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TAKE 5 EASY STEPS
TAKE 5 EASY STEPS
TO RUNNING A COMMUNITY
LEARNING EVENT
FROM THE TAKE 5 TEAM
TAKE 5 EASY STEPS
Copyright
Title book: Take 5 Easy Steps to Running a Community Learning Event
Author book: The Take 5 Team
© 2014 The Take 5 Team
Self publishing
ALL RIGHTS RESERVED. This book contains material protected under International and Federal Copyright Laws and Treaties.
Any unauthorised reprint or use of this material is prohibited. No part of this book may be reproduced or transmitted in any
form or by any means, electronic or mechanical, including photocopying, recording, or by any
information storage and retrieval system without express written permission from the author / publisher
TESTIMONIALS
I think the idea of putting a book together on how to stage community events is a really great idea. The team have put a lot of effort and research into producing a work which, I'm sure, will be of great benefit to anyone who wants to stage an event but wasn't sure on how to go about it. With so much practical experience from the authors to share, this will be a must read for community groups,
organisations and volunteers - to name but a few. I'm sure it will also go a long way towards promoting the concept of ‘community’ in the wider readership.
John Waite – Local Author
Perhaps the most valuable of all the ‘tools’ that a person can have for the modern world, and for a sense of wellbeing in it, is that of knowledge, and with it the confidence and self-assurance that so often follows. Similarly, amongst the most privileged and rewarding of roles is that of working with people on their chosen ‘learning journey’, in whatever capacity and wherever that might be leading. This book goes to the heart of that rich experience! For so many people their first purposeful steps into the world of learning, and often the most enjoyable and ‘real’ of their experiences, occur within their communities. This is hardly surprising, as on the one hand modern society delegates increasing levels of responsibility and expectation at community level, while on the other our communities eagerly take up that challenge through a plethora of local organisations and community groups; the activities of which can involve teaching and learning in so many different guises. This essential guide is a ‘how to make it work’ book, compiled by community practitioners who have wrestled with the challenges of community-based learning for many years. This publication offers a key point of reference for those who want to promote informal learning within their communities, and there is something here for the novice and the more experienced alike! Such work in our communities is absolutely vital and this book is there to help! Dr John Hunt
BA, PhD, FSA, FRHistS, PGCE
TAKE 5 EASY STEPS
CONTENTS
INTRODUCTION PAGE 1
STEP 1 THE EVENT TEAM PAGE 3
STEP 2 THE EVENT VENUE PAGE 9
STEP 3 THE EVENT PLANNING PAGE 13
STEP 4 THE EVENT RESOURCES PAGE 20
STEP 5 THE EVENT MODEL PAGE 23
APPENDICIES 1. SWOT ANALYSIS
2. EXAMPLE RUNNING ORDER
3. THE TAKE 5 MODEL
4. GUIDELINES FOR COMPLETING A RISK
ASSESSMENT
4a. RISK ASSESSMENT TEMPLATE
5. LESSON PLAN
6. ACTION PLAN
7. GANNT CHART
8. EVENT CHECKLIST
9. EVALUATION FORMS
10. GETTING PEOPLE TO YOUR EVENT
11. SAMPLE BUDGET PLANS
12. EXAMPLE FLYER
TAKE 5 EASY STEPS
Take 5 is an appropriate brand name as it will illustrate the following:
5 steps to setting up an event
5 workshops
5 circulating groups
“take 5” minutes out to refresh and renew yourself
5 digits on the hand that seizes the opportunity! This guide has been written and created by the Take 5 Team. We all work within the voluntary and community sector and came together initially to take part in a community development course.
The original Take 5 course was conceived and developed by Warwickshire Community and Voluntary Action, following three years of community leadership and development programmes, as a new and unique method of engaging communities in learning. Recognising that engaging people in learning is a tool to build capacity within a geographical community or within communities of interest, the Take 5 ‘model’ was created. We hope you find this book useful and that you will discover the enjoyment of running your own learning event. You are welcome to copy the handy templates or use them as a basis for creating your own.
Happy reading and Happy Learning!
It was due to the success of the Take 5 event model that inspired the Take 5 Team to explore how we could share the model with others in a simple, readable and usable format. So we set about learning how to write a ‘how to’ book and since we already had a model that we knew worked our book naturally followed the ‘Take 5’ imprint.
WELCOME TO ‘TAKE 5 EASY STEPS TO HOSTING A COMMUNITY LEARNING EVENT’
THE TAKE 5 EASY STEPS BRAND
1
INTRODUCTION
TAKE 5 EASY STEPS
We have now created the ‘Take 5 Easy Steps’ brand and template and will be writing further books in the series. Our website contains information on how you can share your expertise in ‘5 Easy Steps’ too. If you have perfected a model or process that would help communities, please contact us to talk about using our methods and brand to publish your ‘5 Easy Steps’. We can offer training and support to make your book a reality and publish it as part of our series. Terms and conditions apply, so please contact us for more information.
It is a tried and tested, practical model that introduces individuals and communities to new learning activities and opportunities in a more relaxed environment. This recognises and addresses some of the barriers to learning experienced by many who have become averse to traditional learning.
Follow the 5 Easy Steps guide and make use of the free templates adapting them to suit your needs. Create your team, run your event and celebrate your success as you witness individuals having fun and learning together. We hope this book is helpful to you and wish you success as you follow our Take 5 Easy Steps
WHAT IS THE TAKE 5 LEARNING EVENT MODEL?
2
You can never be overdressed or
overeducated
Oscar Wilde: Poet and
playwright
The beautiful thing about
learning is that no one can
take it away from you
BB King: Musician
TAKE 5 EASY STEPS
STEP 1
THE EVENT TEAM—ROLES &
RESPONSIBILITIES
3
TAKE 5 EASY STEPS
STEP 1 THE EVENT TEAM—ROLES &
RESPONSIBILITIES
A good starting point is to decide who is going to be responsible for organising the event – the
team. The tasks you will need to complete your event successfully will require a number of skills
as well as good planning and organisation. Therefore, some individuals will be more suitable to
some tasks than others.
The team needs to be committed, enthusiastic and be working towards a common goal.
Where possible decisions should be reached by consensus. You must establish what the outcome/decision is to be made, otherwise it will not be clear what the consensus needs to be about or what discussions need to take place to achieve this.
Exercise tolerance but be prepared to acknowledge that at times things may become stressful and consequently tempers may fray – we are all human. Be prepared for conflict; the skill is knowing how to diffuse these situations if they arise and turn them into positive outcomes.
