SURVEYS
PART 16
Surveys
Surveys are used to find out what people think about a wide range of things
from food, cosmetics, holidays and cars to politics and how you rate your daily
newspaper – in fact, anything at all.
Questionnaires, which are basically collections of questions, are carefully
constructed for use in surveys. Market research organisations are paid to use
questionnaires on behalf of companies that offer many different products and
services. These companies need to know customers’ views so that they can
improve what they sell.
Sometimes interviewers stop people in the street and ask them to fill in
questionnaires. This can also be done by post, by telephone and on the
Internet.
Questionnaires could be useful as part of a Working with Others project. For
example, you could use them to:
 find out what potential customers think about something you are
planning to sell
 find out what people think about a range of issues such as smoking,
underage drinking, vandalism, public transport.
Types of questions
There are basically two types of questions:
 closed – where you provide a range of answers and the person
answering has to choose one or more
 open – where the person answering has to make up their own answer.
There are several ways to construct closed questions, such as:
 yes/no
 multiple choice
 rating scales.
Yes/no questions
These are the simplest type of question as there are only two one-word
answers, for example:
Do you like chocolate?
Yes/no
Most of the population would be able to answer this question quite easily, and
anyone counting the answers would also find it an easy task.
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Multiple-choice questions
Usually a question is asked and three or more options are given as possible
answers. The person answering chooses one or more of the answers. For
example:
What kind of chocolate do you like?
•
•
•
•
Milk
Plain
White
Filled
Again, this type of question is fairly easy to answer and the results are easy to
add up.
Rating scale
If you want to find out how strongly people feel about something, it is a good
idea to have a rating scale.
For example, you can ask:
How much do you like chocolate?
Don’t like it
Like it a little
1
2
Like it quite
a lot
3
Like it very
much
4
I’m addicted
5
The person answering would circle the number that is closest to how they feel
about chocolate.
Once more, this type of question is easy to answer and the results are easy to
add up.
Open-ended questions
With this type of question you are inviting the person answering to give his or
her own feelings and opinions.
For example:
Can you describe your ideal chocolate bar?
You could get a very wide range of answers here. There is virtually no limit to
the range of flavours, textures and sizes the public could suggest. Chocolate
manufacturers could get some very valuable information from a question like
this, but it would be a hard task to make some kind of statistical sense out of
the answers.
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Stick to the rules
If you are compiling your own questionnaire, there are some basic rules to
follow to make things easier for you and the people answering your questions.
Do:






introduce yourself and let people know what the questionnaire is for –
i.e. part of a school or college project
say ‘please’ and ‘thank you’ – either on the form or in person
start with the easy questions requiring the least thought – yes/no
questions are good
keep it brief – no more than 10 questions so that people answering
don’t become bored
keep it anonymous - you are more likely to get honest answers if you
don’t ask for names
make sure all the questions are clear and easy to understand.
Don’t:
 ask irrelevant questions – for example, don’t ask for age and date of
birth if you only want to find out if they will buy your homemade cakes.
When you have written your questionnaire, try it out on one or two people first
before you make a lot of copies.
Results
When you have collected all of your completed questionnaires, you will have
to add up the answers and present them in a way that contributes something
to your project.
There are several ways to express your figures.
Fractions
for example:
One third (1/3) of people answering started smoking before the age of 16.
Percentages
for example:
90 per cent (90%) of cats thought that our tuna and egg sandwich filling was
delicious.
You could also use a wide variety of graphs and charts – see the Numeracy
course for more information. There is also a section on questionnaires in the
Communication course at Intermediate 1.
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Surveys
Create your own questionnaire
If you would like some practice in writing questionnaires, choose one of the
following subjects and as a group make up a questionnaire of no more than 10
questions:
Internet shopping
Types of purchases – books, CDs, food, clothes, sites used, amounts spent
per month.
Culture in your neighbourhood
Views on use of museums and galleries, attendance at concerts, plays.
Medical services
Use of doctors’ surgeries and clinics, use of hospitals, views on quality of
service and waiting times.
Try the questionnaire on three or four people, collate the results and show
them to your tutor.
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PLANNING YOUR TIME
PART 17
Planning your Time
Time plan
Sometimes, when people are preparing for a big event, they make a time plan.
It can be as simple as a list of dates with details about things to be done, or it
can be a very complex wall chart, showing different diaries for everyone
involved, with many overlapping activities.
Have you ever been involved in anything where there was a time plan, or
where a time plan might have been useful?
You might have been organising something as part of a group such as a party,
wedding, holiday or moving house, or it could be something you did on your
own, such as preparing for exams.
Write a few words about what happened in the box. Did everything go to plan?
Was the event a success?
Discuss your answer with the students around you. How did
their events go?
Can you say why it is worth making a time plan?
Write your answers in the box – you can do this by yourself or in a group.
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PLANNING YOUR TIME
Tutor’s answers
Reasons to make a time plan
If you make a time plan it can help you to:
 work steadily towards a deadline – doing things gradually
 make the best use of everyone’s time
 make sure nothing gets missed out
 allow extra time for unexpected things happening
 make sure that you make appointments with people you need to see
outwith your project group – they may have busy schedules.
Whether you are working on a project on your own or working with other
people, it’s always helpful to make a time plan.
Time plans can be made in the following ways:
 like a diary, with all of the dates down the left side and the tasks to the
right
 like a flow chart, with the tasks go down the left side and the dates
across the top – crosses or shading mark the dates for action.
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PLANNING YOUR TIME
Fashion show
A group of students were planning a fashion show and cheese and wine party
to raise money for a study trip to London. They made both a diary of events
and a flow chart.
Diary of Events
Date
Key Events
Tasks
1st meeting
Decide on date and
venue.
2 April
1 May- 4 May
Sell tickets
Check venue is OK.
Decide on tasks and
team.
Design and draw
posters. Ring newspaper
about advert
Contact local shops to
provide clothes.
Contact volunteers to
model clothes and to
serve food and drink.
Order food and drink.
Contact printer.
Sell tickets by every
means possible.
10 May-11 May
Decorate hall
Build catwalk/stage for
models.
12 May
Fashion show
Collect tickets/money.
Serve food/drinks.
13 May
Count money
Count money into bank
bags. Clear hall.
10 April
2nd meeting
17 April
Publicity
24 April
Organise clothes and
models
Catering
Tickets
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PLANNING YOUR TIME
Fashion show flowchart
(The dates are for the weeks beginning with that day)
Tasks
st
1 Meeting
2nd Meeting
Arrange
publicity
Organise
clothes,
models,
catering and
tickets
Sell tickets
2 April
X
9 April
16 April
23 April
30April
X
X
X
X
7 May
X
X
Decorate hall
X
Fashion show
X
Count Money
X
Clear hall
X
Count money
X
This group would have been able to tell from this chart that most of their work
would be concentrated in the last two weeks.
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PLANNING YOUR TIME
The prize bingo night
Imagine that your group is planning to hold a prize bingo night with
all of the money collected going to a charity for people with
disabilities.
These are the basic arrangements:
 book and decorate a hall
 arrange a bingo caller, bingo machine and books of bingo cards
 arrange catering
 arrange publicity
 persuade people to donate prizes and collect them
 have admission tickets printed and sell them
 have enough people available on the night to ensure it all runs
smoothly
 arrange for clear-up of the hall and counting the money.
As a group, decide what would have to be done and make time plans. These
should be fairly detailed and should be ‘fleshed out’ considerably from the brief
details you have listed above. You can make a time plan for each person in
the group as well as an overall plan. You have six weeks to get ready.
If you like you can make use of the following blank diary and flowchart pages.
These are quite basic and are only intended as a ‘starter’. You could design
something completely different – either by hand or on computer, if someone in
the group has the skills.
Once you have finished making your time plans, discuss them with your tutor.
Would the plan really have helped you get ready for the big night? Has
anything vital been missed out?
Keep the plans you made in a safe place – you could look at them when you
are planning other projects later in the course.
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PLANNING YOUR TIME
The prize bingo night diary
Date
Key Event
Tasks
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PLANNING YOUR TIME
The prize bingo night flowchart
Dates
Tasks
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KEEPING RECORDS
PART 18
Keeping Records
Why keep good records?
For most people, the ‘fun’ part of a project is the active part: making plans and
getting on with what you have decided to do.
It is important, though, to keep a note of what you are doing right from the
start. It is especially important to keep good records if there are several
people working together. Can you think why?
Write your ideas in the box below:
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Tutor’s answers
Why keep good records?
When you are working in a group it is important to keep records because:
 If you are making decisions in meetings, it is sometimes difficult to
remember what was finally decided unless it was recorded
somewhere.
 If some of the group are missing from a meeting they can catch up by
reading the notes.
 You might be doing things on your own such as making telephone calls
or visits. If you keep notes, you can tell the rest of the group exactly
what you did.
 If things go wrong, records can help you trace mistakes.
 Employers like people who can organise their own work and also work
as a team. This is good practice for the future.
You can see it makes sense to keep good records for any group project you
are involved in. There are two other reasons why you should keep records for
this project in particular:
 You will be keeping a logbook (more about this later). If you keep
notes of what you do, it will make writing the logbook a lot easier. At
