Core Skills
Problem Solving
Flexible Learning Pack
Text Version
[ACCESS 3]

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© Learning and Teaching Scotland 2004
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CONTENTS
Part 1:
What is involved?
1
Part 2:
Problems, problems
3
Part 3:
In at the deep end
12
Part 4:
Family and friends
19
Part 5:
New faces, new places
29
Part 6:
Money, money, money
39
Part 7:
Your own worst enemy
46
Part 8:
Choosing a project
56
Part 9:
Planning
60
Part 10:
Finding information
67
Part 11:
Keeping records
72
Part 12:
Tracking your time
81
Part 13:
Measuring success
89
Part 14:
Filling in your logbook
94
Part 15:
Sport webquest – Personal best
97
Part 16:
Family cookbook webquest
103
Part 17:
Craft webquest – Learn and teach a craft
107
Logbook
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WHAT IS INVOLVED?
PART 1
‘Problem Solving’ – What is involved?
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.
What do you mean by ‘Problem Solving’?
A.
Problem Solving means dealing with anything that isn’t routine.
Imagine you are having a bad day. You go to have breakfast and
your favourite cereal is finished, so you think about what else you
can eat. You put on your shoes and find that the lace in one shoe
has broken. You have to think about other shoes, or perhaps a
whole different outfit. You go to get the train, but it’s cancelled –
so you have to think about a bus or maybe trying to get a lift. You
are having a very bad day and you have only been out of bed for
an hour. You could also think of it as a problem solving day as
you have already solved three problems – you decided what the
problem was, you thought about possible solutions and you chose
the best one. You are already a problem solver!
Q.
What sort of things will I be doing on this course?
A.
You’ll be doing a lot of small tasks leading up to a big project that
you will plan and complete on your own – with a bit of advice from
your tutor. If you have a look at the contents for the course you
will get an idea of the sort of things the course covers:




You start off with quizzes and introductory exercises about
problem solving.
You then try solving problem in four areas – money, travel,
family and friends and your own behaviour.
You find out a bit more about planning and carrying out
projects.
You choose a project of your own, carry out your project and
complete your paperwork (called a logbook).
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WHAT IS INVOLVED?
Q.
I have started on printed handouts. Does that mean I will be
working with them all of the time?
A.
No. There is also an online version for this course. Your tutor
might choose to go between the online course and the text
version.
You will also need to use a computer with the text version
whenever you see this symbol:
but for a lot of the time you will be away from the computer
working on your project or talking to your tutor and other students.
Most students will be doing this course 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.
You can keep in touch with your tutor by e-mail.
Q.
What will I have to do to pass the course?
A.
Two things:

Choose a project, plan your tasks and carry them out.

