Community environment project

Be able to select a focus for a community environment project. 

• Community could be, for example, class or year group; school/college; group of neighbours or football team.
• Environmental improvement could be to local wildlife/nature or air/water quality or to the wider environment, e.g. through reduced use of plastics.
• Learners can work individually or as a group on the same project; all projects must involve the learner and members of their community.
• Focus to be agreed with tutor/assessor as feasible/suitable for a community project but could be any of a wide range of possibilities, e.g. a community clean-up of local park or river; a campaign/activity to increase recycling on their street; a class commitment to reduce/stop use of disposable items such as coffee cups with research into alternatives.

Assessment Criteria

• 1.1

  Agree a focus for a project to help community improve the environment. 

Be able to communicate the benefits of engaging in a community environment project. 

Reasons should be specific to the project and could relate to

• Project impact for the community (e.g. a cleaner playground; more people walking rather than driving; reduced use of single-use plastics).
• Project impact for the environment (e.g. reduced carbon emissions; greater use of sustainable resources; protection for vulnerable species).

Assessment Criteria

• 2.2

  Give reasons why community members should get involved in the project.

Be able to plan a community environment project.

• Main actions necessary for completion of project in chronological order. These will vary according to the nature of the project but could include awareness raising and practical activity.

Assessment Criteria

• 3.1

  Create a timeline of key actions.

Be able to participate in a community environment project.

• Actions which they have been assigned or volunteered to take on as set out in the timeline.

Assessment Criteria

• 4.1

  Carry out agreed actions.

Be able to review a community environment project. 

• Environmental improvements, e.g. doubling of the amount of recycling put out by a group of neighbours; plastic straws no longer available in the college canteen, an insect ‘hotel’ now installed in the wildlife area of the park.
• What went well and less so in terms of meeting project aims, e.g. number of people who got involved; deadlines hit; actions completed. What they personally did well and less well in terms of working with others, fulfilling own role.
• Further suggestions to tackle different types of improvement project relevant to the community.

Assessment Criteria

• 5.1

  State what improvements were made through the project.

• 5.2

  Identity what went well and what did not. 

• 5.3

  Make suggestions for further environmental improvement projects for the community.