Higher, your logbook entries are expected to be more detailed than
those for the lower levels of Working with Others, so it is especially
important that keep accurate, up-to-date records.
 From time to time, your tutor will be asking you what you have done
and how things are going. If you have kept records, you will have more
to talk about.
To help you keep records, a collection of forms has been included in this pack.
You might not need to use them all – which ones you choose will depend on
how group members are keeping in touch and how you contact people outwith
your group.
Mostly they follow the same format – you fill the details about your project,
then record details about contact. For example, if you wrote a letter to the
manager of the local sports centre, you would use the letter logsheet to record
his or her name, the date you wrote and briefly what you said in the letter.
You might have different ideas about recording information, and you might like
to redesign some of the forms yourself. Feel free to do so – it’s your project!
Included are the diary and flowchart sheets that you learned about in ‘Planning
Your Time.’ The form for keeping records of meetings is quite basic. If you
would like to keep more professional records of meetings, look at ‘Getting the
Best from Meetings’.
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KEEPING RECORDS
Diary sheet
Students in group:______________________________________
Project:______________________________________________
Date
Key event
Tasks
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KEEPING RECORDS
E-mail logsheet
Students in group:______________________________________
Project:______________________________________________
Date
To/from
About
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Flowchart
Students in group:______________________________________
Project:______________________________________________
Dates
Tasks
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Letter logsheet
Students in group:______________________________________
Project:______________________________________________
Date
To/from
About
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KEEPING RECORDS
Meeting record sheet
Students in group:______________________________________
Project:______________________________________________
Date
Present at meeting
Discussed/decided
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KEEPING RECORDS
Telephone call logsheet
Students in group:______________________________________
Project:_______________________________________________
Date
To/from
About
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KEEPING RECORDS
Diary of events sheet
Students in group:______________________________________
Project:______________________________________________
Date
Key event
Tasks
.
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GETTING THE BEST FROM MEETINGS
PART 19
Getting the Best from Meetings
If you have looked at Part 18 on ‘Keeping Records’, you will have noticed that
there is a form for you to record what happens at your meetings – you can put
down the date, who attends and what is said. Completing that form is enough
if you want to keep things simple.
However, if you would like to conduct your meetings in a more professional
way, there are two things you can do:
 have office bearers such as a Chairperson, a Secretary and Treasurer
 use agendas and minutes to record what happens at your meetings.
Office Bearers
In businesses and in voluntary groups, people attending meetings are
sometimes elected into positions that have duties as follows:
Chairperson
The Chairperson is the leader in meetings. She or he introduces topics,
invites people to speak, keeps everyone on track, brings the meeting to a
conclusion by taking a vote, if necessary.
Treasurer
The Treasurer manages the group’s finances, holds the bank accounts, gives
financial statements and makes financial predictions.
Secretary
The Secretary writes letters and keeps records on behalf of the group. He or
she writes agendas and minutes and circulates them to group members.
If you think it would help your group work more efficiently, you could elect a
Chairperson and Secretary – and possibly a Treasurer if your project involves
a budget.
Agendas
An agenda is a notice informing group members that a meeting is about to
happen and outlining what will be discussed. It can be sent by post or e-mail,
or it can be put up on a notice board.
On an agenda, you should have the following:
 name of group or committee
 date of meeting
 place of meeting
 things to be discussed, which are known as the ‘items on the agenda’.
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GETTING THE BEST FROM MEETINGS
Minutes
Minutes are a record of what happened in a meeting. They are usually typed
up by the secretary after the meeting and circulated to all group members.
Minutes should have the following things included:
 name of group or committee
 date of meeting
 time of meeting
 place of meeting
 people present
 people who gave apologies (for not being able to come)
 items discussed from agenda
 what action was decided and who is to carry it out
 any other business (anything else that was talked about)
 time the meeting finished
 date of next meeting.
Ask your tutor for a sample set of minutes.
Minutes and Agendas
If you have the time, it is worth using agendas and minutes for meetings. The
records will be more accurate and professional than simple notes.
If you would like to use a blank template for agendas, or a blank template for
minutes, ask your tutor for one.
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GETTING THE BEST FROM MEETINGS
Notice of Meeting Agenda
Group:
A meeting will be at held at:
On:
(date)
In:
(place)
(time)
Agenda:
1.
2.
3.
4.
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GETTING THE BEST FROM MEETINGS
Minutes
Group
Date
Place
Time
Present
Apologies
Item
No.
Agenda Item
Action
By whom
When
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GETTING THE BEST FROM MEETINGS
Anorexia study group minutes
Group: Anorexia
Study Group
Date: 7 November 2003
Place: Conference
Room
Time:
3.00pm
Present: Alex, Bobbie,
Michael, Joe and Katie
Apologies: Julie
Item
No.
1.
Agenda Item
Action
By whom
When
Leaflet
Collection
Doctor’s surgeries to be
visited to see what
information is available
for sufferers and their
families.
Katie and
Julie
13
November
2.
Internet
search
Information to be
obtained from 5 medical
sites and 5 support
groups for sufferers.
Alex and
Bobbie
13
November
3.
Talk by
recovered
anorexic
Support group to be
contacted to find out if
there is an anorexic
patient willing to give a
talk.
Michael
10
November
4.
Pack from
support
group
An information pack has
been received from local
support group. Letter of
thanks to be sent.
Katie
10
November
The meeting closed at
3.55pm.
Date of next meeting: 14
November 2003
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GETTING THE BEST FROM MEETINGS
Notice of Meeting Agenda
Working with Others Anorexia Study Group
7 November 2003
Conference Room at 3pm
Agenda:
Leaflet Collection
Internet Search
Talk by recovered anorexic
Pack from support group
A. O. B.
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ADVERTISING AND PUBLICITY
PART 20
Advertising and Publicity
Car boot sale
If you are organising an event of some kind as part of your project, you will
need to let people know about it to make sure they attend. The same goes for
anything you are hoping to sell – the public must know how and where to buy
it.
Imagine you were holding car boot sale in your school/college car park to raise
funds for a children’s charity. How would you let people know about it? Write
your answers in the box below.
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ADVERTISING AND PUBLICITY
Tutor’s answers
Car boot sale
How many ways of letting people know did you manage to get?
There are quite a few. They won’t all be suitable for every situation and you
might not have access to them all, but they are worth considering.
Word of mouth
Very cheap and quite effective as people like to talk, but don’t rely on it as
your only method of publicity.
Posters
You can draw these or make them on a computer. Whichever you decide to
do, make sure you include the following:
 the name of your group
 your logo if you have one
 where it is happening
 what time
 what it is about
 who is speaking or performing
 any cost
 what it is in aid of.
Leaflets
These can be miniature version of your posters, but make sure they are at