Keep notes in a logbook about how you 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.
Good luck and enjoy yourself!
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PROBLEMS, PROBLEMS
PART 2
Problems, problems
When you were born, you cried to let your parents know you were
hungry and they fed you. You realised that you would be lifted from
your cot if you cried, so you tried it out when you were bored and it
worked! They picked you up and played with you.
This was your first problem-solving strategy.
You have been solving problems since the day you were born, so you
are probably quite good at it already.
Try this multiple-choice quiz with 8 everyday problems to see how good
you are.
Problem 1
You are waiting for the bus to school or college and it doesn’t turn up.
What do you do?
A.
Wait for next one – it might be 30-40 minutes
B.
Go home and ask a neighbour for a lift – he sometimes goes that
way
C.
Hitch a lift from passing cars
D.
Go home and switch on the TV
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PROBLEMS, PROBLEMS
Problem 2
Your Mum has fallen out with her sister (your auntie) and they are not
speaking to each other. Your Mum doesn’t want you to speak to your
auntie, either. You like your aunt and you will miss her.
What do you do?
A.
Keep in touch with your aunt without letting your Mum know
B.
Speak to your aunt, but let your Mum know
C.
Refuse to speak to either of them until they see sense
D.
Phone your aunt and tell her that you think your Mum is horrible
Problem 3
You have forgotten to do a project for school/college that was supposed
to take you three or four evenings to complete. It is now the night
before it is supposed to be handed in.
What do you do?
A.
Take a day off school/college to avoid that class
B.
Explain what has happened to your tutor, say you are sorry and
ask for another few days to finish it
C.
Go to a friend’s house, read what they have written and try to write
something similar quite quickly
D.
Make up a more interesting story for your tutor about your project
being chewed by gerbils, stolen by burglars, you being abducted
by aliens, etc.
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PROBLEMS, PROBLEMS
Problem 4
You finally handed in your project and it was accepted.
What will you do now?
A.
Make sure you always scribble down a note of homework dates on
your class folders
B.
Keep a homework diary, and give yourself dates to start and finish
projects
C.
Laugh – you do things like that all the time and you usually get
away with it
D.
Tell your friends to make sure they remind you about homework
Problem 5
You are babysitting a three year-old girl while her Mum goes shopping.
You go into the kitchen to pour her a drink. She is jumping about in
time to some music and she falls and bumps her head on the coffee
table. You rush through to help her and soothe her. Fifteen minutes
later she is sitting on the sofa, still sobbing and cuddling her teddy. She
has a small bump on her head.
What do you do?
A.
Phone your Mum and Dad – they will know what to do
B.
Phone the little girl’s Mum for advice
C.
Tell her to be quiet because the noise is getting on your nerves
D.
Phone 999 for an ambulance
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PROBLEMS, PROBLEMS
Problem 6
It’s your brother’s birthday tomorrow and you completely forgot. You
don’t have any money left.
What do you do?
A.
Give him a card. You will get him something really nice next year.
B.
Borrow money from your Mum – she should have reminded you,
anyway
C.
Make him his favourite meal, a cake (nothing too fancy) and give
him a book of vouchers for breakfast in bed, loans of your favourite
CDs, etc.
D.
Hide at your friend’s house – if he gets presents from other people
he might not bother about you
Problem 7
Someone in your class is being really horrible to you and is making
nasty remarks all the time. You can’t understand it as you haven’t
argued and you used to get on really well.
What do you do?
A.
Make nasty remarks back
B.
Take the person to one side and ask what is wrong
C.
Tip a carton of yoghurt into their bag when they are not looking
D.
Tell a tutor or teacher
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PROBLEMS, PROBLEMS
Problem 8
You are travelling to visit relatives in Norwich and you have to change
trains at Peterborough. The first train is late which means that you miss
the second one. Your uncle will be meeting you at the station in
Norwich.
What do you do?
A.
Wait for the next train
B.
Phone your Mum and Dad
C.
Phone your uncle
D.
Ask the time of the next train then phone your uncle
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PROBLEMS, PROBLEMS
Problem 1 scores:
B.
Ask a neighbour. This will probably be quickest way. If he can’t
take you, you can always get the next bus. – Score 3
A.
Wait for the next bus. You might be late but at least you’ll still get
there. – Score 2
C.
Hitch a lift. Too dangerous. Might not be going your way, anyway.
– Score 1
D.
Go home and watch TV. Don’t be lazy! – Score 1
Problem 2 scores:
B.
Speak to your aunt but let your Mum know. This is tough, but it’s
the best thing to do. Your Mum might be annoyed in the short
term, but they will probably be speaking again soon. – Score 3
A.
Speak to your aunt, but don’t tell your Mum. At least you are still
keeping in touch with your aunt. But your Mum might be angry if
she finds out later. – Score 2
C.
Don’t speak to either of them. Not a good idea. Could you really
keep this up? – Score 1
D.
Tell your aunt that your Mum is horrible. Bad idea. This comment
might work its way back to your Mum. – Score 1
Problem 3 scores:
B.
Explain and say sorry. Honesty is the best policy! – Score 3
D.
Gerbils ate your project! Your tutor might put you in the creative
writing class. Still, at least you turned up. Now get on with writing
the project. – Score 2
C.
Copy your friend’s project? Disgraceful. You won’t learn anything
if you don’t do your own work. – Score 1
A.
Take a day off to avoid one class! Not a good idea. You will miss
lots of work and end up in more trouble. – Score 1
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PROBLEMS, PROBLEMS
Problem 4 scores:
B.
Keep a homework diary. Great idea. Saves time in the long run. –
Score 3
A.
Scribble down a note. Not as good as keeping a diary but a step
in the right direction. – Score 2
D.
Ask your friends to remind you. No! It’s not their responsibility. –
Score 1
C.
Laugh because you got away with it. You won’t get away with it all
your life! – Score 1
Problem 5 scores:
B.
Phone her Mum. She will know if the child is normally so upset
after a small accident. She can decide if she wants to stop
shopping and come home – Score 3
A.
Phone your Mum and Dad. Good second choice if you can’t get
the child’s Mum. – Score 2
C.
Tell her to be quiet. Not very nice and not helpful. – Score 1
D.
Phone an ambulance. You are probably over-reacting. If she is
conscious and sitting up, she probably isn’t badly injured – just
upset. – Score 1
Problem 6 scores:
C.
Make him a cake, a meal etc. – A good effort. He will enjoy this
and be grateful. – Score 3
B.
Borrow from your Mum only if you will really pay it back. You
should remember family birthdays yourself. – Score 2
A.
Just a card. You are a meanie! You wouldn’t like it if he forgot
your birthday. – Score 1
D.
Hide at your friend’s house. Huh – you don’t deserve to have
friends. – Score 1
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PROBLEMS, PROBLEMS
Problem 7 scores:
B.
Ask what is wrong – there may be some misunderstanding. –
Score 3
D.
Tell a tutor. They have probably noticed if the person is being
horrible in class. They could help you sort it out. – Score 2
A.
Make nasty remarks back – might make you feel better, but will
only make the situation worse. – Score 1
C.
Tip yoghurt in their bag. Will definitely make things worse – and
quickly! – Score 1
Problem 8 scores:
D.
Ask about the trains and phone your uncle. Good - this should fix
everything. – Score 3
C.
Phone your uncle. Good start. But you will have to phone him
again when you find out the train time. – Score 2
B.
Phone your Mum and Dad. Not a good idea unless it is to get your
uncle’s phone number. They will only worry and can’t do much at
a distance. – Score 1
A.
Wait for the next train – you will get there eventually, but everyone
will be worrying about you. – Score 1
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PROBLEMS, PROBLEMS
Results
Count up your scores. Out of a possible 24 you have scored:
Check to see what this means:
Score
Meaning
24
Champion problem solver!
19 – 23
Very good. You are a handy person to have around in a
crisis.
13 – 18
Good. You have the right idea a lot of the time.
9 – 12
You try, but you need a bit more practice with problems.
8
You definitely need to do this course!
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IN AT THE DEEP END
PART 3
In at the deep end
Some problems are quite complicated and the people who have these
problems find it hard to think of an answer.
When people have difficult problems, they can write to newspapers and
magazines to get some advice from ‘agony aunts’. Agony aunts read
the letters and think of answers to the problems. The newspaper or
magazine prints the problem letters and the answers.
This is your chance to be an agony aunt for today – you are ‘in at the
deep end’, solving difficult problems.
Read the following problems from three students – June, David and
Lauren – and try to come up with some answers.
If your teacher or tutor agrees, you could work with a partner or in a
small group.
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IN AT THE DEEP END
Read Lauren’s problem, then write your answer in your jotter. You
can either make a few notes or write a full letter to Lauren.
Dear Emily
I left school a few months ago and started college. Last week I got my
first four weeks’ bursary money. I was really delighted as it seemed like
quite a lot of money– it was just like having a birthday or Christmas. I
spent it all on clothes, CDs and going out with my friends.
Now my Mum is really angry as she said I should have given her some
of the money to help with the housekeeping and to help pay my bus
fares to college.
I’ve promised to give her some money next month so I won’t have
nearly so much to spend on myself. I’ll have to remember to keep
some for my meals and breaks in the college canteen as well.
I’ve already made some new friends at the college and we would like to
go on holiday to Majorca next year – which will cost a lot.
And I would really like to start driving lessons when I’m 17, but Mum
says she can’t afford to pay for them.
A few days ago I thought I was rich – now I think I could spend that
bursary money five times over and still not have enough. I feel really
fed up.
What can I do to make my money go further?
Please help.
Lauren
Can you help Lauren? What should she do to make her money go
further or get more money? What should she spend money on
first?
Write your answer in your jotter.
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IN AT THE DEEP END
Tutor’s answer to Lauren’s problems:
Remember – your ideas might be different. They might be better.
Dear Lauren
You probably won’t like what I have to say to start with because I’m
going to agree with your Mum. Your bursary is meant to pay for your
keep and go towards your travel to college. It’s not really meant to pay
for CDs and nights out.
Make a list of what you absolutely have to pay for first – then see how
much money you will have left for the things you would like. Ask your
Mum how much she wants for your keep. You could probably save
money by buying a weekly or monthly bus pass if you can get one.
Bringing in a packed lunch from home would mean you spend less in
the canteen.
If your Mum says she can’t afford to pay for your driving lessons, you
will just have to accept that. You could agree to have some driving
lessons for your birthday present. Perhaps some of your other relatives
could help to pay as well as your Mum.
Holidays abroad do cost a lot of money. It’s not likely that you will be
able to afford to go unless you get a job. Many students have jobs
while they are at college – you will have to decide if you could manage
to fit one in with your studies.
Think things over for a few days and decide what you really want to do.
You could live a quiet life on your bursary, but if you want to have extra
things like driving lessons and a holiday, you are going to have to work
hard and save – and cut down on CDs and nights out.
Sincerely
Emily
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IN AT THE DEEP END
Read David’s problem, then write your answer in the your jotter.
You can either make a few notes or write a full letter to David.
Dear Emily
After I left school I went to college for a year to get some more
qualifications. When I finished college I was lucky enough to get a job
in a big insurance company. I was really looking forward to the job
because the boss said I would get full training. I was also told that there
were other young people in the department, so I hoped I would make
some friends.
I have been there three weeks and I am already thinking about leaving
because I hate it.
There are three people in the office who are just a couple of years older
than me, but they just ignore me. If I speak to them they barely answer.
The middle–aged people are nicer and speak to me a bit more, but I
don’t want to hang about with them all the time as they are as old as my
Mum and Dad. I don’t know what to say to them, anyway. I spend
most of my lunchtimes by myself, walking around the shopping centre.
I wouldn’t mind feeling so lonely if I felt I was getting a good training, but
I hardly seem to get anything to do – just boring jobs like taking things
to other departments and filing paperwork.
I haven’t seen the boss since my first day. He always seems to be in
meetings or out of the building.
Will things get better or should I just quit?
Please help.
David
Can you help David? What should he do to make things better at
his work?
Write your answer in your jotter.
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IN AT THE DEEP END
Tutor’s answer to David’s problem:
Remember – your ideas might be different. They might be better.
Dear David
I’m sorry you are not enjoying your job. That is such a shame as you
were looking forward to it so much. Three weeks may seem like a long
time, but it isn’t really. Give it a few more weeks and things will
probably pick up. In the meantime, try some of the following things:
- Try not to get upset with the people who won’t talk to you. That is
their problem, not yours. Continue to be polite and they may
eventually come round.
- Try speaking to the older employees. If they look old enough to be
your Mum and Dad, they probably have children. Ask them about
their families and ask them about work. You could learn a lot from
them.
- Ask the boss (or his secretary) if you could make an appointment to
see him. Ask him politely about the training you were supposed to
be getting. If you passed the interview, the company won’t want to
lose you and I’m sure he’ll make an effort to organise some training.
But remember – everyone has to do basic tasks like filing when they
start a new job.
- Find out if there is a social club at work. You could meet up with