Be realistic – how much time can team members commit to the project and can they
deliver what they promise?
GREAT IDEA! YOU’VE DECIDED TO PUT ON A COMMUNITY LEARNING EVENT USING ‘TAKE 5
EASY STEPS’. WHERE DO YOU GO FROM HERE?
CONSIDER THE FOLLOWING GENREAL POINTS
4
TAKE 5 EASY STEPS
Carry out a skills analysis to identify strengths and weaknesses within the team. This will help decide what skills may need to be brought in/professional support sought. It may be
useful to use a SWOT Analysis chart to do this. APPENDIX 1
Elect a mutually agreed leader to co-ordinate and delegate tasks to capitalise on existing strengths within the team and to monitor progress. The person chosen will need to realise that this task will not be an easy one, juggling and matching personalities, skills and
experience.
Make the most of your team - use networks and contacts from team members to support the event and help with planning;
Within the team, individuals will have to take on different responsibilities; the following are roles you should be thinking about and what these entail:
Remember that life goes on outside the organisation of the event, so it may be a good idea to elect a deputy for this role too. This person will need to
Have tact and diplomacy along with strong communication skills.
Be able to motivate your team using praise and encouragement.
CO-ORDINATOR/CHAIR:
5
Hot tip: Remember no man is an island and many hands make light
work! This will prevent individuals from becoming overloaded and failing to
meet deadlines. The success of the event depends on individuals not being
precious over tasks.
TAKE 5 EASY STEPS
Be able to chair planning meetings and be the main point of contact.
Be a strong leader, open to helpful suggestions from team members.
Be prepared to allocate and delegate tasks, monitor progress to ensure deadlines are met and tasks completed as well as quality assuring the event itself against agreed quality criteria e.g. using qualified tutors, up to date insurance, health & safety procedures, well planned and briefed volunteers for marshalling, meeting and greeting etc.
Take overall responsibility for pulling everything together/monitoring progress along the way, as well as on the day of the event.
Cope if deadlines are not being met, and be able to deal with matters to put things back on track.
Take responsibility or delegate a member of the team with an eye for details to carry out
final checks on the day of the event.
6
Hot tips: Make sure
Any disclaimer notices are displayed (if required)
Signage clearly indicates the route for attendees
You complete the event check list
TAKE 5 EASY STEPS
This person will need to be able to:
Record notes from meetings and arrange for their distribution to other team members.
Organise and produce signage well in advance of the event.
Deal with correspondence, emails, general communication with the team as well
partners, external organisations, venues, resources and bookings etc.
Type up schedules/timings for the event e.g. running order. APPENDIX 2
This person will need to
Be responsible for the event budget.
Be able to keep accurate and up to date financial records.
Be able to source possible funding opportunities to support the event.
7
ADMINISTRATOR:
TREASURER:
Hot tip: The following organisations may be able to provide
Information regarding available funding
www.wcava.org
www.communitymatters.co.uk
TAKE 5 EASY STEPS
Your Team will ideally:
Have good contacts/networks either in the local community or with external
organisations – preferably both!
Be able to source and contact tutors for delivering the sessions at the event.
Be persuasive and influence others to support the event either in person, as a participant or in
donated good/services.
THE PLAYERS:
8
Try not to have a good time; this is
supposed to be educational!
Charles M Schulz - Cartoonist
TAKE 5 EASY STEPS
STEP 2
THE EVENT VENUE
9
TAKE 5 EASY STEPS
STEP 2 THE EVENT VENUE
Make sure you have:
Contact details for the venue and name of a contact person who is a key holder.
Capacity to cater for more than 50 people at the beginning as there needs to be ample space for all
attendees to gather together for welcoming and refreshments.
Sufficient room for five different learning spaces, to accommodate 10 learners, for each of the
learning activities. APPENDIX 3
Ideally a location which is easily accessible by public transport, has parking facilities and that
complies with access/facilities for wheelchair users, or adjustments made wherever possible e.g.
portable ramps, hearing loops.
Considered Health & Safety - carry out a risk assessment for the building as you will be dealing
with members of the general public. APPENDIX 4 and 4a
Insurance – Having public liability insurance in place is essential and should already be in place at
the chosen venue. However, you must check with the venue manager that you are covered for the
event, along with the activities you are planning to hold. It will ensure you covered if a
member of the public suffers a loss from theft or accidental injury. If it is your own venue, you
may need to check with your own insurance company.
YOU WILL NEED TO CONSIDER THE FOLLOWING POINTS TO IDENTIFY AN APPROPRIATE VENUE TO
HOLD A COMMUNITY LEARNING ‘TAKE 5 MODEL’ EVENT:
10
TAKE 5 EASY STEPS
A risk assessment for each of the learning activities at the event. It is the responsibility of
the tutors to identify potential risks of the activity and how they can be reduced. The information should
be included in the Tutor Lesson Plans APPENDIX 5
It is your responsibility as the organisers to check that they have.
Disclaimers - You may need to display these if any of the activities involve food, complementary therapy, henna art or face painting for example.
The responsibility for displaying a disclaimer lies with the tutor, but also on you as the organiser to check that these are In place if required.
11
Hot tip:
It is recommended you have £5 million Public Liability Insurance to cover all events which may be held in the venue. The following are some useful links to organisations who may be able help with insurance:
www.charityinsurance.co.uk
www.simplybusiness.co.uk
www.axa.co.uk
www.hiscox.co.uk
www.morethanbusiness.com
Hot tip: If the tutors are employed by an organisation then they should have Public Liability Insurance through their employers; if self-employed, they should have their own insurance, but you must check. Your own insurance should also cover this, but you must check
TAKE 5 EASY STEPS
As the event organiser you may be required to provide resources for the tutors i.e. flip chart, projectors, screens, washing up facilities etc unless you can negotiate with them to source their own equipment.
12
Live as if you were to die tomorrow.
Learn as if you were to live forever
Mahatma Gandhi
TAKE 5 EASY STEPS
STEP 3
THE EVENT PLANNING
13
TAKE 5 EASY STEPS
STEP 3 THE EVENT PLANNING
The well-worn KISS principle may be relevant here:
Keep It Simple, Stupid!
The important – and difficult bit – is actually getting the actions done on time. Good planning for your event will underpin the quality of the community learning sessions you will be providing, and more importantly the experience your learners receive at your event. It makes the difference between a successful event, which engages with the community and who are eager for further learning opportunities/activities and a lost opportunity.
