 Working with Others Flexible Learning Pack

Core Skills

Working with Others

Flexible Learning Pack

Text Version

[INTERMEDIATE 2]



© Learning and Teaching Scotland 2004

This publication may be reproduced in whole or in part for educational purposes by educational establishments in Scotland provided that no profit accrues at any stage.

Clipart Images are used with permission from

Microsoft Media Elements (Copyright © 2004

Microsoft Corporation, All rights reserved).

CONTENTS

Part 1: Working with Others

– What’s it all About?

Part 2: Icebreaker

– Interview Your Partner

Part 3: Five Words that Sum Me Up

Part 4: Confidence Quiz

Part 5: Working with Others or Working Alone

Part 6: Team Roles

Part 7: Brainstorming

Part 8: Are You a Good Listener?

Part 9: Webquest 1

– Opening a Music Shop

Part 10: Webquest 1

– Study Choices

Part 11: Webquest 1

– All-inclusive Theme Park Weekend

Part 12: Choosing and Shaping a Project

Part 13: Dividing Up the Work

Part 14: Finding Information

Part 15: Surveys

Part 16: Planning Your Time

Part 17: Keeping Records

Part 18: Getting the Best from Meetings

Part 19: Measuring Success

– How Did We Do?

Part 20: Filling in Your Logbook

Part 21: Webquest 2

– Travel

Part 22: Webquest 2

– Workplace Makeover

Part 23: Webquest 2 – Look After Yourself

Part 24: Toolkit and Logbook

55

60

65

70

36

40

44

51

14

22

29

33

1

4

5

10

100

105

110

113

78

87

92

97

WORKING WITH OTHERS (INT 2) /TEXT VERSION 3

WHAT’S IT ALL ABOUT?

PART 1

‘Working with Others’ – what’s it all about?

If you haven’t studied a unit with this name before, you might have a few questions. Hopefully we can provide some of the answers:

Q. I haven’t done a course called ‘Working with Others’ before. What does it cover?

A. That’s an easy one. Working with Others involves exactly what the title says – working with other people in teams or groups. If you can work well in a team, you have a valuable skill that you can use in all areas of your life. This course will help you to improve your teamwork skills in different settings – for your studies, for your job (or future jobs) and for your leisure time.

Q. What sort of things will I be doing on this course?

A.

You’ll be working your way through an assortment of exercises, tasks and mini-projects. Some you complete on your own – others are done in pairs or groups. These will lead you to a larger project which you will plan and complete as part of a group. If you have a look at the contents page for the course you will get an idea of the sort of things the course covers.



You start off with ice-breakers and introductory exercises about group work.



You then try a mini-project (called a webquest) with your group.

You will get a choice of three.

Group work is indicated by this symbol.

Work you do on your own is shown by this symbol.



You find out a bit more about planning and carrying out projects before you decide together on your main project.



You carry out your project with your group and complete your paperwork (called a logbook).



Q. We have started working with printed handouts. Will we also be working on computers some of the time?

A. Yes. You will be able to complete some tasks and exercises on the computer, but for a lot of the time you will be away from the computer talking to other students and your tutor. The course is about Working with

Others not Working with Computers!

There is also an electronic version of this course, and your tutor might choose to go between the online course and the paper pack. Where there is an online version of an activity it is indicated by this symbol:

Most students will be doing this course in groups in a school or college.

It is also possible for individual students to do the course in a community centre, learning base or in their employer’s premises. There needs to be a minimum of three students taking the course at the same time.

You can keep in touch with each other and your tutor by e-mail.

Q. What will I have to do to pass the course?

A. Two things:



take part in a team project and do your best to complete your tasks



keep notes in a logbook about how you analysed and planned the project, how you carried it out and how you feel about the results.

There are plenty of practice exercises in the course to help you with both of these, and your tutor will be around to answer questions.

Q. I already have Working with Others at Intermediate 1. In what way will Intermediate 2 be different?

A. You will be doing the same sort of things – working in a group with other students – but it will be slightly different in several ways:



The tasks or projects you do may be a little more difficult.



You will be expected to write slightly longer and more detailed answers in your logbook.



As a group, you will be expected to do a bit more for yourselves without asking your tutor for help. For example, your tutor will expect you to suggest the steps or stages of your project yourselves. However, the tutor is still there to advise you if you are ‘stuck’.



There are four outcomes (only three at lower levels). The outcomes are as follows:

O1 – analyse the project

O2

– plan the project

O3 – carry out the project

O4

– review the project

By the end of the unit you will have to show that you can do the following:

Outcome 1 – analyse an unstructured task in co-operation with others

You will need to:



identify the possible components of the task as a group



select the main components of the task as a group, in negotiation with each other.

Outcome 2 – Plan the task in cooperation with others

You will need to:



collaborate effectively with others to decide procedures to undertake the task



decide roles and responsibilities



negotiate effectively who does what, taking into account your own and others’ strengths.

Outcome 3 – carry out the task in co-operation with others

You will need to:



contribute to decision-making in the group



give and get help from others



carry out your part of the task effectively



keep others informed of your progress.

Outcome 4 – review and evaluate your contribution to the co-operative task

You will need to:



identify the criteria on which you will base your review and evaluation



evaluate the effectiveness of your contribution – both strengths and weaknesses



justify the conclusions you have drawn, based on evidence



identify ways of improving future collaborative working



consider what you would have changed to improve the overall performance of the group while carrying out the task.

Good luck with Intermediate 2 Working with Others and enjoy yourself!


ICEBREAKER

PART 2

Icebreaker – Interview your Partner

It is good to get to know the people you are going to be working with. Even if you do know them quite well, it is interesting to find out a bit more about them.

This is an exercise for the whole class to do. You will need to split into pairs.

If there is an odd number, have a ‘three’.

Ask your partner the following questions and write down the answers.

1. Their name – if you don’t already know it.

2. Their favourite colour.

3. Their favourite leisure activity.

4. Something that really annoys them (for example, snoring, bad drivers etc.).

Then, everyone in the class should present their partner to the group

– reading out the information they have written down.

By the time this exercise is finished, everyone should know a bit more about the other members of the group. You may even find you have something in common that you didn’t know about.


FIVE WORDS THAT SUM ME UP

PART 3

Five Words that Sum Me Up

This unit is all about working in a team – that’s why it’s called ‘Working with

Others’.

While you are reading this, you may be with other students you already know quite well, or today might be the first time you have met them. You could even be working in a centre by yourself, communicating by e-mail.

Whatever your circumstances, you are about to try an exercise that is designed to help you get to know your fellow students a bit better – and you might even find out a bit about yourself.



How would you describe yourself?

What is your view of your own personality? Do you see yourself as cheerful or grumpy, generous or mean?

Now is your chance to give it some thought. You can also find out how other people in your group see themselves.

Choose five words (adjectives) from the two lists below to describe yourself.

Choose four words from the first box (positive words) and one word from the second box (negative words).

If you like, you can make it five positive words

– but don’t have more than one negative word!

Write the five words in box 3 – but don’t let anyone see your answer yet!

Box 1 - positive generous kind truthful energetic

cheerful funny witty strong intelligent artistic musical wise

tolerant pretty handsome ambitious determined gentle considerate decisive

talented fair loyal broad-minded athletic

Box 2 – negative lazy stingy moody indecisive

timid bossy untidy intolerant disloyal inconsiderate cheeky sarcastic

Box 3 – your five words



As each person completes his or her sheet, they should fold it over twice and place it on a table.

One person should read out the sheets one at a time and everyone in the group should guess who is represented by the five words.

You may be surprised at how some people see themselves. And you might also be amazed at what other people think of you!



Evaluation

– what did you learn from this activity?

Write the answers to the following questions in the boxes provided.

What did you learn about yourself?

What did you learn about other members of the group?


What did you learn about how others see you?



CONFIDENCE QUIZ

PART 4

Confidence Quiz

You may already have worked with other people on a range of projects in school or college. You may have a job where you have to work with people in teams. If you have worked with other people often, you will have a pretty good idea about what it involves and whether you enjoy it.

Even if you haven’t worked with other people formally on projects or at work, you have probably done more than you realise in an informal way. You will have made decisions and plans with your family and friends about everyday things like chores, budgets, holidays, and so on.

This quiz is designed to make you think about what it means to work with other people and to help you to identify your strengths and weaknesses.

Be honest as you tick your answers. You will be taking the quiz again at the end of the unit and if you say you are good at everything just now, you won’t leave any room for improvement.

Don’t be too hard on yourself either – there are bound to be some things you are good at.