young people from other departments.
- Keep in touch with friends from school or college. If you have a good
social life outside work, you won’t feel so lonely while you are there.
Good luck and remember to write again and let me know how you get
on.
Best wishes,
Emily
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IN AT THE DEEP END
Read June’s problem, then write your answer your jotter. You can
either make a few notes or write full letter to June.
Dear Emily
I had always looked forward to going to college once my children were
a bit older. I started a beauty care course six weeks ago but I am
thinking of giving it up because I can’t cope.
Since my children were born I have stayed at home to look after them. I
also do all of the shopping, cooking, cleaning, etc. as my husband
works away from home – he comes home most weekends.
My children, Scott and Emma, are aged 10 and 12 and they are
involved in lots of activities in the evenings and on Saturdays. I take
them in the car and pick them up.
Since I started college during the day, I can’t seem to get everything
done in the evenings. Because of my children’s hobbies, I can’t even
manage all of the housework, never mind my college work. I have
already missed handing in a few assessments.
I can’t use the weekend to catch up, either. My husband goes to the
football with his friends on Saturdays and on Sundays we go out as a
family.
I really enjoy the course and I don’t want to give it up, but I can’t see
how I can cope with the assessments and get everything done at home.
Can you help?
Yours hopefully,
June
Can you help June? What could be done to make to make sure
she stays on her college course?
Write your answer in your jotter.
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IN AT THE DEEP END
Tutor’s answer to June’s problem:
Dear June
It seems that life has changed a lot for you since you started college,
but for the other three people in your family things are just the same.
If you are going to manage your college course, you will have to get
your family to do more at home. Try some of the following things:
- Get Scott and Emma to help with the housework, such as washing
the dishes, vacuuming and dusting. If they expect you to drive them
around in the evenings they will have to do their share.
- They could also do a bit of cooking. Let them prepare a simple meal
one evening every week.
- You can’t expect your husband to give up seeing his friends or going
to the football, but it needn’t take all day. He could help with some
shopping or other chores before he goes.
- You could do some housework together as a family on Sundays
before you go out.
- Speak to your tutors at college about the assessments you have
missed. They will probably be quite sympathetic as you won’t be the
first student who has had these problems. If the worst comes to the
worst, you could ask if you could take the course part-time.
But don’t give it up if you enjoy it!
Sincerely,
Emily
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FAMILY AND FRIENDS
PART 4
Family and friends
Confidence Quiz
For some people, relationships with family and friends run quite
smoothly. They can always think of the right thing to say and do, and
rarely get involved in arguments. They are also good at caring for
people and building bridges between friends and relatives who are
quarrelling.
For others, relationships are a struggle – every day seems to bring
misunderstandings and rows which can seem hard to sort out.
Try the ‘family and friends’ confidence quiz to see how you feel about
dealing with the problems that relationships can bring.
In this quiz you will be asked to imagine yourself in situations where
family or friends are causing difficulties for you or other people.
For each situation you have to estimate how easy it would be to find a
solution.
Decide if it would be ‘no problem’, ‘a small problem’ or ‘a big problem’ –
then circle your answer.
An elderly relative can no longer look after himself in his own home.
He is coming to stay at your house for at least a month.
You will be expected to help look after him, feed him and entertain him.
Could you cope with this?
That would be:
No problem
1
A small problem
3
A big problem
5
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FAMILY AND FRIENDS
Your cousins from Canada have been staying with you for 5 weeks.
You have spent all of your free time with them and you have really
enjoyed it.
Now your cousins have gone home, you are trying to pick up with your
friends and go out with them once more. Your friends make it clear that
they are annoyed with you for ignoring them and they are not including
you in anything that is happening.
You are going to have to work really hard to be friends with them again.
Can you manage it?
That would be:
No problem
1
A small problem
A big problem
3
5
You have two friends who have fallen out with each other, although they
are both still speaking to you.
All three of you are meant to be going out together to see a film on
Saturday – you have already bought the tickets.
Can you manage to get them speaking again by Saturday?
(Imagine that this is Wednesday).
That would be:
No problem
1
A small problem
3
A big problem
5
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FAMILY AND FRIENDS
You go to visit a close friend and find her sobbing and crying.
She is crying so much she can hardly tell you what is wrong, but you
know it must be something serious.
Can you help her talk through her situation, whatever it is?
That would be:
No problem
1
A small problem
A big problem
3
5
Most of your family go out for the evening, leaving you to ‘keep an eye
on’ your 12-year old brother. He is in the shed at the bottom of the
garden larking about with his pals.
Eventually he staggers in and falls asleep on the couch.
You go down to the shed and find an empty wine bottle – he has been
drinking with his pals.
Could you decide what to do to sort this out without causing a major row
in your family?
That would be:
No problem
1
A small problem
3
A big problem
5
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FAMILY AND FRIENDS
Results:
Add up your scores for the ‘family and friends’ quiz and write your total
in the box.
Check below to see what your score means:
Score
Meaning
21-25
You struggle to keep things smooth with your family and
friends, and find it hard to fit in with them sometimes.
When you are having problems with a friend or relative,
try to think the situation through from their point of view.
You may see things differently.
16-20
You cope well with some relationship problems, but
sometimes you feel out of your depth. Think about the
times when you did cope successfully – that should give
you confidence.
11-15
Most of the time you can work things out with the people
closest to you. There are just one or two things you find
hard to do. Good – that means you are human!
5-10
Relationships are a breeze for you – you have the
answer to all human problems. You could become a
social worker or have an ‘agony aunt’ column in a
magazine.
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FAMILY AND FRIENDS
How did you do with the family and friends quiz?
Are you a genius at solving everyone’s problems or do you step back
and hope that someone with more experience will step in?
There are some personal problems can’t be solved easily – all you can
do is to give your friends and family your support to help them through.
On the next pages you will read about three people with very different
problems.
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FAMILY AND FRIENDS
Family and Friends – Webquest
Introduction
Sometimes people don’t know that they have problems. When that
happens it’s up to their family and friends to realise what is happening
and organise some help. But it has to be done carefully so as not to
hurt their feelings.
Task
Your task is to read three short case studies about people with
problems. You have to decide what the problem is and come up with
some ideas to help them.
Process
Step 1
Look at the three case studies on page 25.
Step 2
Look at the websites in ‘resources’ to get some ideas about their
problems.
Step 3
Print off the Family and Friends Worksheet and fill in your suggestions
for helping Lynn, Marie and Darren
Step 4
Print off the Selfcheck Sheet to record how you felt about completing
this webquest and discuss it with your tutor.
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FAMILY AND FRIENDS
Case Studies
Marie
Marie’s friends notice that she seems to getting thinner, although she
does try to hide it by wearing baggy clothes. She still thinks that she is
fat (although she never has been fat) and she talks about trying to lose
weight. She hardly seems to eat anything at all. Then they hear her
vomiting in the toilet and they know something is definitely wrong.
What’s the matter with Marie and what could be done to help her?
Darren
Darren and his friends have always enjoyed going out for a drink at the
weekend. They have a few drinks, sometimes have a curry or a kebab,
and then get a taxi home.
Recently though, Darren is drinking more than everyone else and
sometimes gets really aggressive. When he is reminded the next day,
he can’t remember anything about it.
Darren’s friends have begun to notice the smell of alcohol from him
during the day. A girl told them that she had seen him getting into his
car to drive after drinking 4 pints.
What is Darren’s problem and what can his friends do to help?
Lynn
Lynn’s friend Sandra has noticed that Lynn seems to be very nervous
and unhappy. Also, Lynn often has bruises on her face and arms.
When Sandra asks her how she got them, Lynn says something vague
like ‘I walked into a door’ or ‘I was moving a wardrobe’.
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FAMILY AND FRIENDS
Sandra has noticed that Lynn’s children also have quite a lot of bruises.
One day she goes to visit Lynn. Before she rings the doorbell she
hears Lynn and her partner Rob fighting. It sounds violent and Lynn is
crying.
What can Sandra do to help Lynn?
Resources
Marie:
http://www.edauk.com/sub_young_how_can_I_help.htm
Darren:
http://www.youngscot.org/channels/health/index.asp?ss=1
49&s=44&sr=66
Lynn:
http://www.womensaid.org.uk/help/index.htm
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FAMILY AND FRIENDS
Family and Friends – Webquest Worksheet
Student’s Name__________________________________
1. What is Marie’s problem and what could be done to help?
2. What is Darren’s problem and what could be done to help?
3. What is Lynn’s problem and what could be done to help?
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FAMILY AND FRIENDS
Family and Friends – Case Studies – Selfcheck Sheet
Student’s Name_______________________________________
1. Which of the 3 case studies did you find most interesting and why?
2. Which problem did you find easiest to solve and why?
3. Which problem did you find most difficult and why?
4. Which person did you feel most sympathy for and why?
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NEW FACES, NEW PLACES
PART 5
New faces, new places
Confidence Quiz
Do you enjoy travelling and meeting new people?
Some people would love to travel somewhere new every day.
Others would find that very stressful and prefer to stay around people
and places they know well.
Try the ‘new faces, new places’ confidence quiz to see how you feel
about travelling and exploring.
In this quiz you will be asked to imagine yourself in situations where you
will be making journeys and meeting new people.
For each situation you decide if it would be ‘no problem’, ‘a small
problem’ or ‘a big problem’ – then circle your answer.
A friend has become ill and he has been rushed into a big hospital 10
miles away.
You would like to visit him to see how he is. You know roughly where
the hospital is, but you have never been there.
You know what is wrong with your friend, but you don’t know what
department or ward he is in.
Could you make your own way to the hospital and ask hospital staff
until you find your friend?
That would be:
No problem
1
A small problem
3
A big problem
5
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NEW FACES, NEW PLACES
You are taking part in a sports competition this weekend.
You have to use public transport (bus or train) to travel to the next town,
then use a map to find your way to the stadium.
You have to be there by 3 pm on Saturday – no later.
Could you manage it?
That would be:
No problem
1
A small problem
3
A big problem
5
You have been invited to take part in an outdoor adventure course.
You will be staying on a farm 300 miles away from home for a week.
There will be lots of other people on the course, but no one you know,
so you will be separated from your family and friends.
You are only allowed one phone call home – to let them know you have
arrived safely.
Could you last the week?
That would be:
No problem
1
A small problem
3
A big problem
5
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NEW FACES, NEW PLACES
You have a job interview at the council offices next Monday at 9.30 am.
You will have to dress smartly for the occasion.
You will travel into the town centre and find the right building. You will
go in, introduce yourself and be interviewed by 3 people you have never
met.
That would be:
No problem
1
A small problem
3
A big problem
5
You have just come back from your week’s outdoor adventure course.
The leader at the local youth club has asked you to come along one
evening to give a 5-minute talk about the course to 8 children aged 10
to 12.
You can show them your photographs – and the scar on your leg where
you cut it climbing over a big wall.
Could you give the talk?
That would be:
No problem
1
A small problem
3
A big problem
5
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NEW FACES, NEW PLACES
Results:
Add up your scores for the New Faces, New Places quiz and write your
total in the box.
Check below to see what your score means:
Score
Meaning
21-25
You like to stick to people and places you know – new
situations frighten you. It’s good to move out of your own
circles sometimes, though – you can have fun and learn
some new things. Try to speak to one new person every
day – or walk down a different street.
16-20
You don’t mind trying some new journeys, but the thought
of some others makes you nervous. This course can
help you think through situations and make plans to deal
with them.
11-15
You like travelling and meeting new people. There are
just one or two situations where you might be a little bit
cautious. That isn’t a bad thing!
5-10
Are you still here? We thought you would have left to go
on a world tour by now! You love travelling and meeting
new people – the more the better.
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NEW FACES, NEW PLACES
How did you do with the New Faces, New Places quiz?
If you find it scary to travel and meet new people you are not alone. It
makes most people nervous at some time. That’s because there are
two things to be nervous about – the journey itself and people you
meet.
But with a bit of careful planning you can make things a lot less
stressful.
Here are a few tips on planning a journey.
Your journey
If you have to make a journey that you haven’t done before, there are
five things you can do to make it easier:

maps

timetables

alternatives

time

money.
Maps – try to get a map which includes the address you would want to
visit. Make a photocopy or print a map from the Internet. Work out in
your head how you will reach the address.
Timetables – if you are going by train or bus, try to get a copy of the
timetable. Work out which one will get you there on time and write
down the departure and arrival times.
Alternatives – try to work out another method of travel in case your bus
or train is cancelled or your lift lets you down. Find out about buses and
trains if both are available and make a note of the times.
Time – Give yourself plenty of time, if possible. You need time to get to
the train station or bus stop and time to get to your destination once you
get off the train or bus.
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NEW FACES, NEW PLACES
Money – if you can, take a bit of spare money with you in case things
go wrong. You might be delayed and need to have a snack or a drink.
Or you may need to get a taxi if you are running late.
For some people, the journey is the easy bit – it’s speaking to strangers
that they find frightening. Here are some tips on speaking to new
people. If you follow these tips it will be much easier.
Think first – Think carefully about what you are going to say before you
approach someone new. Your meaning will come across more clearly
and you will make a better impression.
Introduce yourself – Remember to introduce yourself – if people
haven’t met you before they will want to know who you are.
Smile – Smile, be pleasant and make eye contact.
Be polite – Remember to be polite – say ‘please’, ‘thank you’ and
‘excuse me’.
Don’t swear – Don’t swear or use slang – a lot of people are offended
by swearing.
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NEW FACES, NEW PLACES
New Faces, New Places Webquest
Introduction
Finding your way to somewhere you have never been before can be
quite difficult, especially if you have to be there by a certain time. But
you take away some of the stress by planning your journey carefully.
You can get quite a lot of help from the Internet.
Task
Imagine that you are going to Edinburgh for an interview for a summer
job in a department store next Friday at 10.30am.
The interview will be held at 30 George Street, Edinburgh, EH2 – you
can take the train and walk from Waverley Station.
Plan your journey and work out what you are going to wear for the
interview.
(If you live in Edinburgh, imagine that the interview is in George Square,
Glasgow, G2.)
Process
Step 1
Print the New Faces, New Places worksheet on page 37.
Step 2
Work out the time of the trains from your town to Edinburgh and choose
one to get you there on time. You can use the Scotrail website to look
at the timetables. Make a note of the time of the train after the one you
hope to get, just in case the first one is cancelled.
http://www.scotrail.co.uk/
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NEW FACES, NEW PLACES
Step 3
Work out how you would get to the interview address from the train
station. You can get a map of the centre of Edinburgh on the
Streetmaps website.
http://www.streetmap.co.uk
(You can use the postcode EH2 to search).
Step 4
Think about how you would get ready for an interview. For example,
what would you wear and what would you take with you? Look at the
Young Scot website for some advice.
http://www.youngscot.org/channels/trainingwork/index.asp
?id=501&sr=72
Step 5
Use the selfcheck sheet on page 38 to record your feelings about
completing this webquest. Fill it in and discuss it with your tutor.
Resources
Websites
 Scotrail
 Streetmap
 Young Scot
New faces, new places worksheet
Selfcheck sheet
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NEW FACES, NEW PLACES
New Faces, New Places Webquest
Worksheet
Student’s Name_________________________________________

What are the times of the trains from your town to Waverley Station,
Edinburgh? Give the departures and arrival times for two trains that
would allow you to reach Edinburgh in time for your interview.

How would you get from Waverley station to George Street on foot?
Name the streets you would have to walk along.

What would you wear to the interview?

What would you take with you?

Can you think of any questions you might be asked?

Can you think of any questions you would like to ask?
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NEW FACES, NEW PLACES
New Faces, New Places Webquest
Selfcheck sheet
Student’s Name____________________
Fill in the answers to these questions and discuss with your tutor.

Did you find it easy to use the Scotrail website for train timetables?
Would you use it again?

Did you manage to get a map of Edinburgh (or Glasgow) from the
Streetmaps website? Would you manage to find your way to
George Street?

Did you learn anything from the Young Scot website about preparing
for interviews? Give details.
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MONEY, MONEY, MONEY
PART 6
Money, money, money
Confidence Quiz
Some people don’t like dealing with money because they are frightened
of making mistakes.
Others really enjoy working out money problems because they find it
exciting to get the right answer.
Try the money confidence quiz to see how you feel about handling
money.
In this quiz you will be asked to imagine yourself in situations where
money is involved.
For each situation you decide if it would be ‘no problem’, ‘a small
problem’ or ‘a big problem’.
You are alone at home for a week. You have been left money for food
– enough to live comfortably if you buy from the supermarket, but not
for lavish take-aways. Could you budget your money to make sure it
lasted for the week?
That would be:
No problem
1
A small problem
3
A big problem
5
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MONEY, MONEY, MONEY
You are working in a store stacking shelves over the summer. You get
your wage slip and you are pretty sure there are 3 mistakes:
- you have been given the wrong rate for your age
- you haven’t been paid for the overtime you did
- you have had income tax taken off when you shouldn’t pay any
You will have to go to the wages department and explain all of these
mistakes to get them fixed.
That would be:
No problem
1
A small problem
3
A big problem
5
Your bedroom is going to be redecorated. You know the cost of the
carpet per square yard/metre and you know the cost of the wallpaper
you want (per roll). Could you measure your bedroom and work out a
total cost for carpet and wallpaper?
That would be:
No problem
1
A small problem
3
A big problem
5
You are in the supermarket with exactly £25 to buy food and drink for a
child’s birthday party. Could you add up the cost of the juice, crisps etc.
as you go round with your trolley so that you don’t go over £25 when
you reach the checkout?
That would be:
No problem
1
A small problem
3
A big problem
5
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MONEY, MONEY, MONEY
You want to go to Majorca on holiday with 3 friends (or family). You know
that you want to stay in an apartment in Palma Nova and fly from Glasgow
during the 2nd week in August. If you had two brochures from different
companies, could you calculate the cost and work out which is the cheaper?
That would be:
No problem
A small problem
1
3
A big problem
5
Results:
Add up your scores for the Money quiz and write your total in the box.
Check below to see what your score means:
Score
Meaning
21-25
You obviously don’t like dealing with money and it frightens
you. Perhaps you have made some mistakes in the past.
Lots of practice will help. Try working through some of the
situations in the quiz – do them on paper, then ask someone
who is good with money to check them for you.
16-20
You don’t mind some situations involving money, but others
make you nervous – perhaps you haven’t had to deal with
those problems yet. Think about the ones you find difficult
and work out what you would do.
11-15
Good! – you are quite confident with money – there are just
one or two situations where you need to take your time.
5-10
Very good! You are cool as a cucumber with money and
confident in every situation. All your friends and family should
come to you for money advice.
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MONEY, MONEY, MONEY
How did you do with the money quiz?
Are you good at budgeting and saving or does money always seem to
trickle through your fingers? Do you have any of the following problems
with money?
Here are some tips on managing your money.
I always run out of money before the end of the week.

Sit down and work out what you really need to spend your money on
(such as food and bus or train fares) and how much you spend
every day. Make sure you leave at least that amount for each day of
the week.
I can’t resist buying new things I see.

Next time you want to buy something, follow this plan:

Don’t buy it for a few days. Do you still want it?

Don’t buy it for a few weeks. Do you still want it?

You’ll find you won’t need to buy half of the things you thought you
needed or wanted.
Birthdays and Christmas just creep up on me.

You will have to get organised by making a plan for the year.

Write down the birthdays of all of your family and then close friends.

Decide who should get a present and who will get just a card.

Mark Christmas on your calendar and give yourself a ‘countdown’ to
get ready – six weeks to go, etc. This should help you plan your
spending.
I have nothing to show for my money.

