M-T1-CP-03-SD-02 — Leadership Workshop Outline
F08 configured review derivative
Status: REVIEW - configured learning package; not approved for delivery or participant distribution Theme: Attraction and Visibility Sub-theme: Community Presence and Visibility
1. Controlled identity and migration metadata
| Controlled field | Configured entry |
|---|
| Status | REVIEW - local facts, content evidence, access, safeguarding, rights, rehearsal, rendering and approval remain required |
| Supporting-document code | M-T1-CP-03-SD-02 |
| Exact derivative title | Leadership Workshop Outline |
| Source initiative | M-T1-CP-03 - School Partnership Program |
| Source initiative code | M-T1-CP-03 |
| Source initiative title | School Partnership Program |
| Source initiative code/title | M-T1-CP-03 - School Partnership Program |
| Initiative disposition | Canonical retained |
| Canonical parent | M-T1-CP-03 - School Partnership Program |
| Canonical parent code/title | M-T1-CP-03 - School Partnership Program |
| Canonical parent code and title | M-T1-CP-03 - School Partnership Program |
| Named overlay or migration label | Canonical body with approved school modules |
| Redirect or tombstone route | None - canonical source and parent title are unchanged. |
| Supporting-document migration control | Retain every CP-03 code and existing family mapping. |
| Family master | Playbook_F08_Presentation_Workshop_Learning_Master.md |
| Family / master version | F08 - Presentation, Workshop and Learning / 1.0 |
| Recorded master SHA-256 | d2f3b5210079066ba77062a28b938ec9a436e4997c25a9efa8d70ae450da3e7f |
| Authoritative index | Playbook_Supporting_Documents_Master_Index.md v1.1, issued 2 August 2026 |
| Configured master variant | M-T1-CP-03-SD-02 — Leadership Workshop Outline; F08 Section 20 mandatory overlay incorporated in full |
| Derivative version | 0.1 REVIEW |
| Prepared date | 2 August 2026 |
| Adaptation note | The complete F08 learning-design workflow is configured for School Partnership Program. Observable outcomes, audience, architecture, content hierarchy, activity or worksheet, access, evidence, rights, rehearsal, checks, feedback and transfer to action are embedded below together with the exact Canonical body with approved school modules route. |
2. Instructions and release boundary
- Complete local facts, owners, dates and evidence from the approved initiative, school or partner brief.
- Keep the exact derivative code, title, source initiative, disposition, canonical parent and migration route unchanged.
- Confirm observable participant outcomes before writing or changing slides, activities or worksheets.
- Treat every claim, quotation, image, partner mark and source as a controlled item with an owner and review date.
- Pilot the activity, rehearse the complete session using actual technology and prove the no-technology fallback.
- Mark a control Not applicable only with a reason, owner and acceptance date; do not silently delete access, safeguarding, rights or evidence controls.
- Release the editable source, delivery copy, participant copy and accessible companion as one matching version.
- This tool does not certify curriculum alignment, educational outcomes, safeguarding compliance, accessibility conformance, rights clearance or claim accuracy. Obtain the responsible reviews.
Review key: [ ] open; [x] completed with evidence; N/A accepted with reason, owner and date.
