CHOOSING A PROJECT
PART 11
Choosing and Shaping a Project
To achieve this unit, you will have to complete a
project in a group, and keep a logbook recording your
progress. Your tutor may already have helped you to
decide on a project, especially if you are taking
another unit that overlaps with Working with Others.
If you haven’t chosen a project yet, it’s now time to
decide. Choosing a project can be exciting, but
finding one that suits everyone in the group can
sometimes be hard. There are many things you will
have to consider. Sometimes, you think you have
found a good idea for a project, but you hit some
snags when you start work.
Here is a list of some hints to help you to choose a suitable project and avoid
the snags. There is a checklist at the end to help you choose your project.
Interests
As a group, discuss what interests you have. Think about your studies, your
jobs (if you work) and your hobbies. Look in today’s newspapers and see
what is happening in the world. Make a list of your interests. You will probably
find that it’s a long list. The hard part might be finding something that
everyone is interested in.
Talents and skills
 What are you good at? Telling jokes, fixing things, making things,
cleaning cars, housework or keeping children amused?
 How good are you at written work?
 Do you enjoy keeping records? Could you interview people and make
notes?
Make a list of the talents of all of the group members. Think about the talents
and skills you will need for the project you want to try. Will you be able to
manage it?
Time
 How much time do you have to spend on your project in college or
school?
 Will you be able to manage to complete your project in the time you
have? If not, could it be scaled down a bit?
 Will you need to meet up with other students outside school or college
hours?
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CHOOSING A PROJECT
Equipment
 What pieces of equipment will you need to carry out this project
successfully? For example, if you were going to make a video, you
would need a video camera.
 Will you be able to get one?
Materials
 What supplies will you need to carry out your project? You will need
stationery (paper, pens, etc.) to keep records for whatever project you
choose.
 Think about other things you might need, especially if your project
involves making things to sell.
Travel
 Will you need to travel to carry out this project?
 Will you have the time and permission to travel?
 Will it be expensive?
Cost