Start your planning early, keep it simple, effective and stick to your deadlines. We have already discussed
the key points regarding the team in STEP 1, so make sure you use the skills/strengths you have identified and ensure
the person elected as Co-ordinator not only allocates tasks effectively, but follows up to meet identified
deadlines. The following may assist in the process:
Acknowledge that it is OK to use other people /agencies - consider the advantages and consider
more long term mutual benefits , possibly working together again in the future
Sometimes individuals respond better when they are given direction (there are natural leaders
just as there are followers) so recognise that this may be the case.
MAP OUT YOUR EVENT
14
EVENT PLANNING IS FUNDAMENTALLY SIMPLE, FOCUSING AS IT DOES ON ACTIONS, TIMES AND PEOPLE
I think you learn more if you
are laughing at the same
time
Mary Anne Shaffer – Editor/
Librarian/Author
TAKE 5 EASY STEPS
Identify key tasks and set dates for when they need to be completed; there are tools which
can help you to do this such as Gantt charts and action plans APPENDIX 6 and 7.
It may be advisable to use both, but they will only be useful if there is someone responsible
for drawing them up and then monitoring progress against them.
Reflective practice is a useful tool when planning – when you have an idea, try it, reflect on
it, adapt if necessary and then implement it. This can be an ongoing practice - the following
diagram illustrates this process:
Compile an event checklist so that you don’t miss anything – ask the whole team to
contribute to this – many heads mean fewer errors! APPENDIX 8
15
Idea/concept
Try out /experiment
Reflect/adapt
Put into
practise
Hot tip: Taking responsibility is key, so offer support for those in the
team who may need it and praise them as much and as often as possible
– people appreciate being valued!
TAKE 5 EASY STEPS
Front of house organisation is absolutely crucial to the success or otherwise of your event and can
make or break it. If this element is not planned meticulously, you will have a confused crowd wanting
to register and get into the venue, who do not know where they are going and what they are doing.
You will definitely need more than one person!
You need to elect a main point of contact on the day of the event and be prepared to deal with any situation that may arise. It will require you to be persuasive and to be able to think on your feet.
Adopting best/good teaching practices in the learning activities will ensure inclusion, differentiation, planning, preparation and a varied style of delivery. This will engage the widest possible audience, so use qualified tutors or experts in their subject. Be aware you will have a range of people attending your event; they will have differing mental and physical abilities, levels of education, age and cultures.
Whoever is delivering the sessions will need to take this into account.
This type of event encourages inclusivity and celebrates diversity. It is a fantastic opportunity to involve the whole community.
Have practical activities where people can ‘have a go’ themselves and preferably have something to take away with them.
16
Hot tip: Practical activities are popular and engage learners more easily.
If they involve free samples, tastings or a memento from the session which
they have made, even better!
All of us do not have
equal talent, but all of us
should have an equal op-
portunity to develop our
talents
DELIVERY ON THE DAY
TAKE 5 EASY STEPS
Remember it is not just about the learning activities, but the whole experience; this starts
the moment anyone walks through the door on the day of the event.
Be friendly and welcoming – it may have been a personal challenge for some people to
attend such an event so you don’t want to put them off at the first hurdle.
Make sure signage is clear and informative – it is advisable to get this checked by someone
other than the organising team; as the organisers, you will have been working on the event
for some time and will all be familiar with what is supposed to happen – those attending will
not be, so make sure signs are clear and appropriate.
17
Tell me and I will forget. Show me
and I may remember. Involve me
and I will understand
Confucius 450 BC
Hot tip: A welcome speech thanking people for attending and providing
an explanation of the format of day is a good way of putting people at ease
and takes away the fear factor. Ensure you highlight and point out fire exits/
procedures in the event of a fire as well as other housekeeping points e.g.
toilets etc.
Hot tip: If possible put a large sign outside the venue prior to the
event to capitalise on marketing and on the day to highlight where
the event is and what is taking place
Timing is going to be crucial, so make sure
you have someone reliable to time the
learning activities and signal when it is
time to move on to the next learning
space.
TAKE 5 EASY STEPS
You will need to have more volunteers/support than you think on the day – to assist tutors to set
up, prepare refreshment areas and make sure that supplies are not running low (and if they are,
know where to get more!). Guidance will also be needed to marshal learners from one learning
place to another to allow for the smooth running of the programme.
It is a good idea to have a closing speech at the end of the event. It provides an opportunity for
thanks and to collect feedback from those attending. Design a simple and user friendly
evaluation form that can provide you with the feedback information you need, in an easy to
analyse format. See examples in APPENDIX 9
18
Hot tip: Draw up a running order programme for the day
APPENDIX 2
Hot tip: Give out raffle/cloakroom tickets on registration or have evaluation
sheets numbered and offer a prize/s or gift vouchers as a reward for lucky attendees.
Learners are less likely to leave early if there is a chance to win something on the day!
AT THE END OF THE DAY
TAKE 5 EASY STEPS
Make sure you have volunteers on standby to cover illness or absence; they will need to be
well briefed beforehand to ensure they can support other team members and learners.
You cannot prevent or plan for every eventuality, but be prepared to be flexible. Making
sure you have done as much pre –preparation as possible (e.g. printing of signs, running
orders, registration forms, setting out the venue etc.) will alleviate some of the
stress and reduce the risk of panic on the day!
If a tutor gets stuck in traffic, catering arrives late, or the bus is delayed with your learners on
board, have something in place - e.g nominate the most suitable member of the team to
lead a session and change the running order if the caterer or others are delayed.
Know where, and have access to a mop and bucket in case of spillages, have an identified
first aider on hand where possible, emergency contact number for the venue if applicable
and what is the fire drill procedure is including evacuation
points in the event of the alarm going off.
19
The illiterate of the 21st
century will not be those
who cannot read or write,
but those who cannot
learn, unlearn and relearn
Alan Toffler – American
writer and futurist
CONTINGENCY PLANNING
TAKE 5 EASY STEPS
STEP 4
THE EVENT RESOURCES.
20
TAKE 5 EASY STEPS
STEP 4 THE EVENT RESOURCES Controlling the budget and fundraising are vital to the planning of your event. If you are fortunate
enough to have been able to access funding you will need to provide accurate financial reporting –
supported with receipts, as well as for reporting to your organisational committee/members. The
following points should be considered.
Budgeting should include all possible expenses /expenditures, incomes, sponsors and contin-
gent expenses.