3. Document and package control
| Operational field | Configured value or completion record |
|---|
| Session, deck, workshop or worksheet title | ______________________________ |
| Club or delivery unit | ______________________________ |
| Accountable sponsor | ______________________________ |
| Learning or content owner | ______________________________ |
| Lead facilitator or presenter | ______________________________ |
| Accessibility reviewer | ______________________________ |
| Safeguarding reviewer | ______________________________ / N/A with accepted reason |
| Brand and rights reviewer | ______________________________ |
| Evidence reviewer | ______________________________ |
| Format | School-approved 60-90 minute practical leadership workshop combining a local scenario, short input, team service challenge and reflection |
| Duration | 60-90 minutes within the school timetable and supervision plan |
| Editable-source location | ______________________________ |
| Review-package location | ______________________________ |
| Evidence and rights register | ______________________________ |
| Approved package location | Not approved |
| Next content review date | ______________________________ |
| Package component | Configured treatment | File or location | Owner | Status |
|---|
| Core components | Workshop outline; facilitator notes; school-approved scenario; Student Activity Worksheet; facilitator key; accessible companion; exit check; school-routed follow-up | __________________ | __________________ | REVIEW |
| Session outline or delivery plan | Required | __________________ | __________________ | REVIEW |
| Facilitator or presenter notes | Required | __________________ | __________________ | REVIEW |
| Participant material | Required when used | __________________ | __________________ | REVIEW / N/A |
| Facilitator key | Required for assessed or guided activity | __________________ | __________________ | REVIEW / N/A |
| Accessible companion | Required | __________________ | __________________ | REVIEW |
| Feedback and outcome check | Required | __________________ | __________________ | REVIEW |
| Follow-up resource | Required | __________________ | __________________ | REVIEW |
4. Exact configured master overlay
Initiative application: M-T1-CP-03 School Partnership Program
Workshop purpose
Enable students to recognise practical leadership behaviours, analyse a community challenge with others and create one achievable service action. The workshop must support the school's learning and safeguarding context; it is not a youth recruitment or membership sales event.
Recommended observable outcomes
- Identify two or three leadership behaviours in a realistic scenario and explain their effect.
- Map people affected by a local challenge and distinguish evidence from assumption.
- Use a simple decision process to select one feasible service response.
- Define a first action, owner, support need and evidence of completion.
Required learning sequence
- School welcome, purpose, participation choices and safeguarding route.
- Short local leadership story focused on behaviour, not status or title.
- Scenario activity: notice the need, stakeholders, evidence and assumptions.
- Mini-input: listening, shared purpose, ethical decision, inclusion and follow-through.
- Team challenge: select and shape one service response using the Student Activity Worksheet.
- Gallery, paired or facilitator-mediated feedback with an accessible alternative to public speaking.
- Reflection and authorised next step through the school or partner.
Delivery controls
- Confirm learning objectives, age appropriateness, class context, supervision, room, timetable, access and communications with the school contact.
- Use school-approved examples and avoid asking students to disclose personal adversity or identify a vulnerable peer.
- Brief Rotarian facilitators on school conduct, safeguarding, role boundaries, language and escalation before arrival.
- Keep teacher or authorised school supervision and handover clear throughout.
- Route any ongoing project contact through the school or authorised organisation, not personal member accounts.
- Evaluate the student output and application plan, not whether students express interest in Rotary.
5. Learning and outcome brief
| Decision | Configured record |
|---|
| Community or audience need | Enable students to recognise practical leadership behaviours, analyse a community challenge with others and create one achievable service action. Confirm local evidence or partner request: ______________________________ |
| Why this format is appropriate | School-approved 60-90 minute practical leadership workshop combining a local scenario, short input, team service challenge and reflection. Confirm why this is better than a shorter message or existing resource: ______________________________ |
| What participants should be able to do | The observable outcomes below, using the configured evidence method. |
| What this package will not attempt | It will not infer curriculum, safety, access, recruitment, membership or impact outcomes outside approved evidence and authority. |