Confidence quiz

Tick one of the boxes in answer to these statements:

1. I am good at coming up with ideas. always sometimes not often

2. I get on well with other people. always sometimes

3. I am able to talk to people I don’t know. always sometimes not often not often


CONFIDENCE QUIZ

4. I am a good listener. always sometimes not often

5. I am genuinely interested in what other people think about things. always sometimes not often

6. I can be the leader if the task suits me. always sometimes

7. I don’t mind if I don’t get my own way. always sometimes

8. I don’t mind receiving feedback on my work. always sometimes

9. I like taking responsibility. always sometimes

10. I am good at working out what needs to be done. always sometimes

11. I am good at keeping accurate records. always

12. I ask for help when I need it. always sometimes sometimes not often not often not often not often not often not often not often


13. I enjoy explaining things to other people. always sometimes

14. I am good at sorting out quarrels. always sometimes

15. I can gather information from a range of sources. always sometimes

16. I am good making plans and lists. always sometimes

17. I can change my pla ns if things don’t work out. always sometimes

18. I am good at keeping to time deadlines. always sometimes

19. I finish the projects I start. always sometimes

20. I can learn from mistakes and make improvements. always sometimes

CONFIDENCE QUIZ not often not often not often not often not often not often not often not often


CONFIDENCE QUIZ

Confidence Quiz

Feedback

Thank you for answering the 20 questions. Keep the quiz results 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 like, 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 score out of 60. Look at the table below to see what your score means.

Score

51 or over

Meaning

Supremely confident, but watch you don’t upset other people.

41 –50

31 –40

Very confident, but still a few areas to work on.

Confidence average. You’ll get a lot out of this course.

20 –30

Less than 20

You have a lot of potential for improvement. Perhaps you are bit shy.

You didn’t answer all of the questions!

Remember to keep your quiz results in a safe place – you’ll be doing the quiz again at the end of the course.


WORKING WITH OTHERS OR WORKING ALONE

PART 5

Working with Others or Working Alone

Which is better – working by yourself or working with other people?

Some people like being on their own a lot of the time and others prefer to be part of a team or group. Preferences can be caused by personality or by previous experience – if you have had positive experiences in groups, you will tend to enjoy them and look forward to group work.

If you are trying to get some work done, it can be very handy to have other people around to help. Sometimes, however, it isn’t so successful – having more people just seems to make things take longer.

Think about the activities you are involved in – at work, in school or college, at home or in your leisure time. Do you carry them out alone or with other people? Sometimes, of course, you won’t have a choice: you will be asked to work in a group when you would prefer to work alone, or you may have to do things by yourself when you would have welcomed some help.

On the next page there is a table for you to fill in about things you do and whether you prefer to do them alone or in a group.



By myself or with others?

Fill in the table below by yourself. Think about:



things you do



whether you do them alone or with other people



why you like it that way.

The first five activities have been written in for you. Think of another five yourself.

Activity Why? By myself or with others

Washing a car

Writing a story

Doing research on the internet

Organising a day trip for 10 people

Giving your bedroom a ‘makeover’



Now get together in groups and discuss the tables you have filled in. Compare them with the tutor’s answer on the next page

Talk about the following.

What types of activities are better done by one person? Why?

What types of activities are better done in a group? Why?



Tutor’s answers

What types of activities are better done by one person?

Why?

Anything that has to be done quickly and doesn’t need a lot of discussion or decisions.

Anything where the particular talents of one person are required – for example, writing music or painting a picture.

Anything that can’t be broken down into smaller tasks – for example, giving someone a haircut.

Anything that uses equipment designed for one person – for example, driving a car.

Anything where tact and sensitivity is needed and where a big group would not be welcome, for example, giving someone bad news.

What types of activities are better done in a group? Why?

Anything requiring a wide range of talents, for example, organising a campaign to raise money.

Anything where there is a lot to be done at one time, for example, serving a meal to 150 people.

Anything that can easily be broken down into smaller tasks.

Anything that would be dangerous if done by one person, for example, supervising 10 children for the day.

Anything that hasn’t been done before – you need a lot of ideas.

Try this one by yourself.



Working with others and working alone

Working on your own does have some advantages. Can you think of any?

Write them in the box below.

What are the advantages of working in a group?




What are the advantages of working alone?

You can work as quickly or as slowly as you like and you can work when you like – as long as you meet your deadlines.

You get all the praise for what you achieve.

You have no disagreements or arguments.

You can be creative.

You can organise the work in a way that suits you.

You can take all of the decisions.

You d on’t have to tell other people what you are doing, or keep track of what they are doing.

What are the advantages of working in a group?

You can spread the work out.

You can get the work done more quickly.

If things go wrong you share responsibility.

It can be more fun with company.

A group of people may have more talents between them – and the results will be bigger and better.

You can bounce ideas off each other.

You will learn new skills and new ways of working – you can use these in other activities.



Individual or group: advantages or disadvantages?

Try this activity to see which way is more successful.

Split your group in half. Half of the group should work together; the other half should work individually.

Choose one of the following tasks:

1. Write a report describing the appearance of your school or college. Use the following five headings:



Outside of the building and grounds



Teaching rooms (classrooms)



Corridors



Restaurant/dining room/cafeteria



Toilet facilities

2. Design the packaging (and if you have time, a poster) to advertise a new perfume or aftershave. You should consider:



a name for the product



colours



images or pictures



logos or symbols



text



shape of bottle or packaging.

The students working as a small group and the students working on their own should both do the same task.

Once everyone has finished, get together to compare results and discuss which way seemed to be more successful.



Working with Others or Working Alone

Summary

There are advantages and disadvantages to both working alone and working with others.

When you are given something to do and you have the choice to work alone or work with others, you should think about the:



type of task



talents of the possible group members



chances of having good communication channels



timescale



the possibility of breaking the task down into smaller tasks

You should then be able to decide whether to work alone or work with others.


TEAM ROLES

PART 6

Team Roles

Equipment Warning!

You are going to need a tape recorder or video recorder later in this section – it might be best if you find one now.

Look at the list of jobs below and decide who works in a team all the time, who works in a team some of the time and who never works in a team. Write the words in the appropriate columns below. soldier chef shop assistant teacher doctor

refuse collector officer manager footballer athlete fire-fighter carpenter musician policeman nurse vet hairdresser

electrician scientist artist

Works in a team all of the time

Works in a team some of the time

Doesn’t work in a team

When you have finished, discuss your answers with your fellow students and compare them with the tutor’s answers on the next page.


TEAM ROLES

What makes a good team?


There is no clear answer for this exercise – that is why we haven’t reproduced the table with the jobs in place.

For some jobs, the answer is very clear cut – footballers, for example, play and train in teams all of the time. Anyone who won’t co-operate with the rest of the team is not an asset.

The amount of time hairdressers spend in team work could vary quite a lot. A hairdresser in a large salon will co-operate with colleagues to make sure all clients are dealt with promptly. However, a self-employed hairdresser visiting customers in their homes might not be involved in team work at all.

But even those who seem to work in isolation often work in teams for part of the time. An artist, for example, may complete his or her paintings alone, but he or she will work with art gallery staff and advertising companies to display and publicise the work.

Working in teams in the workplace is very common nowadays. Employers think it is the best way for people to share ideas, communicate with each other and work more efficiently. Even people who work on their own most of the time will come together once in a while to make plans, decide on targets and share ideas.


TEAM ROLES

Successful teams and unsuccessful teams

Think about a team you have worked in or watched recently and answer the following questions.

Can’t think of a team? Think about your studies, your leisure time (hobbies and sports) and your job, if you have one. You are bound to be in a team or group somewhere.

Team_____________________________

Did the team members work together successfully?

If the answer is yes, how did they manage it?

If they didn’t, what went wrong?


TEAM ROLES

Successful teams and unsuccessful teams


You might have come up with some of the following. You might have come up with some others that will also be correct. Show your lists to your tutor and discuss them.

Successful teams:



have shared goals



take decisions together



trust each other



discuss problems openly

 value each other’s ideas



have leaders who encourage – they don’t dominate.

Unsuccessful teams:

 don’t have clear team goals

 can’t make plans



criticise each other

 can’t communicate well



gossip and quarrel

 can’t organise tasks – no leader or too many leaders.

When you discussed your answers, you probably found that it was easy to give reasons why teams fail, but not so easy to pinpoint why they succeeded.

Good teams can make success look easy, like ice-skaters and footballers who are having a good day and performing well.

When teams fail, there can be many reasons. Sometimes the reasons can be beyond the team’s control. For example, people who work in the tourist industry in Scotland work very hard, but are sometimes defeated by the weather.

Often, though, the reasons for failure lie within the team itself. Sometimes there is the wrong mix of personalities - too many people wanting to lead or no-one wanting to lead.

Playing roles

For a team to be successful, every member in the team has to have a role, just like actors having roles in a play. For a group or team, the roles are not about the tasks they complete – they are more about the way the group members behave. Team members don’t sit down and agree on roles like these. Somehow the roles just emerge as the team starts work.


TEAM ROLES

There are many different labels for the roles in teams. Seven are described below:

Leader

Makes sure everyone is included. Draws people out. Is a good leader and a good judge.

Ideas person

Is creative and has a good imagination. Comes up with good ideas.

Information gatherer

Good at findings things out and contacting other people on behalf of the group.

Team Worker

Able to listen, be sensitive to people’s feelings, build bridges between people and fill gaps.

Critic

Can spot problems and snags. Looks at things from every angle.

Finisher

Makes sure that everyone keeps to deadlines and finishes what they start.

Joker

Can lift morale and keep the atmosphere light by clowning and telling jokes.

Sometimes each person will take on more than one role, especially if the group is small. But nobody should get away with being the joker all of the time!


TEAM ROLES

Team Roles

Promoting your town

Try the following task to see how you manage to divide up the jobs and take on roles.

