WHO, WHAT, WHEN, WHERE, WHY AND HOW?
PART 11
Who, what, when, where, why and how?
Once you have decided on a project for your group, you will need
to make a plan. You can think of your project as a story that
hasn’t happened yet, and you can write your plan like a story.
When journalists are writing articles for the newspapers, they use
the following six words as reminders to make sure they don’t miss
anything out:
Who? What? When? Where? Why? How?
If you look at any of the stories in this morning’s newspapers, you
will find that they nearly all contain the same ingredients: who,
what, when, where, why and how.
Look at the short article below as an example.
Jet-ski accident
Two men died when their
jet-ski turned over on
Forrestburn Reservoir
in Lanarkshire.
The accident happened on
Wednesday, 14 May.
They drowned because they
were not wearing life jackets.
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WHO, WHAT, WHEN, WHERE, WHY AND HOW?
You can separate out this article as follows:
Who? – two men
What? – died of drowning
When? – 14 May
Where? – Forrestburn Reservoir
Why? – not wearing life jackets
How? – jet-ski turned over
Now read another short article on the next page to try a similar
type of exercise.
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WHO, WHAT, WHEN, WHERE, WHY AND HOW?
Lawyer article
Read the following short passage, then use the words who, what,
when, where, why and how to analyse the article.
Lawyer raises money to fight meningitis
Olivia Giles will raise money for the Meningitis Trust
by taking part in a six-mile sponsored walk in
Edinburgh on June 22.
Ms Giles lost her hands and feet as a result of
meningitis. Now that she is well enough, she hopes
to be able to help other people with the disease.
Student’s name _____________________________
Who? ____________________________________
What? ___________________________________
When? ___________________________________
Where? __________________________________
Why? ____________________________________
How? ____________________________________
When you have finished, compare your answers with the tutor’s
answers on the next page.
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WHO, WHAT, WHEN, WHERE, WHY AND HOW?
Tutor’s answers
Lawyer article
Who? – Olivia Giles, a lawyer
What? – raise money for the Meningitis Trust
When? – 22 June
Where? – Edinburgh
Why? – to help other people with the disease
How? – sponsored walk
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WHO, WHAT, WHEN, WHERE, WHY AND HOW?
Starting your own project
When you start to plan your own project, you will need to think
about:
Who?
Who is going to carry out the project?
Obviously it will be the members of your group. But you should
also think about:
 Who is going to do each part of the project? You will need
to think about the various tasks involved and the be st
people to do them. There might be tasks for one person,
two people and some for the whole group.
 If time is quite tight, choose the people who already have
the skills to complete the task. If you have a bit more time,
you can afford to experiment and let group members try
things they haven’t done before.
 If some tasks are not popular, make a rota so that everyone
does their share.
 Who else are you going to need? You might need to speak
to some other people about help, information or permission.
Make a list of those people.
If you are hoping to raise some money with your project, who will be
your customers?
What?
If you have already chosen your project, you will know what you want
as an end result. What you will need to do is break it down into smaller
tasks. Think about:
 what you can manage in the time you have
 what is essential and what can be left out
 the story of your project from start to finish – imagine your project
happening. That way you won’t miss anything out.
When?
 If your project involves an event of some kind (like a performance
or a sale of goods), you will need to fix a suitable date. Make
sure it’s a date when people can come. It will be no good if it
clashes with exams or a public holiday.
 Give yourselves enough time – work out how long it will take you
to get everything ready.
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WHO, WHAT, WHEN, WHERE, WHY AND HOW?