| Useful next step | Transfer any agreed application or project enquiry through the authorised school or partner channel. |
| Evidence focus | Student scenario analysis, service-response rationale and action plan; never recruitment interest. |
Observable outcomes
| By the end, participants can... | Evidence during or after delivery | Success criterion | Owner |
|---|
| 1. Identify two or three practical leadership behaviours in a realistic scenario and explain their effect. | ______________________________ | ______________________________ | __________________ |
| 2. Map people affected by a local challenge and distinguish evidence from assumption. | ______________________________ | ______________________________ | __________________ |
| 3. Use a simple decision process to select one feasible service response. | ______________________________ | ______________________________ | __________________ |
| 4. Define a first action, owner, support need and evidence of completion. | ______________________________ | ______________________________ | __________________ |
Outcome alignment
| Outcome | Opening/context | Input/example | Activity/worksheet | Check | Follow-up | Remove or justify if unaligned |
|---|
| Outcome 1: Identify two or three practical leadership behaviours in a realistic scenario and explain their effect. | [ ] | [ ] | [ ] | [ ] | [ ] | __________________ |
| Outcome 2: Map people affected by a local challenge and distinguish evidence from assumption. | [ ] | [ ] | [ ] | [ ] | [ ] | __________________ |
| Outcome 3: Use a simple decision process to select one feasible service response. | [ ] | [ ] | [ ] | [ ] | [ ] | __________________ |
| Outcome 4: Define a first action, owner, support need and evidence of completion. | [ ] | [ ] | [ ] | [ ] | [ ] | __________________ |
6. Audience, prior knowledge and inclusion
| Dimension | Configured description | Design response or evidence to complete |
|---|
| Intended audience | Students in the school-approved cohort, supported by authorised school staff and prepared Rotary facilitators. | Confirm cohort, number and relationship to Rotary |
| Prior knowledge | Do not assume knowledge of Rotary, formal leadership theory or community-project design; use the school's briefing and a non-embarrassing entry check. | Record entry-check method: __________________ |
| Motivation or practical need | Connected directly to the configured purpose and next step | Confirm with school, host or audience owner |
| Language and literacy | Do not assume specialist Rotary or project vocabulary | Plain language and explained terms |
| Cultural and community context | ______________________________ | Review examples, names, imagery and assumptions |
| Digital familiarity | ______________________________ | Provide equivalent print or assisted route |
| Access and communication needs | Age-appropriate language, visible instructions, school supervision, multiple response modes and no required personal disclosure. | Record confirmed adjustments privately |
| Safeguarding context | ______________________________ | Record authorised supervision, conduct and escalation |
| Available attention | 60-90 minutes within the school timetable and supervision plan | Protect practice, outcome check and close |
| Post-session action | Transfer any agreed application or project enquiry through the authorised school or partner channel. | Test route and ownership before delivery |
- [ ] No activity requires trauma, health, family, financial or identity disclosure.
- [ ] Speaking aloud is not the only contribution method.
- [ ] Participants may pass, pause, ask for clarification or use an equivalent route.
- [ ] Examples avoid stereotypes and unsupported assumptions.
- [ ] Youth delivery uses authorised school supervision and communications.
- [ ] The facilitator knows distress, safeguarding, access and conduct routes.
7. Configured learning architecture
| Phase | Participant need | Configured action | Evidence of progress | Flex protection |
|---|
| Welcome and orientation | Know purpose, outcomes and choices | State the configured purpose, access, safeguarding and session map | Participant can state why they are here | Never remove |
| Relevance | See why the topic matters | Use one approved local need, question, story or scenario | Participant connects content to context | Compress, do not delete |
| Essential input | Gain only concepts needed for outcomes | Explain the minimum model or project facts | Quick check identifies core idea | Remove surplus detail first |
| Example or demonstration | See quality in practice | Model a worked example and explain decisions | Participant identifies quality features | Use offline example if needed |
| Guided practice | Try with support | Team challenge using the Student Activity Worksheet: notice, map perspectives, generate options, decide, act and reflect. | Partial application is visible | Protect equivalent access route |
| Independent application | Make a decision or plan | Complete the configured output with chosen response mode | Observable outcome evidence | Reduce sharing, not application |