Using a tape recorder or video recorder, make a short broadcast to promote the tourist attractions in your town. (If you don’t think your town has real potential for attracting tourists, you could make it a humorous broadcast.)

Imagine that it is going to be used on local radio or TV in other parts of Britain and in the USA. Listeners (or viewers) would like to know about the architecture, museums and galleries, nightlife, hotels, restaurants, shopping, etc. You could mention the top five (or ten) attractions and give them a ‘star rating’. Divide up the tasks as follows:

Writer(s) will make a list of shops and notes about what they offer (a few paragraphs).

Editor will check the notes over to make sure that the content will be interesting for viewers and listeners.

Reader(s) will read the notes into the tape recorder or speak to the video camera.

Recording engineer will operate the tape recorder or video recorder.


TEAM ROLES

Evaluation

When you have finished making your recording promoting your town, think about the following questions and, as a group, discuss your answers with your tutor.



How easy was it to divide up the tasks? (writers, readers, editor and recording engineer)



Can you identify the roles you took on? (leader, team worker, critic, joker, etc.) If your group was quite small, you probably had more than one role each.

If you managed to divide up the tasks and spread out the roles, you are well on your way to making a good team.

Well done!


BRAINSTORMING

PART 7

Brainstorming

Think about the last time you were trying to come up with some ideas to make a decision with your family or a group of friends.

It could have been when you were trying to decide:



where to go for a meal



where to take relatives when they come to visit



how to solve a problem at work



how to plan for special birthday or anniversary



how to look after an elderly relative who has become ill.

How did you come up with ideas and make your decision?

Write your answer in the box.


BRAINSTORMING

Brainstorming


If you were lucky, one member of the group would have suggested something and everyone else said ‘yes!’ straight away.

However, it is more likely that it took a bit longer to come up with a good idea.

Probably everyone gave their suggestions until someone finally offered something that most people liked.

If that is how you named your rabbit or decided where to go on holiday, you already know quite a bit about brainstorming.

If you look up brainstorming in a dictionary, you will find that it is described as

‘a sudden clever idea’ or ‘an inspiration’.

In books about group decision-making it has come to mean something like this:

A group of people get together to write down all of their ideas about a problem or situation without stopping to comment on them.

When they have listed all of their ideas, they discuss them and decide on the best ones.

Brainstorming is often used by companies and organisations to produce ideas and to help build teams.

If you are going to try brainstorming in a group, you will get most out of it if everyone sticks to a few rules.


BRAINSTORMING

Rules for brainstorming

Read these brainstorming rules.

1. Have a warm-up session

For example, try a think of a new name for somebody or something you all know. This should get everyone’s brains working.

2. Write the problem down

Express it clearly so that everyone knows exactly what they are meant to be suggesting ideas for.

3. Get someone to take notes

A member of the group should write down all of the ideas on a big piece of paper (or flipchart or whiteboard) so that everyone can see them.

4. Don’t allow discussion or criticism

It wi ll put people off if they think their ideas are going to be ‘rubbished’.

Discussion at this stage will also slow things down.

5. Go for quantity

Encourage people to say any idea that comes into their heads.

No-one should worry if some of the ideas sound a bit daft. Good things often come from daft ideas.

6. Add arms and legs

Members of the group should be encouraged to add to other members’ ideas – suggest new features or develop them further.

7. Have a time limit

Don’t allow the session to drag on for too long or people will become bored.

8. Make copies of the ideas

Once the session is finished, give every a copy of all of the ideas so they can go away and think them over.

9. Meet up again to discuss the ideas

Once everyone has had a chance to think things through, the best ideas should become obvious.


BRAINSTORMING

Brainstorming session

As a group, try a brainstorming session of your own.

Step 1

Choose one of the following two topics to brainstorm:



ways to save money in the home



ways to improve spen d £1,000,000 in your neighbourhood to improve the quality of life for residents.

Step 2

Brainstorm according to the rules you have just learned – don’t forget to have someone write the ideas down.

Step 3

Have a little break!

Step 4

As a group choose the five best ideas from your list.

Step 5

Discuss your brainstorming session with your tutor. Show them the full list and the five best ideas.

Think about the following:



Are you happy with the results you got from your session?



Did you find it easy to stick to the rules?

Don’t forget about brainstorming when you try your next group project – it might come in handy!


ARE YOU A GOOD LISTENER?

PART 8

Are You a Good Listener?

Listening means more than just keeping your ears open. You have to show that you are listening and are aware of other peoples’ feelings.

Listening to others is very important in group work as the success of the group depends on each person feeling that their opinions and ideas are listened to and valued.

You can learn some skills to help you be a better listener.

Make a start by taking the listening skills quiz.

1. I am openminded to other peoples’ ideas.

2. I don’t interrupt when other people are talking.

3. I make eye contact while talking and listening.

4. I am willing to share my feelings.

5. I don’t complete other peoples’ sentences for them.

6. I ask questions to find out more from other people.

7. I try to assess the other person’s feelings while they are talking.

8. I pay attention to facial expressions and body language (mine and others).

9. I remember what people say.

10. I feel comfortable with silences in conversation.

Score yourself as follows: 3 for ‘true’ 2 for ‘sometimes true’, 1 for ‘not true’.

This will give a score out of 30.

Look at the table below to see what your score means.

25 –30 Well done. Your listening skills are excellent.

20 –24

15 –19

You are a good listener. Just one or two areas for improvement.

10 –14

Less than 10

You are a good listener in some situations, but there several areas to work on.

Listening isn’t your strength. Perhaps you are more of a talker. Work hard to improve your listening skills!

You didn’t answer all of the questions!



Ten tips for good listening

Whether you are already a good listener or have some improvements to make, it would be worth checking out the ten tips for good listening.

1. When you are speaking to someone, make eye contact as much as they do to show you are interested. But don’t stare as that can be seen as aggression.

2. Try to remember what the other person said the last time you met and show that you remember.

3. Watch your body language – don’t sit with your arms folded or lean too far forward – that is not friendly.

4. Don’t interrupt other people when they are talking – it is rude.

5. Don’t finish other peoples’ sentences for them, even if you think you know what they are going to say. People like to speak for themselves – and your guess may not be correct.

6. Ask questions now and then to show that you are interested and to get more information.

7. If someone goes silent when they are speaking, don’t jump in too quickly – let them take their time to gather their thoughts.

8. If someone has just told you about something that concerns them, summarise what they have said and say it back to them to show you have understood.

9. Use sympathetic body language – smile to reassure the other person and nod your head.

10. When someone is speaking, concentrate on what they are saying – don’t start forming your own answer too early.



Listening exercise

So now you know how to be a good listener. But can you put it into practice?

Try the following exercise in pairs:

One person tells a story about something in their past that they found really frightening (or really exciting).

The other person listens carefully and tries to use at least four of the top 10 listening tips.

You swap places and repeat the exercise.

If you feel confident, you could ask your tutor (or a third student) to watch and comment on your performance as listeners.

Good luck with your listening skills and remember – good listeners always have lots of friends!


WEBQUEST 1 – OPENING A MUSIC SHOP

PART 9

Webquest 1 – Opening a Music Shop

Many people dream about having their own business one day. Often what they dream about is owning a music shop where they can promote the music they enjoy. But the shop won’t be profitable unless it stocks the type of music that the public wants to buy.

Task

As a group you will make a plan to open a music shop in your town. You will try to agree on what stock to have and what other features the shop should offer.

Process

Step 1

As a group:

Make up a questionnaire of six to10 questions about music purchases to try on 10 people from different age groups. It could include questions about some of the following:



types of music preferred (rock, pop, jazz, classical, etc,)



format, for example CD, cassette, vinyl, minidisc



amount spent per month or per year



music bought as presents



musical instruments played or purchased



interest in live gigs, concerts and so on.

Step 2

As a group:



Analyse the results of the questionnaires. This should give you some idea of the types of music your shop should stock and what other services you could offer.



Step 3

On your own:



Fill in the Music Shop Proposal Sheet – this will record your ideas about how you think the shop should be.

Step 4

As a group:



Discuss your proposals and decide what would be best for the shop. It might be blend of everyone’s ideas.

Step 5

On your own:



Fill in the selfcheck sheet to record how you felt about completing this webquest.

Show it to your tutor.

Resources

List of websites music magazines online http://www.q4music.com/nav?page=q4music http://www.mojo4music.com/ http://www.nme.com/ http://www.bluesandsoul.co.uk/



Proposal sheet

Student’s name_____________________________________

I think the shop should be called____________________________________

I think we should open it in

_______________________________________(town, neighbourhood, street)

I think it should be decorated as follows:

I think we should stock the following types of music:

I think we should offer the following formats: (please circle)

CD cassette minidisk

I think we should also offer the following (please circle): vinyl musical instruments tickets for gigs coffee shop supplies (e.g. guitar strings) sheet music second-hand CDs/vinyl



Selfcheck sheet

Student’s name_______________________________________

Think about the webquest you have just completed with your group and answer the following questions on your own.

Then discuss this sheet with your tutor.