least point size 12 so people can read them. You can mail them out, hand
them out or leave piles in places where people will be likely to pick them up –
such as libraries and community centres.
Newspaper
Your local newspaper or weekly free newspaper might put in some information
about your event. Make sure you give them plenty of time. You could phone
up and find out about copy dates – the last date to send something in before
publication.
Intranet
If you have an intranet in your school or college you could post a message for
students and staff to read. Find out who maintains it and give them plenty of
time to prepare something suitable.
Internet
If your project is going to run for some time, you could develop a website for it
to let people know about progress. You could also put post messages on the
bulletin boards of other websites to let people know about it.
Talks and interviews
You could arrange to give talks to interested people to publicise the project or
event.You could also be interviewed for the local newspaper or local radio.
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ADVERTISING AND PUBLICITY
Local radio
Your local radio station might give a mention to your event or project. This
would be good as a reminder for something like a jumble sale or car boot sale.
TV message screens
Some organisations have TV screens or electronic message boards which
give details of events about to happen. If your school or college has one, try
to make use of it.
The methods you choose to advertise or publicise your event or project are up
to you as a group. However, you should keep in mind:
 the cost
 the time it will take to make the publicity material
 the skills the groups have
 the number of people you will reach with each method
 how appealing it will be to readers, viewers or listeners.
It is worth investing a bit of time to make your advertising materials as
attractive as possible.
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MEASURING SUCCESS – HOW DID WE DO?
PART 21
Measuring success – how did we do?
Was our project a success?
Once you have completed your project, you will be looking back over what you
did as a group to see if it matched your plans. Hopefully, everything will have
gone well and you will have managed everything you set out to do. Even if
things haven’t gone exactly to plan you should still have some positive things
to say about your work.
You will also be filling in the fourth part of your logbook. The information in
this section will help you to do that.
Here are eight things you can look at to measure how well you did in your
project.
Analysing
At the beginning you sat down and shaped the project together – you chose
your subject and you decided what to include and what not to include. How
realistic were the choices you made?
Planning
After you decided on the scope of your project, you made plans about tasks to
be done and a timescale to do them. How good was your planning? Did you
have to make many changes?
Resources
Think about all of the materials and equipment you used in your project. This
can include the computers and the stationery you used to keep records. It can
also include materials and equipment you used to make things, for example
cooker, cameras, tape recorders, craft materials.
 Were you able to work out what you needed and did you find a way to
get it?
 Did you manage to use things without wasting, losing or breaking
them?
People
 Did you manage to work well together without falling out?
 If you did have disagreements, did you manage to sort them out?
 Did you offer to help each other?
 Did you ask for help when necessary?
Information
 Did you manage to find out the information you needed for your
project?
(From other people, the Internet, books, etc.)
 Did you manage to record that information and store it carefully?
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MEASURING SUCCESS – HOW DID WE DO?
Time
 Did you manage to make good use of your time during the project?
(Not too much time spent talking and little being done?)
 Did you keep to the deadlines you set for yourselves in the diary or
flowchart?
Results
You can look back at the plan you made for your project and what you said
you were trying to do.
For example, you could have said that you were trying to:
 raise £100 for a charity
 make an information pack about a health issue
 organise a weekend away.
Did you manage to do everything you set out to do? If not, how much did you
manage?
Future Projects
What did you learn from this project that you could use in future projects?
Can you think of any way you would improve things if you had to do a similar
project?
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MEASURING SUCCESS – HOW DID WE DO?
Vicky, Charlene, Brian and Jim: how did they do?
Read the following case study about a group of students and answer the
questions.
Case study
Vicky, Charlene, Brian and Jim decided that they would like to take over the
organisation of the annual ‘battle of the bands’ competition in their college as
their project for Higher Working with Others. Battle of the bands had been
running successfully for five years and every year it had made a lot of money
for the local hospice, so they were under pressure to do a good job. There
was a bit of friction with other students right at the start as several groups of
students wanted to do this project, but eventually their tutor settled on their
group. The jealousy caused by this added to the pressure for them.
At first they thought it was going to be an easy project, as they didn’t think
there would be much involved. They were all Music Technology students,
they knew people in bands and they felt they could easily handle all of the
electrical equipment and wiring necessary (with a bit of guidance from their
tutor). However, when they spoke to a student who had been involved the
previous year, he described it as a ‘nightmare’. They suddenly became aware
that there was a lot more to it such as advertising, selling tickets, catering,
parking and having stewards to stop gatecrashers.
First of all they fixed a date for the main hall in the college. They were hoping
for a Saturday but had to settle for a Friday as the hall was already in use on
the Saturday they wanted. They sat down and wrote everything they would
have to do and allocated the tasks within the group. They also made a time
plan in the form of a big wall chart.
Vicky was responsible for finding bands and getting definite bookings. This
was difficult as many bands wanted to know who else was playing before they
would commit to appearing. The list seemed to alter every week as people
changed their minds and changed back again. Finally she managed to get a
fairly firm list.
The group set about designing tickets and posters. Everyone had strong
ideas about design. They managed to narrow the design options down to two,
and then discussed them at length. Eventually they took a vote because they
were wasting too much time – they were not keeping to the dates on their wall
chart. The decided to print the tickets and posters themselves to save money
and they got permission to use the colour printer in their learning centre. Brian
and Charlene took charge of the printing and did a very good job. After a bit of
discussion they group fixed the ticket price at £2.00 and hope to sell quite a lot
of soft drinks to make extra money.
They sold as many tickets as they could around the college and Jim went
about the town putting up posters in shops, the library and the community
centre. He learned a lot from this as some people were very friendly and
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MEASURING SUCCESS – HOW DID WE DO?
helpful (they even offered to sell tickets) and some were quite unhelpful, even
aggressive.
Eventually, they managed to sell quite a few tickets and the day of the gig
approached. Vicky had a bit of a fright when two of the bands cancelled a few
days before the date. She had to phone around and managed to get two
other newly-formed bands who were grateful to get a chance to perform.
On the day of the gig, the bands arrived to do sound checks with their
equipment and a couple of fuses blew in the college. The group and their
tutor had to contact an electrician for some emergency help. They had a bit of
trouble with gatecrashers from the local high school who had turned up drunk,
but Jim, Brian and their tutor managed to turn them away. They ran out of soft
drinks halfway through and Charlene and Vicky made a quick dash to the local
shop to buy some more.