| Reflection and close | Consolidate and choose action | Run exit check and explain transfer any agreed application or project enquiry through the authorised school or partner channel. | Participant states idea, action or question | Never remove |
Session run sheet
| Relative time | Clock time | Phase | Participant activity | Facilitator action | Resource | Evidence or check | Flex decision |
|---|
| Start | ______ | Welcome | Orient and choose participation route | Purpose, outcomes, access and safeguarding | Opening visual or worksheet header | Purpose check | Keep |
| + ____ | ______ | Relevance | Respond to local question or scenario | Connect approved context to audience | Source-registered story or evidence | Entry response | Compress |
| + ____ | ______ | Input | Notice key ideas | Teach only what outcomes require | Slides, notes or companion | Quick concept check | Remove surplus |
| + ____ | ______ | Example | Analyse a model | Explain quality decisions and limits | Worked example | Feature identification | Keep one |
| + ____ | ______ | Guided practice | Team challenge using the Student Activity Worksheet: notice, map perspectives, generate options, decide, act and reflect. | Give visible instructions, time cues and support | Activity or worksheet | Partial output | Protect |
| + ____ | ______ | Application | Complete a decision, explanation or action | Prompt and offer equivalent route | Participant material | Outcome evidence | Protect |
| + ____ | ______ | Reflection | Complete exit check | Clarify and connect to follow-up | Exit instrument | Idea, action, question | Keep |
| Finish | ______ | Close | Choose next action or no action | Explain owner, route and timing | Follow-up resource | Route understood | Keep |
8. Slide and content system
| Story section | Core question | Configured slide or content role |
|---|
| Opening | Why should this audience care now? | One promise, question or approved local image |
| Need | What issue or opportunity matters? | Context, evidence, period and limitations |
| Response | What do people actually do? | Action, partners and human role |
| Proof | What changed and how do we know? | Verified result with source and date |
| Participation | Where can this audience apply or contribute? | Specific practical routes and commitments |
| Decision | What should happen next? | Transfer any agreed application or project enquiry through the authorised school or partner channel. |
| Content ID | Purpose | Audience takeaway | Visual or evidence | On-screen or participant copy | Delivery note | Source | Access note | Owner |
|---|
| C01 | Opening | __________________ | __________________ | __________________ | __________________ | __________________ | __________________ | __________________ |
| C02 | Context | __________________ | __________________ | __________________ | __________________ | __________________ | __________________ | __________________ |
| C03 | Example | __________________ | __________________ | __________________ | __________________ | __________________ | __________________ | __________________ |
| C04 | Activity | __________________ | __________________ | __________________ | __________________ | __________________ | __________________ | __________________ |
| C05 | Action | __________________ | __________________ | __________________ | __________________ | __________________ | __________________ | __________________ |
- [ ] Each content item has one primary job and takeaway.
- [ ] Detailed explanation sits in notes or companion material, not dense display copy.
- [ ] Visual hierarchy does not rely on colour alone.
- [ ] Essential meaning is not hidden in animation, delivery or an inaccessible image.
- [ ] Speaker notes contain facts, pronunciation, timing, transitions and source context.
- [ ] Acronyms and Rotary structures are explained or removed.
- [ ] One concrete local next step is visible with a non-digital fallback.
9. Facilitator and speaker controls
| Field | Completion |
|---|
| Speaker or facilitator | ______________________________ |
| Segment and outcome supported | ______________________________ |
| Time allowance and stop cue | ______________________________ |
| Required message | ______________________________ |
| Approved evidence or story | ______________________________ |
| Material not to introduce | ______________________________ |
| Participant interaction | ______________________________ |
| Closing sentence and handoff | ______________________________ |
| Technology and fallback | ______________________________ |
| Access or safeguarding note | ______________________________ |
- [ ] Every speaker receives the same purpose, audience, outcomes and limits.
- [ ] Names, titles, roles and pronunciations are confirmed.
- [ ] Personal stories and photographs have permission and boundaries.
- [ ] Questions outside scope have a respectful parking route.
- [ ] No speaker promises membership, funding, partnership or service outcomes beyond authority.
- [ ] Lead facilitator may shorten or redirect a segment safely.