Some small purchases do run away with your money. You can
spend a lot every week without realising it on the following:
chocolate and sweets, crisps, chewing gum, cans of soft drink,
cigarettes and magazines. Count up how much you spend on these
and decide if you ought to cut down.
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MONEY, MONEY, MONEY
I want to save but I can’t

If you have something special you want to save for, give yourself a
target date to have all of the money and work out how much you will
need to save every week. Put the money in a safe place where you
are not tempted to touch it or ask someone you trust to keep it for
you. Within a few weeks you should know if your target is realistic.
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MONEY, MONEY, MONEY
Money, money, money – webquest
Introduction
Does your money seem to run away from you? You look in your purse
or wallet and suddenly you seem to have a lot less money than you
thought you had. Usually if you sit down and think about it, you can
remember where you spent it.
Task
You will be keeping a money diary for a week. You will note down
every penny you spend and what you spend it on. By the end of the
week you should have a very good idea of where your money is going.
Process
Step 1
Print off the money diary.
Step 2
Fill it in for a week – keep it with you all the time. Print off extra sheets
if you need to.
Step 3
At the end of the week circle round everything you bought that was not
necessary. Add up how much money you could have saved. Think
what else you could have spent it on.
Step 4
You will notice there is no selfcheck sheet for this one. You won’t want
to discuss your money with your tutor because it is your own business.
But you could think about trying the money diary for another week –
don’t buy all the small unnecessary things and buy yourself something
more worthwhile with the money. Or buy a treat for someone you know.
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MONEY, MONEY, MONEY
Money Webquest – Diary
Student’s Name_____________________________________
Date
Amount spent
I spent it on
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YOUR OWN WORST ENEMY
PART 7
Your own worst enemy
You might have heard the phrase ‘being your own worst enemy’. Do
you know what it means?
It means that your own behaviour can stop you from getting things done
and being a success.
Are you your own worst enemy? Or are you able to control your own
behaviour most of the time?
Try this short quiz to find out.
Being on time
At work or in school/college you are often given deadlines to complete
your work.
Tick the answer that is closest to your attitude about meeting deadlines.
A.
I worry about being late for anything, so I finish my work a long
time before I have to.
B.
I rarely meet deadlines. People get used to me finishing things
late.
C.
Sometimes I rush to finish, but I usually meet deadlines.
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YOUR OWN WORST ENEMY
Being told what to do
At work or at school/college you have to take instructions and advice
from supervisors, teachers and tutors, whether you like it or not.
Tick the answer that is closest to your attitude about taking instructions
from other people.
A.
I hate people telling me what to do. I often do the opposite – or
nothing at all.
B.
I don’t mind people asking me to organise my work in certain ways
if that is their job. But I can think for myself.
C.
I won’t move a muscle until I’ve been told exactly what to do
Taking care of your belongings
If you want to do your work and enjoy your life, you have to be able to
find the things you need.
Tick the answer that is closest to your attitude about keeping your
things in order.
A.
I keep my stuff fairly tidy. I have a big clear-up once in a while if
the mess gets out of hand.
B.
My stuff is all over the place. I can never find books, notes, CDs,
clothes – or anything!
C.
I know exactly where everything is and I don’t like other people
touching my things
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YOUR OWN WORST ENEMY
All play and no work?
Sometimes it is hard to get down to doing some work if there are more
exciting things happening. And sometimes there seems to be so much
work to do there’s no time to have any fun.
Tick the answer that is closest to your attitude to work and leisure.
A.
I would party and have fun all the time if I could get away with it. I
hate any kind of work.
B.
I like to have fun, but I can usually settle down and work when I
have to.
C.
I worry so much about getting things done I can rarely relax and
enjoy myself.
Picking fights
Some people seem to be born to start arguments. Others hate any kind
of conflict.
Tick the answer that is closest to your attitude about arguments and
quarrels.
A.
I enjoy a good argument – especially when I win.
B.
I don’t like it when arguments get out of hand – but I will stand my
ground if I think I’m in the right.
C.
I would rather let other people have their own way than get
involved in any kind of quarrel
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YOUR OWN WORST ENEMY
Being on time – scores
C.
Sometimes finish in a rush? That’s OK as long as you finish – but
watch you don’t get too close to the deadline. – Score 3
B.
Rarely meet deadlines? You won’t last long in a job unless you
are better organised. – Score 1
A.
Always worried about the time? Try to relax a little bit. No one is
perfect. – Score 1
Being told what to do – scores
B.
Don’t mind being given guidance at work? Good. It’s also good
that you can think for yourself. – Score 3
A.
Don’t like being told what to do? Sorry, that’s not very helpful to
your colleagues – even nearly everyone has a boss. Get used to
it. – Score 1
C.
Don’t expect to be told what to do every minute of the day.
Sometimes you have to think for yourself. – Score 1
Taking care of your belongings – scores
A.
Mostly tidy with a big clear-up once in a while? Sounds like a
healthy attitude. – Score 3
B.
Stuff all over the place? Time to tidy up. You will give yourself
more work if you have to hunt for the things you need. – Score 1
C.
Super tidy? That’s nice if you can keep it up. But watch you don’t
spend too much time keeping your things in order – you may not
have time to do any actual work. – Score 1
All play and no work? – scores
B.
Part-time party animal? Good. Enjoy yourself! – Score 3
A.
Party animal? Tut, tut. Time you knuckled down and did some
work. – Score 1
C.
Worrying about work and chores? Give yourself a good night out
once in a while. – Score 1
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YOUR OWN WORST ENEMY
Picking fights – scores
B.
You can stick up for yourself. Good. – Score 3
A.
Like a good argument?. It may feel good to get your own way all
the time. But watch out – people will get fed up with you and avoid
you. – Score 1
C.
You let other people away with murder. Don’t be a doormat – you
have rights, too! – Score 1
Results
Add up your scores for ‘Your own worst enemy’ quiz and write the total
in the box.
Check to see what this means:
Score
Meaning
15
You are perfect!
9 – 13
Pretty good – just a couple of problem areas in your
behaviour for you to look at.
5–8
You really are your own worst enemy! Time to look at what
you do and try a bit harder.
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YOUR OWN WORST ENEMY
How did you do with the quiz?
Controlling your own behaviour can be difficult as it is easy to slip back
into old habits. Think of all the people who make New Year’s
resolutions to lose weight and take exercise – many have given up
before the end of January.
But it is worth trying to get rid of bad habits because sometimes you do
succeed.
Here are some tips on getting rid of bad habits.
I’m late for everything:

Set your alarm clock 15-20 minutes fast. Get up as soon as it goes
off.

Arrange to meet someone on the way – you won’t want to let them
down.

Fine yourself 50p whenever you are late and give the money to
charity.
I don’t like being asked to get organised at work:

Remember that managers have to do their job – they are paid to get
results.

You may have people that you are responsible for too – like
employees or children. Then you would need to get them organised

Remember that the person telling you what to do probably gets told
what to do by someone else.
I can’t be bothered working:

If you don’t do the work, you won’t finish the course

If you don’t do the work when you have a job, other people will have
to do it – and you may even get sacked

Give yourself a ‘reward’ for everything you complete – a sweet, or
time to listen to some music - do something you like doing.
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YOUR OWN WORST ENEMY
My stuff is all over the place:

Have a major clearout – it is easy to keep stuff tidy if you have
space.

Write yourself a tidying programme –tidy something different every
week: your clothes, your college/school work, your collections of
CDs, books, etc

Better still – tidy up as you go along!
I get into fights:

Stop and think – is it really worth fighting over?

Are people friends with you because they like you or because they
are frightened of you? Which is better?

