Learning objectives

• Learners will understand the different purposes of meetings.

• Learners will identify various types of meetings, including information sharing, planning, decision making, and problem-solving meetings.

• Learners will discuss scenarios in which emergency meetings might be necessary.

B6.1 thought shower  

Connector (10 minutes):

Learners to complete a thought shower around organising a meeting.

Explain the importance of understanding meetings and their purposes.

Discuss learning aims and assessment criteria for units.

Share the lesson objectives with the students.

Activate/ Demonstrate 

1: Understanding Meeting Purposes (25 minutes):

Begin with a brainstorming session: Ask students to share their thoughts on why people have meetings. Write their responses on the whiteboard.

• Discuss and clarify the purposes of meetings:

• Information sharing: To share updates, news, or knowledge with a group.

• Planning: To create a plan or strategy for a project or event.

• Decision making: To make choices or reach agreements.

• Problem solving: To address issues or challenges.

• Provide real-world examples for each purpose to make it relatable for students.

B6.2 - Purpose of meetings 

2: Identifying Types of Meetings (30 minutes):

Hand out the examples of different types of meetings to students.

In pairs or small groups, ask students to categorise each example into one of the four meeting purposes (information sharing, planning, decision making, or problem-solving).

Have each group present their categorizations to the class.

Discuss any disagreements or questions that arise during the categorization process.

Meeting scenarios 

3: Emergency Meetings Discussion (20 minutes):

• Present scenarios that may require emergency meetings (e.g., a sudden crisis, urgent decisions, safety concerns).

• Divide students into groups and assign each group a scenario to discuss.

• In their groups, students should:

• Identify the type of meeting needed in the given scenario (information sharing, planning, decision making, or problem-solving).

• Discuss why an emergency meeting is necessary in that situation.

• Brainstorm what steps should be taken to organise the emergency meeting quickly.

Emergency meeting scenarios  

Consolidate (5 minutes):

Summarise the key points of the lesson, emphasising the purposes of meetings and the different types.

Highlight the importance of being prepared for various meeting scenarios, including emergencies.

Introduce next lesson content 

Assessment opportunities 

Assess students' understanding through their participation in group activities and discussions.

Evaluate the quality of their categorizations and explanations during the activities.

Learning objectives

• learners will understand the importance of sending out a notice of a meeting.

• Learners will learn how to create a meeting notice, including key elements like date, time, venue, and purpose.

• Learners will practise creating a meeting notice for a mock meeting scenario.

Connector (10 minutes):

Review the previous lesson's key concepts, emphasising the purposes of meetings and the different types.

Explain that in this lesson, learners will learn how to send out a notice of a meeting.

Activate/ demonstrate

1: Understanding the Importance (15 minutes):

Discuss why it's essential to send out a notice of a meeting:

• Ensures participants are informed about the meeting.

• Provides necessary details for planning and attendance.

• Online and Offline

• Share real-life examples of the consequences of not sending out meeting notices (e.g., confusion, missed meetings).

2: Elements of a Meeting Notice (20 minutes):

Present a sample meeting notice template on the whiteboard or screen.

Explain the key elements of a meeting notice:

• Date and time of the meeting.

• Venue or location.

• Purpose or agenda of the meeting.

• Discuss the importance of clear and concise language in the notice.

B6.3 Meeting Notice

3: Creating Meeting Notices (30 minutes):

Provide scenario cards to each learner or group, each containing information about a mock meeting (date, time, venue, and purpose).

In pairs or small groups, learners should use the information on their scenario cards to create a meeting notice.

Encourage creativity and clear communication in the notices.

Learners can share their notices with the class, explaining their choices.

Meeting notice scenarios

4: Peer Review (10 minutes):

Have learners exchange their meeting notices with a peer or another group.

Ask learners to review and provide constructive feedback on the notices they received.

Emphasise the importance of clarity and completeness in the notices.

Consolidate (5 minutes):

Summarise the key points of the lesson, highlighting the elements of a meeting notice.

Reinforce the significance of sending out well-prepared notices for effective meeting organisation.

Introduce the next lesson

Assessment:

Assess learners' understanding based on their participation in creating meeting notices and their ability to include the essential elements in their notices.

Evaluate the quality of peer feedback provided during the review activity.

Learning objectives

• Learners will understand the importance of booking a suitable venue for a meeting.

• learners will learn how to confirm a venue for a set time and date.

• Learners will discuss the logistics and considerations involved in venue selection.

Connector (10 minutes):

Begin by revisiting the previous lesson's key concepts, focusing on creating a meeting notice.