Help


Will your project be expensive?
Will you be able to get any money from your school or college? If you
are making things to sell, you will have to ensure that they don’t cost
too much to make.
Will you need extra people to help with this project?
If so, will you be able to find them?
Premises
 Do you have a suitable room or rooms for your project?
 Will you be able to get in when you need to?
 Can you store your materials safely there?
 If you are having an event like a sale or a concert, will you be able to
book for the day you want?
Communication
 Will you find it easy to keep in touch with each other about the project
and contact anyone else you need to speak to?
 Will you have meetings or use e-mail/ telephone? (This is especially
important for students who are not members of a class group.)
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CHOOSING A PROJECT
Checklist
If you have an idea for a project, use a checklist to see if it might work.
Project suggestion
If you can answer yes to all or nearly all of the questions below, your project
idea is probably a good one.
Are we all interested in this project?
YES/NO
Do we have the skills and talents to carry it out?
YES/NO
Will we be able to finish it on time?
YES/NO
Will we be able to get the equipment we need?
YES/NO
Will we be able to get the materials we need?
YES/NO
If we need to travel, do we have time/permission?
YES/NO
Do we have the money to meet any costs?
YES/NO
Do we have the premises (room or rooms) for our project?
YES/NO
Do we need extra help and can we get it?
YES/NO
Will we manage to keep in touch with each other?
YES/NO
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WHO, WHAT, WHEN, WHERE, WHY AND HOW
PART 12
Who? What? When? Where? Why? How?
Once you have decided on a project for your group, you will need to make a
plan. There are many ways of doing this. One way is to think of your project
as a story that hasn’t happened yet, and then 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.
Actress ‘critical’ after fall from balcony
A 22-year-old actress is critically ill with head injuries after falling 40ft
from the balcony of her boyfriend’s flat on Sunday morning.
Police believe she may have taken alcohol and cocaine before the
incident.
You can separate out this article as follows:
Who? – 22-year-old actress
What? – head injuries
When? – Sunday morning
Where? – boyfriend’s flat
Why? – taking drink and drugs
How? – fell from balcony
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
40th birthday party article
Read the following short passage, then use the words who, what, when,
where, why and how to analyse the article.
Man’s 40th birthday party stopped by police
A businessman from Batcombe, Somerset had his
40th birthday party stopped by police last weekend.
They blocked the roads leading to his home
because they thought he was about to hold a ‘rave’.
Who, what, where, when, why and how
Students’ names ______________________________________________
Project ______________________________________________________
Who?
What?
Where?
When?
Why?
How?
This activity is available online in an interactive format.
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WHO, WHAT, WHEN, WHERE, WHY AND HOW
Tutor’s answers
40th birthday party article
Who? – a businessman
What? – birthday party stopped by police
When? – last weekend
Where? – Batcombe, Somerset
Why? – police thought man was about to hold a ‘rave’
How? – road blocks
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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 best 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.
 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.
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WHO, WHAT, WHEN, WHERE, WHY AND HOW
Where?
You need to think about:
 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
 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’.
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
that project. When you have finished, discuss it with your tutor.
1. You are making a 20-page illustrated history book about your school or
college to sell for funds. You could make it humorous!
2. You will be washing cars every Friday for the next month. The money you
make will go to charity. You will be taking bookings in advance.
3. You are organising a treat for children aged 5 to 8 in an after-school club.
As a group, now work on the exercise sheet overleaf.
The exercise sheet is available online in an interactive format.
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WHO, WHAT, WHEN, WHERE, WHY AND HOW
Who, what, where, when, why and how
Students’ names ______________________________________________
Project ______________________________________________________
Who?
What?
Where?
When?
Why?
How?
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FINDING INFORMATION
PART 13
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 course 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. Some of them may be more reliable than the Internet.
Which 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 and
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 use CD-ROMs and databases.
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FINDING INFORMATION
Finding Information
What 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 should also keep in mind the following:
Speed
How quickly will you be able to get the information? 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 information more quickly by another means?
Cost
Don’t spend money on bus fares to find out 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.
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 them in the correct order? Some of
the information might come from more than one source. Try to pick the most
accurate one.
Information
Source
1.
Dates when your school or college
closes and reopens
A. Your local newspaper
2.
Telephone number of your local
swimming pool
B. Your grandparents
3.
Details of support groups for people
with diabetes
C. Your tutor or teacher
4.
Details of what teenagers wore in
your town 25 years ago
D. Doctor’s surgery
5.
Details of plays and musicals on in
your local town hall
E. Your library
6.
Details of books about wildlife
F.
Telephone book
For example, Source C is probably best for item 1.
The best source for item 2 is
3 is
4 is
5 is
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 when your school or college
closes and reopens
A. Your tutor or teacher
2.
Telephone number of your local
swimming pool
B. Telephone book
3.
Details of support groups for people
with diabetes
C. Doctor’s surgery
4.
Details of what teenagers wore in
your town 25 years ago
D. Your parents or grandparents
5.
Details of plays and musicals on in
your local town hall
E. Your local newspaper
6.