10. Activity design and instruction card
| Design question | Configured response |
|---|
| Outcome practiced | Identify two or three practical leadership behaviours in a realistic scenario and explain their effect. Map people affected by a local challenge and distinguish evidence from assumption. Use a simple decision process to select one feasible service response. Define a first action, owner, support need and evidence of completion. |
| Participant output | ______________________________ |
| Why activity is better than more presentation | Team challenge using the Student Activity Worksheet: notice, map perspectives, generate options, decide, act and reflect. creates observable application evidence. |
| Grouping and role choice | ______________________________ |
| Visible instructions | Required in at least two usable modes |
| Explanation, work, share and debrief time | ______________________________ |
| Materials and space | ______________________________ |
| Accessible alternative | Age-appropriate language, visible instructions, school supervision, multiple response modes and no required personal disclosure. |
| Safeguarding and psychological-safety controls | No forced disclosure; approved supervision and escalation |
| Observation points | ______________________________ |
| Debrief questions | What did you notice? What evidence shaped your choice? What would you verify next? |
| Evidence captured | Student scenario analysis, service-response rationale and action plan; never recruitment interest. |
Goal: Complete the configured output for the stated outcome.
Time: [TOTAL TIME] with a checkpoint at [TIME].
Steps: 1. Review the prompt and evidence. 2. Complete the task using your chosen response method. 3. Record the output and one next question.
You may contribute by: speaking, writing, typing, drawing, arranging cards or using an assisted equivalent.
Help: [NAMED FACILITATOR OR ACCESS ROUTE].
- [ ] Instructions remain visible and do not depend on memory.
- [ ] Materials do not require colour perception, fine motor skill, standing, fast reading or public speaking without an alternative.
- [ ] Group roles prevent one confident person doing all work.
- [ ] Participants can pass on personal disclosure and still complete the learning task.
- [ ] Debrief connects the activity to real application.
11. Participant worksheet and facilitator key
Session or resource title: ______________________________ Purpose: Enable students to recognise practical leadership behaviours, analyse a community challenge with others and create one achievable service action. Time: 60-90 minutes within the school timetable and supervision plan Output: ______________________________ Help or alternative route: ______________________________ Version: 0.1 REVIEW
Notice
What is the situation or challenge? ________________________________________________________________________
What evidence is provided? ________________________________________________________________________
What are we assuming or still need to verify? ________________________________________________________________________
Explore
| Who is affected? | What matters to them? | What evidence exists? | What are we assuming? |
|---|
| __________________ | __________________ | __________________ | __________________ |
Decide
| Option | Benefit | Risk or trade-off | Evidence needed | Decision and reason |
|---|
| __________________ | __________________ | __________________ | __________________ | __________________ |
Act
| First action | Owner | By when | Support needed | Evidence of completion |
|---|
| __________________ | __________________ | __________________ | __________________ | __________________ |
Reflect
- One idea I can explain now: ______________________________________________
- One action I can take: ______________________________________________
- One question I still have: ______________________________________________
Facilitator key:
- [ ] Explains reasoning and quality criteria, not one predetermined answer.
- [ ] Lists expected misconceptions and safe prompts.
- [ ] Defines acceptable alternative outputs.
- [ ] Identifies distress, safeguarding and out-of-scope responses.
- [ ] Avoids participant names unless the approved purpose needs them.
12. Accessibility and inclusive delivery
- [ ] Slides and documents use measured contrast, readable type and generous spacing.
- [ ] Essential text remains editable text, not only image text.
- [ ] Images, charts and diagrams have purposeful alternatives.
- [ ] Audio and video are captioned and essential audio has a text equivalent.
- [ ] Colour is not the only category, status, answer or sequence cue.
- [ ] Headings and reading order are logical.
- [ ] Accessible digital and appropriate print formats are ready.
- [ ] QR and links have a visible fallback.
- [ ] Venue route, seating, hearing, lighting, noise, sensory and emergency access are checked.
- [ ] Participants can respond verbally, in writing, digitally, visually or through an equivalent.
- [ ] Essential visual information is described aloud and processing time is allowed.
- [ ] Instructions are multimodal and remain visible.
- [ ] Remote participants receive equivalent content and activity access.