Some people will provoke you because they think it’s funny to see
you angry. Don’t let them do it – they will soon get the message.
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YOUR OWN WORST ENEMY
Your own worst enemy – webquest
Introduction
If you have become used to behaving is a certain way, it can be difficult
to change. Making lists can help – you make a list of things you would
like to change and tick them off as you manage them.
Task
You will be giving your life a makeover. It will take you a week but
hopefully the results will last much longer. You will be deciding on
things to improve, making a list and keeping track of how well you do,
Process
Step 1
Use the Improvements Checklist on the following page. Read it and
choose five things that you could do this week. Mark them with a tick.
Step 2
Once you have chosen your five improvements, print off the Selfcheck
Sheet and keep a record of how you manage throughout the week.
Step 3
Try your best to work on your five improvements. Keep your list with
you to remind you and don’t forget to fill in your Selfcheck Sheet.
Step 4
Discuss your Selfcheck Sheet with your tutor.
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YOUR OWN WORST ENEMY
Your own worst enemy – webquest
Improvements List
Student’s Name____________________________________
Tick five of the following to work on in the following week:
1. I will tidy my bedroom and chuck out rubbish.
2. I will turn up at school or college with all of the correct folders,
homework etc.
3. I will be on time every morning.
4. I will not miss any classes.
5. I will try hard to finish the work in every class.
6. If people try to ‘wind me up’, I will not get angry.
7. I will not start any fights.
8. I will not grumble, answer back or challenge when I am given work
to do.
9. If I feel that I am in a bad mood, I won’t take it out on other people.
10. If I see anyone being bullied, I will try to help them.
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YOUR OWN WORST ENEMY
Your own worst enemy – webquest
Selfcheck Sheet
Student’s Name____________________________________
What I hoped to do
What I managed to do
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
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CHOOSING A PROJECT
PART 8
Choosing a Project
To achieve this unit, you will have to complete 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 Problem Solving.
If you haven’t chosen a project yet, it’s now time to decide. Choosing
can sometimes be hard. There are many things you will have to
consider. Sometimes, you think you have found a good idea for a
project, but you hit some snags when you start work.
Here are some hints to help you to choose a suitable project and avoid
the snags.
Interests
Think about your studies, your job (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. This should give you some ideas for a suitable
project.
Talents and Skills
What are you good at? You might be good at telling jokes, fixing things,
making things, cleaning cars, housework or keeping children amused.
Make a list of your talents.
Now make a list of the talents and skills needed for your project. Could
you manage it?
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CHOOSING A PROJECT
Time
How much time do you have to spend on your project in college or
school. Will you manage to complete your project in the time you have?
If not, could it be scaled down a bit?
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. Will you be able to
find them or borrow them?
Travel
Will you need to travel to carry out this project? Will you have the time
and permission to travel?
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CHOOSING A PROJECT
Cost
Will your project be expensive? Will you be able to get any money from
your school or college? If not, you might be better to think of something
else?
Help
Will you need help and advice from anyone to carry out this project? If
so, will you be able to find these people and persuade them to help?
Premises
Do you have a suitable room or rooms for your project? Will you be
able to get in when you need to?
If you have an idea for a project and would like to use a checklist to see
if it might work, use the checklist on page 59.
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CHOOSING A PROJECT
Choosing you project - checklist
Project suggestion__________________________________________
If you can answer yes to all or nearly all of the questions below, your
project idea is probably a good one.
1. Am I interested in this project?
YES/NO
2. Do I have the skills to carry it out?
YES/NO
3. Will I be able to finish it in time?
YES/NO
4. Will I be able to get the equipment I need?
YES/NO
5. Will I be able to get the materials I need?
YES/NO
6. If I need to travel, do I have time/permission?
YES/NO
7. Do I have the money to meet any costs?
YES/NO
8. Do I have the room I need for my project?
YES/NO
9. Can I get help and advice if I need it?
YES/NO
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PLANNING
PART 9
Planning
Once you have decided on a project, you will need to make a plan of
what to do. You can think of your project as a story that hasn’t
happened yet, and you can write your plan like a story.
When journalists are writing articles for the newspapers, they use the
following six words as reminders to make sure they don’t miss anything
out:
WHO
WHAT
WHEN
WHERE
WHY
HOW
Look at the following short story as an example.
Greg’s Saturday
Greg had a great day last Saturday. He arranged to meet his friends in
town because he hadn’t seen them for months – they all go to different
schools now. They went round the shops quite slowly looking at CDs,
posters, computer games and clothes and then they went for a burger.
You can separate it out as follows:
Who – Greg and his friends
What – went round the shops
When – last Saturday
Where – in town
Why – hadn’t seen each other for months
How – quite slowly
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PLANNING
Read the following short story about Tracy, then separate out the story
using the six reminder words.
Tracy’s Rabbit
Tracy Cassidy from Glasgow was given a tiny brown and white rabbit
for her birthday in November.
Her Mum and Dad left it in box at the bottom of her bed to surprise her.
They knew she had always wanted one.
Who?
What?
When?
Where?
Why?
How?
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PLANNING
Answers:
Who – Tracy Cassidy
What – given a rabbit
When – birthday - November
Where – Glasgow
Why – she always wanted one
How – left at bottom of bed by parents
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PLANNING
When you start to plan your own project, you will need to think
about:
Who?
Who is going to carry out the project?
Obviously it is going to be you. But you should also think about:

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

Go through your story 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 yourself 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.
See the section on ‘Tracking Your Time’ – it gives good information
about keeping a diary.
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PLANNING
Where?
You need to think about:

Where you are going to work – in the classroom or somewhere else

If there are different stages to your project (e.g. making things and
selling them) you may need different locations

If you are looking for customers, you need to think about where to
find them

If you are looking for people to give help or information, you need to
find them

If you are travelling outside of your college or school, you need to
think about where you are going and how you are going to get there
Why?
The answers to this question should be very easy. You have chosen
this project because:

You want to pass the unit

You are interested in the subject you have chosen

You want to make money for a good cause (if you are fundraising)
When you break your project down into smaller tasks, you should
consider why you are doing each one of them. Are they really relevant
to what you want to achieve?
How?
You need to think about:

Equipment - will you need a computer, a cooker, a video camera, a
tape recorder, etc.

Supplies – stationery (pens, paper, computer disks), ingredients

Ways to communicate with people outside the group: e-mail,
telephone, in person, letters, etc.
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PLANNING
By now you should have the hang of ‘who, what, where, when, why and
how’.
Imagine that you are carrying out one of the following 3 projects. Print
off the exercise sheet and fill it in for that project. When you have
finished, discuss it with your tutor.
1. You are making masks for Halloween to sell for funds for an animal
charity. You will be taking orders in advance.
2. You are learning to play the guitar and you want to be perfect at all
of the tunes and exercises for your first exam in two months time.
3. You are making a book about families who go to your school or
college. You need to find out who has relatives, interview them and
take their photographs in family groups.
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PLANNING
Planning Exercise Sheet
Students’ Name ____________________________________________
Project ___________________________________________________
Who?
What?
When?
Where?
Why?
How?
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FINDING INFORMATION
PART 10
Finding Information
Where can I go to find information?
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.
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
Visual: photographs, pictures, posters
Organisations: libraries, museums, local council, voluntary groups
and charities
Computer: apart from the Internet you can use CD-ROMs and
databases
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.
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FINDING INFORMATION
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.
Try the exercise on the next page to check how good you are at finding
information.
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FINDING INFORMATION
Finding Information – Multiple choice quiz
Are you good at finding information? Try the quiz below to find out.
What would be the best source for the following pieces of information?
Tick the best answer.
1. Dates when your college is closed for the Christmas holidays

The public library

Your tutor

The Internet
2. Telephone number of your local community centre

Local telephone book

Your Mum

Teletext
3. Details of what it was like in your town in the 1950s

Yellow Pages

Your grandparents

The local council offices
4. Details of films on in your local cinema

The local paper

The Radio Times

Teletext
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FINDING INFORMATION
5. Details of local support groups for people with cancer

Your school or college librarian

Yellow Pages

Your doctor’s waiting room
6. Details of books about flower arranging

The Internet

Your local library

Social work department
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FINDING INFORMATION
Finding Information – Answers to the Quiz
1. Your tutor
2. Local telephone book
3. Your grandparents
4. Your local paper
5. Your doctor’s surgery
6. Your local library
If you had difficulty with this exercise, speak to your tutor about it. They
will be on hand throughout the course to point you in the right direction
when you can’t find information.
But remember – they can only tell you where to look or give you a clue.
They can’t and won’t do the work for you!
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KEEPING RECORDS
PART 11
Keeping 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. Can you think why it is important to keep records?
Write your ideas in the box below:
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Tutor’s answers
It is important to keep records because:

You might forget what you have done already done if you don’t write
it down.

If you know what you have done, you know what you still have to do.

Your tutor will want to know what you have done. And you will be
keeping a logbook – more about this later.

Employers like people who are organised and can keep track of
things. It is a good habit to develop.
You can see it makes sense to keep good records for any project you
are involved in.
To help you keep records, a collection of forms has been made for you
to fill in or complete on the computer.
You might not need to use them all – which ones you choose will
depend on how you decide to contact the people you need to help you.
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
log-sheet to record his or her name, the date you wrote and briefly what
you said in the letter.
The forms can be found overleaf or you can also access them from the
toolkit. Included are the diary and flowchart sheets that you learned
about in ‘Planning your time.’
Happy record-keeping!
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KEEPING RECORDS
Diary Sheet
Student’s Name _______________________________________
Project _______________________________________________
Diary Sheet - use this sheet to plan what you want to do
Date
Key Event
Tasks
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KEEPING RECORDS
Flowchart sheet
Student’s Name ____________________________________________
Project ___________________________________________________
Use this flowchart to make a plan for your project.
Dates
Tasks
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KEEPING RECORDS
Letter Logsheet
Student’s Name ______________________________________
Project ______________________________________________
Use this sheet to record any letters you send or receive for your project.
Date
To/From
About
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KEEPING RECORDS
Meeting Record Sheet
Student’s Name ______________________________________
Project _____________________________________________
Use this sheet to record any meetings you have for your project.
Date
Present at meeting
Discussed/decided
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KEEPING RECORDS
Telephone Call Logsheet
Student’s Name ______________________________________
Project _____________________________________________
Use this sheet to record telephone calls you make or receive for your
project.
Date
To/From
About
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KEEPING RECORDS
Visit Logsheet
Student’s Name ______________________________________
Project _____________________________________________
Use this sheet to make notes about visits you make for your project.
Date
Places/people visited
Notes
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KEEPING RECORDS
E-mail Logsheet
Student’s Name _______________________________________
Project ______________________________________________
Use this sheet to record any e-mails you send or receive for your
project.
Date
To/From
About
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TRACKING YOUR TIME
PART 12
Tracking your time
Sometimes, when people are preparing for a big event, they make a
time plan. This is really just a list of dates with details about things to
be done.
Have you ever been involved in anything where there was a time plan,
or where a time plan might have been useful?
(Hint – getting ready for a holiday, moving house, studying for an exam
at school or college.)
Write in a few words in the box below about what happened – did
everything go to plan? Was the event a success?
Talk about your answer with the students around you if you are working
in class. How did their events go?
Can you say why it is worth making a time plan?
Write your answers in the box below.
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TRACKING YOUR TIME
Tutor’s answers – Time Plan
If you make a time plan it can help you to:

work steadily towards a deadline – doing things gradually

make the best use of your time

make sure nothing gets missed out

allow extra time for unexpected things happening
So you can see that it’s always helpful to make a time plan.
There are many ways of doing it. Time plans can be made in the
following ways.