My suggestions for the music shop were as follows:

The group decided on:

I was happy about:

I was disappointed about:


WEBQUEST 1 – STUDY CHOICES

PART 10

Webquest 1 – Study Choices

Sometimes it is difficult to know what to do and where to go when you have finished school – there are so many different and conflicting sources of advice. Give a hand to two students who are trying to decide on courses.

Task

As a group you will research possible study choices for two students (from case studies) based on their interests and qualifications. You will discuss the options and come to a decision for each student.

Process

Step 1:

As a group:



Read the two short case studies in ‘Resources’ and choose one to work on.

Step 2:

On your own:



Use the PlanIt website (see ‘resources’) to find three possible courses for the student in the case study.



Complete the course choices worksheet.

Step 3:

As a group:



Discuss the courses and colleges that group members have chosen and decide which would be best for the student in the case study.

Step 4:

As a group:



Repeat steps 1 to 3 for a second case study.

Step 5

On your own:

 Fill in the selfcheck sheet (see ‘Resources’) to record your experience of completing this webquest and show it to your tutor.

Resources

Course choice website: http://www.ceg.org.uk/search/course_search/



Course choice worksheet

Student’s name:___________________________________

Use the Plan-It website to search for courses for the student in your case study and record your choices here:

Case Study________________________________________

1st choice

Course_________________________________________

College___________________________________________

Length of course____________________________________________

Entry qualifications_________________________________________________

2nd choice

Course_________________________________________

College___________________________________________

Length of course____________________________________________

Entry qualifications_________________________________________________

3rd choice

Course_________________________________________

College___________________________________________

Length of course____________________________________________

Entry qualifications____________________



Selfcheck sheet

Student’s name___________________________

1. Did the group manage to agree on a course for Jamie? Did you agree with this choice? Give details.

2. Did the group manage to agree on a course for Nicole? Did you agree with this choice? Give details.

3. Did the group work well together? Give details.

4. What did you enjoy/not enjoy about this webquest? Give details.



Case study

– Jamie

Jamie is in fourth year in a high school in central Scotland. He is about to sit seven Standard Grades. He thinks he might do well in three or four but he is not very hopeful about the rest.

He doesn’t really like school much and is keen to leave and go to college or even get a job. His Mum would like him to stay on at school to try for some

Highers.

He really likes music and is in a band. He sets up all of the equipment when they have gigs and he would enjoy a course that would include something like this.

He would like to keep his travelling costs down but wouldn’t mind travelling to

Glasgow for a place on a good course – his Gran lives there.

Help Jamie to find a course he could start with three or four Standard Grades.

Case study – Nicole

Nicole is in fifth year at a high school just outside Glasgow. Last year she got six Standard Grades at 3 or above and now she is sitting two Highers and three Intermediate 2 exams. She hopes to have four Highers by the time she finishes sixth year.

She enjoys computing and business studies and would quite like to do a course at university that included those two subjects.

Nicole wouldn’t like to live away from home – she would like to stay in the west of Scotland.

Help Nicole to find a course that would suit her interests and qualifications.


WEBQUEST 1 – ALL INCLUSIVE THEME PARK WEEKEND

PART 11

Introduction

Webquest 1 –

All-inclusive Theme Park Weekend

Going away for a few days with friends can be great fun. As a group you would like to ensure that as far as possible, the fun is shared by everyone.

Entertainment providers should be catering for the needs and wishes of all of their customers. All-inclusive in this case means having a weekend away with all of your friends

– including those with disabilities.

Task

Imagine that you and some friends would like to go to a theme park for a couple of days. Included in the group are Dave, who gets around by using a wheelchair, and Anna, who has restricted growth (she is 1m 20cms tall).

As a group, you will have to decide which theme park offers maximum enjoyment and safety for all, with minimum fuss.

Process

Step 1

On your own:



Find a copy of the All-inclusive theme park review sheet.

Step 2

On your own:



Visit the theme park websites – Alton Towers, Chessington and

Thorpe Park. Fill in the details on your review sheet about each park.



Hint – look for ‘Park Guide’ or ‘See the Park’, ‘Disabled Info’ and

‘Height Restrictions’ on individual rides.



Step 3

On your own:



Decide which park you think is best for the group. Your priorities are:

– Scary rides – you want to have fun. But check the number of rides that are barred to people with disabilities or rides that have height restrictions. It won’t be much fun if you can’t do things as a group.

– 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.

– Positive and friendly attitude towards people with disabilities.

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

On your own:



Fill in the selfcheck sheet for this webquest.



Discuss it with your tutor .

Resources

List of websites: http://www.altontowers.com/ http://www.chessington.co.uk/ http://www.thorpepark.com/default.asp



Review sheet

Student’s name_______________________

Theme park one__________________________________

Details of best rides and attractions:

Rides and attractions with height restrictions:

Special arrangements for visitors in wheelchairs:

Other things to do:

Cost of two-day pass:



Review sheet

Student’s name_______________________

Theme park two__________________________________


Rides and attractions with height restrictions:


Other things to do:




Review sheet

Student’s name_______________________

Theme park three__________________________________


Rides and attractions with height restrictions


Other things to do:




Selfcheck sheet

Student’s name_______________________________

When you have completed the all-inclusive 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?



Did you learn anything while taking part in this webquest?


CHOOSING AND SHAPING A PROJECT

PART 12

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 difficult. Sometimes, you think you have found a good idea for a project, but you hit some snags when you start work.

It is also very easy to get carried away with your ideas and to set yourselves targets that you are not likely to meet with the time, resources and skills you have at the moment – be careful not to do that. But don’t set your targets too low, either. At Intermediate 2 you should be tackling a project that you will all find challenging and satisfying.

Once you start your project, you may find that you have to make adjustments to your plans. Don’t worry about that – it happens to nearly every project. But do remember to record all changes and new decisions – that is the important part!

Here are some hints to help you to choose a suitable project and avoid the snags.

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?



Who is good at written work?



Who likes keeping records?



Who can interview people and get interesting answers?



Is three some who are good at word processing and computer graphics?



Can anyone operate a video camera or digital camera?



Who is good at making plans and managing people?



Is anyone artistic or good at crafts?



Make a list of the talents of all of the group members. Think about the talents ands 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?

Equipment



What pieces of equipment will you need to carry out this project? 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?

Costs



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.

Help



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?



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).



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?

Do we have the skills and talents to carry it out?

Will we be able to finish it on time?

Will we be able to get the equipment we need?

Will we be able to get the materials we need?

If we need to travel, do we have time/permission?

Do we have the money to meet any costs?

Do we have the premises (room or rooms) for our project?

Do we need extra help and can we get it?

Will we manage to keep in touch with each other?

YES/NO

YES/NO

YES/NO

YES/NO

YES/NO

YES/NO

YES/NO

YES/NO

YES/NO

YES/NO


DIVIDING UP THE WORK

PART 13

Dividing up the Work

Once you have decided on a project for your group, you will need to make a plan to divide up the work and make sure it gets done. 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 newspapers, they use the following six words as reminders to ma ke sure they don’t miss anything out:

Who? What? When? Where? Why? How?

For example, if a burglary has been committed, the journalist would want to know:



Who did it and who witnessed it?



When did it happen?



Where did it happen?



Why did they choose that house or why did they do it?



How did they get in?



Who? What? When? Where? Why? How?

You can also use these six words to organise your work for your project. You can think about who will do each task, when things need to be done, how you will do them, what resources you will use, etc.

As a group, imagine that you are making a short video about road safety for children aged 3 to 5. Try to divide up the tasks to complete the project.

When you have completed your plan, show it to your tutor.

If you would like some hints, ask your tutor for the ‘Who, What, Where, Why,

When, How’ support sheet.



Who? What? When? Where? Why? How? support sheet

Who?

Who is going to carry out the project?

Obviously it will be the members of your group. But you should also think about the following:



Who is going to do each part? 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 ready.

 Even is 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. If you are planning a written project, such as a pack or a collection of leaflets, you may be given a date to hand in a first draft. Make sure you all work towards that.

 See the section on ‘Planning Your Time’ – it gives good information about keeping a diary.



Why?

The answers to this question should be very easy. You have chosen this project because:



you want to pass the unit



you want to make money for a good cause (if you are fundraising)



you 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?

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.

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.



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. As a group, fill in the exercise sheet for that project. When you have finished, discuss it with your tutor.

1. You are holding a ‘Battle of the Bands’ in your school or college to raise funds for a trip to France.

2. You are making up an illustrated exercise pack for senior citizens and you will also be giving a demonstration of the exercises in a community centre.

3. You are investigating fashions in the 1960s in Britain – you will be giving a presentation to students in your school or college. You will try to illustrate it in as many ways as possible – with clothes, household items, music and clips from films and programmes.

Who, what, where, when, why and how

Students’ names ______________________________________________

Project ______________________________________________________

Who?

What?

Where?

When?

Why?

How?


FINDING INFORMATION

PART 14

Finding Information

Is the internet always best?

This course is 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. Which sources you use will depend on what you are trying to find out.

Here is a list of 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.

Visua l

Photographs, pictures, posters.

Organisations

Libraries, museums, local council, voluntary groups and charities.

Computer

Apart from the internet, you can use CD-ROMs and databases.

Surveys

You can use questionnaires.