Even if there isn’t an event to get ready for, you will still have a
deadline when everything will have to be completed – speak to
your tutor about this.
See the section on ‘Planning Your Time’ – it gives good
information about keeping a diary.
Where?
You need to think about the following:
 Where you are going to work – in the classroom or somewhere
else.
 If there are different stages to your project (for example, making
things and selling them) you may need different locations.
 If you are looking for customers, you need to think about where
to find them.
 If you are looking for people to give help or information, you need
to find them.
 If you are travelling outside of your college or school, you need to
think about where you are going and how you are going to get
there.
Why?
 The answers to this question should be very easy. You have
chosen this project because you:
 want to pass the unit
 want to make money for a good cause (if you are fundraising)
 are all interested in the subject you have chosen.
When you break your project down into smaller tasks, you should
consider why you are doing each one of them. Are they really relevant
to what you want to achieve?
How?
You need to think about:
 equipment – will you need a computer, a cooker, a video
camera, a tape recorder, and so on?
 supplies – stationery (pens, paper, computer disks), ingredients,
and so on?
 communication – with group members and people outside the
group by e-mail, telephone, in person, by letter.
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WHO, WHAT, WHEN, WHERE, WHY AND HOW?
Another go
By now you should have the hang of ‘who, what, where, when, why and
how’. If you would like another practice, try this exercise.
Imagine that your group is carrying out one of the following three
projects. Use the exercise sheet on the next page and as a group fill it
in for your chosen project. When you have finished, discuss it with your
tutor.
1. You are making a two minute video about your school/college to
send to students in a school/college in Australia.
2. You are making a special sandwich lunch to sell in aid of charity.
You will be taking orders in advance.
3. You are organising a treat for some senior citizens who live in a
nursing home. It could be something to eat, something for their
bedrooms, or a performance of some kind. You will be visiting
them to give them their treat.
As a group, now work on the exercise sheet overleaf.
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WHO, WHAT, WHEN, WHERE, WHY AND HOW?
Who, what, when, where, why and how?
Students’ names
Project
Who?
What?
When?
Where?
Why?
How?
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FINDING INFORMATION
PART 12
Finding Information
Is the Internet always best?
Parts of this course take you online and in
some sections you are given links to the
Internet.
This might make you think that the writer
is promoting the Internet as the best
source of information for all occasions.
This is not true! The Internet is very convenient, but there are
many other sources of information. The sources you use will
depend on what you are trying to find out.
Here is a list of information sources – you can probably think of
some others:
Print
Books, leaflets, worksheets, handouts, newspapers, magazines.
People
Tutors, other students, family, friends, experts.
Audio-visual
TV, videos, DVDs.
Visual
Photographs, pictures, posters.
Organisations
Libraries, museums, local council, voluntary groups and charities.
Computer
Apart from the Internet, you can also use CD-ROMs and
databases.
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FINDING INFORMATION
Finding Information
Which source you use depends on what information you are
looking for. You will become better at finding information quickly
if you give yourself lots of practice.
You need to keep in mind the following:
Speed
How quickly will you be able to get the
information you need? If you write a letter to
an organisation in London and wait for a
reply, you may have to wait a week or more.
Could you find the same information more
quickly by another means?
Cost
Don’t spend money on bus fares to find information that you could
get just as easily by telephoning.
Quality
You want information that is correct and up-to-date. If you are
taking information from a book, look at the front to see when it
was published. Depending on the subject, the information could
now be out of date if the book was published several years ago.
The same is true for Internet sources. Check when they were put
up.
Try the exercise on the next page to check how good you are at
finding information.
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FINDING INFORMATION
Matching information to sources
Below are six pieces of information with sources beside them.
The sources are not in the correct order. Can you put the
sources into the correct order?
Information
Source
1. Dates of public holidays in
your school or college
A
Your local newspaper
2. Telephone number of your
local sports centre
B
Your grandparents
3. Details of support groups for
people with depression
C
Your tutor
4. Details of what it was like in
your town during the 1950s
D
Doctor’s surgery
5. Details of films on at your local
cinema
E
Your library
6. Details of books about
photography
F
Telephone book
For example, source C is probably best for item 1.
The best source for item 2 is
The best source for item 3 is
The best source for item 4 is
The best source for item 5 is
The best source for item 6 is
Once you have finished, look at the tutor’s answers on the next
page.
This activity is available online in an interactive format.
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FINDING INFORMATION
Tutor’s answers
Matching information to sources
Information
Source
1. Dates of public holidays in
your school or college
C
Your tutor
2. Telephone number of your
local sports centre
F
Telephone book
3. Details of support groups for
people with depression
D
Doctor’s surgery
4. Details of what it was like in
your town during the 1950s
B
Your grandparents
5. Details of films on at your local
cinema
A
Your local newspaper
6. Details of books about
photography
E
Your library
If you had difficulty with this exercise, speak to your tutor about it.
Tutors will be on hand throughout the course to point you in the
right direction when you can’t find information.
But remember – they can only tell you where to look or give you a
clue.
They can’t and won’t do the work for you!
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PLANNING YOUR TIME
PART 13
Planning Your Time
Reasons to make a plan
Sometimes, when people are preparing for a
big event, they make a time plan. This is
really just a list of dates with details about
things to be done.
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 – did everything go to
plan? Was the event a success?
Talk about your answer with the students around you.
How did their events go?
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PLANNING YOUR TIME
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.
Now look at the tutor’s answers on the next page.
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PLANNING YOUR TIME
Tutor’s answers
Reasons to make a plan
If you make a time plan it can help you to:
 work steadily towards a deadline – doing things gradually
and in the right order
 make the best use of everyone’s time
 make sure nothing gets missed out
 allow extra time for unexpected things happening.
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 going down the left side and
the dates across the top – using crosses or shading to
mark the dates for action.
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PLANNING YOUR TIME
Jumble sale for happy pets’ animal shelter
A group of students were planning a jumble sale to raise money for an
animal shelter. They made both a diary of events and a flowchart.
Diary of events
Date
Key events
Tasks
1st meeting
Decide on date and
venue.
10 April
2nd meeting
Decide on tasks and
team.
17 April
Publicity
24 April
Catering and transport
Design and draw
posters. Ring
newspaper.
Arrange tea and food.
Phone about van.
Collections
Go round houses
picking up jumble.
Sort jumble
Divide into clothes,
ornaments and so on.
2 April
1 May–4 May
10 May–11 May
12 May
Jumble sale
13 May
Count money
Sell clothes, etc.
Serve tea and coffee.
Collect money.
Count money into
bank bags. Clear hall.
Give cheque to
charity.
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PLANNING YOUR TIME
Jumble sale for happy pets’ animal shelter
Flowchart
(The dates are for the weeks beginning with that day.)
2 April
Tasks
1st meeting
2nd meeting
Arrange
publicity
Arrange
catering
Arrange
transport
Collect doorto-door
Sort jumble
9 April
16 April
23 April
30 April
7 May
X
X
X
X
X
X
X
Set up hall
X
Jumble sale
X
Count money
X
Clear hall
X
Give money
to
happypets
X
The group would have seen from this chart that most of their work
would be concentrated in the last week.
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PLANNING YOUR TIME
Cake and candy sale
Imagine that your group is planning a cake and candy sale and a
raffle to make money for your favourite charity.
As a group, decide what would have to be done. If you can’t think
of everything that might have to be done, look at the hints listed
on page 69. You have six weeks to get ready.
Make both a diary of events and a flowchart
These blank sheets are available online in an
interactive format.
A blank chart for the diary is on page 70.
A blank chart for the flowchart is on page 71.
If you have someone in your group who likes drawing, you could
make a hand-drawn chart. Ask your tutor or teacher for some
drawing paper and coloured pens or pencils. Have a colour code
for each member of the group and their tasks. Make it a work of
art!
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PLANNING YOUR TIME
Cake and candy sale
Evaluation
Once you have completed both the diary and the flowchart, compare
them and discuss them in your group.
Which would have helped you to get organised better if you were really
having the cake and candy sale?
There is no correct answer here – everyone will have their own opinion.
Keep the diary and the flowchart in a safe place – you will be writing
more diaries and flowcharts like this later.
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PLANNING YOUR TIME
Cake and candy sale
Hints sheet - things to be done
If you were organising a cake and candy sale and a raffle you
would have to:










find somewhere to hold it
decide on a date and time
get some furniture – tables and chairs
make cakes and sweets, or arrange to have them made
decide on prices
buy bags
have a ‘float’ of money for change
put up posters
collect raffle prizes – chocolates, wine, toys, toiletries,
candles and so on
buy raffle tickets and pens.
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PLANNING YOUR TIME
Cake and candy sale and raffle
Diary of events
Date
Key event
Tasks
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PLANNING YOUR TIME
Cake and candy sale and raffle
Flowchart
Dates
Tasks
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KEEPING RECORDS
PART 14
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, right from the start to keep a note of what
you are doing. 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:
Now go to the next page to see the tutor’s answers.
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KEEPING RECORDS
Tutor’s answers
Why keep good records?
When you are working in a group it is important to keep records
for these reasons:
 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.
 From time to time, your tutor will ask what you have done
and how things are going. If you have kept records, you
will have more to talk about.
Keeping forms
To help you keep records, a collection of forms has been made
for you to print off and fill in, or complete on the computer.
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.
The forms are available online.
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KEEPING RECORDS
Mostly the forms 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.
The forms are in the Toolkit at the end of this pack. Included are
the diary and flowchart sheets that you learned about in ‘Planning
Your Time’.
Diary sheet
Flowchart sheet
Letter logsheet
Telephone logsheet
Visit logsheet
E-mail logsheet
Meeting record sheet
Have a look at one or two that you will almost certainly need,
such as the meeting record sheet.
Happy record-keeping!
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MEASURING SUCCESS – HOW DID WE DO?
PART 15
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 third part of your logbook – the
review section. The information here will help you to do that.
There are five things you can look at to measure how well you did
in your project.
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 and 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
Think about how you worked together as a group.
 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?
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MEASURING SUCCESS – HOW DID WE DO?
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?
Time
 Did you manage to make good use of your time during the
project? (Not too much time spent talking and too little
work 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 £50 for a charity
 make a welcome pack for a new student
 make a book about the history of your school.
Did you manage to do everything you set out to do? If not, how
much did you manage?
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MEASURING SUCCESS – HOW DID WE DO?
Emma, John, Craig, Julie and Steven: how did they
do?
Read the following case study about a group of students and
answer the questions on the next page.
Case study
Emma, John, Craig, Julie and Steven decided that they would like
to make an information booklet about their local community centre
for their Working with Others project. There were a few leaflets
about various clubs that met in the centre, but nothing that pulled
all of the information together. They hoped to get information
about all of the organisations, type it up neatly and make 50
copies to give out to local people.
In the first few weeks they collected all of the information leaflets they
could find and they made an appointment to interview the manager of
the centre to get more detailed information. Everyone wanted to go
and interview him and they argued a bit about that, but with the
teacher’s help they decided that only Craig and Julie should go.
The manager gave them a list of all the clubs and the times when
they used the centre. Emma and John decided to go to the
centre in the mornings to find out about the playgroup and Steven
and Julie went in the afternoon to find out about the lone parents’
club and the art class. John went on holiday for two weeks and
forgot to give Emma the folder with information from the manager.
Steven had an accident and was off school for two weeks, which
meant Julie had to work on her own. When it came time to type
up their booklet, they found that they hadn’t managed to speak to
anyone about the badminton club that met in the hall.
Typing up the booklet was a struggle as none of them could type
very well, but they all did a bit and their typing got better. They
felt that their leaflet looked quite nice when it was finished. They
gave out copies to friends, relatives and teachers and put 20 in
the community centre. Three members of the public wrote letters
to the school to thank them for their efforts – they said the booklet
was really useful.
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MEASURING SUCCESS – HOW DID WE DO?
Emma, John, Craig, Julie and Steven: how did they do?
Write your answers in the spaces provided. Give some details –
don’t just say ‘yes’ or ‘no’!
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?
Now compare your answers with the tutor’s answers on the next
page.
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MEASURING SUCCESS – HOW DID WE DO?
Tutor’s answers
Emma, John, Craig, Julie and Steven: how well did they do?
How well did they use their resources?
John went away on holiday with a folder, which meant they were
a bit disorganised, but apart from that they managed quit e well.
They managed to use the computer to type up their project and
the photocopier to print copies.
Did they find the information they needed?
They did very well here as they asked the best person – the
centre manager. They also interviewed some other people. The
only information they didn’t get was about badminton.
Did they work well together?
Yes, apart from a little disagreement about who should interview
the manager. They managed to share out the tasks quite well
and helped each other through the difficult time when they were
typing the booklet.
Did they manage their time well?
Most of the time they did. A few unfortunate things happened
that weren’t their fault – John going on holiday and Steven having
an accident. The only thing they didn’t manage to do was find out
about the badminton club.
Did they manage to complete their project?
Almost totally. Again, the only thing missing was the information
about the badminton club. But their leaflet was well received by
the local people and they have a lot to be proud of.
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FILLING IN YOUR LOGBOOK
PART 16
Filling in your logbook
It is very important that you take your time to fill in your logbook
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.
If you have been filling in the ‘selfcheck’ sheets throughout the
course, you will have had some practice in writing the kind of
comments that are needed for your logbook.
The logbook can be found at the end of this pack or you can
complete it online. The online version comes in four parts for you
to print off, as follows:




Logbook frontsheet
Outcome 1
Outcome 2
Outcome 3
Let’s now find out how to complete your logbook.
Outcome 1 – planning
Once you have made a plan for your project with the members of
your group, you should each complete the Outcome 1 section of
your logbook. You can get the information you need to complete
this section by asking yourselves what, who, where, when, how,
and why. Go back to Part 11 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).
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FILLING IN YOUR LOGBOOK
As a group, you should also think about filling in a diary sheet or a
flowchart at this stage – you can find those in the Toolkit at the
end of the pack.
If you have any questions about filling in this part of the logbook,
ask you tutor.
Outcome 2 – 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 Appendix at the
end of this pack 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 3 – review
You fill in this part 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 1 and remind yourself
about how you decided to measure success for your project.
Usually, you will be thinking about how well you:
 managed materials and equipment – found what you needed
and didn’t break, lose or waste it
 worked with other group members – asked for help and
offered help
 found the information you needed – without asking your tutor
all the time
 kept to deadlines – and didn’t waste time
 met any other targets you set for yourselves.
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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 statements because that won’t be enough.
For example, when you are asked about resources, don’t just write:
‘I think I used resources and materials well.’
You will have to give more information than that. A good answer
would be:
‘I think we made good use of our materials when we made
cakes. We didn’t waste any of the materials apart from a few
eggs that got dropped. We managed to sell all of the cakes
except for two that were burnt. We ate them ourselves.’
Good luck with completing your logbook!
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FUN WITH FUNDRAISING
PART 17
Webquest 2 – Fun with Fundraising
Introduction
This webquest is designed to follow on from the one that appeared
earlier in this course called ‘Money for a Good Cause’ (see Part 8).
In ‘Money for a Good Cause’ you were asked to come up with
some ideas to raise money for charity. In ‘Fun with Fundraising’
you are going to make a plan to carry out those ideas.
If you have not already completed ‘Money for a Good Cause’, go
back now and take a look. Come up with some ideas to raise money
by selling things you make or providing a service people will buy.
Task
As a group, you are going to look at your fundraising ideas and
decide which one is best. You are then going to make a plan for
carrying out that idea.
If you have the time and resources, you can actually carry it
through and raise the money – the charity will be very grateful!
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Process
Step 1
As a group:



Decide which of your ideas is the best one for raising
money. If you have done the ‘Money for a Good Cause’
project, you should have two ideas for things to sell and
two for services you could provide.
Your decision should be based on how much money you
could raise without taking too many risks and spending too
much in the first place.
Set a time limit on your discussion and if you still haven’t
decided, take a vote.
Step 2
As a group:


Make a list of what needs to be done and what equipment
you will need.
You might also have to organise a location in which to carry
out your plan.
Step 3
As a group:


Fix a date for your fundraising event and make a time plan.
If you like, you can print off and complete the diary sheet or
flowchart provided (see note on ‘Resources’, below).
Step 4
As a group:


Decide who will carry out each of the tasks on your list.
Remember that a lot will have to be done on the day of
your fundraising event and just before. You might need
extra help from people outside your group.
If you would like some more help to get organised, there
are some hint sheets for you to print off (see below).
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Step 5
As a group:

If you are able to carry out your plan – get on with it and good
luck!
Step 6
On your own:

Complete the Selfcheck sheet and record how you felt
about this fundraising activity.
Step 7
As a group:

Discuss your Selfcheck sheets with your tutor.
Resources
Diary sheet
Flowchart
Selfcheck sheets
Hint sheets
Premises
Equipment and supplies
Special skills and advice
Publicity
Mucking in
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Diary sheet
Team members
Date
Key events
Tasks
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Fun with Fundraising
Team members
Dates
Tasks
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Selfcheck sheet
Student’s name
Once you have completed this webquest, write the answers to the
following questions in the boxes below, and discuss them with
your tutor.
Note!
There are two parts to this selfcheck sheet:
 Planning – which everyone fills in
 The event – which you only need to complete if your group
went on to carry out the fundraising activity.
Planning
Our group activity was
Group members were
My contribution to the plan was:
I felt happy about:
I was not so happy about:
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Selfcheck sheet
The event
Date:
Place:
Money raised:
My planned tasks were:
I also helped with:
I felt happy about:
I was not so happy about:
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Hints sheet - premises
Premises for making things to sell
If you are making things to sell, you might need to have your
premises (room, cupboard, etc.) for a few days or weeks while
you make and store what you are going to sell.
Think of somewhere suitable. If you are making cakes or sweets
you are obviously going to need a kitchen. You might need a
second set of premises to sell your goods – somewhere the
public can get to easily.
Premises for offering a service
If you are offering a service, such as a carwash, you might need
to have space for parking several cars.
Make sure you have permission for the space or area you want to
use, and make sure you know what to do about keys and locking
up if this has to be done.
Keep your premises clean and tidy and remember to say thank
you for being allowed to use them.
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Hint sheet – equipment and supplies
Making things to sell
If you are making things to sell, you will need to make a list of
things to buy.
For example, if you are making cakes, you will need to make a list
of ingredients such as flour, butter, eggs and sugar. You will
need to consult a recipe book and work out the correct quantities
for the number of cakes you wish to make.
If you are making some kind of craft item like soft toys, you
should make a list of the materials needed such as cloth, stuffing,
thread, scissors and a sewing machine.
You should think about how the customers are going to take away
their purchases. Will you be packing the items in bags or boxes?
Offering a service
If you are offering a service, you will also need supplies and
equipment.
For example, if you are offering to wash cars, you will need a
supply of hot and cold water for washing and rinsing, buckets,
sponges, detergent and cloths to dry the cars.
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Hint sheet – special skills and advice
Making things to sell
If you are making things to sell you will have to make them to a
decent standard so that people will want to buy them. Only close
friends and relatives will buy things just to please you – everyone
else will expect good value for money, even if you are selling
things for charity.
If you are not very experienced at making whatever it is you are
trying to sell, get some help and advice from an expert. Give
yourselves time to try a few ‘test runs’. For example, if you are
making cakes, make a small batch as an experiment. Give one to
an expert baker to try and listen to what they have to say. You
can act on their advice – are your cakes overcooked,
undercooked or just right?
You could also ask a few likely customers to try them and give
their comments.
Offering a service
If you are offering a service, you might need some advice if it is
something you haven’t done before. For example, if you haven’t
washed a car, you need to know how much detergent to use,
where to start and how to get it to dry to a shine without being
‘streaky’.
If you are offering a service that involves children or pets, there
may be legal restrictions you need to know about. You should
ask your tutor to point you in the right direction for some advice.
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Hint sheet – publicity
You will have to think about two sorts of publicity.
In advance
People will need to know what is happening so that they can turn
up on the day. You could think about:
 posters – where to put them so that people will notice them
(and remember to ask for permission first!)
 leaflets – how and where to distribute them.
The leaflets and/or posters will have to be neatly hand -drawn or
produced on a computer. You will have to decide how many to
photocopy.
If you have an intranet in your school or college, you may be able
to post a message. Ask your tutor.
On the day
Your customers will need to know exactly where to come, so put
up some big signs with arrows, for example – CAKES THIS WAY!
Remember to include the following information in your publicity
material:
 date
 place
 time
 what’s on offer
 cost
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Hint sheet – mucking in
This is not a task for one person to do – it’s a bit of advice for
everyone in the group.
When you are involved in a group project and especially one that
ends in some kind of event, you are going to have to do some
things you didn’t plan to do. These can include things you don’t
like very much, such as:
 lots of washing up and cleaning
 spending more time on things than you expected
 running to the shops when supplies are low
 going to get help, or phoning when things are not going to
plan.
For your fundraiser activity to be a success, everyone will have to
‘muck in’ and do their share of the planned tasks, and also do
their share of things that crop up unexpectedly.
Don’t let the team down – do your share, and maybe a bit more!
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WELCOME PACK FOR A NEW STUDENT
PART 18
Webquest 2 – Welcome Pack for a New Student
Introduction
A new student is about to start at your school or
college. He or she has just moved up from
England and doesn’t know anything about the
school/college or the neighbourhood.
Task
Your group has been asked to make a welcome pack for the new
person to help him/her settle in. As well as making up a pack of
leaflets, you will be expected to meet with the new person over a
coffee and explain the pack and answer questions about it.
Process
Step 1
As a group:



You are aiming to have five leaflets in the finished pack.
The group should decide who will make each of the
leaflets. This will depend on everyone’s interests and how
much they already know about the topics.
Everyone should read through all of the job sheets and
then decide.
Step 2
On your own:


Each person should prepare the information for the leaflet
they have chosen.
This information should be in the form of rough hand written notes at this early stage.
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Step 3
As a group:


Gather together the written information and help each other
to get the content perfect.
Decide how the final draft should be presented – for
example, word-processed with illustrations, or handwritten
neatly with drawings.
Step 4
As a group:

The welcome pack should be prepared.
Step 5
As a group:

A welcome letter – with an invitation to some kind of social
activity (cinema, swimming, bowling) – should be written to
go at the front and should be signed by everyone in the
group.
Step 6
As a group:

sit with the new student and talk him/her through the pack.
(Your tutor might arrange someone to role-play this.)
Step 7
On your own:

fill in the Selfcheck sheet.
Step 8
As a group:

Discuss the welcome pack and the selfcheck sheets with
the tutor.
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Resources
Five jobsheets for the leaflets
Jobsheet 1 – leaflet on catering in the school or college
Jobsheet 2 – leaflet on leisure facilities in the neighbourhood
Jobsheet 3 – leaflet on ‘who’s who’ in the school or college
Jobsheet 4 – leaflet on the school or college neighbourhood
Jobsheet 5 – leaflet on safety and comfort.
Selfcheck sheet
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Jobsheet 1 – leaflet on catering in the school or college
If you have never been in the building before, you need to know
when and where you can get something to eat and drink.
Make some notes on:
 where the restaurant/café/dining room is – draw a map, if
possible
 the hours of opening
 ten of the most popular items on the menu and what they
cost
 what is really tasty and good value, and what should be
avoided
 whether the restaurant/café/dining room cater for special
diets or are willing to make things to order
 the names of some of the restaurant/café/dining room staff
 all of the cafés/restaurants/dining rooms available – not
just your favourite!
 vending machines – if you have any: give details of where
they are and what they sell.
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Jobsheet 2 – leaflet on leisure facilities in the neighbourhood
The new student will be keen to meet people and make friends.
You should make some notes on the following things in your
neighbourhood, if they exist:
 bowling
 swimming
 cinema
 parks
 community centre
 youth centres
 sport centres
 clubs – dancing.
You should give all the locations and prices. If possible, you
should recommend what you consider to be good fun and value
for money.
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Jobsheet 3 – leaflet on ‘who’s who’ in the school or college
The new student will be interested to know who are the important
people to look out for.
You should give the names and a verbal description of the
following people. If you can find photographs of some of them,
that would be even better:
 headteacher or principal
 heads of department
 janitors
 guidance staff/student advisors
 prefects/ mentors (in schools)
 class representatives
 students’ union officials (in colleges).
If you can think of anyone else important – add them in.
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Jobsheet 4 – leaflet on the school or college
neighbourhood
New students will be interested to know about what goes on
outside the school or college gates. They will want to know
where they can go during breaks and lunchtimes to do the
following:
 buy some sweets, crisps or juice
 buy a newspaper or magazine
 buy a pair of tights
 buy a birthday card or present
 buy something different for lunch
 go for a walk.
You should give locations and directions – where they are and
how to get there.
If you think of places for new students to avoid, put them in too.
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Jobsheet 5 – leaflet on safety and comfort
Your leaflet should include everything new students need to know
to keep them safe and comfortable in the building.
You should include information on:
 school/college hours of opening
 toilets – where they are
 phone booths – where they are (if there are any)
 mobile phones – college/school policy on use
 smoking – the rules
 fire alarms – where to go if one goes off
 staircases, lifts and exits – where they are.
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Selfcheck sheet
After you have completed this task, fill in this sheet to record how
you felt about it.
Student’s name ______________________________________
Activities you did by yourself
(finding information for your leaflet)
I felt happy about:
because:
I felt less happy about:
because:
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Activities you did in a group (putting the pack together)
I felt happy about:
because:
I felt less happy about:
because:
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CATERING FOR A VIP
PART 19
Webquest 2 – Catering for a VIP
Introduction
Catering for visitors can be exciting but it can also be stressful.
You have to make sure that the food will taste good and that it
will be ready on time. Also, you hope that your visitors will enjoy
themselves.
Imagine that a visitor from France is coming for a day to visit the
place where you study or work. Your group has been asked to
organise the catering, which will give the visitor ‘a taste of
Scotland’. You have to plan some food and drink which is
typically Scottish. You should find recipes to
cook the food yourselves – buying in ‘ready
meals’ is not allowed!
Your task is to make a detailed plan – you
won’t actually be doing the cooking. (That is,
unless you are also taking a cookery course
and your tutor has some money to spare!)
The French visitor is not a vegetarian and is not allergic to
anything.
Task
A visitor from France is coming for a day to the place where you
work or study. Your group has been asked to organise the
catering, which will include:
 drink and a snack at 10.30 a.m.
 three-course lunch at 12.45 p.m.
 afternoon tea at 3.45 p.m.
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You are also expected to organise a present for your visitor to
take away as a reminder or souvenir of the visit.
You are expected to provide drinks, meals and snacks for four
people – the visitor and three members of staff.
You have a budget of £50 for catering and £20 for buying the
present.
Process
Step 1
As a group:


The
1.
2.
3.
4.
5.
The duties for preparing a meal have been divided up into
jobs for five people.
Everyone should read through all of the jobs, then as a
group decide who does what, depending on the skills and
interests of the individual students.
five jobs are:
drinks and snacks
starters
main course
dessert
table decoration and a gift.
Step 2
On your own:

Working on your chosen job, come up with three options.
For example, if you are working on puddings, come up with
recipes for three possible puddings.
Step 3
As a group:


Get together and discuss the options.
Decide on a final plan and menu for the day. It should
show the times for snacks and meals and what is being
served.
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Step 4
As a group:



Write out (or wordprocess) the plan /menu carefully to
make it look attractive when you give it to your principal or
headteacher.
Put it in a folder, together with the recipes for the chosen
dishes behind it.
Show it to your tutor.
Step 5
On your own:

Fill in the selfcheck sheet for this task.
Step 6
On your own:

Show the evaluation sheets to your tutor and talk about
them.
Resources
Five job sheets
Jobsheet 1 – drinks and snacks
Jobsheet 2 – starters
Jobsheet 3 – main course
Jobsheet 4 – dessert
Jobsheet 5 – table decoration and a gift
List of websites with Scottish recipes and gifts.
Evaluation sheet
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Jobsheet 1 – drinks and snacks
Your job is to organise drinks and snacks for the whole day.
At 10.30 am when your visitor arrives, he or she might appreciate
tea or coffee with some homemade biscuits, or a soft drink.
Some sort of drink will have to be served throughout the meal.
As everyone will be working and possibly driving in the afternoon,
you can’t serve too much alcohol – a maximum of one glass of
wine for each person. You could make some kind of punch to
make the wine go further.
In the afternoon there could be tea and homemade cakes or cool
drinks with some kind of homemade nibbles.
It’s all for you to decide!
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Jobsheet 2 - starters
You have to decide on a starter for the meal.
You will have to speak to the person who is organising the main
course, so that you pick something that doesn’t clash with what
they are going to have – you don’t want to give your visitor
chicken twice. Also, if you decide on a fruit starter, you will have
to make sure it doesn’t clash with the dessert.
You should think also about the season of year – what is
available in the shops and what suits the weather.
Think