Explain that in this lesson, learners will learn about the significance of booking a suitable venue and how to confirm it for a meeting.

Activate/ Demonstrate

1: Understanding Venue Importance (15 minutes):

• Discuss why booking a suitable venue is crucial for a meeting:

• Ensures the meeting has a conducive environment.

• Provides the necessary facilities and resources.

• Share examples of problems that can arise from not having the right venue.

B6.4 Booking a venue

2: Elements of Venue Selection (20 minutes):

• Explain the key elements of venue selection:

• Location and accessibility.

• Capacity and seating arrangement.

• Availability on the desired date and time.

• Discuss how each element impacts the success of a meeting.

3: Venue Selection Scenarios (30 minutes):

B6 Venue scenarios

• Provide scenario cards to each learner or group, each containing information about a mock meeting and potential venues.

• In pairs or small groups, learners should analyse the information and select the most suitable venue.

• Encourage learners to consider the elements discussed earlier (location, capacity, availability) in their decisions.

• learners can present their chosen venues and reasoning to the class.

4: Confirming the Venue (10 minutes):

• Discuss the importance of confirming a venue once it has been selected.

• Present a sample venue confirmation template for reference.

• Briefly explain the process of confirming a venue, including communication with the venue manager or owner.

5: Role-play Venue Confirmation (5 minutes):

• Divide learners into pairs and assign one as the organiser and the other as the venue manager.

• Role-play a scenario where the organiser confirms the venue with the manager using the sample confirmation template.

• Switch roles and repeat the activity.

Consolidate (5 minutes):

Summarise the key points of the lesson, emphasising the significance of venue selection and confirmation in meeting planning.

Reinforce the importance of clear communication when confirming a venue.

Introduce next lesson

Assessment:

Assess learners' understanding based on their ability to select a suitable venue for the provided scenarios and their performance in the role-play activity.

Evaluate their comprehension of the importance of confirming a venue and the use of the confirmation template.

Learning objectives

• Learners will understand the RSVP process and its significance in meeting planning.

• Learners will learn how to check attendance using RSVP responses.

• Learners will explore strategies to address low attendance and ensure successful meetings.

Connector (10 minutes):

Begin by reviewing the previous lesson on venue selection and confirmation.

Explain that in this lesson, learners will learn about the RSVP process and how to manage attendance for meetings.

Activate/ Demonstrate:

1: Understanding RSVP (20 minutes):

Define RSVP (Répondez s'il vous plaît), its meaning, and its significance in event planning.

Discuss why RSVPs are important for meeting organisers:

• Helps plan for seating, materials, and refreshments.

• Ensures that enough resources are available for all attendees.

• Share examples of problems that can arise from not receiving RSVPs.

2: Checking Attendance (30 minutes):

• Explain how to use an RSVP response form to check attendance:

• Collect RSVP responses before the meeting.

• Create a list of confirmed attendees.

• Use this list for planning and preparations.

• Demonstrate how to tally RSVP responses.

  1. Learnrs to create a template to record RSVP responses.

B6.5 RSVP form 

B6.5 RSVP data 

3: Practice RSVP and Attendance Checking (20 minutes):

• Provide scenario cards to each learner or group, each containing information about a mock meeting and a list of potential attendees.

• In pairs or small groups, learners should:

• Create an RSVP response form for their mock meeting.

• Send out the RSVP request to potential attendees.

• Tally the responses and confirm attendance.

• Learners can present their scenarios and attendance lists to the class.

4: Exploring Addressing Low Attendance (10 minutes):

• Discuss reasons why attendance might be low at a meeting (e.g., scheduling conflicts, lack of interest, communication issues).

• Brainstorm and share strategies to address low attendance:

• Sending reminders.

• Adjusting the meeting time or date.

• Offering incentives or benefits for attending.

Consolidate (5 minutes):

Summarise the key points of the lesson, emphasising the importance of the RSVP process, attendance checking, and strategies to address low attendance.

Reinforce the significance of effective communication in the RSVP process.

Introduce next lesson

Assessment:

Assess learners' understanding based on their ability to create an RSVP response form, check attendance, and propose effective strategies for addressing low attendance.

Evaluate their comprehension of the significance of RSVPs in meeting planning and their ability to use RSVP responses for effective preparations.

Learning objectives

• learners will understand the significance of sending meeting reminders.

• Learners will learn how to send reminders to meeting attendees.

• learners will grasp the etiquette of sending reminders effectively.