Be realistic from the beginning to avoid any surprise at the end (It is better to underestimate
income and slightly overestimate costs).
Find ways to keep cost low - use volunteers and their skills where possible.
Try to negotiate as much as you can for free e.g. venue, catering, resources etc.
Choose which type of advertising you are going to use (See Step 5)– either the Take 5 Cascade
option or traditional advertising/publicity, in which case the costs for this will need to
be included in your budget. APPENDIX 10
Make sure you include the cost of ‘in kind’ contributions and volunteer hours (cost at national
minimum wage).
To keep accurate records devise a spreadsheet to monitor your income/expenditure.
The following will give you an idea of what should be included (see example spreadsheets
APPENDIX 11)
21
TAKE 5 EASY STEPS
Grant funding
Sponsors/donations - ask local shops/supermarkets, companies etc. for cash and goods
Venue (hire, insurance, etc.)
Facilitator/tutor fees
Transportation & travel expenses for volunteers
Name Badges – for all members of the organising team and tutors (keep it simple and use
sticky labels!)
Equipment/ Facilities/Resources hire e.g. chairs, tables etc.
Admin costs: Stationery, telephone calls, photocopying, printing
Hospitality/refreshments
Information pack – containing follow up contact details of useful organisations for after the
event
First aid kit
22
INCOME:
EXPENDITURE:
Learning is a treasure that will
follow its owner everywhere
Chinese proverb
TAKE 5 EASY STEPS
STEP 5
THE MODEL
23
TAKE 5 EASY STEPS
STEP 5 THE MODEL
It is a tried and tested, simple model that introduces individuals and communities to new learning
activities and opportunities. This recognises and addresses some of the barriers to learning experienced
by many who have become averse to traditional learning.
It offers a safe and enjoyable environment where attendees meet new people, experience new
activities and are offered opportunities for further learning.
The Take 5 Easy Steps book is a step by step guide to staging
such an event, using the Take 5 Model and includes event
checklists, templates for planning, budgeting and easy to
understand diagrams that lead to a successful event.
To engage 50 new learners.
Introduce each learner to 5 new learning experiences.
To refer learners to further learning opportunities or signpost to appropriate organisations
who can offer further advice and guidance.
To build community capacity by encouraging volunteering and potential community leadership
skills.
24
WHAT IS TAKE 5?
I find television very educating
– every time somebody turns
on a set I go into the other
room and read a book
Groucho Marx – Comedian/
Actor
AIMS
TAKE 5 EASY STEPS
Use the method that you think will work best for you and your community – or you may wish to choose
from the following examples:
Decide on a date, time and venue
Produce flyers (see example in APPENDIX 12
Advertise in the press
Use your networks to publicise the event
Ensure you have a method for people to respond and be able to book their place i.e.
a contact person/telephone/email
TRADITIONAL PUBLICITY AND MARKETING
25
Informs a large number of people about
your event
Informs the community about local activity
Offers an opportunity for marketing and
promotion of individuals skills within your
team
High profile, wider market
PROS
Can be difficult to control who attends
Needs to meet expectations of the
advertising
Needs to be well managed to ensure
attendee numbers are reached
Maximum effort - uncertain return
Numbers not confirmed therefore difficult
to gauge catering needs/group numbers for
sessions etc
CONS
Hot tip: if you rely on people turning up on the day you will need to
manage the process – be warned – some won’t turn up on the day and
will disturb your running order.
HOW TO ENSURE PEOPLE ATTEND YOUR EVENT
OPTION 1
TAKE 5 EASY STEPS
This is a useful tool to gather feedback on the event, provide ideas for future events, evidence for
potential funding bids and to monitor the overall success of the whole event.
You may wish your learners to complete an individual evaluation form for each session, to provide
feedback on what went well, not so well and to comment generally.
At the end of the final session, all learners should be given an overall event evaluation form to provide
the opportunity for them to comment on the whole event. Design the forms carefully – make sure you
include space for learners to add their contact details, otherwise you will be unable to follow up any
requests for further learning. The wording on the evaluation form is important – you need to ask for
the relevant information succinctly and in an easy format to complete for the learners) and then analyse
(for yourselves).
Depending on the number of people in your team/organisation the principle is;
10 people personally ask 5 people to attend – 10 x 5 = 50 learners, or;
5 people ask 10 people to attend – 5 x 10 = 50 learners
(For a diagram of this principle see APPENDIX 10)
26
Can control who and how many people attend
Minimum effort – maximum return
Personal invites make people feel valued
Can meet people at the door knowing they are
coming and make them feel comfortable
PROS
Team fails to invite and confirm, which leads to
uncertainty about numbers
If this model is not strictly adhered to the
outcome may be unreliable and chaotic
Does not publicise the organisation/venue out
to general public – constrained to invitees only
CONS
OPTION 2
CASCADE METHOD
EVALUATION OF THE EVENT
TAKE 5 EASY STEPS
If you have received funding/sponsorship etc. for the event, you will need to collect the information
funders have asked for and report on what you said you would deliver. Include the collated information
in your final report. Make your report a ‘readable’ document so that you can use it as evidence of
competency for further funding and your organisations Annual Report.
27
TAKE 5 EASY STEPS
‘Enjoyable & educational’
‘Fabulous informative session, will definitely try to recreate this at home’
‘Interesting & entertaining, fun task, well presented and instructed’
‘A wonderful opportunity to make something creative’
‘Tried something new, very good’
‘Good to get you thinking differently, from other perspectives’
‘Enjoyed it - very interactive. Well run and helpful tutor’
‘Great! Group did start to work as a team and discussions were good – I have learned a lot
In order to evaluate the effectiveness of the Take 5 Easy Steps… guide, it was given to two organisations to trial
whilst in the draft form.
The idea was for these organisations to stage a community learning event, using the book as a tool for planning
and hosting. The organisations were asked to trial the guide, use the templates provided and then evaluate how
well the process and the event went. The Take 5 team attended both events to act as observers on the planning,
organisation and delivery of the events.
The Take 5 team met with the organisations after the events to gather feedback from both learners and the
organisations. This reflective practice (as discussed in Step 3) allows for continuous improvement and identified
major errors or gaps within the guide, which we then edited. Happily, following the feedback, no errors and no gaps! New ideas/
suggestions received were incorporated into the text.
One organisation followed the guide to the letter and the event was well organised and successful in its delivery;
the other organisation strayed from the guidance and the resulting event was not as successful from a delivery
point of view. It must be stressed that in both cases the learners enjoyed the events and found them stimulating
and a valuable experience.