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 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 just as easily get 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.

How good are your research skills? Try the ‘Finding Information’ worksheet.



Worksheet

Work in pairs to answer the following questions:

1. Use at least two different sources to find the following pieces of information and write down the answers, including any differences:



Find a plumber in your neighbourhood (name and telephone number)



What films are on at your nearest cinema this week?



Who was Prime Minister in Britain when World War I broke out?



What is the temperature in Palma, Majorca today?

________________________________________________________



Find three recipes involving eggs, cheese and flour (write down the names).

________________________________________________________

2. Look at the information you found for question 1.



How many different sources did you use altogether? ______________

In your opinion:



Which were quicker? _______________________________________



Which were more accurate? _________________________________



3. Imagine that you wanted to know about fast food consumption by 16 year olds. (Kind of food, how much, how often, cost, favourites, etc.)



Can you think of two ways to find that out? What are they?

________________________________________________________



Which way would be quicker? ________________________________



Which would be more accurate? ______________________________

Once you have completed this worksheet, show your answers to your tutor.



Some more practice?

If you had difficulty finding sources for this exercise discuss it with your tutor – you might need some more practice.

Your tutor will be on hand throughout the course to point you in the right direction when you are absolutely stuck for informa tion, but they can’t and won’t do the work for you.

At Intermediate 2, your group should be working without tutor assistance for much of the time, so try hard to think for yourselves before you ask for help!


SURVEYS

PART 15

Surveys

Surveys are used to find out what people think about a wide range of things from food, cosmetics, holidays and cars to politics and how you rate your daily newspaper – in fact, anything at all.

Questionnaires, which are basically collections of questions, are carefully constructed for use in surveys. Market research organisations are paid to use questionnaires on behalf of companies that offer many different products and services. These companies need to know customers’ views so that they can improve what they sell.

Sometimes interviewers stop people in the street and ask them to fill in questionnaires. This can also be done by post, by telephone and on the internet.

Questionnaires could be useful as part of a Working with Others project. For example, you could use them to:



find out what potential customers think about something you are planning to sell



find out what people think about a range of issues such as smoking, underage drinking, vandalism and public transport.

Types of questions

There are basically two types of questions:



closed – where you provide a range of answers and the person answering has to choose one or more



open – where the person answering has to make up their own answer.


SURVEYS

Closed questions

There are several ways to construct closed questions, such as:



yes/no questions



multiple choice questions



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.

Rating scale

If you want to find out how strongly people feel about something, it is a good idea to have a rating scale.

For example, you can ask:

How much do you like chocolate?

Don’t like it

Like it a little

Like it quite a lot

Like it very much

I’m addicted

1 2 3 4 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.


SURVEYS

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.

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:


SURVEYS

Fractions

For example:

One third (1/3) of people answering started smoking before the age of 16.

Percentages

For example:

Ninety per cent (90%) of cats thought that our tuna and egg sandwich filling was delicious.

You could also use a wide variety of graphs and charts – see the Numeracy course for more information. There is also a section on questionnaires in the

Communication course at Intermediate 1.


SURVEYS

Create your own questionnaire

If you would like some practice in writing questionnaires, choose one of the following subjects and as a group make up a questionnaire of no more than

10 questions:

Pet ownership

Type and numbers of pets, ages, amount spent per week on pet care, and son on.

Holidays

Number taken per year, Britain/abroad, short break/long break, hotel/selfcatering and so on.

Films and cinema

Visits per month or per year, types of film preferred, video and DVD rental/purchase.

Try the questionnaire on three to four people, collate the results and show them to your tutor.


PLANNING YOUR TIME

PART 16

Planning Your Time

Sometimes, when people are preparing for a big event, they make a time plan. It can be as simple as a list of dates with details about things to be done, or it can be a very complex wall chart, showing different diaries for everyone involved, with many overlapping activities.

Have you ever been involved in anything where there was a time plan, or where a time plan might have been useful?

You might have been organising something as part of a group, such as a party, wedding, holiday or moving house, or it could be something you did on your own, such as preparing for exams.

Write a few words about what happened in the box – did everything go to plan? Was the event a success?

Discuss your answer with the students around you. How did their events go?

Can you say why it is worth making a time plan?

Write your answers in the box – you can do this by yourself or in a group.

Ask to see the tutor’s answers.



Reasons to make a plan

Tu tor’s answers

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 down the left side and the dates across the top

– crosses or shading mark the dates for action.



1970s disco for Rainbo w 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 flow chart. Look at how they used these to plan their time.



1970s disco for Rainbo w Dancer Children’s Charity

Diary of Events

Date Key Events Tasks

2 April

10 April

17 April

24 April

1st meeting

2nd meeting

Publicity

DJ and equipment

Catering

Tickets

Sell tickets

Decide on date and venue.

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. 1 May- 4 May

10 May-11 May

12 May

13 May

Decorate hall

Disco Night

Count money

Put up 1970s style decorations.

Collect tickets/money

Serve food/drinks.

Count money into bank bags. Clear hall. Give cheque to charity.



1970s disco for Rainbow Dancer Children’s Charity

Flowchart

(The dates are for the weeks beginning with that day)

Tasks

2 April 9 April 16 April 23 April 30April 7 May

1st Meeting

2nd Meeting

Arrange publicity

Organise DJ, drinks, tickets

Sell tickets

X

X

X

X

X

X

X

Decorate hall

Disco

Count Money

X

X

X

Clear hall

Give money to

Rainbow

Dancer

X

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.



The karaoke night

Imagine that your group is planning to hold a karaoke night with all of the money collected going to a charity for people with disabilities.

These are the basic arrangements:



book and decorate a hall



arrange to hire the karaoke equipment



arrange catering



arrange publicity



have tickets printed and sell them



have enough people available on the night to ensure it all runs smoothly



arrange for clear-up of the hall and counting the money.

As a group, decide what would have to be done and make time plans. These should be fairly de tailed and should be ‘fleshed out’ considerably from the brief details you have listed above. You can make a time plan for each person in the group as well as an overall plan. You have six weeks to get ready.

If you like you can make use of blank diary and flowchart pages:

These are quite basic and are only intended as a ‘starter’. You could design something completely different – either by hand or on computer, if someone in the group has the skills.

Once you have finished making your time plans, discuss them with your tutor.

Would the plan really have helped you get ready for the big night?

Has anything vital been missed out?

Keep the plans you made in a safe place – you could look at them when you are planning other projects later in the course.




Diary

Date Key Event

Tasks



Flowchart

Tasks

Dates



KEEPING RECORDS

PART 17

Keeping Records

Why keep good records?

For most people, the ‘fun’ part of a project is the active part: making plans and getting on with what you have decided to do.

It is important, though, to keep a note of what you are doing right from the start. It is especially important to keep good records if there are several people working together. Can you think why?

Write ideas in the box below:


KEEPING RECORDS


When you are working in a group it is important to keep records because:



If you are making decisions in meetings, it is sometimes difficult to remember what was finally decided unless it was recorded somewhere.



If some of the group are missing from a meeting they can catch up by reading the notes.



You might be doing things on your own such as making telephone calls or visits. If you keep notes, you can tell the rest of the group exactly what you did.



If things go wrong, records can help you trace mistakes.



Employers like people who can organise their own work and also work as a team. This is good practice for the future .

You can see it makes sense to keep good records for any group project you are involved in. There are two other reasons why you should keep records for this project in particular:



You will be keeping a logbook (more about this later). If you keep notes of what you do, it will make writing the logbook a lot easier. At

Intermediate 2, your logbook entries are expected to be more detailed than those for the lower levels of Working with Others (Access 3 and

Intermediate 1), so it is especially important that keep accurate, up-todate records.



From time to time, your tutor will be asking you what you have done and how things are going. If you have kept records, you will have more to talk about.

To help you keep records, a collection of forms has been included for you to fill in.

You might not need to use them all – which ones you choose will depend on how group members are keeping in touch and how you contact people outwith your group.

Mostly they follow the same format – you fill the details about your project, then record details about contact. For example, if you wrote a letter to the manager of the local sports centre, you would use the letter logsheet to record his or her name, the date you wrote and briefly what you said in the letter.

You might have different ideas about recording information, and you might like to redesign some of the forms yourself. Feel free to do so – it’s your project!

Included are the diary and flowchart sheets that you learned about in

‘Planning Your Time.’ The form for keeping records of meetings is quite basic. If you would like to keep more professional records of meetings, look at ’Getting the Best from Meetings’.


KEEPING RECORDS

Diary sheet

Students in group:______________________________________

Project:______________________________________________

Date Key event Tasks


KEEPING RECORDS

E-mail logsheet


Project:______________________________________________

Date To/from About


KEEPING RECORDS

Flowchart


Project:______________________________________________

Dates

Tasks


KEEPING RECORDS

Letter logsheet


Project:______________________________________________



KEEPING RECORDS

Meeting record sheet


Project:______________________________________________

Date Present at meeting Discussed/decided


KEEPING RECORDS

Telephone call logsheet


Project:_______________________________________________



KEEPING RECORDS

Diary of events sheet


Project:______________________________________________



GETTING THE BEST FROM MEETINGS

PART 18

Getting the Best from Meetings

If you have looked at Part 17 on ‘Keeping Records’, you will have noticed that there is a form for you to record what happens at your meetings – you can put down the date, who attends and what is said. Completing that form is enough if you want to keep things simple.