Connector (10 minutes):

Begin by recapping the previous lesson on RSVPs, attendance checking, and addressing low attendance.

Explain that in this lesson, learners will explore why sending meeting reminders is crucial.

Activate / Demonstrate:

1: Understanding the Importance of Reminders (20 minutes):

• Discuss why sending reminders is essential in meeting planning:

• Ensures that attendees do not forget the meeting.

• Increases attendance rates and punctuality.

• Reinforces the meeting's importance.

• Share examples of problems that can arise from not sending reminders.

2: Elements of Effective Reminders (15 minutes):

• Present a sample meeting reminder template on the whiteboard or screen.

• Explain the key elements of an effective reminder:

• Date, time, and location of the meeting.

• Agenda or topics to be discussed.

• Any preparations or materials required.

• Discuss the importance of clear and concise language in reminders.

B6.6 Meeting reminders

3: Sending Meeting Reminders (25 minutes):

• Provide scenario cards to each learner or group, each containing information about a mock meeting and a list of attendees.

• In pairs or small groups, learners should:

• Create a meeting reminder message for their mock meeting.

• Send out the reminder to attendees.

• Practice using the sample reminder template.

• learners can present their reminders to the class.

4: Etiquette of Sending Reminders (15 minutes):

• Discuss the etiquette of sending reminders:

• Timing: When to send reminders (e.g., a few days before, the day before).

• Tone: Maintaining a polite and respectful tone.

• Frequency: How often to send reminders (avoiding overdoing it).

• Share tips on avoiding common pitfalls (e.g., not being too pushy).

Consolidate (5 minutes):

Summarise the key points of the lesson, emphasising the importance of sending effective meeting reminders.

Reinforce the significance of etiquette in communication.

Introduce next lesson

Assessment:

Assess learners' understanding based on their ability to create and present meeting reminders, as well as their comprehension of the importance and etiquette of sending reminders.

Note: Adapt the lesson's complexity and support as needed based on the learners' familiarity with reminder processes and communication etiquette. Provide templates and guidance for creating meeting reminder messages.

Learning objectives

• learners will understand the format of a notice of a meeting embedded into an email or electronic calendar invitation.

• learners will learn how to attach an agenda to a meeting invitation.

• Learners will practise creating sample meeting invitations with agendas.

Connect (10 minutes):

Begin by reviewing the importance of sending meeting reminders from the previous lesson.

Explain that in this lesson, learners will focus on creating meeting invitations with attached agendas.

Activate/ Demonstrate

1: Format of Meeting Invitations (20 minutes):

• Discuss the format of a meeting invitation embedded into an email or electronic calendar invitation:

• Sender's name and contact information.

• Subject line.

• Date and time of the meeting.

• Venue or location (if necessary).

• Purpose or agenda of the meeting.

• Share examples of well-structured meeting invitations.

2: Attaching Agendas (15 minutes):

• Explain the importance of attaching an agenda to a meeting invitation:

• Informs attendees about the topics to be discussed.

• Helps participants prepare and stay focused.

• Discuss the role of the agenda in effective meeting management.

3: Creating Sample Meeting Invitations (30 minutes):

• Provide scenario cards to each learner or group, each containing information about a mock meeting (date, time, venue) and a list of agenda topics.

• In pairs or small groups, learners should:

• Create a sample meeting invitation for their mock meeting.

• Attach an agenda with the topics to be discussed.

• Encourage creativity in designing the invitations.

• Learners can present their sample invitations to the class.

4: Peer Review (10 minutes):

Have learners exchange their sample meeting invitations with a peer or another group.

Ask learners to review and provide feedback on the invitations they received.

Focus on clarity, completeness, and the effectiveness of the agenda attachment.

Consolidate (5 minutes):

Summarise the key points of the lesson, emphasising the format of meeting invitations and the importance of attaching agendas.

Reinforce the role of clear communication in invitation design.

Introduce next lesson

Assessment:

Assess learners' understanding based on their ability to create sample meeting invitations with attached agendas, as well as their comprehension of the format and importance of these documents.

Learning objectives

• Learners will understand the importance of active listening during meetings.

• learners will learn techniques for active listening, including asking clarifying questions.

• learners will practise active listening in mock meeting scenarios

Connector (10 minutes):

Begin by recapping the previous lesson on creating meeting invitations with attached agendas.

Explain that in this lesson, learners will focus on the importance of active listening during meetings.

Activate / Demonstrate:

1: Understanding the Importance (20 minutes):

• Discuss why active listening is crucial in meetings:

• Shows respect for the speaker.