Both organisations severely underestimated the number of people required to run the events (i.e. The Team)
and the importance of signage, despite the emphasis in the guide on being prepared!
The overall feedback was that the guide was easy to read, practical and very user friendly. We hope that you will
find it as useful and that your event is a success- please let us know by visiting our website
www.take5easysteps.com
WHAT THE LEARNERS HAD TO SAY
28
TAKE 5 TEAM—LEARNING
TAKE 5 EASY STEPS APPENDIX 1
SWOT ANALYSIS—AUDIT OF SKILLS WITHIN YOUR TEAM
STRENGTHS
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spee
ch –
info
rm le
arn
ers
of
the
form
at f
or
the
even
t 9
.55
am
M
ove
to
firs
t se
ssio
n
10
.00
am
All
gro
up
s att
end
firs
t 3
0 m
inu
te s
essi
on
– s
ess
ion
1
Stew
ard
s h
elp
gro
up
s m
ove
on
to
th
e n
ext
sess
ion
; allo
w 1
0 m
inu
tes
mo
vin
g b
etw
een
lear
nin
g sp
aces
; tu
tors
re
ple
nis
h h
ere
app
rop
riat
e,
stew
ard
s to
su
pp
ort
wh
ere
req
uir
ed. E
ach
ses
sio
n b
reak
, ste
war
ds
to c
hec
k in
w
ith
tra
iner
s to
en
sure
th
ey h
ave
ever
yth
ing
they
nee
d
10
.40
am
Sess
ion
2 s
tart
s
D
uri
ng
sess
ion
2 s
tew
ard
s p
rep
co
ffee
etc
. 1
1.1
0 a
m
Co
ffee
bre
ak -
ste
war
ds
to s
ign
po
st le
arn
ers
to r
efre
shm
ent
are
a an
d s
up
po
rt w
her
e re
qu
ired
1
1.2
0 a
m
An
no
un
cem
ent,
bre
ak o
ver
– gr
ou
ps
to m
ove
to
ses
sio
n t
hre
e -
stew
ard
s to
sig
np
ost
lear
ner
s to
lear
nin
g sp
ace
and
su
pp
ort
wh
ere
req
uir
ed
11
.30
am
Se
ssio
ns
3 st
arts
1
2 n
oo
n
Stew
ard
s h
elp
gro
up
s m
ove
on
to
th
e n
ext
sess
ion
; allo
w 1
0 m
inu
tes
mo
vin
g b
etw
een
lear
nin
g sp
aces
; tu
tors
re
ple
nis
h w
her
e a
pp
rop
riat
e,
stew
ard
s to
su
pp
ort
wh
ere
req
uir
ed
12
.10
pm
Se
ssio
n 4
sta
rts
12
.40
pm
St
ewar
ds
hel
p g
rou
ps
mo
ve o
n t
o t
he
fin
al s
essi
on
; allo
w 1
0 m
inu
tes
mo
vin
g b
etw
een
lear
nin
g sp
aces
; tu
tors
re
ple
nis
h w
her
e a
pp
rop
riat
e,
stew
ard
s to
su
pp
ort
wh
ere
req
uir
ed
Du
rin
g se
ssio
n 5
ste
war
ds
set
up
ple
nar
y sp
ace
and
lun
ch
12
.50
Sess
ion
5 s
tart
s 1
.20
pm
A
ll se
ssio
ns
no
w c
om
ple
te –
tu
tor
sign
po
st le
arn
ers
to r
efre
shm
ent
are
a 1
.30
pm
C
losi
ng
spee
ch a
nd
th
anks
Lu
nch
– c
om
ple
te le
arn
er e
valu
atio
ns,
fee
db
ack
etc.
2
.30
pm
Ev
eryo
ne
clea
r u
p, c
olle
ct s
ign
age,
mat
eria
ls e
tc.
TA
KE
5 E
ASY
STE
PS
AP
PEN
DIX
3
The
Tak
e 5
Mo
del
The Aim of a Risk Assessment is to identify hazards and risks and implement suitable control measures
to reduce potential harm in the workplace
DEFINITIONS: HAZARD – Something with the potential to cause harm
RISK - The likelihood of harm being realised and its severity
1. Identify an activity, process or operation where there is potential for injury or damage.
Consider whether it is essential for the activity to continue, i.e. without the hazard there is no risk.
2. Identify the hazards within the activity etc.
3. Determine the risks involved and what type of incident is anticipated, e.g. contact with
moving/sharp equipment, falls, back injury, violence/abuse. Consider who and how many people
will be affected, e.g. employees, visitors, learners.
4. Estimate the risk level without the benefit of any control measures.
HIGH - certain or near certain that harm will result in serious injury/damage.
MEDIUM - harm will probably occur frequently with minor injury/damage.
LOW - it is unlikely that harm will be caused and the outcome would result in very
minor injury/damage.
5. High and medium risk levels will require control measures to reduce the risk level to as low as is
reasonably practicable. This could be achieved by for example, Guarding, Safety Procedures/
Working Practices, Training etc.
6. Re- assess the risk level with existing control measures in place.
7. Some additional control measures may be required to reduce the risk level further.
8. Assessments should be shared and discussed with all persons involved in the activity/process/
operation and where possible, signed to confirm their understanding and involvement.
9. The completed assessments should also be signed and dated by the assessor.
10. All assessments should be reviewed, as and when there is any significant change or annually
whichever is sooner.
11. Generic risk assessments are acceptable where activities/processes/operations are consistent.
However, these must be adapted, as appropriate, to consider individuals and local environment.
TAKE 5 EASY STEPS APPENDIX 4
GUIDELINES FOR COMPLETING AN ASSESSMENT
TA
KE
5 E
ASY
STE
PS
AP
PEN
DIX
4a
RIS
K A
SSES
SMEN
T
VEN
UE
D
ATE
ASS
ESSO
R
SI
GN
ATU
RE
Acti
vity
/ P
roce
ss/
Op
erati
on
Wh
at a
re t
he
H
azar
ds
to H
ealt
h &
Sa
fety
?
Wh
at r
isks
do
th
ey p
ose
an
d t
o
wh
o?
Ris
k Le
vel
Hig
h/
Med
ium
/ Lo
w
Wh
at p
reca
uti
on
s h
ave
bee
n t
aken
to
red
uce
th
e ri
sk?
Ris
k Le
vel
ach
ieve
d
Hig
h/
Med
ium
/Lo
w
Wh
at f
urt
her
acti
on
is
nee
ded
to
re
du
ce t
he
ri
sk?