about the following:
something cold or something hot?
soup – hot or chilled?
something sweet (for example, fruit) or something savoury?
Come up with three ideas.
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Jobsheet 3 – main course
Come up with three ideas for a possible main course.
Things to consider:
 It should suit the weather and suit what is available in the
shops at this time of year.
 It shouldn’t clash with the starter or the dessert. The visitor
doesn’t want beef twice or raspberries twice.
 You should think of things that Scotland is famous for – but
remember, not everyone likes haggis!
 You should think of vegetables (hot or cold) to go with i t.
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Jobsheet 4 – desserts
Think of three possible desserts to serve at this meal.
Things to consider:
 They should include fresh Scottish ingredients – look at
what is available in the shops.
 They should be suitable for the weather.
 They shouldn’t clash with the other courses – they
shouldn’t have too many of the same ingredients.
 They could be hot or cold.
 Dessert will be served last and you can’t be sure how long
the meal will take. Think of something that won’t spoil if it
has to be left standing.
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Jobsheet 5 – table decoration and a gift
You have two jobs here:
1. Find a suitable room in your building in which to host the meal
and organise a table and chairs. Think about the following:
 How will you cover and decorate the table? For example,
you might use tablecloth, tablemats and napkins. You
might like to think about some kind of floral display.
 Count up what will be needed during the day in terms of
crockery and cutlery – plates, glasses, cups, knives, forks,
spoons and so on.
Remember – there should be a Scottish theme and colour
scheme for all of this.
2. Find a suitable gift
 Think of something that would suit someone of either sex
and would remind them of their trip to Scotland. It should
be something they could keep for a long time.
 Come up with three options.
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Selfcheck sheet
Student’s name _______________________________
After you have completed this task, fill in this sheet to record how
you felt about it.
Activities you did by yourself (such as researching your
three ideas)
I felt happy about:
because:
I felt less happy about:
because:
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Activities you did in a group (such as deciding on the menu
and the plan)
I felt happy about:
because:
I felt less happy about:
because:
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List of websites
Catering and hospitality
Scottish recipes
http://www.scottish-and-irish-recipes.org.uk/scottishrecipes.htm
http://www.clisham.dircon.co.uk/content.htm
http://www.recipesource.com/ethnic/europe/scottish/indexall.html
http://www.scotlandonline.com/heritage/cookery_index_main.cfm
http://www.rampantscotland.com/recipes/blrecipe_index.htm
Scottish gifts
http://www.scottishcraftsdirect.com/products/index.html#
http://www.scotch-corner.co.uk/
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CONFIDENCE QUIZ – HAVE ANOTHER GO!
PART 20
Confidence Quiz – have another go!
By now you should have completed your project and filled in the
last section of your logbook – the review.
Just before you say ‘goodbye’ to Working with Others, take the
Confidence Quiz again. Hopefully, you will find that your score is
quite a bit higher than the last time you completed it.
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Confidence quiz
Tick one of the boxes in answer to these fifteen statements:
1.
I am good at coming up with ideas.
always
2.
sometimes
not often
sometimes
not often
sometimes
not often
I like taking responsibility.
always
8.
not often
I don’t mind receiving feedback on my work.
always
7.
sometimes
I don’t mind if I don’t get my own way all the time.
always
6.
not often
I can be the leader if the task suits me.
always
5.
sometimes
I am able to talk to people I don’t know.
always
4.
not often
I get on well with other people.
always
3.
sometimes
sometimes
not often
I am good at keeping accurate records.
always
sometimes
not often
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9.
I ask for help when I need it.
always
sometimes
not often
10. I am interested in what other people think about things.
always
sometimes
not often
11. I can gather information from a range of sources.
always
sometimes
not often
12. I am good at organising and making plans.
always
sometimes
not often
13. I can change my plans if things don’t work out.
always
sometimes
not often
14. I am good at keeping to time deadlines.
always
sometimes
not often
15. I finish the projects I start.
always
sometimes
not often
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CONFIDENCE QUIZ – HAVE ANOTHER GO!
Feedback
Thank you for answering the 15 questions. Keep the printout in
your file for the course and show it to your tutor – you can
discuss your strengths and weaknesses and make plans to
improve in some areas.
You can show it to some of the people in your group if you wish,
but you don’t have to.
Score yourself as follows: 3 for ‘always’, 2 for ‘sometimes’, 1 for
‘not often’.
This will give you a total score out of 45. Look at the table below
to see what your score means.
Score
Meaning
Over 40
Supremely confident, but watch
you don’t upset other people.
Very confident, but still a few
areas to work on.
Confidence average. You’ll get a
lot out of this course.
You have a lot of potential for
improvement. Perhaps you are bit
shy.
You didn’t answer all of the
questions!
31–40
21–30
15–20
Less than 15
Compare your quiz result with that obtained in the first
Confidence Quiz.
.
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TOOLKIT
PART 21
Toolkit
In this section, you will find the following templates to help you carry out
the various activities in Working with Others at Access 3.

Diary sheet

E-mail logsheet

Flowchart

Letter logsheet

Meeting record sheet

Telephone call logsheet

Visit logsheet
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TOOLKIT
Diary sheet
Students in group
Project
Date
Key event
Tasks
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TOOLKIT
E-mail logsheet
Students in group
Project
Date
To/from
About
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TOOLKIT
Flowchart
Students in group
Project
Dates
Tasks
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TOOLKIT
Letter logsheet
Students in group
Project
Date
To/from
About
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TOOLKIT
Meeting record sheet
Students in group
Project
Date
Present at
meeting
Discussed/decided
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TOOLKIT
Telephone call logsheet
Students in group
Project
Date
To/from
About
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TOOLKIT
Visit logsheet
Students in group
Project
Date
Person/people
visited
Discussed/decided
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LOGBOOK
Working with Others
Access 3
Logbook
Student’s name____________________
Group ____________________________
Project____________________________
Date completed_____________________
WORKING WITH OTHERS (ACCESS 3)/TEXT VERSION LOGBOOK
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© Learning and Teaching Scotland 2004
LOGBOOK
The Logbook
Outcome 1 – 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 (show tasks and dates):
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© Learning and Teaching Scotland 2004
LOGBOOK
The Logbook
Outcome 1 – planning – page 2
Student’s name
We divided up the tasks as follows (give names and duties):
With the group, I agreed my tasks would be (give full details):
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:
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© Learning and Teaching Scotland 2004
LOGBOOK
The Logbook
Outcome 2 – Carrying out the plan
Student’s name
Date
What was planned
What I actually did
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© Learning and Teaching Scotland 2004
LOGBOOK
The Logbook
Outcome 3 – review – page 1
Student’s name
Look back at what you put in your Outcome 1 log for how you
decided to measure success.
Comment on how well you managed with each of the following:
using materials and resources
finding information
making good use of your time
working well together and helping each other.
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© Learning and Teaching Scotland 2004
LOGBOOK
The Logbook
Outcome 3 – review – page 2
Student’s name
Did you achieve any other targets? (e.g. raising funds)
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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© Learning and Teaching Scotland 2004