• Helps participants understand the information.

• Promotes effective communication and decision-making.

• Share examples of misunderstandings that can occur without active listening.

2: Techniques for Active Listening (20 minutes):

• Introduce techniques for active listening, including:

• Maintaining eye contact.

• Avoiding interruptions.

• Nodding or using non-verbal cues to show understanding.

• Asking clarifying questions when something is unclear.

• Explain the concept of clarifying questions and their role in active listening.

3: Practise Active Listening (30 minutes):

• Provide scenario cards for mock meeting scenarios, assigning each learner or group a role (speaker, listener).

• In pairs or small groups, learners should:

• Act out the mock meeting scenario.

• Practise active listening techniques, especially asking clarifying questions when needed.

• Rotate roles so that each learner has a chance to be the listener.

• Encourage learners to provide constructive feedback on their peers' active listening skills.

4: Debrief and Reflection (5 minutes):

• Conduct a brief discussion with the class to reflect on their experiences during the mock meeting scenarios.

• Ask learners to share their observations about the effectiveness of active listening and the impact of clarifying questions.

Consolidate (5 minutes):

Summarise the key points of the lesson, emphasising the importance of active listening in meetings and the role of clarifying questions.

Reinforce the idea that active listening is a valuable skill in various aspects of life.

Introduce next lesson

Assessment:

Assess learners' understanding based on their participation in the mock meeting scenarios, their ability to apply active listening techniques, and their reflections on the importance of active listening.

Learning objectives

• Learners will understand the importance of effective note-taking during meetings.

• Learners will practise taking notes on key information and decisions.

• learners will discuss the significance of clear and organised notes.

Connector (10 minutes):

Begin by recapping the previous lesson on active listening during meetings.

Explain that in this lesson, learners will focus on the art of effective note-taking during meetings.

Activate / Demonstrate

1: Understanding the Importance (20 minutes):

• Discuss why effective note-taking is crucial in meetings:

• Helps capture and remember important information.

• Provides a record of decisions and action items.

• Supports accountability and follow-up.

• Share examples of situations where incomplete or unclear notes can lead to misunderstandings.

2: Techniques for Effective Note-Taking (20 minutes):

• Introduce techniques for effective note-taking, including:

• Using abbreviations and symbols.

• Highlighting key points.

• Organising notes into sections or categories (e.g., agenda items, action items, decisions).

• Writing legibly and clearly.

• Explain how these techniques can enhance the quality of meeting notes.

3: Practice Note-Taking (30 minutes):

• Provide scenario cards for mock meeting scenarios, assigning each learner or group a role (note-taker, meeting participant).

• In pairs or small groups, learners should:

• Act out the mock meeting scenario.

• Practice note-taking techniques to capture key information and decisions.

• Rotate roles so that each learner has a chance to be the note-taker.

• Encourage learners to compare and discuss their notes to identify strengths and areas for improvement.

4: Discussing Clear and Organized Notes (10 minutes):

• Engage the class in a discussion about the importance of clear and organised meeting notes:

• How organised notes can save time and aid in decision-making.

• How clear notes benefit both participants and those who were not present.

• Share tips for maintaining organised notes (e.g., using headings, numbering items, creating action item lists).

Consolidate: (5 minutes):

Summarise the key points of the lesson, emphasising the significance of effective note-taking in meetings and the value of clear and organised notes.

Reinforce the idea that good notes are essential for effective communication and accountability.

Introduce next lesson

Assessment:

Assess learners' understanding based on their participation in the mock meeting scenarios, the quality of their notes, and their contributions to the discussion on clear and organised notes.

Learning objectives

• learners will understand the purpose of minutes of a meeting.

• Learners will learn how to collate meeting notes into minutes.

• Learners will practise creating minutes of a meeting, including all required elements.

Connector (10 minutes):

Begin by recapping the previous lesson on effective note-taking during meetings.

Explain that in this lesson, learners will focus on the purpose and process of creating minutes of a meeting.

Activate / Demonstrate

1: Understanding the Purpose (20 minutes):

• Discuss the purpose of minutes of a meeting:

• Record important decisions and actions.

• Provide a reference for what was discussed.

• Ensure accountability and follow-up.

• Share examples of situations where well-prepared minutes were essential.

2: Elements of Meeting Minutes (15 minutes):

• Present a sample meeting minutes document on the whiteboard or screen.

• Explain the key elements of meeting minutes, including:

• Meeting title, date, and time.

• Attendance and apologies.

• Agenda items and discussions.