However, if you would like to conduct your meetings in a more professional way, there are two things you can do:



have office bearers such as a Chairperson, a Secretary and a

Treasurer



use agendas and minutes to record what happens at your meetings.

Office Bearers

In businesses and in voluntary groups, people who attend meetings are sometimes elected into positions that have duties as follows:

Chairperson

The Chairperson is the leader in meetings. She or he introduces topics, invites people to speak, keeps everyone on track and brings the meeting to a conclusion by taking a vote, if necessary.

Treasurer

The Treasurer manages the g roup’s finances, holds the bank accounts, gives financial statements and makes financial predictions.

Secretary

The Secretary writes letters and keeps records on behalf of the group. He or she writes agendas and minutes and circulates them to group members.

If you think it would help your group to work more efficiently, you could elect a

Chairperson and Secretary – and possibly a Treasurer if your project involves a budget.



Agendas

An agenda is a notice informing group members that a meeting is about to happen and outlining what will be discussed. It can be sent by post or e-mail, or it can be put up on a notice board.

On an agenda, you should have the following:



name of group or committee



date of meeting



place of meeting



time of meeting



thi ngs to be discussed, which are known as the ‘items on the agenda’.

Minutes

Minutes are a record of what happened in a meeting. They are usually typed up by the secretary after the meeting and circulated to all group members.

Minutes should have the following things included:



name of group or committee



date of meeting



time of meeting



place of meeting



people present



people who gave apologies (for not being able to come)



items discussed from agenda



what action was decided and who is to carry it out



any other business (anything else that was talked about)



time the meeting finished



date of next meeting.

Ask your tutor for a sample set of minutes.

Minutes and agendas

If you have the time, it is worth using agendas and minutes for meetings. The records will be more accurate and professional than simple notes.

If you would like to use a blank template for agendas, or blank template for minutes ask your tutor for one.



2.

3.

4.


Agenda

Group:

A meeting will be at held at: (time)

On: (date)

In: (place)

Agenda:

1.




Agenda

Working with Others Anorexia Study Group

7 November 2003

Conference Room at 3pm

Agenda:

1. Leaflet Collection

2. Internet Search

3. Talk by recovered anorexic

4. Pack from support group

5. A.O. B.




Minutes

Item

No.

3.

4.

1.

2.

Group: Anorexia Study

Group

Time: 3.00pm

Agenda Item

Leaflet

Collection

Internet search

Talk by recovered anorexic

Pack from support group

Date: 7 November 2003 Place: Conference

Room

Present: Alex, Bobbie,

Michael, Joe and Katie

Action

Doctor’s surgeries to be visited to see what information is available for sufferers and their families.

Information to be obtained from 5 medical sites and 5 support groups for sufferers.

Support group to be contacted to find out if there is an anorexic patient willing to give a talk.

An information pack has been received from local support group.

Letter of thanks to be sent.

The meeting closed at

3.55pm.

Date of next meeting:

14 November 2003

Apologies: Julie

By whom When

Katie and

Julie

Alex and

Bobbie

Michael

Katie

13

November

13

November

10

November

10

November


MEASURING SUCCESS – HOW DID WE DO?

PART 19

Measuring Success – how did we do?

Was our project a success?

Once you have completed your project, you will be looking back over what you did as a group to see if it matched your plans. Hopefully, everything will have gone well and you will have managed everything you set out to do.

Even if things haven’t gone exactly to plan you should still have some positive things to say about your work.

You will also be filling in the fourth part of your logbook. The information in this section will help you to do that.

Here are eight things you can look at to measure how well you did in your project.

Analysing

At the beginning you sat down and shaped the project together – you chose your subject and you decided what to include and what not to include. How realistic were the choices you made?

Planning

After you decided on the scope of your project, you made plans about tasks to be done and a timescale to do them. How good was your planning? Did you have to make many changes?

Resources

Think about all of the materials and equipment you used in your project. This can include the computers and the stationery you used to keep records. It can also include materials and equipment you used to make things, for example, cooker, cameras, tape recorders, craft materials, 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?



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 little being done?)



Did you keep to the deadlines you set for yourselves in the diary or flowchart?

Results

You can look back at the plan you made for your project and what you said you were trying to do.

For example, you could have said that you were trying to:

 raise £100 for a charity



make an information pack about a health issue



organise a weekend away.

Did you manage to do everything you set out to do? If not, how much did you manage?

Future Projects

What did you learn from this project that you could use in future projects?

Can you think of any way you would improve things if you had to do a similar project?



Read the following case study about a group of students and answer the questions.

Case study

Helen, Stuart, Richard, Jamila and Michelle: how did they do?

Helen, Stuart, Richard, Jamila and Michelle decided that they would like to make a collection of leaflets about money advice for young people and give a presentation to students in their year as their Working with Others project.

They decided to narrow their project down to cover different types of bank accounts and debt advice.

They decided not to cover investments as they didn’t have time and didn’t think it would be relevant to most young people. They spent quite a few weeks visiting banks and searching on the internet.

They had spent so much time collecting information that they began to realise that they would have to make a start on designing and typing the leaflets.

Once they got down to preparing the leaflets, they had a few arguments.

Helen, Jamila, Michelle and Stuart all had strong opinions about the design, colours, typefaces and illustrations and they found it hard to agree. Richard wasn’t interested – he sat back and said nothing. He was missing being outdoors – visiting banks and picking up leaflets. Also, although four of them wanted to get involved in design, no-one really enjoyed doing the writing.

Eventually, they decided to make six leaflets with three different ‘looks’ – two of each. They divided up the writing between them and persuaded Richard to do his share.

They then realised that they hadn’t done anything about arranging to speak to a group of students. They found out that they couldn’t speak to the fourth years on the day they had hoped as those students were going to be sitting an exam. They spoke to their tutor who suggested that they could give their presentations to the third years instead, and this was arranged.

Eventually the leaflets were finished and the group distributed them in the school library and gave them out at youth groups. They set about preparing their talk and decided to speak for a few minutes each. Richard was very good at using Powerpoint software, so he prepared their presentation on computer. With their tutor’s help, they booked a room, a computer and slide projector and prepared note cards for their talk. They rehearsed the presentation in front of their tutor.

On the day they were due to give their presentation there was nearly a disaster - the room they had hoped to use was required for an important meeting and their tutor wasn’t around to organise another one. But Jamila spoke to the janitor and they managed to get another suitable room. Their presentation went well. Everyone spoke up loud and clear and they got lots of questions from the third years.

Their money advice leaflets are now part of Numeracy teaching packs in their school.




Write your answers in the box provided. Give some details – don’t just say

‘yes’ or ‘no’!

How well did they shape their project at the start?

Did they make plans with tasks and dates?

How well did they use their resources?

Did they find the information they needed?

Did they work well together?

Did they manage their time well?

Did they manage to complete their project?

What did they learn for the future?

Now ask to see the tutor’s answers.



Tutors’ Answers


How well did they shape their project at the start?

They did very well. They thought carefully about what to include and what to leave out. The scope of their project was realistic – just bank accounts and debt advice.

Did they make plans with tasks and dates?

There doesn’t seem to be much evidence of planning. They launched straight into the tasks without thinking about a timescale or dividing up the duties.

This caused problems as they spent too long research ing and they hadn’t thought about who was going to do the writing of the leaflets.

How well did they use their resources?

They seemed to have no problem with any of the technology they needed such as computers and projectors. They realised what they needed and managed to find it.

Did they find the information they needed?

They made good use of the internet and made visits outside the school to find other information. They knew when to ask their tutor for advice or information, for example, to book a room or to find another group for the presentation.

Did they work well together?

Most of the time they did. Lack of planning at the beginning meant that they hadn’t worked out who should do which tasks. But they found a way round this, divided up the work, completed the writing and managed to involve

Richard. They made good use of his talents for the Powerpoint presentation.

They also managed to sort out their little crisis on the last day – the doublebooked room.

Did they manage their time well?

Yes, they did most of the time. Again, lack of planning meant that they spent too much time on research at the beginning, but they managed to catch up.

Did they manage to complete their project?

Yes, they finished the leaflets and distributed them. They also gave their presentation to an interested audience. They had an added bonus – their leaflets were good enough to be used as teaching material.

What did they learn for the future?

They would all have learned that careful planning is essential for a project to be successful. It is a stage that cannot be missed out. Richard would have learned that everyone has to pull their weight – he did well in the second half of the project. Jamila would have gained a lot of confidence from sorting out the problem with rooms at the end.


FILLING IN YOUR LOGBOOK

PART 20

Filling in Your Logbook

It is very important that you take your time to fill your logbook in properly as your tutor will be looking at it to decide whether or not you have passed the unit. Completing the logbook is part of each of the learning outcomes.

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 four parts plus a frontsheet:

Outcome 1

Outcome 2

Outcome 3

Outcome 4

Outcome 1

– analysing

In this section you will record the initial discussions you had with your group when you were trying to decide what project to tackle and what it should contain.