- [ ] Access information is handled privately.
| Review area | Method | Finding | Required change | Reviewer | Date |
|---|
| Contrast and legibility | __________________ | __________________ | __________________ | __________________ | __________ |
| Structure and reading order | __________________ | __________________ | __________________ | __________________ | __________ |
| Image and chart alternatives | __________________ | __________________ | __________________ | __________________ | __________ |
| Captions and transcript | __________________ | __________________ | __________________ | __________________ | __________ |
| Activity participation | __________________ | __________________ | __________________ | __________________ | __________ |
| Physical or remote access | __________________ | __________________ | __________________ | __________________ | __________ |
13. Materials, technology and fallback
| Resource | Primary format | Accessible alternative | Owner | Ready date | Test evidence | Backup |
|---|
| Configured package | Workshop outline; facilitator notes; school-approved scenario; Student Activity Worksheet; facilitator key; accessible companion; exit check; school-routed follow-up | __________________ | __________________ | __________ | __________________ | __________________ |
| Delivery notes | __________________ | __________________ | __________________ | __________ | __________________ | __________________ |
| Participant worksheet | __________________ | __________________ | __________________ | __________ | __________________ | __________________ |
| Activity materials | __________________ | __________________ | __________________ | __________ | __________________ | __________________ |
| Audio, video or media | __________________ | Caption or transcript | __________________ | __________ | __________________ | __________________ |
| Display or projector | __________________ | Printed or spoken route | __________________ | __________ | __________________ | __________________ |
| Remote platform | __________________ | Offline response route | __________________ | __________ | __________________ | __________________ |
| Feedback or check tool | __________________ | Paper or assisted route | __________________ | __________ | __________________ | __________________ |
- [ ] Package opens on the delivery device without missing fonts, links, media or permissions.
- [ ] Notes, clicker, microphone, screen, audio, captions and remote view are tested.
- [ ] Media is locally available where authorised.
- [ ] Links and QR destinations are owned, current and accessible.
- [ ] Offline PDF, printed notes and non-powered activity route are present.
- [ ] The facilitator can achieve core outcomes without slides, internet, video or polling.
- [ ] A technical owner is named.
| Failure | Use instead | What changes | What remains protected |
|---|
| Projector or screen | Printed summary or spoken story | Reduce visual examples | Outcomes, activity and close |
| Internet or remote tool | Offline materials and paper response | Delay online sharing | Choice and evidence |
| Video or audio | Transcript, still or facilitator account | Remove media timing | Meaning and source |
| Digital worksheet | Large-print paper or assisted version | Change capture | Equivalent task and privacy |
| Microphone | Smaller configuration or facilitated repetition | Reduce plenary | Access and audibility |
14. Evidence, claims and source register
| Claim ID | Content item | Exact claim | Primary or authoritative source | Source date | Geography or period | Owner | Review date | Approved wording |
|---|
| CLM-01 | __________________ | __________________ | __________________ | __________ | __________________ | __________________ | __________ | __________________ |
| CLM-02 | __________________ | __________________ | __________________ | __________ | __________________ | __________________ | __________ | __________________ |
- [ ] Rotary facts and policies use current official sources where available.
- [ ] Local results state project, period, location, basis and limitations.
- [ ] Attendance, activity, anecdote and correlation are not presented as causal impact.
- [ ] Chart values match spoken claims and accessible descriptions.
- [ ] Quotations retain intended meaning and have permission.
- [ ] Rapidly changing material has an owner and review date.
- [ ] Unsupported claims are removed.
15. Brand, imagery and rights
- [ ] Current official club or District identity is used for the responsible entity.
- [ ] Logo files come from an authorised source.
- [ ] Logos are not redrawn, recoloured, stretched, cropped, rearranged or generated.
- [ ] Authentic logo files are placed in layout, not baked into generated scenes.
- [ ] Typography, colour and partner marks follow current approved guidance.