• Decisions made and action items assigned.

• Discuss the importance of clarity and completeness in minutes.

3: Collating Meeting Notes (20 minutes):

• Explain the process of collating meeting notes into minutes:

• Organise notes by agenda item.

• Summarise discussions and key points.

• Document decisions and action items clearly.

• Provide tips on creating organised and readable minutes.

4: Practise Creating Meeting Minutes (25 minutes):

• Provide scenario cards for mock meeting scenarios, assigning each learner or group a role (minute-taker, meeting participant).

• In pairs or small groups, learners should:

• Act out the mock meeting scenario.

• Collaboratively create minutes of the meeting, following the provided guidelines.

• Rotate roles so that each learner has a chance to be the minute-taker.

• Encourage learners to compare their minutes with the sample provided.

Discussion on the Importance of Minutes (5 minutes):

Engage the class in a brief discussion about the significance of minutes of a meeting in various contexts (e.g., school, work, community organisations).

Encourage learners to share their thoughts on how well-prepared minutes can benefit groups and organisations.

Consolidate (5 minutes):

Summarise the key points of the lesson, emphasising the purpose and importance of meeting minutes.

Reinforce the idea that effective minutes are valuable for documenting decisions and ensuring follow-through.

Introduce next lesson

Assessment:

Assess learners' understanding based on their participation in the mock meeting scenarios, the quality of the minutes they create, and their contributions to the discussion on the importance of meeting minutes.

Learning objectives

• Learners will review and consolidate the topics covered over the past 9 weeks related to meeting organisation and documentation.

• Learners will practise organising a mock meeting, covering all aspects from sending the notice to creating minutes.

• Learners will discuss the importance of effective meeting organisation and documentation.

Connector (10 minutes):

Welcome the learners and provide an overview of the lesson's objectives.

Explain that this lesson will serve as a comprehensive review of the topics covered in the past 9 weeks, allowing learners to apply their knowledge in organising and documenting a mock meeting.

Activate / Demonstrate

1: Review and Discussion (20 minutes):

• Conduct a review of the key topics covered in the previous 9 lessons, including:

• Purposes of meetings.

• RSVP process and sending reminders.

• Venue selection and confirmation.

• Active listening and asking clarifying questions.

• Effective note-taking and creating meeting minutes.

• Encourage learners to share their insights and experiences related to these topics.

• Discuss the interconnectedness of these skills in planning and executing successful meetings.

2: Organising a Mock Meeting (30 minutes):

• Provide a scenario card that outlines a mock meeting with details such as the purpose, date, time, venue, and agenda items.

• Divide learners into small groups and assign roles (organiser, note-taker, participants).

• In their groups, learners should:

• Create a notice of the meeting, including date, time, venue, and agenda.

• Send out invitations with RSVP requests and reminders.

• Hold the mock meeting, practising active listening and note-taking.

• Collaboratively create meeting minutes.

• Each group will present their meeting organisation and documentation to the class.

3: Discussion on the Importance (20 minutes):

• Facilitate a class discussion on the importance of effective meeting organisation and documentation:

• How organised meetings contribute to efficiency and productivity.

• How clear and comprehensive documentation ensures accountability.

• The role of these skills in academic, professional, and personal settings.

• Encourage learners to share real-world examples where well-organised meetings and documentation were crucial.

Consolidate(5 minutes):

Summarise the key takeaways from the lesson and the 10-week series on meeting organisation and documentation.

Ask learners to reflect on their growth and learning throughout the series.

Introduce next lesson (Assignment hand out)

Assessment:

Assess learners' understanding based on their participation in the mock meeting exercise, the quality of their meeting organisation and documentation, and their contributions to the discussion on the importance of effective meeting organisation and documentation.

Connect:

Recap previous lesson around services with an administrative focus

introduce learning aims

Activate  

Tutor to lead  group discussion around customer needs including:

• customers want value for money

• convenience

• quality

• some might want to consider the local environment E.g using recyclable materials etc.

Tutor to go through newspaper article outlining key features of a newspaper article 

• Bold headlines

• key information

• Factual

• colourful

Demonstrate 

Learners to participate in group discussion around customer needs

Individual Learners to a newspaper article outlining customer needs from business. (1.6)

 Consolidate: 

What have you learnt today?

Review learning objectives? How have we achieved them?

Re-Complete thought shower from week 1 and work out scores.

What happens next?

Connect 

Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs. 

Activate 

Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed. 

Demonstrate

 Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines. 

Consolidate: 

review of lesson with Q and A to check understanding.