You might have had a completely free choice or you may already have had your options narrowed if you are overlapping Working with Others with another unit such as Enterprise or Local Investigation. Whatever made the group decide on a particular project, make sure you write it down.

You should also make a note of the scope of your project

– what you decided to include and leave out. For example, if you decided to make a health pack for your school, and you decided to cover diet and exercise but not drugs or smoking, make notes on why that decision was taken. (It could have been due to time constraints, resources available, number of group members or other students covering those topics.)

Outcome 2 – planning

Once you have made a plan for your project with the members of your group, you should each complete the Outcome 2 section of your logbook. You can get the information you need to complete this section by completing the tasks in the sections ‘Dividing up the Work’ and ‘Planning Your Time’. Go back to those sections if you need a refresher.



When you are thinking about other targets you want to set for yourselves, you could think about the money you would like to raise (if your project involves fundraising), or the end product you would like to have (a report, a video or a pack).

You should make an effort to record how you negotiated with your team mates to come to these decisions.

If you have any questions about filling in this part of the logbook, ask you tutor.

Outcome 3 – carrying out your plan

This is the easiest part of the logbook. You simply record day by day what you planned to do that day and what actually happened. In the logbook you are given a list of suggestions to help you record the information you need.

Keep your logbook handy and remember to fill it in regularly. Be honest if things did not go to plan and you had to make changes.

Remember that there is a range of forms in the toolkit to help you keep track of meetings, telephone calls, e-mails and so on. Print them off and fill them in if you think they will help.

Outcome 4 – review

You fill this part in once your project is finished. If your term at school or college finishes before you manage to complete your project, then you will have to write your review on what you actually got done.

Look back at your logbook for Outcome 2 and remind yourself about how you decided to measure success for your project. Usually, you will be thinking about how you:



managed materials and equipment – found what you needed and didn’t break, lose or waste it



worked well with other group members – asked for help and offered help



found the information you needed – without asking your tutor all the time

 didn’t waste time and kept to deadlines



met any other targets you set for yourselves.

When you answer the last three questions, you can give your personal opinion about the project. Think about how happy you were with the way things went. Think about improvements for future projects.



One final tip!

When you are writing comments in your logbook, don’t just repeat the questions as that won’t be enough.

For example, when you are asked about resources, don’t just write:

‘I think I used resources and materials well.’

You will have to give more information. 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!


WEBQUEST 2 – TRAVEL

PART 21

Webquest 2 - Travel

Introduction

The ideal method of transport would be one that picked you up outside your own home and took you anywhere you wanted to go, quickly, safely and cheaply and at any time of the day or night. Very few of us are lucky enough to enjoy a transport system with all of those qualities.

Task

Your task as a group is to investigate the transport system in your area.

You can concentrate on one aspect or problem or look at several.

Your finished project can take the form of:



an illustrated report



a presentation (or a series of mini-presentations)



a video.

Process

Step 1

As a group :



Discuss what aspects of travel you would like to cover. You can print off the Travel issues worksheet – see ‘Resources’



You can concentrate on one issue in depth or cover a small collection of related issues. Don’t attempt to cover them all because you won’t have time to cover them fully.



Decide how you would like to present your results – report, presentation or video.



If you are using this webquest to plan your project for your SQA unit, start keeping a logbook now.

Step 2

As a group :



Have another meeting and decide on the fine details. This can include:

– dividing up the work

– making a time plan

– deciding on any resources you might need

– deciding how you will evaluate the success of your project in terms of content, style, audience appreciation, etc.



Step 3

On your own:



Collect material for your subject area from a range of sources. This can include:

– websites – see list in resources below

– timetables

– local and national newspapers for articles about transport issues

– visits to bus stations, rail stations, etc.

– issuing questionnaires to gauge the views of transport users

– interviews with workers in the travel/transport industry.

Step 4

As a group:



Discuss the materials you have found and shape your project. It may take several meetings to achieve the results you want. It will take even more than that if your project has an element of performance, for example a presentation or a video. You might need several rehearsals.

Step 5

As a group :



Present your report, give your presentation or show your video.

Step 6

On your own :



Evaluate your project – look back at your aims and decide if you met all or some of them.



Complete your logbook if you are using one.

Step 7

As a group:



Give yourselves a pat on the back!


Resources

List of websites:

Air http://www.baa.co.uk/

Bus http://www.citylink.co.uk/

Canals http://www.scottishcanals.co.uk/

Ferries http://www.calmac.co.uk/ http://www.posf.co.uk/

General http://www.travelinescotland.com http://www.upmystreet.com/

Local Councils http://www.psr.keele.ac.uk/area/uk/sc.htm

Rail http://www.scotrail.co.uk/ http://www.gner.co.uk/# http://www.virgintrains.co.uk/




Travel issues worksheet

As a group, discuss the following list of topics – all are connected to travel in

Scotland.

Decide which topic or topics you would like to cover as part of your travel webquest. Don’t attempt to cover them all – choose one topic or a small group of related topics.

Not all will apply to your geographic area, for example canals only cover certain areas and ferries will only be of interest to those living on the coast.

(Please do not include holiday travel or tourism

– those topics are included in another project.)

Air

Consider:



siting of airports



cost and frequency of flights.

Buses

Consider:



areas covered



frequency, cost and reliability.

Canals

Consider:



possibility of expanding use.

Ferries

Consider:



routes



frequency and cost.

Rail

Consider:



siting of train stations



rail network from your station(s)



cost and frequency of trains.



Road

Consider:



road congestion



motorway access



parking



road repair



speeding



accident blackspots

 alleged ‘boy racers’



ring roads



traffic calming



school runs



car sharing.

Walking and cycling

Consider:



availability of paths



safety.

You could also consider provision made for the following groups:



older people



people with disabilities



parents with babies/small children



school children/students



other topics (your ideas)


WEBQUEST 2 – WORKPLACE MAKEOVER

PART 22

Webquest 2 - Workplace Makeover

Whether you are studying in a college or school or working, you could probably find a room that could do with a makeover. It might be an office, a computer lab, a kitchen, a nursery, an engineering workshop, a science lab, an art room, a beauty therapy or hairdressing salon – the possibilities are endless! Use your imagination and share your ideas to come up with a plan for the ideal new room.

Task

As a group you will make a detailed, illustrated plan to give a workroom a makeover. The intention is that you make it safer, more efficient and more comfortable. As well as producing the plan you will give a short presentation to your tutor explaining your ideas.

Process

Step 1

As a group :



Decide which room deserves a makeover.

Step 2

On your own :

 Locate the Makeover checklist (see ‘Resources’ below) and fill it in as a group.



If you are using this webquest to produce your project for the SQA

Working with Others unit, start keeping a logbook now. There is one provided with this pack.

Step 3

As a group :



Look at the Makeover checklist together and decide which aspects you would like to concentrate on

– you may not have time to do everything.



Step 4

As a group :

Decide what information you will need and where you are likely to get it. You could use:



websites



catalogues



trade journals



interviews with teachers/tutors/colleagues



questionnaires given to users of the room



advice from health and safety experts and professionals.

Step 5

As a group :



Divide up the tasks between group members.

Step 6

On your own :



Carry out your research and find the information you need.

Step 7

As a group :



Word process your results – make sure you include illustrations.

These can be plans drawn by the group members, leaflets from suppliers and printouts from websites.

Step 8

As a group :



Present your plan to your tutor and give your presentation.

Step 9

As a group :



If you have time and permission, you could carry out some or the inexpensive parts of your plan – clean the room, rearrange the furniture and make better use of storage.

Step 10

On your own :



Complete your logbook.



Resources measuring tape, pens, pencils and paper

Makeover checklist

Websites

General http://www.ikea.co.uk/

This store has furniture and equipment designed for the home which may be used in many other situations.

Hairdressing salon http://www.olymp.uk.com/index.html

Children’s nursery http://www.shopq.co.uk/childrens-nursery.htm

Garage http://www.gea.co.uk/

Art studio http://www.saa.co.uk/shop/summary.asp?catID=SF



Makeover checklist

As a group, look over the room you have chosen and make notes on the following points. This should help you to decide what needs to be replaced, repaired, repainted, rearranged, cleaned or thrown out.

1. Measure the room and write the dimensions here:

Length: Width: Height:

2. On a separate sheet of paper, make a rough drawing showing positions of furniture, doors and windows.

3. Lighting – is it suitable? Are all parts of the room well lit?

4. Ventilation – is there enough fresh air? If not, is there a fan or air conditioning?

5. Furniture – is it in good condition and suitable for its purpose?

6. Equipment – is there enough? Is it in good condition and up-to-date?

7. Supplies – is everything necessary there? Are supplies stored so that everyone can find them?

8. Comfort – do people feel happy working in this room?

9. Tidiness – is the room messy or tidy?

10. Storage – are there enough cupboards and drawer units? Are they suitable for the materials they store?



11. Colours/décor – is the room freshly decorated and cheerful?

12. Heating – is the room generally too hot or too cold?

13. State of repair

– are there any leaks or cracks etc.?

