11) |
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patient
|
2
(1) |
5
(2) |
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Overall
rating: |
excellent/very
good |
2
(0) |
3
(3) |
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good
|
10
(2) |
31
(23) |
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moderate
|
48
(50) |
50
(49) |
|||||||||
poor
|
40
(48) |
16
(25) |
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Total
score: |
10–19
|
2
(0) |
3
(6) |
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8–9
|
4
(1) |
10
(7) |
|||||||||
6–7
|
15
(10) |
31
(18) |
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4–5
|
35
(37) |
36
(39) |
|||||||||
2–3
|
33
(46) |
18
(22) |
|||||||||
0–1
|
11
(6) |
2
(8) |
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| Commentary: Responses of year 4 and year 8 students were quite similar except that year 8 students placed greater emphasis on the role of leaders in forming teams and on the importance of leaders being trusted. About 20 percent more year 8 than year 4 students gave responses judged to be “good” or better. There were small increases in total score between 2001 and 2005 for both year 4 and year 8 students. |
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