Programme
Name
Tutor(s) Name Learner Num-bers:
TIMINGS Date
Take 5
Groups of 10 30 minute ses-sions
Learner Initial Assessment Information (tick appropriate);
□ Learning Styles known □ Other (please detail)
□ Pre course questionnaire completed
□ Basic Skills screening – Completed with Learners Advisor
□ Learning Plans seen
Differential Learning Needs / Adaptations: This is a short taster session designed to engage with learners who have had limited opportunity to access learning/previously had a poor experience of learning and to encourage learners to attend further classes. The session has been designed to utilise a number of teaching methods, resources and activities to suit all learning styles and abilities as there is no prior knowledge of learners level/previous achievement
TAKE 5 EASY STEPS APPENDIX 5
LESSON PLAN—TAKE 5 COMMUNITY LEARNING EVENT
Aim Objectives
To provide learners with the oppor-tunity to gain knowledge and under-standing of how to identify their personal skills and strengths and de-termine how these may be transfer-rable
To understand what a personal skill/strength is
To identify own personal skills and strengths
To understand how these personal skills and strengths may be transferrable
To increase self-awareness and raise self esteem
To identify phrases to encourage positive mental attitude
Rationale Equipment/Aids
To build confidence and encourage learners to build on existing skills through further learning
Flip chart, pens, positive phrases hand outs, example job pro-files,
Suitability of venue: Excellent public transport links
Car parking available
Disabled access
Hospitality/toilet facilities
Capacity to successfully house the session
Ap
pro
x. A
ctivi
ty
Len
gth
/Tim
ing
Sub
ject
Tu
tor
Acti
vity
Le
arn
er
Acti
vity
A
sses
sme
nt
To
ol
Re
sou
rce(
s)
Ris
k A
sses
sme
nt
10
.00
– 1
0.0
5
5 m
ins
Wel
com
e, d
om
esti
cs,
Intr
od
ucti
on
Intr
od
ucti
on
to
tu
tor
and
fo
rmat
of
sess
ion
List
en
Q
& A
N
on
e
10
.05
– 1
0.1
0
5 m
ins
Aim
s &
Ob
jecti
ves
of
sess
ion
Dis
cuss
ion
on
aim
s an
d
ob
jecti
ves.
List
en/a
sk q
ues
tio
ns
Par
tici
pati
ng
in
dis
cuss
ion
Q &
A
No
ne
10
.10
– 1
0.1
5
5 m
ins
Iden
tify
ing
tran
sfer
able
ski
lls
exer
cise
-
No
min
ate
fam
ou
s p
erso
n
Tuto
r le
d e
xerc
ise
to
reco
gnis
e sk
ills
of
a fa
mo
us
per
son
n
om
inat
ed b
y th
e gr
ou
p
Gro
up
par
tici
pati
on
, ve
rbal
su
gges
tio
ns
Gro
up
co
mm
ents
an
d
fee
db
ack.
Tu
tor
to
reco
rd s
ugg
esti
on
s o
n
flip
char
t
Flip
char
t &
pen
G
rou
p f
ail t
o a
gree
or
stru
ggle
to
co
me
up
wit
h
a n
ame
Po
or
enga
gem
ent
Stra
tegy
: En
cou
rage
m
oti
vate
gro
up
. Pro
vid
e su
gges
tio
ns
if s
tru
gglin
g
10
.15
– 1
0.2
0
5 m
ins
Iden
tify
ing
tran
sfer
able
ski
lls
exer
cise
-
No
min
ated
job
ro
le
Tuto
r le
d e
xerc
ise
to
reco
gnis
e sk
ills
req
uir
ed
in jo
b r
ole
no
min
ate
d b
y th
e gr
ou
p
Gro
up
par
tici
pati
on
, ve
rbal
su
gges
tio
ns
Gro
up
co
mm
ents
an
d
fee
db
ack.
Tu
tor
to
reco
rd s
ugg
esti
on
s o
n
flip
char
t
Flip
char
t &
pen
Co
- t
uto
r to
d
eliv
er
Gro
up
fai
l to
agr
ee o
r st
rugg
le t
o c
om
e u
p w
ith
a
job
ro
le
Po
or
enga
gem
ent
Stra
tegy
: En
cou
rage
m
oti
vate
gro
up
. Pro
vid
e su
gges
tio
ns
if s
tru
gglin
g
10
.20
– 1
0.2
5
5 m
ins
Iden
tify
ing
tran
sfer
able
ski
lls
exer
cise
Tuto
r le
d e
xerc
ise
to
com
par
e p
erso
nal
ski
lls
of
fam
ou
s p
erso
n
agai
nst
ski
ll re
qu
irem
ent
of
no
min
ated
job
ro
le
Gro
up
par
tici
pati
on
, ve
rbal
su
gges
tio
ns
Co
mm
ents
an
d
fee
db
ack.
Flip
char
t &
pen
P
oo
r lis
t o
f p
erso
nal
sk
ills/
job
ski
ll m
akin
g it
d
ifficu
lt t
o h
igh
ligh
t tr
ansf
erab
le s
kills
Stra
tegy
: Tu
tor
will
hav
e to
be
crea
tive
in
mat
chin
g sk
ills
10
.25
- 1
0.3
0
5 m
ins
Refl
ecti
on
on
Id
enti
fyin
g tr
ansf
erab
le s
kills
ex
erci
se
Faci
litat
e d
iscu
ssio
n o
n
acti
vity
Gro
up
par
tici
pati
on
, ve
rbal
su
gges
tio
ns.
Co
mp
lete
ev
alu
atio
n f
orm
Co
mm
ents
an
d
fee
db
ack.