14. Size – is the room suitable for the number of people who use it? Is the space fairly divided?

15. Layout – could the furniture be rearranged to make the room more comfortable?

16. Safety – are there any obvious hazards such as trailing cables or loose tiles?

17. Anything else that needs attention?


WEBQUEST 2 – LOOK AFTER YOURSELF

PART 23

Webquest 2 – Look After Yourself

Introduction

Keeping healthy isn’t always easy when there are so many temptations around, including fattening food, cigarettes, alcohol and drugs. But people can and do listen to good advice, especially if it comes from the right source.

Task

Your task as a group is to provide a health guide for students in your college or school.

You can concentrate on one aspect of health or look at several aspects.

Your finished project can take the form of:



a book



a pack or collection of leaflets



a presentation (or a series of mini-presentations)



a video



a play.

Process

Step 1

As a group:

Discuss what you would like to do. Decide on:



aspects of health you will cover – don’t attempt to cover them all



your target audience (for example, age, gender)



how you will present your guide – a pack, a video



when it will be finished.

Possible health topics



smoking



alcohol



drugs



mental health



sexual health



healthy eating



exercise and health

If you are using this webquest to plan your project for your SQA unit, start keeping a logbook now. You can print one off from the ‘Toolkit’.



Step 2

As a group:

Have another meeting and decide on the fine details. This can include:



dividing up the work



making a time plan



deciding how you will evaluate the success of your project – in terms of content, style, audience appreciation etc.

Step 3

On your own:

Collect material for your subject area from a range of sources. This can include:



websites – see list in ‘Resources’ below



leaflets from health centres



books

 issuing questionnaires to gauge students’ knowledge



interviews with health professionals.

Step 4

As a group:



Discuss the materials your have found and shape your project. It may take several meetings to achieve the look, feel or tone you want. It will take even more than that if your project has an element of performance, for example a play, a presentation or a video. You could try piloting it with a few members of your target audience.

Step 5

As a group:



Distribute your leaflets, present your pack to your library or learning centre, give your presentation, show your video, invite people to watch your play, and so on.

Step 6

On your own:



Evaluate your project – look back at your aims and decide if you met all or some of them.



Complete your logbook if you are using one.

Step 7

As a group:



Give yourselves a pat on the back!



Resources

List of websites:

Alcohol http://www.alcoholconcern.org.uk/ http://www.alcoholics-anonymous.org.uk/ http://www.portman-group.org.uk/alcohol/47.asp

Drugs http://www.trashed.co.uk/ http://www.jr2.ox.ac.uk/bandolier/booth/booths/druga.html http://www.knowthescore.info

Exercise and health http://www.bbc.co.uk/health/fitness/ http://www.bupa.co.uk/health_information/asp/healthy_living/lifestyle/exercise/ http://www.patient.co.uk/showdoc.asp?doc=16

Healthy eating – avoiding obesity and anorexia http://www.24dr.com/reference/library/eat/index.asp http://www.bbc.co.uk/food/healthyeating/ http://www.rcpsych.ac.uk/info/mhgu/newmhgu27.htm

Mental health – anxiety and depression http://www.mentalhealth.org.uk/ http://www.mind.org.uk/ http://www.depressionalliance.org/

Sexual health http://www.bbc.co.uk/teens/girls/sexandbody/sexfiles/std.shtml http://www.ssha.info/infections/infect.html http://www.avert.org/std.htm

Smoking http://www.ash.org.uk/ http://www.givingupsmoking.co.uk/ http://www.quitsmokinguk.com/


TOOLKIT

PART 24

Toolkit

In this section, you will find the following templates to help you carry out the various activities in Working with Others at Intermediate 2.



Diary of events



E-mail logsheet



Flowchart



Letter logsheet



Meeting record sheet



Telephone call logsheet



Visit logsheet




Project:______________________________________________


TOOLKIT


E-mail logsheet


Project:______________________________________________


TOOLKIT


TOOLKIT

Flowchart


Project:______________________________________________

Dates

Tasks


Letter logsheet


Project:______________________________________________


TOOLKIT


Meeting record sheet


Project:______________________________________________

Date Present at meeting

Discussed/decided

TOOLKIT


Telephone call logsheet


Project:_______________________________________________


TOOLKIT




Project:______________________________________________


TOOLKIT


TOOLKIT

Toolkit

Websites for Webquest 1

Study Choices http://www.ceg.org.uk/search/course_search/

All- inclusive Theme Park http://www.altontowers.com/ http://www.chessington.co.uk/ http://www.thorpepark.com/default.asp

Opening a Music Shop

Music magazines online http://www.q4music.com/nav?page=q4music http://www.mojo4music.com/ http://www.nme.com/ http://www.bluesandsoul.co.uk/

Websites for Webquest 2 - Travel

Air http://www.baa.co.uk/

Bus http://www.citylink.co.uk/

Canals http://www.scottishcanals.co.uk/

Ferries http://www.calmac.co.uk/ http://www.posf.co.uk/

General http://www.travelinescotland.com http://www.upmystreet.com/

Local Councils http://www.psr.keele.ac.uk/area/uk/sc.htm

Rail http://www.scotrail.co.uk/ http://www.gner.co.uk/# http://www.virgintrains.co.uk/


TOOLKIT

Websites for Webquest 2 - Workplace Makeover

General http://www.ikea.co.uk/

This store has furniture and equipment designed for the home which may be used in many other situations.

Hairdressing salon http://www.olymp.uk.com/index.html

Children’s nursery http://www.shopq.co.uk/childrens-nursery.htm

Garage http://www.gea.co.uk/

Art studio http://www.saa.co.uk/shop/summary.asp?catID=SF

Websites for Webquest 2 - Look After Yourself

Alcohol http://www.alcoholconcern.org.uk/ http://www.alcoholics-anonymous.org.uk/ http://www.portman-group.org.uk/alcohol/47.asp

Drugs http://www.trashed.co.uk/ http://www.jr2.ox.ac.uk/bandolier/booth/booths/druga.html http://www.knowthescore.info

Exercise and health http://www.bbc.co.uk/health/fitness/ http://www.bupa.co.uk/health_information/asp/healthy_living/lifestyle/exercise/ http://www.patient.co.uk/showdoc.asp?doc=16

Healthy eating – avoiding obesity and anorexia http://www.24dr.com/reference/library/eat/index.asp http://www.bbc.co.uk/food/healthyeating/ http://www.rcpsych.ac.uk/info/mhgu/newmhgu27.htm

Mental health – anxiety and depression, etc. http://www.mentalhealth.org.uk/ http://www.mind.org.uk/ http://www.depressionalliance.org/


Sexual health http://www.bbc.co.uk/teens/girls/sexandbody/sexfiles/std.shtml http://www.ssha.info/infections/infect.html http://www.avert.org/std.htm

Smoking http://www.ash.org.uk/ http://www.givingupsmoking.co.uk/ http://www.quitsmokinguk.com/

TOOLKIT


LOGBOOK

Working with Others

Intermediate 2

Logbook

Student’s name____________________

Group ____________________________

Project____________________________

Date completed_____________________

WORKING WITH OTHERS (INT 2) /TEXT VERSION LOGBOOK 1

The Logbook

Outcome 1 – analysing – page 1

Student’s name________________________

We came up with the following ideas for a possible project:

We finally decided on:

We chose that project because:

LOGBOOK


LOGBOOK

The Logbook

Outcome 1 – analysing – page 2

Student’s name________________________

We decided that the following features would be essential for our project:

(Write about the stages you intend to go through, resources/equipment necessary, methods of finding information, and so on.)

We decided that the following would not be included in our project:

( Write about any aspects you decided not to cover, resources you couldn’t use.)

We decided to leave them out because:


LOGBOOK

The Logbook

Outcome 2 – planning – page 1

Student’s name________________________

We decided that our project would be:

This meant that the following things had to be done:

(Make a list)

We agreed on the following plan:

(Tasks and dates)


LOGBOOK

The Logbook


Student’s name________________________

_____________________________________________________

We divided up the tasks as follows:

(Give names, duties and reasons why students took on those tasks – their strengths and weaknesses.)

With the group, I agreed my tasks would be:

(give full details)

We decided they were suitable for me because:


LOGBOOK

The Logbook


Studen t’s name________________________

_____________________________________________________

As a group, we decided on the following ways to measure the success of our project (tick all that apply):

Good use of resources and materials.

Finding useful information.

Using our time well.

Working well together and helping each other.

Other targets and ways in which we agreed to measure success:

( Could include audience appreciation, funds collected, skills or, materials produced .)


LOGBOOK

The Logbook

Outcome 3 – carrying out the plan

Student’s name________________________

Date What was planned What I/we actually did


LOGBOOK

The Logbook

Outcome 4 – review – page 1

Student’s name________________________

You:

Look back at what you put in your Outcome 2 log for how you decided to measure success.

Comment on how well you managed with each of the following:

Using materials and resources

The rest of the group:

Finding information

You:



The Logbook


Student’s name________________________

Making good use of your time

You:


Working well together and helping each other

You:


LOGBOOK


LOGBOOK

The Logbook


Student’s name________________________

Did you achieve any other targets? (for example, raising funds, producing materials)

Can you think of anything you were particularly happy about or proud of?

Was there anything you were unhappy about?

Can you think of any changes you would make if you did this project again?