Details of books about wildlife
F.
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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QUESTIONNAIRES
PART 14
Questionnaires
Questionnaires are basically just collections of questions
designed 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.
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 and public transport.
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QUESTIONNAIRES
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.
Closed questions
There are several ways to construct closed questions, such as:
 yes/no questions
 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.
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.
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QUESTIONNAIRES
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
1
Like it
a little
Like it
quite a lot
Like it
very much
2
3
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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QUESTIONNAIRES
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:
Ninety per cent (%) 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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QUESTIONNAIRES
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:
Public transport
How people travel and their feelings about it.
Haircare routines
Use of shampoo, conditioner, gel and mousse. Frequency of cuts, perms and
colouring.
TV viewing
Types of programmes, hours per day, morning/afternoon/evening,
favourites/dislikes, use of cable/satellite/digital TV.
Try the questionnaire on three to four people, collate the results and show
them to your tutor.
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PLANNING YOUR TIME
PART 15
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?
Try to 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
 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 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
1970s disco for Rainbow Dancer Children’s Charity
A group of students were planning a 1970s disco to raise money for a
children’s charity. They made both a diary of events and a flowchart.
Look at the diary:
Look at the flowchart
Diary of Events
Date
Key Events
Tasks
1st meeting
Decide on date and
venue.
2 April
10 April
2nd meeting
17 April
Publicity
24 April
DJ and equipment
Catering
Tickets
1 May- 4 May
Sell tickets
Check venue is OK
Decide on tasks and
team.
Design and draw
posters. Ring newspaper
about advert.
Phone DJs.
Contact volunteers to
serve food and drink.
Contact printer.
Sell tickets by every
means possible.
10 May-11 May
Decorate hall
Put up 1970s style
decorations.
12 May
Disco Night
Collect tickets/money
Serve food/drinks.
13 May
Count money
Count money into bank
bags. Clear hall. Give
cheque to charity.
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PLANNING YOUR TIME
1970s disco for Rainbow Dancer Children’s Charity
Flowchart
(The dates are for the weeks beginning with that day)
Tasks
1st Meeting
2nd Meeting
Arrange
publicity
Organise DJ,
drinks, tickets
Sell tickets
2 April
X
9 April
16 April
23 April 30April
7 May
X
X
X
X
X
X
Decorate hall
X
Disco
X
Count Money
X
Clear hall
X
Give money to
Rainbow
Dancer
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
Christmas sale
Imagine that your group is planning a sale of Christmas biscuits and tree
decorations 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 sheets. You have six
weeks to get ready.
Make both a diary of events and a flowchart.
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!
Evaluation
Once you have completed both the diary and the flowchart, compare them and
discuss them in your group.
Which would have better helped you to get organised if you were really having
the sale of biscuits and Christmas decorations?
There is no correct answer here – everyone will have their own opinion, and
their own reasons.
Keep the diary and the flowchart in a safe place – you will be writing more
diaries and flowcharts like this later.
Blank sheets are available online in an interactive format.
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PLANNING YOUR TIME
Christmas sale
Hints sheet – things to be done
If you were organising a sale of Christmas biscuits and decorations you would
have to:
 find somewhere to hold it
 decide on a date and time
 get some furniture – tables and chairs
 make and decorate biscuits, or arrange to have them made
 make tree decorations, or buy them cheaply and repackage them
 decide on prices
 put up posters
 buy bags
 package biscuits and decorations
 have a ‘float’ of money for change
 perhaps have tea, coffee and soft drinks for sale for people buying one
biscuit to eat ‘on the spot’.
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PLANNING YOUR TIME
Christmas sale
Diary of events
Date
Key Event
Tasks
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PLANNING YOUR TIME
Christmas sale
Flowchart
Dates
Tasks
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MEASURING SUCCESS – HOW DID WE DO?
PART 16
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 look at the next page.
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MEASURING SUCCESS – HOW DID WE DO?
Tutor’s answers
Why keep good records?
When you are working in a group it is important to keep records for the
following 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.
Mostly the forms follow the same format – you fill in 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 at the end of this pack in the Toolkit. Included are the diary of
events and flowchart sheets that you learned about in ‘Planning your Time’.
Diary of events sheet
Flowchart sheet
Letter logsheet
Telephone logsheet
Visit logsheet
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E-mail logsheet
Meeting record sheet
The forms are available online in an interactive format
Start off by studying one or two that you will almost certainly need – the
meeting record sheet, for example.
Happy record-keeping!
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MEASURING SUCCESS – HOW DID WE DO?
PART 17
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 in this section 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
may include the computers and the stationery you used to keep records. It
may also include materials and equipment you used to make things, for
example, cooker, cameras, tape recorders, craft materials, etc.
 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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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 £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?
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Jamie, Elaine, Jackie and Greg: how did they do?
Read the following case study about a group of students and then answer the
questions on the next page.