Eval
uati
on
fo
rm
Eval
uati
on
fo
rm
Co
- t
uto
r to
hel
p
faci
litat
e d
iscu
ssio
n
Gro
up
may
be
un
able
to
se
e h
ow
th
is r
ela
tes
to
them
.Str
ate
gy: R
elev
ant
to e
very
on
e in
all
wal
ks
of
life
- p
rovi
de
list
of
po
siti
ve p
hra
ses
to
enco
ura
ge a
nd
mo
tiva
te
TAK
E 5
EA
SY S
TEP
S A
PP
END
IX 6
EXA
MP
LE A
CTI
ON
PLA
N -
1
Task
Ti
mes
cale
A
ctio
ned
by
Res
ou
rce
s/co
sts
Imp
licati
on
s Su
cces
s In
dic
ato
rs
Ou
tco
mes
Lear
nin
g ac
tivi
ties
R
oo
m h
ire,
tu
tor
hir
e re
fres
hm
ent
cost
s In
tere
st f
rom
pu
blic
/att
end
ance
figu
res
Testi
ng
the
mar
ket
for
futu
re
even
ts
Iden
tify
su
bje
ct a
reas
fo
r le
arn
ing
acti
viti
es
Suit
abili
ty o
f ve
nu
e fo
r le
arn
ing
ses
sio
ns;
insu
ran
ce
Nu
mb
er o
f att
end
ees
Po
siti
ve f
eed
bac
k -
wh
at n
ew id
eas
cam
e fo
rwar
d
Sou
rce
tuto
rs t
o d
eliv
er
the
lear
nin
g ac
tivi
ties
Co
nsi
der
an
y sp
ecifi
c n
eed
s o
f th
ose
att
end
ing
Del
iver
y o
f q
ual
ity
le
arn
ing
acti
viti
es
Ho
w s
ucc
essf
ul w
as t
he
even
t –
fee
db
ack
fro
m t
ho
se a
tten
din
g
Ro
om
sp
ace
and
eq
uip
men
t n
eed
ed
Nee
d r
oo
m f
or
5 le
arn
ing
spac
es a
nd
we
lco
me/
refr
esh
men
t ar
ea f
or
50
Sess
ion
s w
ell
atten
ded
, p
osi
tive
fee
db
ack
Gen
erat
ed in
tere
st in
fu
rth
er
lear
nin
g o
pp
ort
un
ities
Iden
tify
co
mm
un
icati
on
m
eth
od
s
W
ord
of
mo
uth
, flye
rs
adve
rtisi
ng,
co
mm
un
ity
net
wo
rks
Co
mm
un
ity
en
gage
men
t in
ev
ent
Stre
ngt
hen
ed a
nd
en
han
ced
co
mm
un
icati
on
wit
hin
th
e co
mm
un
ity,
op
po
rtu
nit
y fo
r m
ore
to
acc
ess
fu
rth
er le
arn
ing
Dea
dlin
es
mo
nit
or
usi
ng
Gan
tt c
har
t/ti
me
line
and
eve
nt
pla
n
On
tar
get
wit
h e
ven
t p
lan
Su
cce
ssfu
l del
iver
y o
f th
e ev
ent
Eval
uat
e
D
esig
n o
f fe
edb
ack
met
ho
ds
– co
nsi
der
info
rmati
on
req
uir
ed,
cost
of
pro
du
cin
g/an
alys
ing,
ea
se o
f u
se
Use
r fr
ien
dly
met
ho
d o
f ga
ther
ing
rele
van
t in
form
atio
n
Po
siti
ve f
eed
bac
k fo
r th
e ev
ent,
su
cces
s, in
tere
st in
fu
rth
er e
ven
ts/
op
po
rtu
niti
es
EXA
MP
LE G
AN
TT C
HA
RT
TAK
E 5
EA
SY S
TEP
S A
PP
END
IX 7
Acti
on
M
arch
A
pri
l
May
Ju
ne
Wee
k co
mm
enci
ng
03.03.14
10.03.14
17.03.14
24.03.14
31.03.14
07.04.14
14.04.14
21.04.14
28
.
04
.
14
05.05.14
12.05.14
19.05.14
26.05.14
02.06.14
09.06.14
16.06.14
23.06.14
Agr
ee e
ven
t d
etai
ls, a
lloca
te
task
s, d
raw
up
acti
on
pla
n
KG
K
G
Iden
tify
an
d r
isk
asse
ss v
enu
e
AE
Co
nta
ct s
take
ho
lder
s, n
et-
wo
rkin
g, r
ecru
it s
up
po
rt s
taff
/
volu
nte
ers
NS
NS
NS
Sou
rce
cate
rer
/tu
tors
SH
Mar
keti
ng
A
O
AO
A
O
AO
Co
stin
g/P
urc
has
e re
sou
rces
AZ
AZ
AZ
Mo
nit
or
pro
gres
s ag
ain
st a
c-
tio
n p
lan
dea
dlin
es
A
LL
A
LL
A
LL
A
LL
Co
nfi
rm t
uto
rs, r
eso
urc
es, v
ol-
un
teer
s
K
G
KG
Co
nfi
rm s
ign
age,
nu
mb
ers
atten
din
g/ c
ater
ing
A
E
Even
t
ALL
Title e.g. Take 5 Challenge
Date Time
Venue
Lead Team Members Decide who the key members of the team will be – tip Keep it small, 5 is the ideal num-ber
Key Activities @ the Event
Decide what main activities will take place
How will the event start?
How will you start the event? Think about how you will wel-come people. Are you going to invite a dignitary to open the event
How will the event end?
How will you end the event? Think about who will close it and make a list of people to thank
Activities before Event
Description Team Member Deadline Completed
Venue booked and scoped
Source a suitable venue – visit the venue and discuss your needs with the manager. What time can you get access for the event on the day to setup? Do you need a key?
Publicity/Invites Decide on which model you are going to use – Traditional Pro-motion or Cascade
Registrations organi-sation
Think about how people will be greeted and how you will regis-ter them
Stakeholders in-volved
Stakeholders could be Tutors or local organisations/ networks/partners
Budget Drafted Use the sample budget template to manage your budget
Funding secured How is the event funded? Are you going to use a funder or are people going to pay?
Sessions agreed Decide on your topics and ensure you have a good selection/mix i.e. something to suit everyone
Resources What do you need for the whole event i.e. folders/bags/badges. Ask Tutors if there is anything they need e.g.IT equipment/flipcharts/paper etc.
Tutors agreed and booked
If you are intending to bring in professional tutors ask them how much they are going to charge, what they will need i.e. room layout/resources etc. Ensure they know the time, date and venue location – provide maps and parking information
TAKE 5 EASY STEPS—EVENT CHECKLIST
TAKE 5 EASY STEPS APPENDIX 8
Refreshments When and what? On arrival/
lunch/dietary needs
Risk assessment and insurance
See template
Monitoring materials prepared
How and what are you going to capture to evidence that your event has been a success?