- [ ] Local activity identity is not presented as Rotary International ownership.
| Asset ID | Content item | Creator | People or story permission | Parent or guardian permission | Licence | Credit | Restrictions | Alt text |
|---|
| AST-01 | __________________ | __________________ | __________________ | __________________ | __________________ | __________________ | __________________ | __________________ |
- Use authentic rights-cleared images showing relationships, action and community impact.
- Do not use generated people, schools, beneficiaries, events or projects as evidence that something real occurred.
- Generated conceptual imagery must be approved and contain no fabricated Rotary marks, uniforms, certificates or signage.
- Avoid tokenism, pity framing, unsafe depictions and unnecessary sensitive context.
- Captions state action and context without claiming unsupported outcomes.
16. Rehearsal and readiness
| Stage | Purpose | Participants | Evidence | Complete |
|---|
| Content table read | Story, facts, timing and handoffs | Content owner, facilitator, speakers | Marked notes | [ ] |
| Activity pilot | Instructions, output and access | Representative testers | Observation and revision log | [ ] |
| Technical run | Device, media, captions and room | Presenter and technical owner | Preflight record | [ ] |
| Full rehearsal | Deliver complete session to time | Full delivery team | Timed run and decisions | [ ] |
| Final room check | Site, access, materials and fallback | Event and delivery leads | Opening approval | [ ] |
- [ ] Outcomes, audience and session plan are approved.
- [ ] Every package component carries the same version.
- [ ] Claims, images, quotations and partner marks are cleared.
- [ ] Speakers know time, message, cue, limits and fallback.
- [ ] Activity was piloted by someone who did not write it.
- [ ] Access and safeguarding controls are briefed.
- [ ] Primary and fallback materials are tested.
- [ ] Questions, complaints, distress and out-of-scope requests have an authorised route.
- [ ] Closing action and follow-up owner are ready.
17. Knowledge, application and exit checks
| Check point | Configured question | Method | Evidence | Response if unclear |
|---|
| Entry | What do participants already know or believe? | __________________ | __________________ | Adjust context or example |
| During input | Can participants state the core idea? | __________________ | __________________ | Re-explain in another mode |
| After example | Can participants identify quality features? | __________________ | __________________ | Model another example |
| During activity | Can participants apply with support? | Observation or output check | __________________ | Prompt or scaffold |
| End | Can participants perform the configured outcomes? | Exit check below | __________________ | Targeted follow-up |
| Later | Did intended application occur? | Approved follow-up | __________________ | Remove barrier or redesign |
Exit check
- In one sentence, what is the most important idea?
________________________________________________________________________
- Apply it: what decision or action will you take next?
________________________________________________________________________
- What support, information or clarification would help?
________________________________________________________________________
Do not claim learning impact from satisfaction alone. Distinguish reaction, comprehension, intended action and verified application.
18. Feedback and transfer to action
| Prompt | Response format |
|---|
| Purpose and next step were clear. | Five-point agreement scale / Prefer not to answer |
| Examples were relevant. | Five-point agreement scale / Prefer not to answer |
| I could participate accessibly and respectfully. | Yes / Partly / No / Prefer not to answer |
| Pace and amount supported learning. | Too fast / About right / Too slow / Mixed |
| One useful part | Optional short response |
| One barrier or change | Optional short response |
| Follow-up requested | Separate approved contact route |
- [ ] Anonymous feedback is used where identity is not needed.
- [ ] Follow-up contact details are collected separately with notice and choice.
- [ ] Youth feedback follows the authorised school process.
- [ ] Open text warns against unnecessary private detail.