Case study
Jamie, Elaine, Jackie and Greg decided that they would like to make an
information pack about sports facilities in their local community for their
Working with Others project. They knew that this sort of information could be
found in various places, but there wasn’t one resource that pulled it all
together.
In the first few weeks they began to collect all of the information leaflets they
could find and they had many discussions about how they would present their
findings at the end of the project – and they almost fell out with each other
before the project had really started. Jackie and Greg wanted to put it on the
intranet in their college, but Elaine and Jamie wanted to make an information
pack to be kept in the college library. Their tutor settled it by suggesting that
they should do both – if they got a move on they would have time to prepare
an information pack as well as material for the intranet.
They made a list of all of the sports facilities they knew and looked on the
Internet and in the local phone book to check if there were any more. They
divided the list up between them (it came to about five each) and talked about
how they would get the information about these clubs and centres. They
decided that, as far as possible, they would visit, so they would be able to get
good quality information and check out the extra things like shower facilities
and catering. This went quite well for a few weeks and they managed to visit
about eight clubs and centres. Then Jamie left the college to take a job, so
they had to divide up his work between them.
About three weeks before they were due to finish, Elaine’s dad mentioned that
the university had sports facilities and they also found out about a private
tennis club that wasn’t in the phone book yet. They had to make
arrangements to see these places in a hurry.
Elaine and Greg had not been keeping their logbooks up to date, but at the
end of the project they were rescued by Jackie who had kept detailed notes
about what everyone had been doing. They also missed Jamie because he
had very good computer skills, but they managed to get everything done with
guidance from their tutor and help from the technicians in the college.
They made three copies of their information pack for the college library, and
put the information on the college intranet, where staff and students could
view it.
After they had finished, they realised they had missed out the facilities
belonging to a big employer in the neighbourhood. They were really annoyed
with themselves, and added this information in later as they didn’t want their
pack to be incomplete.
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Jamie, Elaine, Jackie and Greg: how did they do?
Write your answers in the box 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?
After answering these questions, check your answers with the tutor’s answers
on the next page.
This sheet is available online in an interactive format.
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Tutor’s answers
Jamie, Elaine, Jackie and Greg: how did they do?
How well did they use their resources?
Very well. They knew they were struggling without Jamie to do the computer
work, so they asked for help from relevant sources – their tutor and the
technicians.
Did they find the information they needed?
Mostly. They had a few hiccups where they missed a few centres and clubs
out, but it all turned out well in the end. They would have learned a lot about
research skills from this part of the project.
Did they work well together?
After the disagreement at the start about how to present results they did get
on well together and covered for Jamie’s absence without quarrelling.
Did they manage their time well?
Yes. After they wasted a bit of time at the start, they realised they would have
to get a move on. They also worked extra hard to cover for Jamie and get
things finished. And they coped with finding a few extra clubs to be covered
near the end.
Did they manage to complete their project?
Yes, they did everything they set out to do. They even did a bit extra after the
project had finished to make sure their pack was complete. And fortunately,
one group member had kept detailed notes.
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FILLING IN YOUR LOGBOOK
PART 18
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.
It comes in three parts plus a frontsheet:
Outcome 1
Outcome 2
Outcome 3
Now let’s 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, when, where, how and why. Go back to Part 12 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).
As a group, you should also think about making a diary sheet or a flowchart at
this stage.
If you have any questions about filling in this part of the logbook, ask your tutor.
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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 Part 20 to show you how keep track
of meetings, telephone calls, e-mails, and so on. Print them off or copy them
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.
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 as 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:
‘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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JUST BEFORE YOU LIGHT UP
PART 19
Webquest 2 – Just Before You Light Up
Introduction
The dangers of smoking have been well publicised, but some people just can’t
or won’t give up. There are still many young people taking up smoking.
Smokers don’t liked to be nagged, but they might listen to advice from people
they know rather than from experts.
Task
Your task as a group is to give information about smoking to other students in
your school or college. You can present it as:
a collection of leaflets about different aspects of smoking
 a booklet or pack
 a talk or a series of short talks by different group members
 a short video.
You should try to stick to the facts – don’t go overboard about the dangers of
smoking or your audience might ‘switch off’.
Process
Step 1
As a group:
Look at the list of topics below and decide what your audience need to know
about smoking. Think about how much you can cover in the time you have.
Divide up the topics between the group members. One or two members of the
group could construct a questionnaire about smoking habits (how many?
when did you start? and so on) and issue it to other students. The results
could be included in your pack.
Topics:
 short-term effects of smoking
 long-term effects of smoking
 smoking and pregnancy
 passive smoking
 who is smoking? – statistics for Scotland
 treatments to help smokers give up
 advertising rules
 history of smoking tobacco
 benefits of smoking
 questionnaire – smoking habits
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Step 2
On your own:




Use the websites listed below and any other sources of information you
can find to research your topics.
Be aware of the topics that other group members are researching and
let them know if you find something interesting.
Don’t copy the information word for word – change it into your own
language to make it interesting for your audience.
If you are doing the questionnaire, limit it to 10 questions and try to
question 10 people.
Step 3
As a group:



Look at what you have collected and make sure there are no gaps or
duplications in your information.
Read over each other’s work and make some changes to the style of
the pieces if necessary – aim to make it chatty and friendly.
Make a final decision on how you are going to present everything –
leaflets or talk. Speak to your tutor about what approach would be
likely to get the widest audience in your school or college.
Step 4
As a group:

Prepare your presentation, leaflets, pack, website – whatever you have
chosen.
Step 5
On your own:

Think about what you have achieved –fill in a copy of the selfcheck
sheet
Step 6
On your own:

Discuss your completed project and your selfcheck sheet with your
tutor.
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Resources
General
http://www.ash.org.uk/
http://www.netdoctor.co.uk/health_advice/facts/smokehealth.htm
http://gsk.ibreathe.com/ibreathe_pages/5_0_smoking/5_4_smoking_health.htm
http://www.infoplease.com/ce6/sci/A0861140.html
http://www.ivillage.co.uk/health/hlive/archive/0,,183995,00.html
Pregnancy
http://www.netdoctor.co.uk/health_advice/facts/pregnantsmoking.htm
Articles on smoking
http://news.bbc.co.uk/1/hi/health/1858258.stm
http://news.bbc.co.uk/1/low/scotland/3012477.stm
Passive smoking
http://www.air-improvement.co.uk/articles/passiveSmoking.htm
Statistics
http://www.hebs.scot.nhs.uk/topics/stats.cfm?topic=smoking
Giving up
http://www.givingupsmoking.co.uk/
Advertising
http://www.givingupsmoking.co.uk/CNI/Current_Campaign/press/12_02_03/?H
ighlight=advertising
Benefits of smoking
http://www.forestonline.org/output/Page1.asp
History of tobacco
http://www.imperial-tobacco.com/index.asp?pageid=100
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Selfcheck sheet
Student’s name
Once you have completed this webquest, answer the following questions and
discuss them with your tutor:
What topics did you cover?
Were you happy with what you managed to find out about these topics? Give
details.
Did you give or receive help during the project? Give details.
What form did your group project take (for example, talk, leaflets)? Describe it
briefly.
Did the group work well to put the project together? Give details.
If you were doing this project again (or a similar one) what would you do
differently?
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STRICTLY BUSINESS
PART 20
Webquest 2 – Strictly Business
Introduction
Whether you are running a chain of supermarkets or
making a few cakes to sell for charity, the principle is
the same – you have to give the customers what they
want at a price they are willing to pay.
Task
As a group, you will be going through the process of setting up a small
business. You will be deciding on goods or services to offer and working out
prices and profits.
Process
Step 1
On your own:

Think of three products or services your group could offer. If you can’t
think of any, look at the small list of ideas sheet

For each of those three ideas, fill in a plan (You’ll need to photocopy
this page if you want to prepare more than one plan.)
Step 2
As a group:



Discuss all of the group’s ideas and decide on the three best – the
ones likely to make most money without too much risk or expense.
If you can’t decide, ask your tutor for some advice.
Step 3
As a group:
Draw up questionnaires for each of these ideas to ask the public what they
think, for example:
 would they buy it?
 how much would they pay?
 when would they like to have it?
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Step 4
As a group:

Look at the results of the questionnaires and decide which product or
service you will be offering. You may have to make some changes to
your product or service to suit your customers.
Step 5
On your own:

Fill in the selfcheck sheet for this webquest.
Step 6
On your own:

Discuss your business ideas and your selfcheck sheets with your tutor.
Resources
Making and pricing candles
http://www.candlemaking.org.uk/pricing.html
Painting plant pots
http://patriciaspots.com/howtopaintapot.htm
Painting glass
http://www.just-glass-paint.co.uk/
Cakes, biscuits and sweets
http://www.visitdunkeld.com/scottish-cooking.htm
http://www.undiscoveredscotland.co.uk/usrecipes/scottishtablet/
Ideas list
Selfcheck sheet
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List of ideas
Food




tablet
fudge
scones or cakes
sandwiches – you could run a café or take orders and deliver.
Crafts