The gig went well, the bands were well-received and the group made a lot of
money for the local hospice (more than the previous year). Photos of the gig
appeared on the college intranet.
The group decided to make notes about their experiences to give to whoever
was organising the gig the following year.
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Vicky, Charlene, Brian and Jim: how did they do?
Answer the following questions. Write your answers in the box provided. Give
some details – don’t just say ‘yes’ or ‘no’!
How well did they shape their project at the start?
Did they make plans with tasks and dates?
How well did they use their resources?
Did they find the information they needed?
Did they work well together?
Did they manage their time well?
Did they manage to complete their project?
What did they learn for the future?
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Tutor’s answers
Vicky, Charlene, Brian and Jim: how well did they do?
How well did they shape their project at the start?
The group were a bit over-confident to start with, but once they realised just
how complex the task was going to be they got themselves organised.
Did they make plans with tasks and dates?
Yes, this was one of their strengths. They made detailed plans using a wall
chart and had target dates for each activity.
How well did they use their resources?
When it came to making posters and tickets, they used college resources to
reduce costs and maximise profits for the hospice.
Did they find the information they needed?
Yes. It was a very good idea to speak to someone who had planned the
previous gig as this person was able to give them very relevant information.
Did they work well together?
Most of the time they did. There was a bit of friction when they were trying to
decide on a design for the posters and tickets, but they realised that the
lengthy discussion was eating up their time and corrected this.
Did they manage their time well?
Yes, they did most of the time. Again, the debate over the posters meant that
they lost a little bit of time, but they dealt with it in a mature way. They had
everything in place for the gig by the time the day came around.
Did they manage to complete their project?
Yes, they did very well. The gig was a big success and they made a lot of
money for the hospice, which was their main target. There were also a few
other nice benefits: for example they gave two new bands a chance to perform
and they made some notes to help next year’s battle of the bands.
What did they learn for the future?
They will all have learned a great deal about managing a big event and gained
a lot of confidence from their success. Vicky did very well to produce a
successful line-up of bands after so many changes and setbacks and Brian
and Charlene would have learned a lot from making the posters and tickets to
a professional standard. The experience of persuading people to put up
posters and sell tickets would have taught Jim a lot about human nature.
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FILLING IN YOUR LOGBOOK
PART 22
Filling in Your Logbook
It is very important that you take your time to fill your logbook in properly as
your tutor will be looking at it to decide whether or not you have passed the
unit. Completing the logbook is part of each of the learning outcomes. At
Higher level your tutor will expect you to give detailed and thoughtful answers.
The logbook can be found at the end of this pack or you can complete it
online. It comes in four parts plus a frontsheet:
Outcome 1
Outcome 2
Outcome 3
Outcome 4
Outcome 1 – analysing
In this section you will record the initial discussions you had with your group
when you were trying to decide what project to tackle and what it should
contain.
You might have had a completely free choice or you may already have had
your options narrowed if you are overlapping Working with Others with another
unit such as Enterprise or Local Investigation. Whatever made the group
decide on a particular project, make sure you write it down.
You should also make a note of the scope of your project – what you decided
to include and leave out. For example, if you decided to make a health pack
for your school, and you decided to cover diet and exercise but not drugs or
smoking, make notes on why that decision was taken. (It could have been
due to time constraints, resources available, number of group members or
other students covering those topics.)
Outcome 2 – planning
Once you have made a plan for your project with the members of your group,
you should each complete the Outcome 2 section of your logbook. You can
get the information you need to complete this section by completing the tasks
in the sections ‘Dividing up the Work’ and ‘Planning Your Time’. Go back to
those sections if you need a refresher.
When you are thinking about other targets you want to set for yourselves, you
could think about the money you would like to raise (if your project involves
fundraising), or the end product you would like to have (a report, a video or a
pack).
If you have any questions about filling in this part of the logbook, ask your
tutor.
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Outcome 3 – carrying out your plan
This is the easiest part of the logbook. You simply record day by day what
you planned to do that day and what actually happened. Be honest if things
didn’t go to plan and you had to make changes.
Every time you do something, write it down or you might forget.
Remember that there is a range of forms in the toolkit to help you keep track of
meetings, telephone calls, e-mails, and so on. Print them off and fill them in if
you think they will help.
Outcome 4 – review
You fill this part in once your project is finished. If your term at school or
college finishes before you manage to complete your project, then you will
have to write your review on what you actually got done.
Look back at your logbook for Outcome 2 and remind yourself about how you
decided to measure success for your project. Usually, you will be thinking
about how you:
 managed materials and equipment – found what you needed and didn’t
break, lose or waste it
 worked well with other group members – asked for help and offered
help
 found the information you needed – without asking your tutor all the
time
 didn’t waste time and kept to deadlines
 met any other targets you set for yourselves.
When you answer the last three questions, you can give your personal opinion
about the project. Think about how happy you were with the way things went.
Think about improvements for future projects.
One final tip!
When you are writing comments in your logbook, don’t just repeat the
questions as that won’t be enough.
For example, when you are asked about resources, a good answer would be:
Towards the end of our project we were involved in making five copies of our
information pack. I think we used resources well as we wasted very little of
the coloured paper we were given. We also made sure that we didn’t misuse
the colour printer – we got instructions before we started so that we put the
paper in the right way up.
I think the end product looked very professional and the librarian seemed
pleased to put it on display.
Good luck with completing your logbook!
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WEBQUEST 2 – WHAT DOES IT MEAN TO BE SCOTTISH?
PART 23
Webquest 2 – What does it mean to be Scottish?
Scotland is portrayed in the media in many ways as a country that has:
a tourist image of tartan, shortbread, haggis, kilts, whisky, ceilidhs, castles,
hills and heather
 an ancient culture offering academic excellence and exporting ‘brains’
all over the world
 a tradition of thriving arts promoted through many international festivals
 a new parliament – but the new building is attracting more attention
than the activities of the members
 urban deprivation and a poor health record – bad diet, drugs,
excessive drinking and smoking in the housing estates of the big cities
 an obsession with football sometimes tainted by sectarian bigotry – but
the fans who travel abroad are generally well-behaved party animals.
What does being Scottish mean to people in Scotland? Is it a mixture of the
above or something else?
Task
Your task as a group is to investigate modern life in Scotland and how Scots
see themselves and their country. You will produce a record of your findings –
it could be in the form of an illustrated report, a short video or radio broadcast,
a display of photographs with captions, or in a medium of your own choice.
Process
Step 1
As a group:

Decide which aspects of Scottish life you will cover.
Step 2
As a group:

Decide how you will present your output. This is important as it will
determine how you search – for example, if you intend to make a
video, you will need to have a video camera from the start of your
project.
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Step 3
As a group:

Search for materials. Possible sources could include:
– Internet
– books
– newspapers and magazines
– TV programmes
– films made in Scotland
– questionnaires
– interviews, especially with any local celebrities who may be able to
give you memorable quotes.
Step 4
On your own:
Complete your logbook.
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Resources
Websites
This is just a small collection to get you started – no doubt your group will find
many more.
Business
http://www.scottish-enterprise.com/about/aboutscotland/
Comment
http://news.bbc.co.uk/1/hi/scotland/2964378.stm
General
http://www.geo.ed.ac.uk/home/scotland/scotland.html
http://www.rampantscotland.com/
http://www.whoownsscotland.org.uk/
http://www.bbc.co.uk/scotland/
http://www.scotlandonline.com/
Health
http://www.hebs.scot.nhs.uk/
History and culture
http://www.historic-scotland.gov.uk/
http://www.natgalscot.ac.uk/
http://www.onescotland.com/
Humour
http://www.bbc.co.uk/scotland/tv/chewinthefat/
Tourism
http://www.lochness.co.uk/
http://www.visitscotland.com/
http://www.taste-of-scotland.com/
Sport
http://www.scottishsport.co.uk/
http://www.scottishfa.co.uk/index.cfm
http://www.scottishrugby.org/index.cfm?
Youth
http://www.youngscot.org/
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WEBQUEST 2 – WHAT ARE WE EATING?
PART 24
Webquest 2 – What are we Eating?
Every time you lift a newspaper or turn on the television there seems to be an
issue about food. Here are a few that have been featured recently:
 genetic modification of food
 organic farming and benefits of a vegetarian diet
 famines in some countries
 obesity and junk food diets in western countries
 BSE and other forms of contamination.
Task
Your task as a group is to investigate thoroughly one issue related to food and
to present your findings in one of the following forms:
 illustrated report
 video
 collection of illustrated leaflets
 oral presentation with visual aids – all group members to participate
Process
Step 1
As a group:

Decide which issue to tackle.
Step 2
As a group:

Decide on your method of presentation – this will affect how you
research, especially if you intend to make a video.
Step 3
As a group:

Plan your tasks, make a flowchart and divide up the duties.
Step 4
As a group:

Research your subject from as wide a range of sources as possible. It
is recommended that you use a questionnaire to gauge public opinion.
Step 5
On your own:
Complete your logbook.
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WEBQUEST 2 – WHAT ARE WE EATING?
Resources
Here are some websites to get you started. You will no doubt find many
others on your chosen topic.
BSE
http://www.bse.org.uk/
http://www.defra.gov.uk/animalh/bse/
Famine
http://news.bbc.co.uk/1/hi/in_depth/africa/2002/famine_in_africa/default.stm
http://news.bbc.co.uk/1/hi/world/africa/2027079.stm
http://www.europaworld.org/Famine.htm
Genetic Modification of Food
http://www.newscientist.com/hottopics/gm/
http://www.bionetonline.org/English/Content/ff_cont2.htm
Obesity and Junk Food
http://news.bbc.co.uk/1/hi/health/3105605.stm
http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2003/01/30/wfood30.x
ml
http://www.news.scotsman.com/topics.cfm?tid=677
http://www.sustainweb.org/labell_index.asp
Organic farming
http://www.soilassociation.org/web/sa/saweb.nsf?Open
http://news.bbc.co.uk/1/hi/sci/tech/2017094.stm
http://www.sac.ac.uk/cropsci/External/OrgServ/
http://www.bbc.co.uk/food/features/pf_organics_index.shtml
Vegetarianism
http://www.vegsoc.org/
http://www.thevegetarianchannel.com/
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WEBQUEST 2 – THE BIG EVENT
PART 25
Webquest 2 – The Big Event
If your college or school will be holding a big event soon, such as a fundraiser,
a party or a ‘battle of the bands’, ask if your group can be the event
management team. But remember – this is not an easy option: to pass Higher
Working with Others you will have to pay great attention to every detail.
Task
As a group you will plan and organise an event for your school or college. As
well as producing detailed plans, you will keep a logbook and record the event
in some other way such as a video or photograph album with captions.
Process
Step 1
As a group:

Find out what has already been planned for the event, if anything – the
date, the time, the venue, the purpose (for example if it’s to raise
funds) and if there is to be a particular theme.
Step 2
On your own:

Print off a logbook and start recording your activities.
Step 3
As a group:


Print off and complete the event planning sheet (see below).
Check the websites in ‘Resources’ for ideas and inspiration.
Step 4
As a group:



Interview the person in your organisation who has responsibility for the
event.
Discuss your group’s ideas. Come to an agreement about what is to
happen.
Make sure you take careful notes of this meeting.
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WEBQUEST 2 – THE BIG EVENT
Step 5
As a group:


Make a detailed plan – use a wall plan, diary sheet or flowchart.
You can print these from the toolkit, but you may want to make a more
complex chart showing the different tasks of group members.
The rest is up to you. Good luck with your event and don’t forget to complete
your logbook.
Resources
Websites
http://www.boomerangevents.com/#
http://www.londonlaunch.com/
http://www.professionalfundraiser.org.uk/index.htm
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WEBQUEST 2 – THE BIG EVENT
The Big Event
Planning sheet – page 1
Student’s names_______________________________________________
Use this worksheet to help plan your event. Your can record what has already
been decided and put down ideas for aspects that are still up for discussion.
Type of event
Purpose
Theme
Location
Date
Time (starting and finishing)
Person in charge
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WEBQUEST 2 – THE BIG EVENT
Budget
Sponsorship
Activities
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WEBQUEST 2 – THE BIG EVENT
The Big Event
Planning sheet – page 2
Student’s names________________________________________________
Music
Speaker
Decorations
Invitations
Tickets
Publicity
Catering
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WEBQUEST 2 – THE BIG EVENT
Toilet facilities
Parking
Legal issues (permits, licenses, Health & Safety)
Other
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TOOLKIT
PART 26
Toolkit
In this section, you will find the following templates to help you carry out the
various activities.

Diary of events

E-mail logsheet

Flowchart

Letter logsheet

Meeting record sheet

Telephone call logsheet

Visit logsheet
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TOOLKIT
Toolkit
Diary of events sheet
Students in group:______________________________________
Project:______________________________________________
Date
Key event
Tasks
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TOOLKIT
Toolkit
E-mail logsheet
Students in group:______________________________________
Project:______________________________________________
Date
To/from
About
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TOOLKIT
Toolkit
Flowchart
Students in group:______________________________________
Project:______________________________________________
Dates
Tasks
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TOOLKIT
Toolkit
Letter logsheet
Students in group:______________________________________
Project:______________________________________________
Date
To/from
About
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TOOLKIT
Toolkit
Meeting record sheet
Students in group:______________________________________
Project:______________________________________________
Date
Present at meeting
Discussed/decided
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TOOLKIT
Toolkit
Telephone call logsheet
Students in group:______________________________________
Project:_______________________________________________
Date
To/from
About
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TOOLKIT
Toolkit
Diary of events sheet
Students in group:______________________________________
Project:______________________________________________
Date
Key event
Tasks
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LOGBOOK
Working with Others
HIGHER
Logbook
Student’s name____________________
Group ____________________________
Project____________________________
Date completed_____________________
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LOGBOOK
The Logbook
Outcome 1 – analysing – page 1
Student’s name________________________
We came up with the following ideas for a possible project:
We finally decided on:
We chose that project because:
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LOGBOOK
The Logbook
Outcome 1 – analysing – page 2
Student’s name________________________
We decided that the following features would be essential for our project:
(Write about the stages you intend to go through, resources/equipment
necessary, methods of finding information, and so on.)
We decided that the following would not be included in our project:
(Write about any aspects you decided not to cover, resources you couldn’t
use.)
We decided to leave them out because:
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LOGBOOK
The Logbook
Outcome 2 – planning – page 1
Student’s name________________________
We decided that our project would be:
This meant that the following things had to be done:
(Make a list)
We agreed on the following plan:
(Tasks and dates)
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LOGBOOK
The Logbook
Outcome 2 – planning – page 2
Student’s name________________________
_____________________________________________________
We divided up the tasks as follows:
(Give names, duties and reasons why students took on those tasks – their
strengths and weaknesses.)
With the group, I agreed my tasks would be:
(give full details)
We decided they were suitable for me because:
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LOGBOOK
The Logbook
Outcome 2 – planning – page 3
Student’s name________________________
_____________________________________________________
As a group, we decided on the following ways to measure the success of our
project (tick all that apply):
Good use of resources and materials.
Finding useful information.
Using our time well.
Working well together and helping each other.
Other targets and ways in which we agreed to measure success:
(Could include audience appreciation, funds collected, skills or, materials
produced.)
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LOGBOOK
The Logbook
Outcome 3 – carrying out the plan
Student’s name________________________
Date
What was planned
What I/we actually did
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LOGBOOK
The Logbook
Outcome 4 – review – page 1
Student’s name________________________
Look back at what you put in your Outcome 2 log for how you decided to
measure success.
Comment on how well you managed with each of the following:
Using materials and resources
You:
The rest of the group:
Finding information
You:
The rest of the group:
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LOGBOOK
The Logbook
Outcome 4 – review – page 2
Student’s name________________________
Making good use of your time
You:
The rest of the group:
Working well together and helping each other
You:
The rest of the group:
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LOGBOOK
The Logbook
Outcome 4 – review – page 3
Student’s name________________________
Did you achieve any other targets? (for example, raising funds, producing
materials)
Can you think of anything you were particularly happy about or proud of?
Was there anything you were unhappy about?
Can you think of any changes you would make if you did this project again
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