Like a diary, with all of the dates down the left side and the tasks to
the right

Like a flow chart, with the tasks going down the left side and the
dates across the top – crosses or shading mark the dates for action
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TRACKING YOUR TIME
Gerald was making a history of his Youth Club. He was turning it into a
small book to sell for funds and he was also giving a talk. He made
both a diary of events and a flow chart to help him plan.
Gerald’s Diary of Events
Date
Key Events
Tasks
2 April
Plan project
Interview youth leader. Write plan
10 April
Contact former
club members.
Send e-mails, phone, write letters
17 April
Collect more
information
Read e-mails and letters. Interview
people, make notes.
24 April
Arrange for book
to be printed
Take orders. Speak to the company
who will do photocopying
1 - 4 May
Write final copy of Type up final copy. Check for
book.
mistakes. Put in photographs
10 - 11 May
Print book.
Write talk.
Take book to printers.
Make notes for talk
12 May
Give talk
Speak in front of 20 youth club
members and leader. Promote book.
20 May
Sell book
Collect book from printers. Sell to
people who placed orders.
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TRACKING YOUR TIME
Gerald’s Youth Club History
Flowchart (The dates are for the weeks beginning with that day)
Tasks
Plan project. Interview youth leader
Contact former club members
Collect more information
2 April
9 April
16April
23 April
7 May
X
X
X
Write final copy of book
X
X
Give talk
X
Collect book from printers
X
Sell book
14 May
X
Arrange for book to be printed
Print book. Write talk
30 April
X
Diaries and flowcharts are both good ways of making a plan for your time. Which one you choose to use is up to you.
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TRACKING YOUR TIME
Your Time Plan
Imagine that you are planning a small birthday party for your nephew
Jordan, aged 6. He will be allowed to invite 6 friends.
Decide what would have to be done. If you can’t think of everything that
might have to be done, go to page 86 for a hint. You have four weeks
to get ready.
Complete a diary of events (page 87) and a flowchart (page 88).
Once you have completed both the diary and the flowchart, show them
to your tutor.
Which would have helped you to get organised best if you were really
having the birthday party?
There is no correct answer here – everyone will have their own opinion.
Keep the diary and the flowchart in a safe place – you will be writing
more like this later.
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TRACKING YOUR TIME
Hint
If you were holding a birthday party for a 6 year-old boy you would have
to:

Find somewhere to hold it

Decide on a date and time

Arrange for invitations to be sent

Arrange for a birthday cake

Arrange for food – sweet and savoury

Arrange for drinks

Think of games to play

Think of some other entertainment – e.g. a video or a puppet show

Decorate the room – balloons, banners

Buy prizes for games and sweets/toys for ‘goodie bags’

Arrange for other people to help on the day

Make sure all of the children have transport

Buy headache pills!
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TRACKING YOUR TIME
Jordan’s Birthday Party
Diary
Date
Key Events
Tasks
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TRACKING YOUR TIME
Jordan’s Birthday Party
Flowchart
Dates
Tasks
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MEASURING SUCCESS
PART 13
Measuring success – how did I do?
Was my project a success?
Once you have completed your project, you will be looking back over it
to see if it matched your plans. Hopefully, everything will have gone
well and you will have managed everything you set out to do. Even if
things haven’t gone exactly to plan you should still have some positive
things to say about your work.
You will also be filling in the third part of your logbook. The information
in this section will help you to do that.
Here are five things you can look at to measure how well you did in your
project.
Resources
Think about all of the materials and equipment you used in your project.
This can include the computers and the stationery you used to keep
records. It can also include materials and equipment you used to make
things or do things, e.g. sports equipment, 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?
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MEASURING SUCCESS
People

Did you ask for help when necessary?

Did you manage to find the right people to help?

Did you manage to keep in touch with them?
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 day-dreaming with little being done?)

Did you keep to the deadlines you set for yourself 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 produce a school or college joke book

Trying to improve your performance in a sport or playing a musical
instrument
Did you manage to do everything you set out to do? If not, how much
did you manage?
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MEASURING SUCCESS
Linda’s Plants for Mother’s Day
Read the following case study about Linda’s project. She was trying to
grow some potted plants to sell to students in her college for Mother’s
Day. She decided that any money she made would go a charity for
elderly people.
Case study - Linda’s Plants for Mother’s Day
Linda was interested in plants, so she decided to grow some and sell
them for charity as her project for Problem Solving. She decided that
she would sell them in the college just before Mother’s Day as she
reckoned that students and staff would buy them as presents for their
Mums and Grans. She knew that she had 10 weeks to get the plants
ready. She got a borrowed a book from her Granddad about
houseplants and read some things on the Internet.
She decided to grow nasturtiums, geraniums and marigolds as they
looked nice in the book. She bought some seeds from the local garden
centre, along with some special soil and a few seed trays. She planted
the seeds according to the instructions on the packets.
The marigolds and nasturtiums grew really quickly, but the geraniums
seemed to take ages. Linda asked her Granddad about them and he
took a look at her seedlings. He said that the geraniums wouldn’t be
ready for Mother’s Day but that the others were doing fine.
Linda decided to spend a little more money and bought some small
geranium plants from the garden centre – bigger than the ones she had
grown.
A few days before Mother’s Day she bought some cheap terracotta
plant pots and began painting them with a flower pattern. It took a lot
longer than expected, but luckily her Mum and her cousin Gillian offered
to help.
Her tutor helped her to decorate a table in the dining hall and she put 50
plants out on display the Friday before Mother’s Day. She sold them all
and made £60 for charity.
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Case Study – Linda’s Plants for Mother’s Day
Once you have read the case study about Linda, fill in the answers in
the box below.
How well did she use her resources?
Did she find the information she needed?
Did she ask for help from other people when necessary?
Did she manage her time well?
Did she manage to complete her project?
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Tutor’s Answers
How well did she use her resources?
She used her resources well. She found out what she needed and
bought it – no waste. The only problem she had was with the first lot of
geraniums, which she wasn’t able to sell. But that might not have been
her fault – these things happen.
Did she find the information she needed?
Yes – she read a book, went on the Internet and asked her Granddad.
Did she ask for help from other people when necessary?
Yes, she got help from her Granddad, her Mum, her cousin and her
tutor. Linda had the knack of involving people at just the right time.
Did she manage her time well?
Yes, she knew what she had to do and she planned things well. The
only two slight problems were the geraniums not growing as well as
expected and the painting of the plant pots taking longer then expected.
But she sorted out both of these problems with some help.
Did she manage to complete her project?
Yes, she did very well. She had the plants ready and on display in time
and she made a lot of money for charity.
Not all projects run smoothly, but you can often learn the most from
those that go a little bit wrong sometimes, so don’t worry.
When you start your own project, remember to keep looking for ways to
measure your success – even if you don’t achieve absolutely everything
you set out to do.
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FILLING IN YOUR LOGBOOK
PART 14
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
outcomes.
If you have been filling in the ‘selfcheck’ sheets throughout the course,
you will have had some practice in writing the kind of comments that are
needed for your logbook.
The logbook can be found at the end of this pack or you can complete it
online. The online version comes in four parts for you to print off, as
follows:
 Logbook Frontsheet

Logbook Outcome 1

Logbook Outcome 2

Logbook Outcome 3
Filling in your logbook
Outcome 1 – Analysing a simple situation or issue
In this part of the logbook you show your tutor that you know exactly
what is going to be involved in carrying out your project. You will have
decided what it’s going to be about, and you should have a rough idea
of what it’s going to cover. Answer the questions on the Outcome 1
logbook sheet.
Make sure you have worked through the section ‘Choosing a project’ –
that should tell you what you need to consider in advance when
choosing your project – equipment, supplies, time, help from others,
etc.
If you have any questions about filling in this part of the logbook, ask
your tutor.
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FILLING IN YOUR LOGBOOK
Outcome 2 – Making a plan and carrying it out
Once you have decided on a project, you have to make a more detailed
plan and record it in the Outcome 2 part of your logbook.
There are two pages to Outcome 2:
Page 1
Note the steps of your plan – what you are actually going to do.
Note what you are going to need in terms of equipment, machinery,
supplies, information, etc.
Page 2
This is the easiest part of the logbook. You simply record day by day
what you planned to do that day and what actually happened. Be
honest if things didn’t go to plan and you had to make changes.
Every time you do something, write it down or you might forget.
Remember that there is a range of forms in the toolkit to help you keep
track of meetings, telephone calls, e-mails, etc. Fill them in if you think
they will help.
The following sections of the course will help you with this part of your
logbook:

Planning

Finding Information

Keeping records

Tracking your time
Outcome 3 – 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 1 and remind yourself about
how you decided to measure success for your project. Usually, you will
be thinking about how you:
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
Managed materials and equipment - found what you needed and
didn’t break, lose or waste it.