candles
plant pots – bought cheaply and painted
glasses and vases – bought cheaply and painted
plants – grown from seeds and cuttings.
Books
 cookery book
 joke book
 school/college yearbook
 calendar
Services
 wash, wax and valet cars
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Ideas
Student’s name
Product or service
What is it (give details)?
Who is making it/doing it?
Who will buy it?
Where will it be made?
How will it be sold?
How much will it cost to make or buy?
How much will customers pay?
How will it be advertised?
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Selfcheck sheet
Student’s name
What ideas did you have for starting a business?
Which was your favourite and why?
Did you manage to get any ideas from the websites (give details)?
Were any of your ideas chosen by the group? How did you feel about this
(give details)?
Did you make up a questionnaire and try it on likely customers? If you did,
what did you learn?
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THEME PARK WEEKEND
PART 21
Webquest 2 – Theme Park Weekend
We’re off to Alton Towers! Or maybe it’s Chessington …or Thorpe Park
…we can’t make up our minds!
Introduction
Going away for a few days with friends can be very exciting. But even when
you’re agreed on the things you would like to do, it can be difficult to work out
the details – exactly where you’re going, travel, money and where to eat.
When you want to go to a theme park and try out some scary rides, it can be
hard to decide which one – there are so many possibilities.
Task
Imagine that you and three friends would like to go to a theme park for a
couple of days. You need to decide which one. Then you need to work out
how you would get there and where you would stay. You also need to think
about what to take – clothes, money, and so on.
As a group, you have to come up with a plan.
There really is a lot to do!
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Process
Step 1
On your own:

Visit the theme park websites – Alton Towers, Chessington and Thorpe
Park.
Step 2
On your own:

Fill in the details on your review sheets about each park
Step 3
On your own:

Decide which park you think is best for the group. Your priorities are:
– lots of scary rides – look for the thrill ratings on the websites
– something else to see or do in the park (shows or a zoo) – you can’t
go on roller coasters all day or you’ll be sick!
– value for money – check the prices
– somewhere that serves food and drink to suit everyone while you are
there.
Step 4
As a group:


Discuss what you’ve found and decide which park you would like to go
to.
If you can’t agree – take a vote.
Step 5
As a group:
Widen your plan to take in:
 travel – how would you get there?
 accommodation – where would you stay?
 money – how much should you take?
 Clothes/personal belongings – what should you take? (Don’t forget
your mobile phone and camera.)
See how much you can cover before you tutor says ‘time up’.
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THEME PARK WEEKEND
Step 6
On your own:


Fill in the selfcheck sheet for this webquest.
Discuss it with your tutor.
Step 7
Have some more fun on your own:


Visit the funderstanding website to play with the roller coaster
simulator.
Make the best ride possible – or make the hills and loops bigger to
cause crashes. If you like maths and physics you could learn a lot!
Resources
http://www.altontowers.com/
http://www.chessington.co.uk/
http://www.thorpepark.com/default.asp
http://www.funderstanding.com/k12/coaster/
Theme park weekend review sheet
Selfcheck sheet
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THEME PARK WEEKEND
Review sheet
Student’s name
Theme park 1
Details of best rides and attractions:
Other things to do:
Cost of admission (include two-day pass, if possible):
Places to eat:
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THEME PARK WEEKEND
Review sheet
Student’s name
Theme park 2
Details of best rides and attractions:
Details of best rides and attractions:
Other things to do:
Cost of admission (include two-day pass, if possible):
Places to eat:
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THEME PARK WEEKEND
Review sheet
Student’s name
Theme park 3
Details of best rides and attractions:
Other things to do:
Cost of admission (include two-day pass, if possible):
Places to eat:
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THEME PARK WEEKEND
Selfcheck sheet
Student’s name
When you have completed the theme park webquest, fill in this sheet and
discuss the results with your tutor.
Which park did you recommend and why?
Which park did the group decide on and why?
How did you feel about this?
Which parts of this webquest did you enjoy and why? (Look back at the steps
you went through.)
Which parts did you not enjoy and why?
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TOOLKIT
PART 22
Toolkit
In this section, you will find the following templates to help you carry out the
various activities in Working with Others at Intermediate 1.

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
Intermediate 1
Logbook
Student’s name____________________
Group ____________________________
Project____________________________
Date completed_____________________
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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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LOGBOOK
The Logbook
Outcome 1 – planning – page 2
Student’s name
We divided up the tasks as follows (give names and 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 because:
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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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 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
You:
The rest of the group:

Finding information
You:
The rest of the group:

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:
WORKING WITH OTHERS (INT 1)/TEXT VERSION LOGBOOK
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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? (for example, 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?
WORKING WITH OTHERS (INT 1)/TEXT VERSION LOGBOOK
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© Learning and Teaching Scotland 2004