- [ ] Access feedback has an owner and response route.
| Follow-up item | Audience | Purpose | Format | Owner | Release time | Access and privacy control |
|---|
| Session summary | Students in the school-approved cohort, supported by authorised school staff and prepared Rotary facilitators. | Reinforce core ideas | __________________ | __________________ | __________ | __________________ |
| Accessible companion | Students in the school-approved cohort, supported by authorised school staff and prepared Rotary facilitators. | Review essential content | __________________ | __________________ | __________ | __________________ |
| Worksheet or action plan | Students in the school-approved cohort, supported by authorised school staff and prepared Rotary facilitators. | Continue application | __________________ | __________________ | __________ | __________________ |
| Sources and further learning | Students in the school-approved cohort, supported by authorised school staff and prepared Rotary facilitators. | Verify and deepen | __________________ | __________________ | __________ | __________________ |
| Named action route | Students in the school-approved cohort, supported by authorised school staff and prepared Rotary facilitators. | Transfer any agreed application or project enquiry through the authorised school or partner channel. | __________________ | __________________ | __________ | __________________ |
| Parked answers | Affected participants | Complete promised response | __________________ | __________________ | __________ | __________________ |
19. Version, evaluation and sign-off
| Package version | Outline | Deck | Notes | Worksheet | Key | Accessible companion | Feedback | Follow-up | Approved by |
|---|
| 0.1 REVIEW | 0.1 | 0.1 / N/A | 0.1 | 0.1 / N/A | 0.1 / N/A | 0.1 | 0.1 | 0.1 | Pending |
| Dimension | Measure | Target | Actual | Evidence | Decision |
|---|
| Outcome attainment | Participants demonstrating configured outcomes | ____% | ____% | __________________ | __________________ |
| Relevance | Participants identifying useful application | ____% | ____% | __________________ | __________________ |
| Access | Unresolved delivery barriers | 0 | ____ | __________________ | __________________ |
| Timing | Core close delivered without uncontrolled overrun | Yes | ____ | __________________ | __________________ |
| Handoffs | Missed or confusing transitions | 0 | ____ | __________________ | __________________ |
| Technology resilience | Outcome preserved during failure | Yes | ____ | __________________ | __________________ |
| Evidence quality | Unsupported or outdated claims | 0 | ____ | __________________ | __________________ |
| Application | Intended actions completed by review | ____% | ____% | __________________ | __________________ |
| Approval role | Name | Approval statement | Date | Evidence location |
|---|
| Learning or content owner | __________________ | Outcomes, content and checks approved | __________ | __________________ |
| Evidence reviewer | __________________ | Claims, sources and limits approved | __________ | __________________ |
| Accessibility reviewer | __________________ | Material and delivery access complete | __________ | __________________ |
| Safeguarding reviewer | __________________ | Applicable controls approved | __________ | __________________ |
| Brand and rights reviewer | __________________ | Identity and rights approved | __________ | __________________ |
| Lead facilitator or presenter | __________________ | Rehearsal and fallback complete | __________ | __________________ |
| Accountable sponsor | __________________ | Package approved / Return / Reject | __________ | __________________ |
20. Review and release checklist
- [ ] Exact code, derivative title, source, disposition, canonical parent and route match index v1.1.
- [ ] Exact Section 20 overlay is incorporated in full.
- [ ] Outcomes, participant evidence and application follow-up align.
- [ ] Audience, prior knowledge, language, access, safeguarding and context are approved.
- [ ] Session plan protects relevance, practice, outcome check and close.
- [ ] Content, notes, handoffs, activity and worksheet operate as one system.
- [ ] Activities are accessible, safe, piloted and debriefed.
- [ ] Digital, print, caption, alt-text, remote and no-technology routes are ready.
- [ ] Every claim, quotation, image and partner mark has current evidence and permission.
- [ ] Authentic official Rotary identity is used; no logo or official mark is generated.
- [ ] Speakers and facilitators are briefed, rehearsed and bounded by authority.
- [ ] Feedback distinguishes reaction, knowledge, application and verified outcome.
- [ ] Follow-up has owner, timing, approved contact choices and accessible resources.
- [ ] All package components share one version.
- [ ] Exported files pass structural and page-by-page or slide-by-slide visual review.
- [ ] Release evidence and checksum exist before Status changes from REVIEW.
Review decision and comments: ____________________________________________________________