Asked for help from other people.

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 yourself.
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.
Take a look at ‘Measuring Success’ if you have not already done so. It
will help you fill in this part of the logbook.
Filling in your logbook
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:
‘I think I made good use of materials when I sewed puppets
for the playgroup. I learned to use the sewing machine quite
quickly and I didn’t waste any of the cotton or stuffing. But I
did have to put one puppet in the bin when I didn’t like the
face I had drawn.’
Good luck with completing your logbook!
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SPORT WEBQUEST – PERSONAL BEST
PART 15
Sport Webquest - Personal best
Introduction
Whether you are really competitive or just doing it to keep fit and meet
up with your friends, sport and exercise can be good fun. Take this
chance to improve your performance – in football, swimming, athletics,
judo or whatever takes your fancy.
Task
In this webquest you will make a plan to improve your performance in a
sport of your choice. Your will then carry out your plan and measure
how much you have improved.
Process
Step 1
Chose a sport. If you already take part in a sport, that should be easy
for you. If you would like to try something new – this is your chance.
Step 2
Take some advice. Find out what you need to do to improve. Ask
about training, workouts, exercises or drills:

If you are already part of a team or club, speak to your manager or
coach.

If you are not already taking part in the sport, you could go to your
local sports centre to get some advice.

If the first two suggestions are not possible for you, go to the BBC
Sports Academy website (see resources below) – it gives advice on
training for quite a few sports.
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SPORT WEBQUEST – PERSONAL BEST
Step 3
Work out a plan. Think about:

Who – Who can help you? Who can you train with?

What – What should you do to improve in your sport? What
equipment will you need?

When – When will you train – how often, for how long each session
and for how many weeks?

Where – Where will you do your training?

Why – Why should you do certain exercises or moves? Do you
understand what has been recommended for you?

How – How will you judge your improvement – speed, strength,
style?
Step 4
Make a timeplan – give yourself dates to practice and train and targets
to aim for. If you would like to print a timeplan, see ‘resources’ below
Step 5
Go away and do it! Work hard to be faster, fitter, stronger and more
skilful.
If you are doing this webquest as your project to achieve your SQA
Access 3 unit in Problem Solving, remember to keep a logbook
recording what you did.
Step 6
Look back at what you did and measure your success. Fill in the
selfcheck sheet (see ‘Resources’ below) and discuss it with your tutor.
If you managed to achieve most or all of your targets, be proud of
yourself.
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Resources
BBC Sports Academy website:
http://news.bbc.co.uk/sportacademy/default.stm
Timeplan sheet
Selfcheck sheet
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Sport Webquest – Training Timeplan
Student’s Name _____________________________________
Sport ______________________________________________
Date
Training Target
Achieved?
Yes/no
Notes
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Sport Webquest – Selfcheck Sheet – discuss with your tutor
Student’s Name _____________________________________
Sport ______________________________________________

How easy did you find it to make a plan to improve your sporting
performance? Give details.

Where did you go for advice? Give details.

Did you find it easy to stick to your plan? Give details.

Were you happy with what you managed to achieve? Give details.
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
If you were going to try this sports performance project again, is
there anything you would change? Give details.
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FAMILY COOKBOOK WEBQUEST
PART 16
Family Cookbook Webquest
Introduction
Have you visited friends or relatives and enjoyed a good meal? Are
there good cooks in your house? Are you a good cook? It would be a
shame if all of the recipes for these dishes were lost because no one
recorded them.
Task
Your project will be to make a cookbook using the recipes collected
from your family and friends. As well as recipes for main courses, you
could include soups, puddings, cakes, sweets and drinks.
But this is to be a cookbook with a difference – you should also write a
little bit about the people who gave the recipes – their names, where
they live, what they do for a living, etc. One day your grandchildren
might read your cookbook and all of the little notes about their relatives.
They will be grateful to you for writing it.
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Process
Step 1
Make a list of all of the good homemade food you have eaten with your
family and friends. You should also note who made these things.
Decide which of these recipes you would like to include in your
cookbook.
Step 2
Think of ways to contact these relatives and friends – in person, by
phone, by e-mail or by letter.
Step 3
Make a plan with important dates – when to contact people, when to
remind them, a final date to collect recipes and a date to finish your
cookbook.
Step 4
To make things easier for your family and friends to give you recipes,
you could give them a recipe form to fill in.
Step 5
Think about how you would like your finished cookbook to look. You
could handwrite the recipes neatly if your writing is good, or you could
type them. If your relatives have made a good job of writing on the
forms, you could use them for the book.
Step 6
Make an attractive front cover for your cookbook. You could also think
about having a list of recipes at the front, with page numbers.
Step 7
Think about making copies of the cookbook for your relatives and
friends – they will want to see their recipes in print. Photocopying can
be expensive, so you may want to take orders in advance.
Step 8
Once you have finished your cookbook, fill in the selfcheck sheet to
record how you feel about making it. Discuss your selfcheck sheet with
your tutor.
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Resources
Family Cookbook Recipe Form
Recipe for ______________________________________________
Given by _______________________________________________
Ingredients:
Instructions:
A few details about the chef:
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Family Cookbook Webquest – Selfcheck Sheet
After you have made your cookbook, answer the following questions
and discuss them with your tutor:
1. Did you find it easy to write a plan for making your
cookbook?
Give a few details.
Yes/No
2. Did you find it easy to contact friends and relatives and
get the recipes from them?
Give a few details.
Yes/No
3. Were you happy with the recipes you collected?
Give a few details.
4. How easy was it to put the cookbook
together?
Give a few details.
Yes/No
Easy / Medium / Difficult
5. If you were going to make a book like this again, would
you do anything in a different way?
Give a few details.
Yes/No
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CRAFT WEBQUEST - LEARN AND TEACH A CRAFT
PART 17
Craft Webquest – Learn and Teach a Craft
Introduction
If you like working with your hands, you will enjoy this webquest. You
could be making puppets, greetings cards or tie-dye tee-shirts. It will
give you a chance to show others what you can do.
Task
You will learn a craft of your own choice – something to make. You will
then demonstrate the craft to a group of learners and teach them to
make the item.
Process
Step 1
Decide what you would like to make. Look at books in your school/
college library, the public library or on craft websites – see ‘resources’
below.
Step 2
Decide on the group you would like to teach.
It could be:

children of any age – playgroup, nursery, primary

elderly people in a residential home or day centre

your classmates
You may have to adapt the craft to suit their abilities – speak to your
tutor for advice.
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CRAFT WEBQUEST - LEARN AND TEACH A CRAFT
Step 3
Make a plan. Decide:

Who – who to teach? Who can help you learn the craft?

What – what to make? What equipment will you need?

Where – where will you teach it?

When – when will you teach it?

Why – why have you chosen this particular craft? Will it suit you
learners?

How – how will you decide if your project has been a success?
Nicely finished items? Everyone having a good time?
Step 4
Make a time plan. Give yourself dates to choose a craft, practise it,
arrange a group of learners and demonstrate it.
Step 5
Go and do it! If you are doing this project as your assessment for your
SQA Problem Solving unit you will need to keep a logbook.
Step 6
Once you have learned your craft and taught it to others, fill in a
selfcheck sheet and show it to your tutor.
Resources – Craft Websites
http://familyfun.go.com/crafts/
http://www.enchantedlearning.com/crafts/
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Learn and Teach a Craft Webquest - Selfcheck Sheet
Student’s Name __________________________________________
Craft ___________________________________________________
Answer these questions and discuss with your tutor:

Why did you choose your particular craft?

Did you find it easy to learn? Give details.

What group did you teach it to?

Were you happy with the results? Give details.

If you were to try teaching a craft again, what would you do
differently?
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LOGBOOK
Access 3
Problem Solving
Logbook
Student’s Name ________________________________
Project _______________________________________
Date Completed ________________________________
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LOGBOOK
Outcome 1 – Analyse a Simple Situation or Issue
Student’s Name ___________________________________
I decided that my project would be about:
I decided that the following three things were going to be important:
(Hint – could be connected to time, materials, help from others,
information needed, places to visit)
I decided that my basic plan would be as follows:
I decided my plan would be a success if the following things happened:
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LOGBOOK
Outcome 2 – Plan, organise and carry out a simple task
Student’s Name ___________________________________
I decided that my plan would have the following steps:
1.
2.
3.
4.
I decided that I would need the following (give details):
Equipment/machines
Supplies
Help from others
Information
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LOGBOOK
Outcome 2 – Plan, organise and carry out a simple task
Student’s Name ___________________________________
Date
What was planned
What I actually did
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LOGBOOK
Outcome 3 – Review
Student’s Name ___________________________________
Look back at what you put in your Outcome 1 log for how you decided
to measure success.
Comment on how well you managed with each of the following:

Using materials and resources

Finding information

Making good use of your time

Getting help from other people
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LOGBOOK

Did you achieve any other targets that you had set yourself?

Can you think of anything you were particularly happy about or
proud of?

Was there anything you were unhappy about?

Can you think of any changes you would make if you did this project
again?
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