Progression opportu-nities
Most of your attendees will be new to learning or have been out of the learning environment for some time. The main aim is to encourage them to learn more, so ensure you have other learning opportunities on offer. Your local Adult and Community Learning service or Community Training Providers are a good place to start
Activities during the Event
Description Team Member Deadline Completed
Monitoring materials Prepare short evaluation forms for each session (see template)
Volunteers for setting up
You will need a team to help with this. Ensure they know where and when they will be needed and allocate areas e.g. refreshments/session rooms/signing in desk etc.
Registration and Welcome
Who is going to man the desk? Prepare a briefing sheet so that they know what to say and that they know the arrangements for the event
Rooms/spaces pre-pared
Ensure the learning places are prepared well in advance and that any health and safety issues are resolved in line with the risk assessment
Signage Ensure any mandatory signage is in place as per risk assess-ment. Make clear signage for each event area e.g. refresh-ments/learning places
Agenda/Timetable displayed
Display large printouts of your timetable and learning places. It is a good idea to colour code.
Trouble shooting Things will go wrong! Ensure you have a named person who will manage any issues
Time keeping Ensure learning sessions adhere to a strict timetable. A Time-keeper can give 5 minute warn-ings to tutors. The model in-cludes time to move people around the learning places
Refreshments set up and organised
It is advisable to have refresh-ments set up in a separate room. Make sure outside caterers know where and when to deliver i.e. exact address/map etc. In-form them that you need all the items labelled e.g. nuts/vegetarian etc.
Stakeholder welcom-ing
Dedicate a team member to meet, greet and look after Tu-tors, Partners etc.
Session Delivery Ensure Tutors have completed and submitted their session plans to you and that you are confident that they can deliver in an inclusive manner (All Tutors in the Take 5 Model are qualified at PTLLS or equivalent level or accompanied by a PTLLS accred-ited tutor)
Volunteers for clear-ing up
You will need a team to help with this. Ensure they know where and when they will be needed and allocate areas e.g. refreshments/session rooms/signing in desk etc.
Activities for after the Event
Description Team Member Deadline Complete
Evaluation You will need to evidence your success, so use an overall event evaluation form for your attendees. (See template)
Thanks Within a week after the event ensure that you have thanked those who assisted in a signifi-cant way e.g. Tutors, Volunteers, Stakeholders
Report Collate your monitoring and evaluation information and com-pile a report. Use this for fun-ders, stakeholders etc. and to evidence that you are competent in running community learning events
Review Hold a de-briefing session with your team. Review, what went well and what you could im-prove on next time. Put some recommendations into your re-port
Follow up learners As you compile your monitoring information, make a note of attendees that indicated they would like to undertake further learning opportunities and make contact with them
Celebrate Well Done! You have completed your first Take 5 Community Learning Event. Celebrate!
NOTE: This template is only a ‘guide’ – you will find other actions you need to include that are specific to your event/venue etc.
Session subject:
Yes No
Have you enjoyed this session?
Will you be able to use what you have learned
in the future?
Would you like to do more learning?
Please provide your contact details to enable us to let you know about future courses/learning oppor-
tunities:
…………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………………
Please let us know what topics or subjects you would be interested in learning more about:
…………………………………………………………………………………………………………………………………………..
……………………………………………………………………………………………………………………………………………
TAKE 5 EASY STEPS APPENDIX 9
SESSION EVALUATION FORM
Yes No
Have you enjoyed the event?
Which particular aspect did you enjoy ?…………………………………………………………………………….
…………………………………………………………………………………………………………………………………………
Did you think the event was well organised?
If not, why not?...........................................................................................................................
………………………………………………………………………………………………………………………………………………
Did you like the range of activities?
If no, what would you have preferred?.....................................................................................
Do you have any ideas on how we could have improved this event?
…………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………..
Please provide your contact details to enable us to let you know about future courses/learning opportu-
nities:
EVENT EVALUATION FORM
TA
KE
5 E
ASY
STE
PS
AP
PEN
DIX
10
GET
TIN
G P
EOP
LE T
O Y
OU
R E
VEN
T
Item Income £ Expenditure £
Funding 1,500
Sponsor 100
Total Income 1,600
Venue hire 100
Equipment & Facilities 100
Projector
Microphone/hearing loop
Facilitators Fee 100
Certification 50
Admin costs 150
Stationery
Communication
Travel expenses 200
Hospitality 25
Catering & Refreshment 250
Tea
Coffee
Water
Juices
Snacks
Total Expenditure
Balance £ 625 -975
TAKE 5 EASY STEPS APPENDIX 11
COMMUNITY LEARNING EVENT—BUDGET PLAN 1
Income Funds Expenditure Total
ACL 1,500.00 Venue hire
Equipment/Facilities/Resources
Local shop 100.00 Screen
Projector
Camera
Facilitators Fee
Certification
Transportation
Admin costs
Pens
Paper
Inks/Printing costs
Hospitality
Catering & Refreshment
Coffee
Tea
Water
Juice
Snacks
Crockery
Cleaning agents
First Aid
Total Income 1600.00 Total Expenditure -xxxxx
Balance xxxxx -xxxx
COMMUNITY LEARNING EVENT—BUDGET PLAN 2
+ Exciting opportunity to sample new ideas and try out new things+
+ find out more about your local area +
+ free lunch +
+ automatically entered into a prize draw +
Who
A keen group of enthusiastic individuals from various communities and backgrounds are
currently participating on a Community Development Training course in conjunction with
Warwickshire Community and Voluntary Action. We are organising three events with the
support of local community groups and organisations at Rugby, Nuneaton and Atherstone.
Why
You will have a great time, learn about new things and have the chance to sample different
food, find out about safety around the home, volunteering, crafts, recognising your skills
and qualities to name just a few. There will be friendly welcome and if you’re feeling nerv-
ous about coming on your own, phone a friend and bring them along. Remember to in-
clude them in your booking. Bring your friends along in any case – again, please remember
to book them in. There will be volunteers to help you feel looked after and safe.
What
Come along to experience a wide variety of taster sessions to whet your appetite and intro-
duce you to new exciting experiences such as healthy Indian snack food, paper craft, learn-
ing courtesy phrases in a couple of community languages and a couple of others.
Where and When
Rugby (Warwickshire College), Tuesday 14 May 2013 9.30am – 14.30pm lunch included.
For those who don’t have a car, or don’t drive, there will be coach to take you to the Col-
lege. It will leave the Benn Hall at 9.00 and leave the College to return to town at 2.45 at
the end of the event. First come, first served!
TAKE 5 EASY STEPS APPENDIX 12
TO BOOK YOUR PLACE AT THIS EVENT CONTACT: RUGBY 01788 123456
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